English Teacher ~ Profesora Inglés

Alice Springs, Northern Territory

Reading Strategies ~ FCE & CAE March 11, 2009

Filed under: CAE,Estrategias de lectura,FCE — profesoraingles @ 8:12 am
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GENERAL

  1. If you don’t know why you chose that answer, you’re probably wrong.
  2. Read the Tip Strip and use these tips for all exercises that you do of this type.

KEYWORDS

  1. Read the text carefully – don’t worry if you don’t understand every word.
  2. Underline KEYWORDS in the Question then find the part of the text where the Answer is and underline to words there.
  3. You need to look for the MEANING. The words in the Question and Answer won’t be the same, you’ll need to find the SYNONYMS; similar words or phrases / expressions with similar meanings.
  4. Underline the reason for your answers – you should put the number of the Question beside the words which you underlined.

DECIDE WHAT IS MISSING

  1. Try to answer the Question (or complete the sentence) before you look at the options.
  2. What type of word is missing? What part of grammar? Adjective, noun, number, etc.
  3. Is it a verb tense? Is there an article, auxiliary verb or participle missing?
  4. Conjunctions: and, or, but, if, though, etc.
  5. Relative pronouns: that, which, who, where, when, etc.
  6. Prepositions of place: under, over, up, down, on, in, etc.
  7. Phrasal verbs: the verb part or the prepositional part?
  8. Prepositional verbs: listen to, want to, love to, have to, and so on….
  9. Pronouns: this, that, these, those, what can all be considered pronouns or determiners (such, also) “a” , “the”.
  10. Comparatives: (not) as big as, as tall as, smaller than,
  11. Linkers!
  12. The answer must fit grammatically. SEE NOTETAKING TIPS.

TOPIC and LANGUAGE LINKS

  1. Topic and Language links come before and after each sentence.
  2. eg a pronoun must take the place of a noun that was mentioned before, or rather it links back.
  3. If “the” is used, it normally links back to some specific word, eg: “I bought A car. THE car is red.” Definite article links back to indefinite article.
  4. Firstly, secondly, finally, etc are all words that indicate sequence.
  5. Then, so, because of this, all indicate sequence.
  6. However, Despite, In spite of, But all indicate CONTRAST and SEQUENCE.
  7. Look for the linking words.
 

Notetaking Tips March 6, 2009

Filed under: CAE,Estrategias de Escuchar,FCE — profesoraingles @ 3:48 pm
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Have 5 sections in your vocab notebook for the following:

1. Prepositional verbs

  • want to
  • listen to
  • love to
  • have to

2. Phrasal Verbs

  • get up
  • get off
  • get on
  • get out

3. Set Phrases & Idioms
An English idiom is a phrase that doesn’t “add up to” the sum of its parts. As in She can’t work amicably with family members, “much less” strangers. [Both "add up to" and "much less" are idioms. Would you like to learn more about idioms?]

4. New Vocabulary. You should note:

  • the translation into your own language
  • the part of speech, ie: noun, verb
  • the word-family, or different formations as you find them, for example: to excite (v), excitement (n), exciting (adj), excitedly (adv)
  • a sample sentence in English

5. Miscellaneous
Use this section for things that don’t belong elsewhere.

 

Reading Tips March 4, 2009

Filed under: CAE,Estrategias de lectura,FCE — profesoraingles @ 10:41 am
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Make Predictions
Predictions encourage active reading and keep students interested, whether or not the predictions are correct. Incorrect predictions can signal a misunderstanding that needs to be revisited. You should:

  • Look at the pictures, table of contents, chapter headings, maps, diagrams, and features. What subjects are in the book?
  • Write down predictions about the text. During reading, look for words or phrases from those predictions.
  • While reading, revise the predictions or make new ones.

Visualize
Many students think visually, using shapes, spatial relationships, movement, and colors, and can benefit greatly from this strategy. You should:

  • Imagine a fiction story taking place as if it were a movie. Imagine the characters’ features. Picture the plot in time and space.
  • Imagine processes and explanations happening visually. Use nouns, verbs, and adjectives to create pictures, diagrams, or other mental images.
  • Use graphic organizers to lay out information. Make sketches or diagrams on scrap paper.

Ask and Answer Questions
Having students form their own questions helps them recognize confusion and encourages active learning. You should:

  • Before reading, think about the subject based on the title, chapter heads, and visual information. Make note of anything you are curious about.
  • While reading, pause and write down any questions. Be sure to ask questions if there is confusion.
  • Look for the answers while reading. Pause and write down the answers.
  • Were all the questions answered? Could the answers come from other sources?

Retell and Summarize
Relating the text in students’ own words clears up language issues. Retelling challenges them to aim for complete retention. Summarizing allows students to discriminate between main ideas and minor details. You should:

  • During reading, note the main ideas or events. Put a check mark in the book or write a note to point out a main idea.
  • At the ends of chapters or sections, review the information or story. Note main ideas or events and the details that support them.
  • After reading, retell or summarize the text. Focus on the important points, and support them with relevant details.
  • Refer to the book to check the retelling or summarizing.

Connect the Text to Life Experiences, Other Texts, or Prior Knowledge
Connecting a text to students’ experiences and knowledge helps students personalize the information. It also helps students remember information when they link it to their lives. You should:

  • Is the subject familiar? Do the characters resemble familiar people? Have you learned about the concept from school, home, or other experiences?
  • Is the style or genre familiar? Does it resemble other texts? Television shows, movies, and games can be considered “texts.”
  • Write down similarities between the current text and experiences, knowledge, or other texts.

Word-Attack Strategies
Word-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. You should:

Use Picture Clues

  • Look at the picture.
  • Are there people, objects, or actions in the picture that might make sense in the sentence?

Sound Out the Word

  • Start with the first letter, and say each letter-sound out loud.
  • Blend the sounds together and try to say the word. Does the word make sense in the sentence?

Look for Chunks in the Word

  • Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words.
  • Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

Connect to a Word You Know

  • Think of a word that looks like the unfamiliar word.
  • Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word.
  • Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding.

Reread the Sentence

  • Read the sentence more than once.
  • Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

Keep Reading

  • Read past the unfamiliar word and look for clues.
  • If the word is repeated, compare the second sentence to the first. What word might make sense in both?

Use Prior Knowledge

  • Think about what you know about the subject of the book, paragraph, or sentence.
  • Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.
 

Listening Strategies FCE & CAE March 2, 2009

Filed under: CAE,Estrategias de Escuchar,FCE — profesoraingles @ 10:16 am
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Read through the Questions and underline the KEYWORDS. Try to think of the SYNONYMS for these words, or some phrases & expressions with a similar meaning. Listen for these.

Most Questions will be about people’s ideas, feeling, attitudes and opinions.

Note down the Speakers MAIN IDEA, then mark the option closest to that idea.

On the second listening, check your answers (you my need to change some of them).

 

Speaking Tips – Opinions, Disagreeing & Comparing March 1, 2009

Filed under: CAE,Estrategias de uso de la palabra,FCE — profesoraingles @ 11:04 am
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GIVING OPINIONS
I think
I feel
I believe
I suppose
I reckon
I imagine
In my opinion
I get the impression
It seems to be that
She may have chosen that because

ASKING FOR OPINIONS
…don’t you think? (and other QUESTION TAGS)
Would you agree with that?
What do you think of…?
Do you agree that…?

AGREEING
I agree with you because…

DISAGREEING
I am not sure I agree with that.
I disagree with that point.
I don’t think that’s correct/true/right.

REQUESTING CLARIFICATION
Did you mean to say…?

EXTENDING
Does anyone have another idea?
I would like to add…

CONTRASTING & COMPARING
These things are similar because…
To do either of these things…
Neither of these people…
The most obvious difference between these things is that…whereas…
I imagine that ………. might not be quite as essential as ………

 

Sample Essay Questions February 28, 2009

Common strategy terms for Essay writing are as follows:

Analyze: Divide an event, idea, or theory into its component elements, and examine each one in turn: Analyze Milton Friedman’s theory of permanent income.

Compare and/or Contrast: Demonstrate similarities or dissimilarities between two or more events or topics: Compare the portrayal of women in Beloved with that in Their Eyes Were Watching God.

Define: Identify and state the essential traits or characteristics of something, differentiating it clearly from other things: Define Hegelian dialectic.

Describe: Tell about an event, person, or process in detail, creating a clear and vivid image of it: Describe the dress of a knight.

Evaluate: Assess the value or significance of the topic: Evaluate the contribution of black musicians to the development of an American musical tradition.

Explain: Make a topic as clear and understandable as possible by offering reasons, examples, and so on: Explain the functioning of the circulatory system.

Summarize: State the major points concisely and comprehensively: Summarize the major arguments against using animals in laboratory research.

Following are some sample essay questions:

Education comes not from books but from practical experience.
Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which books might educate students better than practical experience. Discuss what you think determines when practical experience provides a better education than books do.

~~~~~~~~~~

Scientific inquiry is rooted in the desire to discover, but there is no discovery so important that in its pursuit a threat to human life can be tolerated.
Write a unified essay in which you perform the following tasks. Explain what you think the above statements means. Describe a specific situation in which a threat to human life might be tolerated in the pursuit of scientific discovery. Discuss what you think determines when the pursuit of scientific discovery is more important than the protection of human life.

~~~~~~~~~~

Politicians too often base their decisions on what will please the voters, not on what is best for the country.
Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which a politician might make an unpopular decision for the good of the country. Discuss the principles you think should determine whether political decisions should be made to please the voters or to serve the nation.

~~~~~~~~~~

An understanding of the past is necessary for solving the problems of the present.
Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which solving a current problem might not require an understanding of the past. Discuss what you think determines whether or not the past should be considered in solving the problems of the present.

~~~~~~~~~~

Wealthy politicians cannot offer fair representation to all the people.
Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which a wealthy politician might offer fair representation to all people. Discuss what you think determines whether a wealthy politician can or cannot offer fair representation to all the people.

~~~~~~~~~~

In a free society, laws must be subject to change.
Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which a law should not be subject to change in a free society. Discuss what you think determines whether or not a law in a free society should be subject to change.

~~~~~~~~~~

 

ESSAYS – Linking Words February 28, 2009

Linking words help you to connect ideas and sentences, so that people can follow your ideas.

Giving examples
For example

For instance

Namely

The most common way of giving examples is by using for example or for instance.
Namely refers to something by name.
“There are two problems: namely, the expense and the time.”

Adding information

And

In addition

As well as

Also

Too

Furthermore

Moreover

Apart from

In addition to

Besides

Ideas are often linked by and. In a list, you put a comma between each item, but not before and.
“We discussed training, education and the budget.”

Also is used to add an extra idea or emphasis. “We also spoke about marketing.”
You can use also with not only to give emphasis.
“We are concerned not only by the costs, but also by the competition.”
We don’t usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…

As well as can be used at the beginning or the middle of a sentence.
“As well as the costs, we are concerned by the competition.”
“We are interested in costs as well as the competition.”
Too goes either at the end of the sentence, or after the subject and means as well.
“They were concerned too.”
“I, too, was concerned.”

Apart from and besides are often used to mean as well as, or in addition to.
“Apart from Rover, we are the largest sports car manufacturer.”
“Besides Rover, we are the largest sports car manufacturer.”
Moreover and furthermore add extra information to the point you are making.
“Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition.”

Summarising

In short

In brief

In summary

To summarise

In a nutshell

To conclude

In conclusion

We normally use these words at the beginning of the sentence to give a summary of what we have said or written.

Sequencing ideas


The former, … the latter

Firstly, secondly, finally

The first point is

Lastly

The following

The former and the latter are useful when you want to refer to one of two points.
”Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term.”

Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.
It’s rare to use “fourthly”, or “fifthly”. Instead, try the first point, the second point, the third point and so on.
The following is a good way of starting a list.
“The following people have been chosen to go on the training course: N Peters, C Jones and A Owen.”

Giving a reason


Due to / due to the fact that

Owing to / owing to the fact that

Because

Because of

Since
As
Due to and owing to must be followed by a noun.

“Due to the rise in oil prices, the inflation rate rose by 1.25%.”
“Owing to the demand, we are unable to supply all items within 2 weeks.”
If you want to follow these words with a clause (a subject, verb and object), you must follow the words with the fact that.
“Due to the fact that oil prices have risen, the inflation rate has gone up by 1%25.”
“Owing to the fact that the workers have gone on strike, the company has been unable to fulfil all its orders.”
Because / because of
Because of is followed by a noun.
“Because of bad weather, the football match was postponed.”
Because can be used at the beginning or in the middle of a sentence. For example, “Because it was raining, the match was postponed.”
“We believe in incentive schemes, because we want our employees to be more productive.”
Since / as
Since and as mean because.
“Since the company is expanding, we need to hire more staff.”
“As the company is expanding, we need to hire more staff.”

Giving a result

Therefore

So

Consequently

This means that

As a result
Therefore, so, consequently and as a result are all used in a similar way.
“The company are expanding. Therefore / So / Consequently / As a result, they are taking on extra staff.”
So is more informal.

Contrasting ideas

But

However

Although / even though

Despite / despite the fact that

In spite of / in spite of the fact that

Nevertheless

Nonetheless

While

Whereas

Unlike

In theory… in practice…

But is more informal than however. It is not normally used at the beginning of a sentence.
“He works hard, but he doesn’t earn much.”
”He works hard. However, he doesn’t earn much.”
Although, despite and in spite of introduce an idea of contrast. With these words, you must have two halves of a sentence.
“Although it was cold, she went out in shorts.”
”In spite of the cold, she went out in shorts.”
Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.
“Despite the fact that the company was doing badly, they took on extra employees.”
Nevertheless and nonetheless mean in spite of that or anyway.
“The sea was cold, but he went swimming nevertheless.” (In spite of the fact that it was cold.)
”The company is doing well. Nonetheless, they aren’t going to expand this year.”
While, whereas and unlike are used to show how two things are different from each other.
“While my sister has blue eyes, mine are brown.”
“Taxes have gone up, whereas social security contributions have gone down.”
“Unlike in the UK, the USA has cheap petrol.”
In theory… in practice… show an unexpected result.
“In theory, teachers should prepare for lessons, but in practice, they often don’t have enough time.”

 

 
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