- Speaking: remaining speeches and their evaluation
- Speaking: global problems, listing, defining and categorizing
- Reading practice: paragraph matching
- Homework: Preparing reports, reading practice
As you know, the CAE exam from Cambridge is accepted as a C1 in the market. In purity -that is, attending at the description of the level in the document of the Framework of Reference- this is rather not so, at least in Listening and Speaking. But the levels of the Council of Europe have been “downgraded” and the market is increasingly ruling.
We are not CAE: we are C1 of the EOI, a different, wider and richer approach. But it is a good idea to get familiar with the CAE and be able to do it well -a kind of additional safety measure.
This is the description of the CAE Reading Paper, for which students have 1.15 minutes.
|Part||Task type||Tests ability to||Questions|
|1. Multiple choice||Three themed texts, each followed by two multiple-choice questions with four options.||pick out specific information from the text||6|
|2. Gapped text||Read a text from which paragraphs have been removed and choose the correct place in the text for them.||understand text organisation||6|
|3. Multiple choice||Read a text and answer multiple choice questions about the text. (Choose one from four options).||find detail, recognise inference, and interpret the text||7|
|4. Multiple matching||Read one or several texts and match the prompt question to the relevant section of the text(s).||pick out specific information from the text||15|
And this is link to some exam practice
In our Reading exam we can use one exercise of the same typology as part 1/part 3 and one of the same typology of part 2. Apart from that we can also have an exercise of open-ended questions; or an excercise of Rephrasing; or an Open Cloze.
There are several websites and books that offer extensive practice of preparation for CAE. I would invite you to work out on the aforementioned types 1, 2 and 3, using real time limits. You can also obtain practice of the Cloze exercises in the CAE Use of English tests. This is something you can do on your own, apart from the papers we will sometimes cover in class. Godspeed!
- Taichi class: an opportunity to follow complex instructions in English
- Grammar and vocabulary: phrasal verns, word formation, prepositions
- Homework; Advanced language practice, units 21, 22, 23, 24, 25 and vocabulary 19. This is for you to do at your own rhythm
We all, humans, think. And we tend to assume that we think well and that there is nothing to learn about the matter. Certainly, very little of it is taught at school, probably because it is assumed as irrelevant (being stuffed by useless information is more important!) or because the system prefers to have consumers easy to manipulate. But it was not always like this and does not have to be so. We all can learn to think better, as part of our endeavour in life-long education. It is important to remember, though, that thinking is not all: intuition, feeling, the heart, are as important: one has to use the right instrument at the right time. Also, human faculties are interconnected: emotions and fitness play a role in right thinking; depression and fear can distort it; motivation and faith can enhance it.
Rignt thinking comprises several aspects, which I summarized in class and here are developed a bit more. As I mentioned, I am working on a book about learning and this makes a chapter in itself.
In the academic or work context, in dealing with abstract concepts, with the humanities, sciences, current affairs, etc., we can distinguish four main dimensions. The first three emphasize being rigorous, aiming at truth and precision; the fourth, creativity.
- Logical thinking: it follows the laws of logic as regards precision in definitions and correct reasoning, both inductive and deductive. These laws are perceived intuitively and developed by contact with logical disciplines, such as geometry. They can also be studied as such.
- Accurate thinking: it distinguishes true knowledge from inaccurate paradigms; fact form opinions; expert from fanciful opinion.
Both of these first two categories help locate manipulation in media, politics, advertising, etc. Also, to locate and avoid fuzzy thinking in others and oneself.
- Orderly thinking: it distinguishes between principal and secundary ideas and facts. It distinguishes structure in reading and listening and generates it in speaking and writing
- Creative thinking: it helps finding new ideas and solutions. Connected to imagination, it complements and is balanced by the former three categories. Creativity is also linked to synthesis, to seeing the whole and the interconnection between disciplines and questions.
In addition to this, practical life demands working at other skills:
- Flexible thinking: it is connected to creative thinking. It helps finding solutions and new perspectives to practical problems in life, to think ‘outside the box’, to adapt to new situations and see useful aspects in new ideas and opinions.
- Strategic, tactical thinking: It is linked to orderly thinking. It plans and implements steps in action. It perceives the long-term prospect ans puts present problems and situations in that context. It sees opportunities in crisis. It is related to reflection, to careful consideration.
- Positive thinking: it sees the good and positive in situations. It is based on the fact that, to some extent, our thinking ‘creates’ reality. If we are positive and focus on the positive, our life will be more so and we will have a better foundation to move forward in every context.
Here you have some training in the first two kinds of thinking: a critical exercise. This is C2 stuff (or more!), so don’t trouble yourself to read it if you don’t want. But maybe some would like to have a go. When we have C2, we will re-take this subject…
Sorry for missing the lesson today. I had to get into bed due to illness. The remaining speeches we can have next thursday.
For next tuesday you should write an essay of 275-300 words. Free subject. It is an opinion essay: if you want, you can follow the directives in the photocopies, but you can also write in a freer fashion. Also, in the grammar, there is a unit in the vocabulary section called Global Issues. Please, if you could do that too.
This is a link to an essay by George Orwell, so that you can keep learning fron good models.
Remember that we will have the tai chi class on tuesday. You need to bring loose confortable clothes.
A range of mountains by the boundless sea;
the sky, unlimited, guarding all the earth.
I saw these in your face for the first time,
as if the past was just a broken shell.
I enjoyed your speeches a lot today. These are not mere words: they are a reality. This entitles me, I think, to repeat here what I mentioned today in class: we could benefit from an improvement in the way students listen to each other and use expression to engage and connect. These, of course, are the outer fruit of an inner attitude. Genuine interest in what is being said and concern for the other are as much communication as speaking. If this kind of reception and atmosphere is generated, everybody will improve. Accept my word!
- Aspects of correct thinking
- Speeches and their evaluation
- Homework: Listening to Stephen Covey; Exercises on Essay writing
Stephen Covey, the author of one of the greatest books of personal growth and management ever written (The Seven Habits of Highly Effective People) talks about paradigms. Watch it and make notes for next class’s brief discussion. To which of the five categories of correct thinking would it correspond?