Showing posts with label cambridge. Show all posts
Showing posts with label cambridge. Show all posts

Saturday, 20 February 2010

Parents' Evening


We had our parents' evening yesterday and it was nice to meet the good people who consider English valuable enough a resource so be worth paying people like me to teach it to their offspring! In general, the Portuguese are good at English (when compared to my experience in Spain, France and Italy), and are keen to learn, spurred on by the internet, Hollywood and music. There was a recurring theme however (well, two actually, but 'he/she could work harder' doesn't really count as I KNOW that's a perennial since teaching began), and that was a complaint about hand-writing. It's hard to get students to write, so I am willing to accept my written work as printouts. All well and good (so long as it's not cut and pasted from Wikipedia... and guys, I DO check), but herein lies the rub, the problem. You don't get to practice writing longhand, in pen or pencil, in English. You all write at school and university in Portuguese, but it isn't the same (especially your m and n which are particularly cursive so that the latter looks like the former and the former looks like a child's drawing of the Loch Ness monster).
Why is this important? Because writing is one fifth (that's twenty percent) of your Cambridge mark! And you'll get a lower mark if the examiner gets bored of your spider scrawl. So, spread your words out, write on every second line and take your time. Try different pens. Do something so that it's legible, otherwise you are losing marks needlessly.

Sunday, 15 November 2009

Sunday, Blustery Sunday!


The Atlantic wind is battering us today from the west, sending my daughter slightly loopy. I've discussed a phenomena with my friends and colleagues and was wondering if anyone out there had had similar experiences. It's about wind. Kids, younger kids especially, seem to go absolutely bananas when it's windy. Full of energy, slightly aggressive and manic. I've not only seen this in my 2 year old, but also in kids up to their mid-teens. Is it an inner-ear thing? Is their balance shot by changes in the ambient pressure? What's going on?

Changing the subject.... I was thinking yesterday of the FCE exam in particular, and the exams in general, and wondering why the paragraph matching exercise is so badly done by students. Then understanding came to me. It's done so badly because it's bloody hard! Teachers often avoid it as it's not easy to teach and students avoid it as it's easier to avoid something that's hard than confront it... but confront it you will in the exam, and it may become the section that lets you down, causing you to slip up and fail the exam.
The solution? As ever, PRACTICE! There are some good links on the side of my homepage to places where you can do these exercises, or get hold of the exam books Cambridge sells. Pay attention to the cohesive linking devices (words like additionally, on the other hand etc) and those phrases that seem incomplete and perhaps need more information.
And remember... this is a Cambridge exam and that means that there will always be one extra paragraph so that you always have to make a choice. You can't just think...'oh, there's one left, that must go in the last space'.
Malcolm Gladwell, a journalist who writes fairly good pop-science books, reckons it takes 10,000 hours to become truly expert in something. I think that might be an over-estimation regarding these exams but does underline the point that 'practice makes perfect'!

Thursday, 15 October 2009

Watch that Tense!


One problem that my students in all three exams keep having is losing points in the Use of English sentence transformations part of the paper. These questions are worth two points each but one small slip and you'll only get one. The most common mistake is that of changing the tense. If the first sentence is present simple then your sentence should be present simple. If it's past then keep it past. For example from the CAE:

You led me to believe the job was mine if I wanted it.
IMPRESSION
I ........................................ that the job was mine if I wanted it.

Some students put 'have the impression' here when 'led' in the first sentence is in the past tense (of 'lead'). It's a good guess (as better answers are 'was under the impression', an idiomatic phrase meaning 'I thought (perhaps because I inferred)'.
But a passing answer is 'I had the impression'

So, check your tenses carefully (especially the Presnt Perfect!)

Friday, 9 October 2009

The Top Ten Test Mistakes!



Students tend to make the same mistakes year in, year out. They are silly, but easily done. Here's a list of my top ten so you know what to NOT do when you're in the Cambridge exam.

1. Leaving an answer blank.

There is nothing wrong with skipping over a tough question to give yourself think about it as long as you remember to go back to it later. The danger with this is forgetting to go back to every question you’ve skipped. A blank answer is always a wrong answer!

Solution: Each time you skip a question, put a tick beside it.

2. Answering a question twice.

You’d be surprised how many times students choose two answers in multiple choice. This makes both answers wrong!
Solution: Review your work and make sure each true/false and multiple choice question only has one answer circled!

3. Transferring answers incorrectly from work paper to answer sheet.

The most frustrating mistake for math students is having an answer correct on the scratch paper, but transferring it wrong to the test!

Solution: Double check any work you transfer from a work sheet.

4. Circling the wrong multiple choice answer.

This is a costly mistake, but one that is very easy to make. You look over all the multiple choice answers and pick the one that is correct, but you circle the letter next to the correct answer—the one that doesn’t match your answer!

Solution: Make sure the letter/answer you indicate is the one you really mean to select.

5. Studying the wrong thing.

Whenever you have a test coming up, make sure that you understand which areas the test will cover. There are times when a teacher will test you on a specific chapter that is never discussed in class. On the other hand, the teacher’s lectures may cover three chapters, and the test may cover only one of those chapters. When that happens, you can end up studying material that won’t appear on your exam.

Solution: Always ask the teacher what chapters and lectures will be covered on a test.

6. Ignoring the clock.

One of the most common errors students commit when taking an essay test is failing to manage time. This is how you end up in a panic with 5 minutes to go and 5 unanswered questions staring back at you.

Solution: Always take the first few moments of an exam to assess the situation when it comes to essay questions and answers. Give yourself a time schedule and stick to it. Give yourself a set amount of time to outline and answer each essay question and stick to your plan!

7. Not following directions (or perhaps better put as NOT ANSWERING THE QUESTION!)

If the teacher says “compare” and you “define,” you are going to lose points on your answer. There are certain directional words that you should understand and follow when you take a test.

Solution: Know the following directional words:

* Define: Provide a definition.
* Explain: Provide an answer that gives a complete overview or clear description of the problem and solution for a particular question.
* Analyze: Take apart a concept or a process, and explain it step by step.
* Contrast: Show differences.
* Compare: Show likenesses and differences.
* Diagram: Explain and draw a chart or other visual to illustrate your points.
* Outline: Provide an explanation with headings and subheadings.


8. Thinking too much.

It’s easy to over-think a question and begin to doubt yourself. If you tend to second-guess yourself, you will inevitably change a right answer to a wrong answer.

Solution: If you are a thinker who tends to over-think, and you get a strong hunch when you first read an answer, go with it. Limit your thinking time if you know you tend to doubt your first instincts.

9. Technological breakdown.

If your pen runs out of ink and you can’t complete an exam, your blank answers are just as wrong as they would have been for any other reason. Running out of ink or breaking your pencil lead halfway through a test sometimes means leaving half your exam blank. And that leads to an F.

Solution: Always bring extra supplies to an exam.

10. Not putting name on test. This sounds stupid BUT IT HAPPENS EVERY YEAR!

There are times when failing to put your name on a test will result in a failing grade. This can happen when the test administrator doesn’t know the students, or when the teacher/administrator won’t see students again after the test is over (like at the end of a school year). In these special situations (or even if you have a very stern teacher) a test that doesn’t have a name attached to it will be tossed out.

Solution: Always write your name on a test before you get started!

Good luck in those exams guys!

Tuesday, 29 September 2009

Tuesdays and Parking

I've just got back home from work after a nice, easy introductory day at school. Parking was tough though. We seemed to have to lap the city centre a few times before finding a spot. We were going through the timetable for the school year but we still haven't been allocated specific classes; that's for tomorrow it seems. We had some seminars and there were some nice ideas. Also, a friend gave me a link which I've added to my links down below - itests. A good site to practice it seems though I'm yet to explore it fully.
By the way, any of my students reading this due to take the Cambridge exams with us in December had better sign up soon. The deadline is the 14th October, and as usual I'm sure you'll all wait till the last minute to sign up!
There will be specifics about the various exam classes soon - but as I haven't started yet you'll just have to wait.