Post on 02-Jun-2018
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FCE(fS) and CAE from 2015
Satu Mare
January 2014
Bob Obee
Professional Support Leader
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Performance - CAERomaniaperformance vs top 10 countries2011
*June session only
Reading Writing Use of Eng Listening Speaking
1 Germany Bulgaria Bulgaria Germany Germany
2 Mexico Germany Romania Portugal Mexico
3 Romania Romania Agrentina Switzerland Romania
4 Czech Rep Czech Rep Poland Romania Czech Re
5 Italy Russia Portugal Bulgaria Italy
6 Russia Italy Germany Czech Rep Russia
7 Switzerland Switzerland Czech Rep Poland Switzerla
8 France Portugal Russia UK France
9 Poland Agrentina Italy France Poland
10 Bulgaria Poland Mexico Mexico Bulgaria
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Findings
FCE and CAE in future
over 70% of respondents wanted shorter exams
a majority favoured a four paper format
combined Reading and Use of English most favoured
content should be suitable for study purposes,work/career advancement, as well as for general
purposes
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Summary of new FCE(fS) format
FCE and FCEfS from 2015
Paper/timing Content
Readingand
Use of English
75 min
Part 14-option MC clozePart 2Open cloze
Part 3Word formation
Part 4 Key word transformations
Part 54-option multiple choice
Part 6 Gapped text
Part 7Multiple matching
Writing
80 min
Part 1one compulsory question (essay)
Part 2one question from a choice of three (four for FCEfS). Set text option for FCEfS only
Listening
40 min (approx.)
Part 13-option multiple choice
Part 2Sentence completion
Part 3Multiple matching
Part 43-option multiple choice
Speaking
14 min
Part 1Interview
Part 2Individual long turns
Part 3/4Collaborative task and follow-up discussion
Total timing:3 hours 29 minutes (current exam 3 hours 59 minutes)
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Summary of new CAE format
CAE from 2015
Paper/timing Content
Readingand
Use of English
90 min
Part 14-option MC clozePart 2Open cloze
Part 3Word formation
Part 4 Key word transformations
Part 54-option multiple choice
Part 6 Cross-text multiple matching
Part 7 Gapped textPart 8Multiple matching
Writing
90 min
Part 1one compulsory question (essay)
Part 2one question from a choice of three. No set text option
Listening
40 min (approx.)
Part 13-option multiple choice
Part 2Sentence completion
Part 3 4-option multiple choice
Part 4Multiple matching
Speaking
15 min
Part 1Interview
Part 2Individual long turns
Part 3/4Collaborative task and follow-up discussion
Total timing:3 hours 55 minutes (current exam 4 hours 40 minutes)
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download the new paperhttp://www.cambridgeenglish.org/images/139835-cae-
specifications-and-sample-papers.pdf
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FCE(fS) and CAE Reading and Use of English
Summary of main changes
all current FCE(fS), and most current CAE R and UE tasks retained
in shortened formats (current CAE R short texts and CAE UE
gapped sentences tasks dropped)
new cross-text multiple matching task developed for CAE,
enhancing the academic coverage of the test
UE tasks before R tasks in the new format
progression from FCE to CPE clearer
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FCE(fS) and CAE Reading and Use of English
Content
FCEfS content will remain unchanged. Texts will continue to beaimed at the interests and experience levels of younger school-agedteens
FCE content to reflect more clearly the exams use by older teensand young adults for access to FE, foundation courses, or lessdemanding HE courses, or by those who need a B2 levelqualification for work or vocational training purposes
CAE content to have a strong academic flavour, reflecting itsintended use by more mature teens and young adults intending tostudy at HE level, or by those who need a C1 level qualification forcareer or immigration purposes
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FCE(fS) and CAE Writing
Summary of main changes
both FCE(fS) and CAE to include new compulsory essay in Part 1
FCEfS to include a modified story task in Part 2, while the report
as an output text type has been dropped. There will be a single settext included, rather than the current two.
FCE will retain the report text type, but will not include the story.There will be no set text option.
CAE Part 2 will no longer include article or information sheet asoutput text types. There will be no set text option.
the output word ranges have been increased for both exams
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FCE(fS) and CAE Writing
Content
The new FCE(fS) Part 1 essay will bring a stronger study focus tothe paper, while the new CAE Part 1 essay will bring a strongeracademic focus to the paper
FCEfS content will remain unchanged. Tasks will continue to beaimed at the interests and experience levels of younger school-agedteens
Retaining the story task caters to FCEfS candidates interests,while retaining a set text supports curriculum focus in some areas onuse of literature in the classroom.
FCE and CAE tasks will take a more adult perspective than FCEfS
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Writing question
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FCE(fS) and CAE Speaking
Summary of main changes
FCE(fS) and CAE Part 1 Phase 2 modified to reduce the number offollow up questions. FCE(fS) includes 12 questions grouped in threecategories. CAE includes eight discrete questions. Part 1 timingreduced by one minute
FCE(fS) Part 2 the listening candidate question (LCQ) has beenextended slightly to allow for a more meaningful contribution fromthe listening candidate (similar to CAE)
FCE(fS) and CAE Part 3 visuals replaced with written prompts. Tasknow split into two to include a discussion phase and a decision-making phase
FCE(fS) and CAE Part 4 timing extended by one minute
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CAE Part 3 extract
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Impact on teaching
Writing :
study / academic focus[discursivity]
Speaking:reasoning/discussionfocus[discursivity]
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Essay Writing :
The mechanics of discursive English
Id first like you to read something for me :
A feature article for Timemagazine written
by Al Gore
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Perfect EssayRespect the Land
When we consider a subject as sweeping as the environment, we oftenfocus on its most tangible aspects - the air we breathe, the water we drink,the food we put on the table. Those things are critically important. But to methe environment is also about something less tangible, though no lessimportant. It is about our sense of community - the obligation we have toeach other, and to future generations, to safeguard Gods earth.
Those are values I learned firsthand, as a young boy on my familys farm inTennessee. We didnt call it environmentalism back then; it was simplycommon sense. My earliest environmental lessons came from our efforts tostop soil erosion - by stopping the formation of gullies that would wash awaythe vital topsoil on which our farm depended. Large farmers who leased theirland for short-term profits didnt worry about soil erosion at the time: thatsone of the reasons three hectares of prime topsoil floats past Memphis everyhour, washed away for good.
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As a teenager, I learned that such short-term thinking was causing even more
serious problems. One of the books we discussed around our family table wasRachel Carsons classic Silent Spring, about pesticide abuse. As it did formillions around the world, Carsons book helped awaken in me that our planetslife is too precious to squander.
Today, the threats to our environment are even clearer to seeand muchgreater in scope and number. We live in a world where climate change,
deforestation, holes in the ozone layer and air pollution are growing sources ofconcern. Our challenge is to find new ways to address those problems byreaching back to our oldest values of community and responsibility - by inspiringa greater respect for the land and resources we share.
If we are to protect and preserve the environment on a global scale we must alldo our part, as nations, as families and as individuals. The need for awarenesshas never been greater, and the opportunity for us to make a difference is justas great. If we practice and teach the right kind of care and commitment for theenvironment it will continue not only to bring us its natural gifts, but also to bringus together.
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and above all I shalldo no harm
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Perfect EssayRespect the Land
When we consider a subject as sweeping as the environment,we oftenfocus on itsmost tangible aspects-the air we breathe,the water we drink,the food we put on the table. Thosethings are critically important. But to me
the environment is also about something less tangible,though no lessimportant. Itis about our sense of community -the obligation we have to
each other,and to future generations,to safeguard Gods earth.
Thoseare values I learned firsthand, as a young boy on my familys farm inTennessee. We didnt call it environmentalism back then;itwas simplycommon sense. My earliest environmental lessons came from our efforts to
stop soil erosion -by stopping the formation of gullies that would wash
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! . ,
? ;
: -
dash
full-stop
inverted commacolon
comma
semi-colon
question mark
exclamation mark
apostrophe
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1 The problems of pollution,deforestation and
managing waste are low government priorities.
2 The truth is simple :economic needs are put before
environmental ones every time.
3 Coastal areas shouldor rather mustmake use
of tidal energy.
4 Some foods given green labels have been produced
in an eco-friendly way ; others have not.
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5 Rainforests must be preserved at all costs : they act
as the lungs of the earth.
6 Poverty and greed,the results of modern economicpolicy, are the twin causes of environmental
destruction.
7 Our parents generation has known about climate
change for twenty years and done nothing. Itsshameful !
8 We need to be careful when using the term :
blame.
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9 Nuclear power has never had the publics trust
nor is it ever likely to.
10 If humanity has a future,it logically has to bea renewable one
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such each this these neithertheir the other its both
both they so it here dothis did
The graph shows how people in five different European countries spentTV/media viewing time in terms of live TV, social media, internet
video streaming, on-demand TV and downloaded internet video in 2010.
of countries show quite different patterns of viewing
behaviour across the range of media
Live TV was the most popular form of viewing in all counties exceptSweden. , figures for social media applications and live video
streaming were much higher. suggests that live TV is becomingless relevant for population and is likely to become even more
in the future.
The French as a nation watched the most live TV. is perhaps partlyexplained by the fact that watched so little on-demand TV
compared to countries where presumably is more widely
available or is considered better value, or .
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Coherence : putting it together
Main ideas
Shameful lack of government
investment in research.
Renewable energy is a security as
well as an environmental issue.
Fossil fuel resources are rapidly
depleting.
Language for developing ideas
cause and effect
Thisleads/has led to
Thiscan impact on
As a direct result, economies
explanation
Thisis obvious if you consider
What this means in reality is ..
Thus, today .
Suchproblems have been made worse
evidence
One /anotherexample of thisis ..
Approximately/Only around 10 %
It is estimated that You only have to look .
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Part 3 Speaking
Negotiation and Interaction Strategies
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CAE Part 3
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Encourage simple across turn
strategies
Across turn
And .But .Thats
Skills and strategies
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On the floor practice
What makes you say that ? Oh come on
but Im not so sure . Id choose something else.
I see what you mean ..and another reason for ..
It depends though doesnt it Wouldnt you say though
Patterns of
Interaction
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Your partners answerThink about and practice relating your answer to yourpartners answer.
..even if only through pronunciation.
For me its a bit different .
I think its more aboutIsnt more a question
I think that used to be
ActiveListening
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Issues in Vocabulary Teaching at A2
[KET] and B1 [PET]
January 2014
Bob Obee
Professional Support Leader
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Specificity : Vocabulary
Vocabulary : significant numbers
2,000 54,000
10-12 20.000 5 -17
up to 1000 4,500
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Vocabulary Learning
Seeing
Knowing Using
Keeping
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know : all verbs know verbHAVE INFORMATIONA1 know verbASK FOR INFORMATIONA1
know verbBE ABLEA2
know verbBE CERTAINA2
let sb know A2
you know B1
know verbBE FAMILIAR WITHB1
knowverb
UNDERSTAND A SUBJECTB1
get to know sb/sth B1
I know B1
as you know B1
as far as I know B2
know better (than to do sth) B2
I know B2
you never know B2
before you know it C1
know sth inside outC1
know what you are talking about C1
know verbGUESS CORRECTLYC2
know best C2
know better C2
the next thing I knew C2
know your stuff C2
know of sth/sb B2:
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Knowing words
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LANGUAGE DEVELOPMENTIntegrated chains of tasksthat allow
students / teachers to explore different
aspectsof vocabulary / structure.
Communication tasks : built into language
focuses that allow for personalisation/self-investment in the language
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Seeing / Meeting words
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before or after you pay.
quoteC2(before) bill A2refund B1discount A2
tipB1 loanB1 receipt A2 deposit B1 changeB1
Look at these questions and comments. Each one
contains a phrasal verb connected with payment ormoney. Which of the words above is being referred
to by each speaker.
1 How much did you get back B1 ?
2 You cant takeit backB1 without one.
3 When do you have to payit backB1?
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pay : all verbs pay verbBUYA1 pay verbWORKB1
pay attention (to sth) B1
pay sb/sth a visit or pay a visit to sb/sth B2
pay sb a compliment C2
pay verbSUFFERC2
pay the price C2
pay tribute to sb/sth C2
pay back sb/sth or pay sb/sth back B1
pay off sth or pay sth off B2
pay off B2
pay nounB1
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Controlled tasksmulti-faceted tasks that aim at reinforcing
form / word associations :
What would the opposite action (of the highlighted verb)
be in each case.
My friends leftPortugal last week
We boardedthe plane just after midnight.
She lefthome on Friday.
They got onat the last stop.
Hes just come back froma trip.
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Lexical Chunks :
A2 [related turns]
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All sorts jazz, rock, classical
1.55 m but Im growing
A [for apple] L [for London] T [for Texas]
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Remembering Words
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wish-eyed
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Using words
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Lexical chunks B1 [phrases/functions/forms]
wish :
request :
promise :
apology :
a piece of advice :
something outrageous :
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Grammar Activity Book, CUP Bob Obee
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Support for teachers
Teacher Support Websitewww.teachers.CambridgeESOL.org
Free resourceslesson plans, handbooks, etc.
Exam discussion forums Teacher tips
Publications for exam preparation Past Paper Packs Speaking Test Preparation Packs Top Tips Series for candidates
Seminars and conferences
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/