Exam Strategies and Skills for Learners Success in Cambridge Exams: YLE

READING:

Pre-A1
Can follow some very short stories written in very simple language
A1:
Can read and understand some short, simple stories about familiar topics with the
help of pictures.
A2:
Can read and understand short texts, even if some words are unknown.

Ideas and activities to develop vocabulary

1. Words starting with “w”.
2. Flash cards по уровням
3. Copying words and checking spelling (потому что дети плохо
списывают).
4. i. К картинке (по аудированию) составить описание и сделать упр на
tick / cross. ii. Сделать своё описание.
5. Чтение вслух – вредит навыкам чтению про себя.
6. Чтение вслух хором - + (после записи и вместе с записью) \ в группах.
Обучение письму
1. Word jumble: building sentences (выписала его себе).
2. Writing a story: записать слова, которые они знаю по каждой картинке
-> обсуждаем -> выносим опоры на доску.
Аудирование
1. Читать про себя перед аудированием.
2. Аудирование и выполнение заданий.
3. Проверяют ответы во время второго прослушивания.
4. Gap-filling tasks:
- Numbers
- Writing down the words which are spelled out.
5. Sing and Learn + разработки.
 Exam Strategies and Skills for Leaners Success in Cambridge
Exams: Speaking at A2-B2 levels

A2.
Цель: коммуникация (с партнёром)
Assessing speaking:
1. Grammar and voc. Control
2. Pronunciation (intonation, stress, individual sounds)
3. Interactive Communication (initiating, responding, development)
Global achievement (overall effectiveness)
B1
1. Accuracy
2. Ability to organize discourse
3. Hesitation
4. Pronunciation
5. Command of the spoken language
B1-B2:
1. Grammar and voc
2. Pronunciation (уделять внимание на фразовое ударение) – обучение
через образцы речи.
3. Interactive Communication
4. Discourse Management (extent, relevance, coherence, cohesion)

Global achievement
Оценка может быть:
Can be done informally or more formally;
Use descriptions to assess rather than intuition;
For inf. Assessment, it’s better to focus on one aspect at a time.
Два вида говорения:
1. for accuracy (focus on grammar) – вывод грамматики на устную речь;
2. for fluency (ошибки не исправляем в ходе речи, только если одна и та же у
всех \ частотность)
При оценке – пользоваться шкалой.
Key things to remember when giving feedback
1. Начинать с похвалы.
2. Individual feedback – use criteria with examples; strengths and aspects to
improve.
3. Group feedback: - male peer assessment routine; aspects to improve and
strengths.

Когда ученик (и) отвечают, остальные слушают и заполняю оценочный

лист, чтобы вовлечь их в работу.

Exam Strategies and Skills for Leaners Success in Cambridge

Exams: Writing at A2-B2 levels

Motivate:

1. Analysing models of dif types of text.

2. Building up to writing through staged tasks that provide scaffolding.
3. Being aware of all the features…
4. Thinking @ the target reader.
5. Understanding what the task requires.

Activities: дать все возможные опоры. Дети пишут все слова,

которые знаю по той или иной темe.

1. Написание плана;
2. Organising ideas;
3. Using a range of voc. And gram. Structures.
4. Using linking words (B1-B2);
5. Avoiding repetition;
6. Checking for errors;
7. Self-assessment and peer assessment;
8. Feedback from teachers;
9. Keeping a learning diary.
 Writing process:

Activities:
- Elicit and write voc. and ideas onto the board;
- Co-construct the narrative together;
- Write the story on the board with the help from the class (написать
под диктовку);
- Speaking for fluency (disc the pic);
- Activating ideas and lang.
- Creating safe spaces to write.

Assessment criteria:
1. Content
2. Organization
3. Language

B2 (motivation)
1. Get them interested in the topic before they do a writing task
2. Discuss the topic
3. Ask and answer question about the topic
4. Brainstorm ideas around the topic
5. Elicit relevant voc.
6. Encourage prediction.
ESSAY: skills to be developed
- Plan effectively
- Give opinions and agree of disagree in a formal or neutral way
- Paragraph appropriately
 - Use linking words (много и разных)
- Write appropriate opening (don’t copy the topic, set the same problem
in different words) and concluding paragraphs.
Важна автономия ученика! - meaningful feedback for learners.
Focus on message \ give feedback on content and organization.