Set of activities for FCE preparation

Activity title:

Are Single-Sex Schools Meeting Their Goals?

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Skill(s):

Reading, writing, speaking

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Level(s):

B2

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Exam part:

Reading and Use of English, Writing, Speaking

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Aim(s):

To practice FCE Use of English and Reading parts;
1. To deepen the students' knowledge of vocabulary;
2. To prepare the students for doing FCE speaking and writing tasks.

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Materials needed:

The text entitled 'Are Single-Sex Schools Meeting Their Goals?' published on theteenmagazine.com
The timer to do the speaking and writing tasks.

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Preparation:

Print out the task

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Procedure:

Step 1. The students are given the print-outs of the text 'Are Single-Sex Schools Meeting Their Goals?'. Ask them to read the first Reading task and complete it. - https://docs.google.com/document/d/
16MrwNfGdsY6MFn79KEFaliI9eG5XnKFOvuheLaeMkCg/edit#

Step 2. The students are asked to read the second version of the text in order to check the answers.

Step 3. The students move on to the Use of English part, read the task and do it. Then they go back to the first version of the text without any gaps and check the answers.

Step 4. The students discuss the new vocabulary with the teacher.

Step 5. The students are asked to work in pairs and discuss the text.

Step 4. After the free oral discussion, the students do the speaking task under the strict time limit.

Step 5. Finally, the students read the writing task and write an essay, using the ideas and vocabulary from the text.

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Variation(s)

1) Ask the students to make up their own sentences with new words and expressions.
2) Ask the students to create their own questions with the new vocabulary to practice FCE speaking part 4.

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Reflections

This set of activities demonstrates how one text can be used to enhance different language skills. Although the text itself is taken from an authentic source and, therefore, may be quite difficult to understand at times, it is, at the same time, motivates the students since the issue touched upon there is very appealing and interesting to discuss. Regarding the difficulties that the majority had while doing the Reading and Use of English parts, they are mostly connected with the poor knowledge of vocabulary. Nevertheless, as the students move on to the Use of English task only after they have completed Reading, it is easier for them to fill in the gaps because the vocabulary units that are missing are likely to be retained in their short-term memory. Moreover, comparing to the common sample tests where one checks the answers with the help of an answer sheet, in this case he or she has to reread the text and find the correct options on their own, which is also beneficial in terms of memorizing new words and expressions. Finally, the students are asked to write an essay and do a speaking task on the topic discussed in this text. As a rule, the major problems that they experience doing such exam tasks are connected with the lack of ideas and relevant vocabulary. They are the very things that fuel the fear of Writing and Speaking parts. However, having read the text several times, drawn ideas and picked up useful vocabulary, the students show the lower level of anxiety because they are more confident in their knowledge. To conclude, the reason why such complex and interconnected activities prove effective during the exam preparation is that not only do they improve receptive skills but also provide the people with the necessary context and language for doing the most difficult exam parts which are writing and speaking.