Documente Academic
Documente Profesional
Documente Cultură
Time:
2 x 45 minutes
Aims:
To choose individual Topics To develop topics through mind maps To choose the best mind map points for generating the language of the Grades
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Instructions for the class: - Put the students in mixed-ability groups of 3. - Each group must write down at least 5 topics that they are interested in and would like to be interviewed about for 5 minutes. - Tell the class not to choose anything too complex, too technical or a Topic which involves lots of new vocabulary. This will be too difficult to talk about in the exam. - To start the brainstorming, write a few ideas on the board, e.g:
An object thats important to me: my guitar, a special concert ticket A person that I respect/dislike: sports person, humanitarian, politician A place thats important to me: my school, London, the USA, An important social activity in my life: clubs, the people I meet, etc
An ambition: future career, fantasy career, a competition Id like to win A social problem: a problem in my city/country, in a different country
- The students continue brainstorming in their groups. iii) Collecting information, and choosing a Topic (20 minutes) 1 student from each group comes up to board to write all their ideas on the board. When they have finished, look at the suggestions and diplomatically (!) cross out (e.g. crosses out) ideas on the board that are not appropriate or useful, giving a reason (e.g. the Topic is not personalised, its too complex, or its exactly the same as the Grades Subjects for Conversation. Trinity strongly recommends that students do not choose my family, my best friend or my pet as their Topic. In our experience, these are not communicative or productive Topics.) Tell the students that they have to choose a Topic. It can be one from the board, or it can be another idea that they have. Give the students some time to choose their topic.
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GRADE E
Example language: :
Give advice and make e suggestions: including s should/ough ht to, etc. What yo ou should do o is .... If I were e you, Id .... You oug ght to Youd be etter .... Have yo ou thought about a ....ing g ....? What should be don ne is .... There ar re advantag ges and disa advantages s. One of the t advanta ages is .... One of the t disadvan ntages is ..... When I was w younge er, I used to .... We didnt use to .... Its diffe erent now, but b it used t to .... I might/ /might not .. ... It could be .... It may be b .... Can you u tell me mo ore? What ha ave you don ne so far? Im not sure s I agree e with you. Im sorry y, I dont ag gree. I comple etely agree. I couldnt agree mo ore. Im not sure s what should be do one. It is used d for ....ing. It is mad de from .... If I could d ...., I would d .... If I were e rich, I would .... It would be better if .... Shes the person who .... ing that/which .... Its a thi Its a pla ace where .... He could dnt go due to the wea ther I passed d the exam because b of the teacher r.
ment: Agreement/disagreem
Second conditional:
Relative clauses:
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GRADE E
Example language: :
Feeling and emotions s: It makes me feel... I have mixe ed feelings about a it. I cant be sure, but it might m be .... One possib bility is that it could be .... A reason fo or this may be .... Im sure it cant c be .... It cant pos ssibly be .... There is no o way I woul ld .... Have you ever e conside ered ....? It might be better if yo ou .... d that if I were w in you ur shoes. I wouldnt do Im not sure that woul ld be a good d idea. My friends say that I .... My family think t that ... .. Most peopl le seem to believe b that t .... My teacher r told me sh he had .... I heard that you shoul ldnt .... If I hadnt studied s so hard, h I would dnt have passed. I would hav ve gone, if I hadnt bee en late. If I hadnt had h an accid dent, I woulld have won n. Ive been st tudying Eng glish for 10 years. Ive been th hinking about .... Before I me et you, I had d never me t an English h person. I had never r been to En ngland untill last month h. Even thoug gh its rainin ng, its still w warm I passed the exam, in spite s of the e noisy room m. I enjoyed windsurfing, w although I wouldnt go again. To continue e, I was talk king about m my plans. In other wo ords, I dont t understan d!
Speculatin ng:
Impossibili ity:
3rd conditional:
Linking expressions/c cohesive de evices: Even thoug gh, in spite of, although, to continue e, in other words, w for exampl le
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GRADE E
Paraphrasing and rec capping: In oth her words .... What I mean is ... .. What Im trying to t say is .... Anywa ay, as I was s saying .... I wish I could .... I wish I hadnt .... ve done .... I wish I could hav I regre et doing tha at now. I regre et not ....ing g. I hope e I will be ab ble to .... I hope e to go to En ngland. Presu umably, this is right. Im no ot sure, but my best gu uess is .... I assu me the reas son is .... I supp pose one reason could be .... In the eory, if I did X, Y might happen. Im no ot sure what to do. On the one han nd .... but on n the other hand .... I can s see benefits s on both si ides. If I do X then I mi ight learn something, b but if I do Y, Y it mig ht be quicker. It mig ht have bee en better if we hadnt ..... Thinki ing about it t now, I prob bably shoulldnt have .. ... I woul ldnt be late e if my alarm m had gone e off. It mus st have been a difficult t decision. It can t have been easy I reme ember think king that wa as a bad ide ea. I reme embered to o bring some e money. I forgo ot to bring any a money. . I alwa ys forget sa aying things when Im tired. k I should st top studying maths. I think I stopp ped to buy a magazine e. I woul ld be in Lon ndon now if I hadnt mis issed my pla ane. If I we ere rich, I wo ould never have bough ht this car. It mus st have been wet in London! It can nt have bee en sunny! I migh ht have mad de a mistake. He co uld have wo on the lotte ery! P Page 6 of 6
Hypothesis sing:
Evaluating g options: