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Interactive listening
A2 I can understand what people say to me in simple, everyday
conversation, if they speak clearly and slowly and give me help.
B1 I can understand what is said to me in everyday conversations, but
I sometimes need help in clarifying particular details.
What abilities do students have?
CEFR Can Dos
Listening
A2 I can understand simple questions and instructions.
B1 I can understand straightforward instructions or public
announcements.
Interactive listening
A2 I can understand what people say to me in simple, everyday
conversation, if they speak clearly and slowly and give me help.
B1 I can understand what is said to me in everyday conversations, but
I sometimes need help in clarifying particular details.
Working with different levels
Working with different levels
..
..
..
Group 1
Group 2
Group 3
Group 2: stronger
Group 1
Group 2
Group 3
Group 1
Group 2
Group 3
1. Dialogue building
2. Role-play
3. Discussion on a general topic
4. All of the above
Pair work
Discussion of likes and dislikes
Talk to your partner about the activities below. Which do you like
doing? Which do you dislike doing?
• watching romantic films
• reading books
• dancing
• shopping
• playing computer games
• doing sport
Setting different goals
• Writing a different number of paragraphs
for a writing activity
• Memorising a different number of new
words
• Setting different targets e.g. achieving
different scores in end of unit quizzes
• Allowing the students to choose whether
they write or speak about a topic
Differentiation: adapting tasks
Give students a goal that is feasible for all,
but with options to stretch stronger students.
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
1. Create the questions by ordering the words given:
you/tennis/often/play/how/do
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
1. Create the questions by ordering the words given:
you/tennis/often/play/how/do
2. Choose correct forms:
How often do you (play/playing) tennis?
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
1. Create the questions by ordering the words given:
you/tennis/often/play/how/do
2. Choose correct forms:
How often do you (play/playing) tennis?
3. Complete the gaps:
How often … you play tennis?
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
1. Create the questions by ordering the words given:
you/tennis/often/play/how/do
2. Choose correct forms:
How often do you (play/playing) tennis?
3. Complete the gaps:
How often … you play tennis?
4. Create questions from prompts:
How often/tennis
Adapting tasks
Creating a questionnaire on sport
Learners could create questions the following ways:
1. Create the questions by ordering the words given:
you/tennis/often/play/how/do
2. Choose correct forms:
How often do you (play/playing) tennis?
3. Complete the gaps:
How often … you play tennis?
4. Create questions from prompts:
How often/tennis
5. Create questions with no help at all
Presentations
Guess the picture
• What can you see?
• Where do you think it is?
• Describe the people and what they are doing.
Extension question:
How do you think the people are feeling? Why?
Parallel activities
Practise recommendations: You should (read/see/try/go to/etc.)
Write one thing you would recommend in each of these categories:
Book
Film
City to visit
Hobby
Pop group
Restaurant
All students complete the table. Pair strong students together. Each
student should choose two things to recommend to their partner. Early
finishers can talk about more.
Waiter: tries to be polite and to do a good job.
Child: very difficult and keeps changing his/her order.
Mother: doesn’t like anything on the menu and asks for other things.
Father: an easy customer, likes the food on the menu.
Today’s Menu
Soups
Vegetable Noodle Soup £3.00
…………………………………………………………………….
Chicken Soup £3.00
………………………………………………………………………………………..
Mains
Fried fish + chips …………………………….................................................. £5.50
Spicy chicken + rice ……………………………............................................ £5.50
Vegetable fried rice ………………………………….…………………................. £4.50
Garlic prawns + chips or rice ……………………………….…………………... £5.50
Sides
Extra chips ……………………………............................................................. £2.00
Mixed salad ………………………………………………….……............................. £2.00
Green salad ……………………………………………….………............................. £1.50
Roll and butter ……………………………....................................................... £1.00
Desserts
Ice cream …………………………….................................................................. £2.00
Fruit salad + ice cream ………………………………………..……………........... £3.00
Chocolate mousse ………………………………………………..…….................. £3.00
Listening
Integrated practice
Listening
Integrated practice
Give students a reason to listen to each other:
• prepare a question to ask after a student
presentation
• provide a list of words and/or expressions
students listen for when listening to a role-play
Parallel activities – listening
Film-making competition
Participant task 2
Parallel activities – listening
Film-making competition
Prizes:
First prize: visit to a film school
Other prizes: books and modern (18)
........................
Where the best films will be shown (19)
........................
Parallel activities – listening
Film-making competition
Prizes:
• First prize: visit to a film school
• Other prizes: books and modern (18)
cameras/films
• Where the best films will be shown (19)
The cinema/The Market Square
Parallel activities – listening
How could you adapt this type of listening
question for lower level learners?
University of Cambridge
Cambridge English Language Assessment
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