Why make FCE more fun ?

1. Why make FCE more fun ? HARD WORK: You have to raise the complexity of their language Most classes need a lot of work with Use of English We need to explain tactics for reading/listening etc. MOTIVATION: Adults are tired after a busy day Teens are teens

2. Oh what fun …? Passing things Changing places - moving Doing things in pairs/groups Negotiating things More visual stimuli e.g. pics, IWB Something ONLINE outside class

3. Reading Part 2: Reference words Gist read all the text – label each paragraph Student As – Read before & after gap: write “what do you expect here?” Student Bs – Read missing sentences: “write a question” Teacher checks each + help choose best As + Bs come together + choose answers

4. Reading Part 3: Reading Race Do it with a map first! Divide into 6 teams of 2 – check rules (“finished!” – put your hand up – points) Teacher read out synonyms (whole, or parts of, questions on left)

5. Writing: Process v. Model Writing Cycle “Model Cycle” Introduce topic in class show model SS notice good phrases SS do own version Teacher marks it SS puts it away / loses it

6. Writing: Process v. Model Writing Cycle “Process Writing Cycle” Introduce topic in class SS discuss & plan content SS do 1st version - T marks it Work on good vocab/phrases in class SS do 2nd version – T marks it SS do 3rd version SS displays work on board or Wiki

7. Writing: Graffiti Wall Identify which complex structures you want to practice SS write on graffiti wall in pairs (coloured pens - different angles) Teacher photocopies (reduced) or scans for Wiki

8. Use of English (All parts): Collocation Triangles Students in pairs try to put words in triangles Teacher checks and explains any unusual ones Students fold over paper and test each other

9. Use of English (Part 4): Personalised grammar structures Either: Revise structures done in class by personalising them for students to ask each other (see example) Or: Ask them to put a personalised example on the Wiki with “Wallwisher” http://www.wallwisher.com/wall/vFXCunKul6

10. Personalised grammar structures(Examples for pair-work in class) Ask your partner: Do you know anyone who has dropped out of school or university? Have your parents ever taught you or your brother/sister a lesson? Have you recently had a discussion with someone about something? Do you know someone who hasn’t got a sense of humour? What do you like to do when you take a break from work or university? When is the last time you sat an exam? Idea taken from Andrew Walkley – ACEIA Conf 2011

11. Listening Part 2: Question signposts Students have problems with a long listening: - it’s overwhelming – a “wall of sound” - they lose their place For the first listening: Tell a student to call out the number of the question when it starts to be talked about (They shouldn’t write down any answers at this stage)

12. Listening Part 3: Synonym hunting Students get a Part 3 with the answers already marked in. So what’s the point? - stress of “getting the right answer” is taken away - the task is now “find the synonym”

13. Speaking Part 2: Partner as monitor Agree on good phrases to use in part 2 Teacher introduces Part 2 Question Student As – Speak for one minute Student Bs – Listen, using checklist Bs give As feedback Change round

14. Speaking Part 2: Partner as monitor SPEAKING PART 2 - CHECKLIST  Both photos show…  The first photo shows …  … whereas …  This one shows…  The photo (must / might) have been taken …  She / he (must / might) be feeling … because…  If I were ( him / her) , I’d …

15. Speaking (All parts): The pron card T. notices which words the SS have problems pronouncing + writes on coloured A4 card T. adds to card from class to class SS practice pron in pairs T. backs up some problem words with pics