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Esb 2015 Notes

Why hate writing?  Overcome the fear of writing

How ?

Marked on : Content

Communicative achievement

Organization

Language (Range and accuracy-Grammar and Vocabulary)

Examiners read the first sentence of each paragraph= Important to have a topic/theme sentence.

1. Is the answer in the appropriate style? : informal? , formal?, neutral?


2. Does the answer engage the reader from the very beginning?
3. Would the answer have the right effect on the target reader: inform, entertain, persuade etc.
4. Does the answer give the reader food for thought?

The student must

-count the words

-not “lift” words from the question/theme  paraphrase

- be able to read the answer easily – good handwriting

- not repeat themselves

Read the essays outloud in class

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http://www.visuwords.com/

http://maxkirin.tumblr.com/post/85362981182/this-sentence-has-five-words-here-are-five-more

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Organisation :

The examiner asks

Is the answer written in clear, well-connected paragraphs?

Is there evidence of cohesion and coherence?

Is there appropriate use of punctuation?

Be consistent to the verbs

Vary sentence length


Use linking words and phrases appropriately

Have clearly defined paragraph (leave a line)

Have topic sentences

Justify and /or exemplify their statements

Does the language contain a lot of language errors which impede understanding?

Does the answer use a variety of words and structures?

Paraphrase the question

Use as much impressive vocabulary and grammatical items as they can

Check their work for careless errors and to see if there is room for improvement

Impress the examiner

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Don’t correct : Green highlighter for errors, pink for nice Don’t use Blue (

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All students must

-choose the question they believe they could answer (not the “easiest” or the “most interesting”)

Very often the “simple” questions trick you into writing simplistic compositions

Think about their language resources –which words, structures are going to impress the examiner the most.

Plan,plan, plan

Check, check, check

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Speaking

-Grammar , accuracy, range

-vocabulary: how appropriate they can choose their words to express their ideas and how wide they can expand

Interactive ability : how well they can initiate and respond in conversation with the interlocutor and their partner

Discourse management: how coherently they can speak by linking what they say and not hesitating too much.

Pronounciation : how easy it is to be understood. Use stresss and intonation. Use body language

TIPS

-keep eye contact

-listen ACTIVELY
-Give expansive answers (3 sentences) – (3 points)

-Hypothesise (eg/ really…. It could be true…., I’m not really sure….)

- be natural ( Really?? , Jokes, comments)

-ask for clarification : if they don’t hear or understand sth

-don’t prepare speeches

-use filters to give themselves time to think (so….now…. let me think…. Now…let me get this straight…….

What you’re trying to say is…. Etc)

-Talk!!!

C2

Monologues :

Approach the prompt by talking about: (divide the subject into) :

-Me -Greece (local) -the world (global)

(ideas are not marked language production is)

Talk to each other, share ideas! Don’t talk AT him!

Be polite to each other . Help each other

Agree to disagree

(disagreement gives you food for conversation. Agreement isn’t : Yes,I agree=conversation stops there)

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Getting your students to communicate :

-class debates

-taboo (words from the unit)

-story chains

-film presentations

-project work

-role play (scripts and then act out)

-bananagrams

Boggle
Englishbanana.com

Activityvillage.co.uk

Teachingenglishgames.com

Bbc.co.uk

Boggleworldesl.com

Visuwords.com

Breakingenglish.com

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