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Fce Listening And Speaking Skills 1 Teachers Book

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Teacher's book: [key to] practice exam papers 2: [key to] FCE listening and 1 ; FCE listening and speaking skills for the revised Cambridge FCE examination. Fce Listening and Speaking Skills 1: Teacher's Book by Virginia Evans, , available at Book Depository with free delivery worldwide. The textbook will not only help you prepare for the exam FCE, but also increase the level of your English The course is suitable for self-study, as well as for group lessons. FCE Listening and Speaking 1 (CD 1,2,3,4).

Different spoken text types Draw up a list of spoken text types relevant to the level of your class.

Teach the language appropriate for each text type. Interactive listening Develop interactive listening exercises. Face-to-face listening is the most common and the least practised by course books. Any form of 'Live listening' the teacher speaking to the students is suitable.

Transactional and interactional language Raise students' awareness by using a dialogue that contains both. It could be two friends chatting to each other interactional and ordering a meal transactional.

Real interaction patterns Teach real interaction patterns. Introduce the following basic interactional pattern: Initiate, Respond, Follow-up. This is a simplification of Amy Tsui's work. See Tsui The following interaction could be analysed as follows: A: What did you do last night?

FCE 1 Listening & Speaking Skills - Answer Key

Follow-up What did you see? Initiate A: No it's difficult with the kids Respond B: Yeah of course follow-up Understanding spoken English After a listening exercise give students the tapescript. Using part of it, students mark the stressed words, and put them into groups tone units. You can use phone numbers to introduce the concept of tone units.

The length of a tone unit depends on the type of spoken text. Compare a speech with an informal conversation. In the same lesson or subsequent listening lessons you can focus on reductions in spoken speech, for example, linking, elision and assimilation. Preparation and rehearsal Before a spoken task, give students some preparation and rehearsal time. Students will need guidance on how to use it.

A sheet with simple guidelines is effective. Real-life tasks Try to use real-life tasks as part of your teaching. Spoken language is both interactional and transactional, but what should teachers focus on in class?


Brown and Yule suggest the following: When teaching spoken language, focus on teaching longer transactional turns. This is because native speakers have difficulty with them and because students need to be able to communicate information efficiently whether in their country or in a native-speaker country.

Teach interactional language by using an awareness-raising approach. For example, with monolingual classes by listening to a recorded L1conversation before a similar L2 recording. For recordings of native-speaker interactional and transactional conversations, have a look at 'Exploring Spoken English' by McCarthy and Carter It not only contains a variety of text types, but each recording comes with analysis.

How do I get students to use new language?

Cambridge International Book Centre

Research by Peter Skehan on Task-based Learning shows that giving students preparation time significantly increases the range of language used in the performance of the task, whereas the accuracy of the language is not as influenced.

If this is so, then it seems sensible to give students preparation time when encouraging them to use new language.

Imagine you have been working on the language that would be useful for the following task: 'Having a conversation with a stranger on public transport'. You have now reached the stage where you wish students to perform the task.

Rather than just give students 10 minutes to prepare and rehearse the task, give students guided preparation time.

A simple preparation guide for the task could be a few key questions like: How will you start the conversation?

What topics are you going to talk about? How are you going to move from one topic to another? How are you going to end the conversation?

FCE Listening & Speaking Skills 1 Student's Book by ZILTON Jazes MINT

Texts may be from: Newspapers and magazines, journals, books fiction and non-fiction , promotional and informational material. Part 1 Multiple-choice cloze What's in Part 1? A text with some multiple-choice questions. Each question has four options A, B, C or D — you have to decide which is the correct answer. What do I have to practise?

Vocabulary — idioms, collocations, shades of meaning, phrasal verbs, fixed phrases etc. How many questions are there? Part 2 Open cloze What's in Part 2?

See a Problem?

A text in which there are some gaps, each of which represents one missing word. You have to think of the correct word for each gap. Grammar and vocabulary. Part 3 Word formation What's in Part 3? A text containing eight gaps.

Each gap represents a word. Part 4 Key word transformations What's in Part 4?Submit Search. B They have special skills.

Spiazzi, Marina et al. A a birthday party B a christening C a wedding You hear a conversation in a dress shop. B introverted. A He was not a good student.

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