7y11.cae-teachingintro.001slides.ppt

7/27/2019 7Y11.CAE-TeachingIntro.001slides.ppt

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Teaching towardsCAE


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Aims of the seminar

to review the skills required in CAE exam

to review the testing focuses of certain partsof the exam

to discuss classroom activities and ideas to

help students prepare for the CAE exam


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At C1, a learner can:

use structures with ease and fluency

be aware of register and adapt language to a wide

variety of situations produce a variety of text types and utterances

use language in a creative and flexible way

respond appropriately to unforeseen as well aspredictable situations

produce quite long and complex utterances.


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CAE Paper 1:

Reading


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Format of Paper 1

Part 1:three themed texts with two multiple choice

questions on each

Part 2:gapped text task with paragraphs removed

from a base text

Part 3:one text with multiple choice questions

Part 4:one text, or texts; multiple matching task


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Text types

newspapers

magazines

journals

non-literary books

leaflets

brochures

fiction


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Testing focuses include:

detail

opinion

purpose

attitude

main ideas

text structure and

organisation

implication

Reading for understanding of:


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Skills for Part 3

following a line of argument

reading in detail

deducing meaning of unknown words fromcontext

inferring underlying meaning

recognising and evaluating attitude andopinion

reading at speed


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Part 4: skills

understanding precise details

coping with unknown lexis matching complex paraphrase

skimming and scanning


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CAE Paper 2:Writing


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Format of Paper 2

Part 1(compulsory): 180220 words

one of: an article, a letter, a proposal or a report

Part 2(a choice of four tasks): 220260 words

an article, a competition entry, contribution to a

longer piece (e.g. to a book), essay, information

sheet, letter, proposal, report or a review Question 5(choice of two tasks) is on a set text.

Text types include an article, an essay, a report or a

review.


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Part 1: Task-specific mark scheme

Content:

Organisation

& cohesion:

Register:

Range:

Target

reader:


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Content:

For a Band 3 or above, the proposalmust:

describe the two venues recommend one of the venues give reasons for choice.

Organisation

& cohesion:clearly organised, possibly with headings

Register: formal to unmarked. Must be consistent

Range:language of description, recommendation and

persuasion

Target

reader: would be informed.


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Content:

Organisation

& cohesion:

Register:

Range:

Target

reader:


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Content:

For a Band 3 or above, the essaymust:

say whether there are greater advantages tobeing self-employed than working for a company

give reasons for opinions

Organisation& cohesion:

clearly organised into paragraphs with appropriatelinking devices

Register: formal to unmarked. Must be consistent

Range:

language of description, opinion, explanation and

justification. Vocabulary related to work and

employment

Target

reader:would be informed.


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Features of essay task type

is usually written for a teacher

may be follow-up to class activity

should include an introduction, cleardevelopment, appropriate conclusion

develops an argument/discusses issues

includes reasons for opinions.


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CAE Paper 3:Use of English


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Format of Paper 3

Part 1: multiple choice cloze

Part 2: open cloze

Part 3:word formation

Part 4: gapped sentences

Part 5:key word transformation


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imagine

imagination (n)

imaginings (n)

imaginary (adj)

imaginative (adj)(adv)

imaginable (adj)

imaginably (adv)

unimagined (adj)

[un] [ly]

[un]

[un]


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This would have been .. in 1858.


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Part 3: knowledge of vocabulary

wide range of derivatives

both positive and negative forms

specific meanings what classes of word are needed in different places in

the sentence/paragraph

appropriacy of different words in context

other possible changes required

spelling


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field [noun]

cornfield

sportsfield

oilfield

snowfield

magnetic field

field of battle

field of study

field of activity/interest

field of vision

lead thefield

in the field


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Question 39

My cousin isnt doing all that well academically but

hes a genius on the football .

This company has gained a reputation for being oneof the most innovative in its .

This year Im growing sunflowers in this . and next

year it will be maize.


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common

common agreement thecommon cold

common courtesy the common good

common ground common law

common knowledge common land

common language common namecommon noun common room

common sense


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In some urban areas, tower blocks are being ..down to be replaced by rows of houses.

The main suspect in the case told the police that his

jacket had been .. when he fell off his bicycle.

At the start of his career, James was .. between

taking a job in television and becoming anaccountant.


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Part 4: knowledge of vocabulary

needed

multiple meanings of words in different contexts

familiarity with collocations

phrasal verbs

familiarity with both literal and figurative uses of

words grammar (use correct form of a word in context)

spelling


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CAE Paper 4:Listening


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A learner at C1 level can:

follow a course of academic study in English

pick up nuances of meaning and opinion

follow discussion and argument with only

occasional need for clarification

use compensation strategies to overcome

inadequacies deal with unpredictable questions.


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Main testing focus of each part

Part 1

Part 2

Part 3

Part 4

A listening for gist and main idea

B listening and recording specific

information

C listening for whether speakers

agree or not

D listening to identify the speakerE listening for the attitude and

opinion of speakers


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Main testing focus of each part

Part 1: a range of focus.A, C,or E

Part 2: B(specific information = detail and stated

opinions)

Part 3: a wide range of focus, each question

focusing on a different aspect of the

interview or discussion.A, Cor E

Part 4: a wide range of focus.A, Dor E


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Part 1

dialogues

range of interaction patterns and length

texts last approx. one minute

range of contexts, speakers and topics

two questions on each text

different focus

questions come in order

questions may focus on same piece of text

but test different things


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Part 1

feeling

attitude

opinion function

speakers purpose

agreement of

speakers

listeners course ofaction

general gist

understanding a

point of detail

1 Part 1 Extract 2


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1. When did you get the answer to each question?

2. How did you know which question to focus on while

you were listening?

3. How would you use the second listening?

4. What sub-skills of listening do you feel were being

tested by the questions?

5. What kind of activities would help your students to

prepare for this task?

Part 1: questions


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Part 4 all five speakers address the same topic

all heard once then repeated

about 30 seconds each

range of speakers

task focuses on different aspects of gist listening

two tasks to do on the same text

questions may focus on same piece of text but testdifferent things

different listeners may find answers from different parts

of the text


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Part 4 testing focuses

identify the

speaker

main point

attitude

2 Part 4 Speaker 1

opinion

interpret context


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1. When did you get the answer to each question?

2. How did you know which question to focus on

while you were listening?3. What sub-skills of listening do you feel were being

tested by the questions?

4. What kind of activities would help your students to

prepare for this task?

Part 4: questions


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Part 4

focus on gist listening

different ways to approach the task

we remember the gist of what people say,

not the actual words

task mirrors real-life skill of using contextand language clues


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CAE Paper 5:Speaking


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Format of Paper 5

Part 1: conversation with interlocutor

Part 2: individual long turn

Part 3: two-way conversation between

candidates

Part 4: discussion on topic related to Part 3


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Part 2

individual comment on and reaction to

two pictures (out of a set of three)

one minute

related question to other candidate

tests ability to produce an extended pieceof discourse


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Why do children enjoy games like these?

What might children learn from playing them?


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What type of language are candidates

expected to use in Part 2?

speculating

comparing

expressing opinions

describing

Address the task!


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Assessment criteria

Grammatical resource

Vocabulary resource

Discourse management

Pronunciation

Interactive communication

1 Part 2: Luzius


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How effective might these suggestions be in improving health

care?

Which two would benefit the local community most?


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expected to use in Part 3?

Candidates should:

engage in discussion work towards a negotiated outcome of task

set

show a range of language

invite opinions and ideas from their partner.


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expected to use in Part 3?Language functions include:

sustaining an interaction

exchanging ideas

expressing and justifying opinions

agreeing and/or disagreeing

suggesting

speculating evaluating

reaching a decision through negotiation.

2 Part 3: Nicole & Max


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General teaching tips for

speaking skills

Integrate listening and speaking skills.

Practise pronunciation through listening and

reading.


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Support for teachers

handbook

bulletins

website: http://www.cambridgeESOL.org

further seminars

Teaching Resources website:

www.cambridgeesol.org/teach


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University of Cambridge

ESOL Examinations

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: (0)1223 553355Fax: (0)1223 460278

E-mail: [email protected]

Keep up to date with what's new via the CambridgeESOL website

www.CambridgeESOL.org

Further information

7y11.cae-teachingintro.001slides.ppt

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