Oral Exam: Monologue Based on One or More Pictures. Some Tips and Ideas to Get Started

Picture Description, , , , , , ,

In the intermediate and more advanced exam you will be presented with one, two or more pictures about the same topic but in clear contrast. It’s important to remember that you are not supposed to give a detailed description of everything that is happening in the picture(s). On the contrary, what is important is that you talk about the topic or idea suggested in the picture(s). If you are given  for example 3 minutes to talk, use just one minute of this time to describe in general, using appropriate language and structures; the rest of the time should be dedicated to talking about the topic and giving your opinion.

BEFORE THE EXAM

  • Make a list of the most common topics asked in the exam.
  • Brainstorm vocabulary you can use related to this topic. Mind mapping works perfect here. I use the free site Goconqr.

Mapa Mental creado con GoConqr por Cristina Cabal

  • Practise using sets of pictures in contrast. You can use my own selection here. (Scroll down)
  • If your problem is that you never know what to say, I suggest you have a look at some conversation questions you might be asked about the given topic. It will probably help you get started. Have a look at some common topics with questions here.
  • Listen to other students taking the exam (for example here) or read some examples here (fashion, global warming, jobs, new technologies and food)
  • Time yourself to control the time it takes you to develop your ideas.
  • Record yourself and then listen to the recording and see how you can improve it. You can use the app Soundcloud, which allows you to stop the recording and write comments.

(You can write a comment on a track through the text box below the waveform that says ‘Write a comment…’ and press your return or enter key to send. The comment will appear at the point on the waveform where you first started typing. Alternatively, you can click any free space in the comment section to leave a comment at that specific point)

  • The day before the exam, revise all the topics and the vocabulary you can use.
  • Half an hour before the exam, don’t speak your mother tongue. Spend the time listening, doing some silent reading or pronunciation exercises in English.

DURING THE EXAM

Before you start speaking:

  • If you are allowed 1 minute to organise your ideas, use that minute. I have often seen candidates not taking this minute and making a mess of the exam just because they didn’t take the time to organise their ideas.
  • Scan the pictures and identify the topic. Sometimes there is a title or a heading that helps you.
  • Try to come up with three ideas about the topic suggested by the pictures. Expand on these ideas.

Taking the exam:

  • Begin by giving an overall idea of what the pictures are about, using a variety of structures, modals to indicate possibility and the useful “look” or “seem”.
  • Talk about the topic. It’s easier if you relate it to yourself, but if you don’t have this experience, talk about a friend’s or just lie. This is an English exam, not a lie detector.

via GIPHY

 

  • Develop your ideas. Try to use linkers to connect your ideas.
  • Don’t give too complicated explanations. I’m sorry to say, you’ll probably make mistakes.
  • Give your opinion. Say which one you prefer and why.

Some expressions you can use:

Remember it’s better if you start by giving a general idea of what the pictures are about.  Don’t start like this:

In the first picture I can see

Start like this:

  • In this worksheet there are two photos. They both show different ways of (shopping).
  • These photos are clearly both connected to the topic of (science)… but in two quite different contexts. In the first one… In contrast, the second picture shows…
  • The photo/picture shows …
  • The first thing that strikes me about this picture is…

 

Remember that you are describing a picture, so you cannot be 100% sure of what is happening. Use language that suggests this:

  •  I think…
  • Maybe / Perhaps…
  • I guess they are…
  •  Modal verbs of deduction: she must / can’t /
  • Modal verbs of possibility: could, may, might
  •  She looks/seems… (tired)/ She looks like … (a teacher). It looks/seems as if (it’s raining)

PRACTICE.

Go to https://www.cristinacabal.com/?page_id=4906  and scroll down to the section SET OF PICTURES FOR PRACTICE and just “practise”. “A  lot!” 🙂

 

Are we Killing or Promoting Creativity? A Collaborative Writing and Speaking Lesson

Lesson Plan: Advanced, Speaking, Writing, Writing skill, , , , ,

Every child is an artist, the problem is staying an artist when you grow up.” – Pablo Picasso

I had a full-blown, real, very much needed holiday. The last two months had been unbelievably hectic: end-of-term exams, working full-time during the week and some teacher training weekends and, to top it all, I was also writing a project to apply for a European grant, which unfortunately I won’t get.

So, there I was, fully enjoying my break , when I stumbled upon an article in El Pais about a short animated short film “Alike”, which had won a Goya award in 2016, and I was struck with how beautiful, touching and thought-provoking the video was. And I just knew I had to show it to my students, do something with it and well, here it is. I hope you enjoy it as much as I did.

About the lesson: In this lesson, aimed at B2 students and above, students watch a short silent film called Alike (7 minutes) with two main aims:

  1. To give voice to the story and for this:
  • they will have to collaboratively write the story
  • they will have to collaboratively retell the story

2. To discuss some questions related to education, the promotion of creativity and         daring to be different.

Step 1. Warm-up: Copi and Paste

Tell students they are going to watch a short  video called Alike, where the main two characters are a father and a son whose names are Copi and Paste. Focus on the names, write them on the board and ask students to predict what the story could be about. Hopefully, students will come up with some of these ideas

  • (Lack of)Creativity
  • Imagination
  • Routine
  • Lack of ideas
  • Plagiarism
  • Inspiration
  • Deception
Step 2. Introducing the video and the task

Explain that the video they are about to see is an animated short film (7 minutes) called “Alike” where there is no dialogue. However, the video is so touching and thought-provoking that words are not necessary; images and especially colours play an essential role and are enough to tell this beautiful story and to give us something to think about.

Play the video once asking students to focus on how the colours (or lack of colour) help tell the story. You can also tell them that, later in the lesson, they will need to narrate the story so they need to concentrate on everything that happens.

Step 3.Working on vocabulary.

The next step will focus on teaching/revising the vocabulary they will need to know to write the story.  Below, some flipcards I have used with my students.
Flash Card Deck created by Cristina Cabal with GoConqr

 

Step 4. Collaborative Writing and Retelling

1. Form groups and assign each group a part of the story. The aim is first to write and then to tell their part of the story as it happens, but also to analyse the hidden meaning and the values it tries to highlight.

  • The day begins (0:06- 1:32)
  • At school/ at work ( 1:33-2:38)
  • Leaving the office/school (2:39-3:07)
  • The next days (3:08-3:52)
  • Copi’s surrender (3:53-5:00)
  • But one day (5:01-6:50)

Depending on the number of students, you can ask them to work in pairs or assign each group two parts.

2. Play the story once again for the students to take down notes and get stsrted with the writing task. Walk around offering help and guidance.

3.  Play the story again to help students polish their part.

4. Ask each group to name a spokesperson and ask these students to come to the front of the class and give voice to the story as you play it once again.  Be ready to pause the video as required.

(below my students performing)

via GIPHY

 

Step 4. Speaking

For this activity there should be a supportive atmosphere within the class.

Form groups to discuss the following questions. When all the questions have been discussed, the groups should report back to the whole class.

  • Have you ever done something different or behaved differently from your peers?
  • Do you remember a time when, for some reason, you stood out as different?
  • Do you remember a time when you went against the established rules?
  • What’s something you know you do differently than most people?
  • Do you think the way education is organized destroys children’s creativity?
  • Do you think education for children under seven is excessively focused on the curriculum?
  • Do you think that be learning to be creative is more important than knowing how to spell correctly?

Life Begins at 70: a Future Perfect and Future Continuous Lesson

Grammar, Lesson Plan: Advanced, Speaking, , , , , , , ,

“To me, old age is always ten years older than I am”  John Burroughs

In this engaging lesson, students will consolidate the use of future perfect and future perfect continuous through some engaging activities.

WARM UP

Show them a picture of how you see yourself when you are 70 and explain why you see yourself like that. (below you’ll see the picture I showed my students). After some laughs and a bit of explaining, ask students:

How do you see yourselves when you are 70? Do you look forward to getting old?

Ask them to talk in pairs for two or three minutes and get feedback.

THE POEM- WARMING by Jenny Joseph

This is a nice opportunity to introduce poetry in class.

Explain that the poem they are about to listen/read, written by Jenny Joseph, goes hand in hand with the picture of yourself shown above. After listening to the poem, ask students whether they think the author is looking forward to getting old and why.

It seems the poetess is rebellious, but she is only comfortable to ‘break the rules’ when she has the excuse of old age and senility. Ask students what they think about her attitude.

GALLERY WALK

  • On the walls of the class display pictures of elderly people reflecting different attitudes towards life when they are old.
  • Ask students to stand up, have a look at all of them, and decide which one will best represent their attitude to life. They now return to their desks.
  • Ask them to write two sentences using the future perfect and two sentences using the future continuous, based on the picture they have chosen.
  • Get students in threes now and ask them to explain their choice to their partners and use the 4 sentences they have written.
  • For example and based on my picture
  • I will have tried parachuting when I am 70
  • I will have probably written a recipe book.
  • I will probably be living in Bhutan
  • I will be living life to the fullest

I have used these pictures to display on the walls.

SPEAKING

Students now work in small groups and answer the following questions about the future. Remind them that they need to elaborate on their answers, giving reasons and using different expressions to give opinions. All the questions contain either a future perfect or a future continuous form; encourage students to use these tenses in their answers.

You might find this handout useful

Looking Forward to the Future

Five Steps to Writing an Excellent Opinion Essay

Writing, , , ,

Doesn’t the title itself already encourage you to start writing straight away? Just kidding! I guess you need a  stronger push than just a title.  Well, I can provide this little push in the form of real examples of my students’ essays after following all these 5 steps. Just skip to Step 4 if you don’t believe me and bear in mind when you read their essays, they are B1 (intermediate) students.

Step 1. The difference between an opinion essay and a persuasive essay.

Opinion essay: in an opinion essay the writer states his opinion and supports it with facts, evidence and examples but he doesn’t try to convince the reader.

Persuasive essay: in a persuasive essay the writer tries to convince the reader to agree with his opinion. The author uses logic and facts, definitions and examples in order to persuade the reader to share his point of view.

Step 2. Top tips for writing an opinion essay

1 Basic do’s when writing an opinion essay

  • Introduce each paragraph with a topic sentence, outlining the main ideas.
  • Do not write about advantages or disadvantages or points for or against.
  • Write in formal style.

2. Basic don’ts when writing an opinion essay

  • Don’t use colloquial expressions.
  • Don’t use short forms.
  • Don’t use emotive vocabulary.

3. Decide whether you agree or disagree with the title. Try to think of at least two or three good reasons to support your opinion, including examples of why you think the alternative point of view is wrong.

4. Organise your essay into clear paragraphs.

  • Introduction: Introduce the topic and give your opinion. Say whether you agree or disagree with the statement.
  • Body: 2 or 3 paragraphs. For each paragraph give a reason to support your opinion.
  • Conclusion: Summarize your ideas and repeat your opinion using different words.

5.  There is a process to writing. Try to follow it. It will help you a lot

Step 3. Useful expressions and linkers

 

Download the pdf here

Step 4. Examples of opinion essays written by B1 students

Three essays written by B1 students to help you get started.

Step 5.  22 opinion essays to choose from

Your turn!  Choose from one of the options and write an opinion essay.

Plan your content and organise it in four or five paragraphs (introduction, reasons and conclusion).