Ter A1
C2 Proficiency Speaking
New lesson
Start
3- Part 2
2- Part 1
1- Sample Test
index
5- Assessment
4- Part 3
Unit
Sample Test
Watch the video and complete the worksheet
Play
Unit
Part 1
Conversation
unit 2
Conversation
Read this advice and think of appropriate words to fill the gaps: This part of the test is to __________ you and help you to tune into the __________ of the examiner and perhaps your _________. The questions will be about _________ , your hopes, _________, dislikes, etc., so don't _________. Try to __________ this part. Don't just answer with a _________-_________ answer. Try to expand on your response and give the examiner a little more ____________. Don't take too long to _________ the questions. Start ______________ as soon as possible to maximise your test time. The examiner will ____________ you when the time for the section is up and will say "__________ ______."
unit 2
Conversation
Listen
Listen to Part 1 and note down the questions the examiner asks.
Vocabulary Think of link words that could structure your responses and that correspond to these uses
- on the other hand
- I must admit
- if
- well
- actually / I have to say
- because
- so that / so
- to introduce another point of view
- to confess that something is true
- to speculate
- to give yourself time to think
- to preface what you really think
- to give an explanation or reason
- to express a result
unit 2
Conversation
Thinking of things to say Look at this question: "How important is it for you to travel?" Your answer could approach this from different angles: i i) trips or travel you have already done ii) trips you would like to go on in the future iii) why you are or are not interested in travel
Listen to to these Part 1 questions and note down 3 or 4 different angles to approach each one.
Listen
Unit
Part 2
Collaborative task with pictures
unit 3
Collaborative Task
Read these statements and decide if they are good or bad pieces of advice
- Interact with your partner
- Look at the examiner when you are talking
- Invite your partner to take part in the discussion
- Never interrupt your partner
- Stick to your opinions
- Be polite
- Stop talking when you think the time is up
unit 3
Collaborative task with pictures - phase 1
Listen
+ info
unit 3
Generalilsations
Exceptions
- not really that common
- not exactly something you'd find
- you don't often come across
- except of course
- barring the obvious
- this is the exception
- apart from
- broadly speaking
- on the whole
- generally speaking
- by and large
- in the main
- more often than not
+ info
unit 3
Collaborative task with pictures - phase 2
Listen
unit 3
Useful language
- get the message across
- stand out
- attract the attention of the reader/public/listener
- makes much more of a statement
- make an impact
- striking/successful image
- grab your attention
+ info
Unit
Part 3
Individual Long Turn
unit 4
Individual Long Turn
Sample Questions
To what extent does a successful career depend on a good education? - aptitude - qualifications - economic conditions
How is the role of work in our lives changing? - demography - technology - health
How much easier is it to learn a language nowadays than it was in the past? - technology - travel - learning techniques
What effects has the Internet had on our lives? - access to information - family relationships - outside activities
In what ways are we exposed to fewer dangers than previous generations? - new technology - medical breakthroughs - rules and regulations
What cultural misunderstandings can arise when someone lives and works in a foreign country? - body language - greetings - customs and habits
unit 4
Individual Long Term
Vocabulary Think of discourse markers that correspond to these uses:
- Actually, .../Well, ...
- Besides, .../What's more, ...
- By the way, .../Incidentally, ...
- You know,.../Let's see,...
- As regards .../As far as ... is concerned
- Mind you, .../Still, ...
- In my opinion, .../From my point of view
- As a result .../Because of this ...
- as an afterthought contradicting something already said
- to add to or give further information
- as an afterthought not contradicting previous ideas
- as fillers
- to give a specific example
- to give a relevant but surprising response
- to say what you personally think
- to explain the reason for something
unit 4
Individual Long Term
Vocabulary Think of discourse markers that correspond to these uses:
- Actually, .../Well, ...
- Besides, .../What's more, ...
- By the way, .../Incidentally, ...
- You know,.../Let's see,...
- As regards .../As far as ... is concerned
- Mind you, .../Still, ...
- In my opinion, .../From my point of view
- As a result .../Because of this ...
- as an afterthought contradicting something already said
- to add to or give further information
- as an afterthought not contradicting previous ideas
- as fillers
- to give a specific example
- to give a relevant but surprising response
- to say what you personally think
- to explain the reason for something
Unit
ASSESSMENT
Assessment
Grammatical Resource (Control, Range) Maintains control of a wide range of grammatical forms and uses them with flexibility
Lexical Resource (Range, Appropriacy) Uses a wide range of vocabulary with flexibility to give and exchange views on unfamiliar and abstract topics
Discourse Management (Extent, relevance, coherence, cohesion) Produces extended stretches of language with ease and flexibility and with very little hesitation. Contributions are relevant, coherent, varied and detailed. Uses a wide range of cohesive devices and discourse markers, fully and effectively.
Pronunciation (Intonation, Stress, Sounds) Is intelligible. Intonation is appropriate. Stress is accurately placed. Individual sounds are articulated clearly. Phonology is used to convey and enhance meaning.
Interactive Communication (Initiating, responding, develpment) Interacts with ease, skillfully linking contributions to those of other speakers. Widens the scope of interaction and fully and effectively negotiates towards an outcome.
C2 Proficiency Speaking
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Transcript
Ter A1
C2 Proficiency Speaking
New lesson
Start
3- Part 2
2- Part 1
1- Sample Test
index
5- Assessment
4- Part 3
Unit
Sample Test
Watch the video and complete the worksheet
Play
Unit
Part 1
Conversation
unit 2
Conversation
Read this advice and think of appropriate words to fill the gaps: This part of the test is to __________ you and help you to tune into the __________ of the examiner and perhaps your _________. The questions will be about _________ , your hopes, _________, dislikes, etc., so don't _________. Try to __________ this part. Don't just answer with a _________-_________ answer. Try to expand on your response and give the examiner a little more ____________. Don't take too long to _________ the questions. Start ______________ as soon as possible to maximise your test time. The examiner will ____________ you when the time for the section is up and will say "__________ ______."
unit 2
Conversation
Listen
Listen to Part 1 and note down the questions the examiner asks.
Vocabulary Think of link words that could structure your responses and that correspond to these uses
unit 2
Conversation
Thinking of things to say Look at this question: "How important is it for you to travel?" Your answer could approach this from different angles: i i) trips or travel you have already done ii) trips you would like to go on in the future iii) why you are or are not interested in travel
Listen to to these Part 1 questions and note down 3 or 4 different angles to approach each one.
Listen
Unit
Part 2
Collaborative task with pictures
unit 3
Collaborative Task
Read these statements and decide if they are good or bad pieces of advice
unit 3
Collaborative task with pictures - phase 1
Listen
+ info
unit 3
Generalilsations
Exceptions
+ info
unit 3
Collaborative task with pictures - phase 2
Listen
unit 3
Useful language
+ info
Unit
Part 3
Individual Long Turn
unit 4
Individual Long Turn
Sample Questions
To what extent does a successful career depend on a good education? - aptitude - qualifications - economic conditions
How is the role of work in our lives changing? - demography - technology - health
How much easier is it to learn a language nowadays than it was in the past? - technology - travel - learning techniques
What effects has the Internet had on our lives? - access to information - family relationships - outside activities
In what ways are we exposed to fewer dangers than previous generations? - new technology - medical breakthroughs - rules and regulations
What cultural misunderstandings can arise when someone lives and works in a foreign country? - body language - greetings - customs and habits
unit 4
Individual Long Term
Vocabulary Think of discourse markers that correspond to these uses:
unit 4
Individual Long Term
Vocabulary Think of discourse markers that correspond to these uses:
Unit
ASSESSMENT
Assessment
Grammatical Resource (Control, Range) Maintains control of a wide range of grammatical forms and uses them with flexibility
Lexical Resource (Range, Appropriacy) Uses a wide range of vocabulary with flexibility to give and exchange views on unfamiliar and abstract topics
Discourse Management (Extent, relevance, coherence, cohesion) Produces extended stretches of language with ease and flexibility and with very little hesitation. Contributions are relevant, coherent, varied and detailed. Uses a wide range of cohesive devices and discourse markers, fully and effectively.
Pronunciation (Intonation, Stress, Sounds) Is intelligible. Intonation is appropriate. Stress is accurately placed. Individual sounds are articulated clearly. Phonology is used to convey and enhance meaning.
Interactive Communication (Initiating, responding, develpment) Interacts with ease, skillfully linking contributions to those of other speakers. Widens the scope of interaction and fully and effectively negotiates towards an outcome.