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Cambridge Speaking Practice – Resources for Teachers

When you prepare students for any of the Cambridge main suite of exams (B2 First, C1 Advanced, C2 Proficiency), you come up against one particular problem: the lack of materials. While there are practice test books out there, they are quite expensive and only feature four rounds of test material – which, when you accelerate preparations close to the time of the exams, you can easily find yourself working through in a matter of lessons.

C1 speaking test extract
Here is an example Part 2 long-turn speaking task from the C1 Advanced exam.

To help teachers prepare their students for the Speaking paper of the main suite of exams, I have produced this resource: the zip file contains 10 practice tests for each level, presented in the form of Powerpoint slides with accompanying instructions.

If you’re interested, please visit my store to take a closer look.

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Sixty-Six Little Lessons – A Resource Pack for EFL Teachers

Are you an English language teacher? Do you need a new resource to help you in individual and small group lessons?

‘Sixty-Six Little Lessons’ might be just the thing for you. It’s a resource designed by an EFL teacher for other EFL teachers – and I know it works well because I’ve used it extensively in my own lessons.

The idea is fairly simple. Each lesson begins with a picture description, and a few B1/B2-level questions. The next page then widens the topic, supplying B2-C2 level questions and some suggested language; then there is a speaking task, again with supporting language, and finally a homework task for students to look at.

Front cover, Sixty-Six Little Lessons
The front cover for the resource ‘Sixty-Six Little Lessons’
The front cover image for an example lesson
The second page of an example lesson.

The printed book is available online at Amazon (UK and US), and you can download the pdf along with the optional ppt slides from my Shop.

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Write With Your Head, Not With Your Heart

When preparing students for formal examinations, it’s important that we teach the task – and sometimes that means curtailing our students’ greater ambitions. Writing 500 words on an area of interest is not going to lead to a high grade when the rubric calls for 200 words on a clearly defined topic.

Read more at Humanising Language Teaching