CAE Week 3.3

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• Studiejaar 1

LANGUAGE SKILLS

WEEK 4

Language Skills Week 3.3

Today's Lesson

• Energizer
• Use of English Part 3 & 4 
• CAE Speaking Part 1 
• Essay writing: peer feedback and re-writing

Energizer!

Watch the film clip and
decide whether what you 

hear is the truth or a lie.

Was it the truth or a lie?

1. Truth
2. Lie

Your Turn!

• Think of your own plausible lie or far-fetched truth.
• In groups of 3, take it in turns to discover the truth.
• You have three minutes to question your opponents.  

Reading and Use of English

Part Four: Key word transformation

Boris should have contacted us the moment he arrived

TOUCH

Boris was supposed ..... as soon as he arrived

1. getting in touch with us
2. to get in touch with us
3. to have got in touch with us
4. to have made contact with us

B

• A was grammatically incorrect
• C exceeds the six-word limit
• D doesn't use the word given

Key Word Transformation

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given.

Could you remind me to phone Charlie on Friday?
GRATEFUL
I'd ..... me to phone Charlie on Friday.

The correct answer

Could you remind me to phone Charlie on Friday?

GRATEFUL

I'd be grateful if you could/would remind me to phone Charlie on Friday.

Mario managed to complete the project without any help ALL
Mario succeeded ....... himself

The correct answer

Mario managed to complete the project without any help

 ALL

Mario succeeded in completing the project all by himself

You won't get into the national team unless you try much harder
MAKE
You'll have .... if you're going to get into the national team

The correct answer

You won't get into the national team unless you try much harder

MAKE

You'll have to make much more / a much greater / a lot more effort if you're going to get into the national team

Fatima still hasn't decided if she'll study in New Zealand next year
MIND
Fatima hasn't .... to study in New Zealand next year

The correct answer

Fatima still hasn't decided if she'll study in New Zealand next year

 MIND

Fatima hasn't (yet) made up her mind whether to study in New Zealand next year

Part Three: Word Formation

NATION

APPEAR

Example: ACT

• An international report has shown that human ... (ACT) are destroying three animal or plant species every hour. This equals 150 species a day, and between 18,000 and 55,000 species a year.
• ACTIVITIES

Scientists and .... (ENVIRONMENT) have identified various threats to .... (CREATE) and plants as diverse as right whales, Iberian lynxes, wild potatoes and peanuts.

environmentalists, creatures

The main .... (FIND) of the report is that we must slow down the worst spate of extinctions since
the .... (APPEAR) of the dinosaurs 65 million years ago.

Answers: finding, disappearance 

Global warming is adding to existing threats such as land .... (CLEAR) for farms or cities, pollution,
and rising human populations.

clearance(s)

To deal with these challenges, we need to move rapidly and with more ...... (DETERMINE) at all
levels - global, .... (NATION) and local.

determination, national

Many experts believe that the world will fail to
meet the target, set by political leaders some years
ago, of a major (REDUCE) in the rate of loss by next year.

reduction

CAE Speaking Part 1

• Two minutes
  
• Conversation between examiner and individual candidates
  
• Work in pairs. Take turns to ask each other the questions on pages 194-195 of your Cambridge Advanced English book.
  

Writing: Peer feedback

Form groups of 4

Exchange essays 

Give feedback (see following slides for info)

Read and process the feedback

Rewrite your essay 

Use colours to highlight your corrections

Hand it in!

Assessment criteria

To assess a piece of writing, examiners consider these four things, called subscales:

• Content - how well the task has been completed; for example, has all the important information been included in the piece of writing?
  
• Communicative achievement - how appropriate the writing is in terms of genre; for example, what sort of text do you have to produce – a letter, a report, a review, an essay? Does the text communicate the ideas appropriately and effectively to the target reader?
  
• Organisation - the way the text is organised; for example, are the ideas presented coherently and are they connected through the text across sentences and paragraphs?
  
• Language - vocabulary and grammar; for example, is there a range of vocabulary and grammatical structures and how accurately are they used?
  

Round 1: Content

• Have you included 2 bullet points and your own opinion?Have you developed the topic and provided details about all aspects of the task?
  
• What do you need to include and how can you develop the topic?
  
• What is the purpose of the text and what does the reader need to know?

Round 2: Communicative Achievement

• What is the purpose of the task and have you achieved the desired outcome from your text?
  
• What is the purpose of the task and what effect do you want to have on the reader?
  
• Do you need to persuade, agree, argue, suggest, apologise, infer, compare ?
  
• Does the reader need to know your personal opinion as well as the facts?
  
• What is the relationship between you and the reader and does this make a difference?
  

Formality; coherence; style: Is it a formal essay? Does it flow well? Is it easy to read? Are there any stylish elements e.g. rhetorical questions?

Round 3: Organisation

• Have you organised the information appropriately for the task?
• Does each paragraph focus on one aspect of the task and have a clear structure?
  
• Is your text balanced? Have you given equal weight to the issues under discussion?
  
• Are the cohesive devices used appropriate to specify how the ideas are connected?
  

Round 4: Language

• Have you demonstrated control of a range of language?
  
• Have you used grammar structures correctly?
  
• Can you use more specific words or structures to express your ideas?
  
• Have you used functional language to persuade, agree or compare to the best effect?
  
• Have you correctly used any common phrases which are appropriate to the task?
  
• Is there any repetition of phrases, expressions or words which can be paraphrased?
  

Is there a variety of sentence structures showing control over a range of grammar?

What did you think of today's lesson?