FCE_CAE Revision Cambridge Day Romania

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    UCLES 2013

    FCE(fS) and CAE from 2015

    Satu Mare

    January 2014

    Bob Obee

    Professional Support Leader

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    UCLES 2013

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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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    UCLES 2013

    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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    UCLES 2013

    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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    UCLES 2013

    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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    UCLES 2013

    ! . ,

    ? ;

    : -

    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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    UCLES 2013

    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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    UCLES 2013

    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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    UCLES 2013

    Issues in Vocabulary Teaching at A2

    [KET] and B1 [PET]

    January 2014

    Bob Obee

    Professional Support Leader

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    UCLES 2013

    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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    UCLES 2013

    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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    UCLES 2013

    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/