NASSOS CPE2 30 October 2020

AIMS

 

  • CPE exam skills: Writing Part 1: learn stock phrases to (dis)agree with opinion cited in given texts. Learn stock phrases to express own opinion.
  • Vocabulary: work out the meaning of new word/phrases in context.
  • Cross-text multiple matching: identify points expressed in a set of reading texts, which are complementary or contrasting.
  • Speaking: describe own attitude to a current issue. Express and justify own opinion, (dis)agreeing with different aspects of a current issue.

 

  • Vocabulary:
    • Due to globalisation, lesser languages could fall by the wayside.
    • The fact that a party can be voted into power by a minority of the electorate calls into question the country’s electoral system.
    • As the saying goes, “Don’t count your chickens before they’re hatched.”
    • These measures are designed to dilute public fears about the product’s safety.
    • Men who do the cooking are something of a rarity in this society.
    • Parents can sometimes overemphasize the need for children to succeed in sports.
    • I’m very apprehensive about tomorrow’s meeting.
    • Studying for the test is on the top of my list for this weekend.
    • Koula helps performers hone their skills as dancers and singers.
  • Reading and Speaking pp 134-135
  • Ss discuss the following language to use in CPE Writing Part 1:
    • Questions about the value of homework are not new, but the conclusions the writer reaches definitely challenge many of the assumptions held by educators and parents alike over the yearsnamely, that the more homework a student has, the better that student does at school and in life.
    • The writer very clearly makes the point, with which I agree, that…
    • While I do not agree with a complete homework ban, I have to say that it makes perfect sense to rethink our homework policies in the light of the research.
    • The writer asserts that homework should be a response to specific needs at a specific time.
    • The writer’s implication is that all students hate homework, but this is simply not true.
    • He also mistakenly maintains that research shows there is no correlation between doing homework and success in education. My belief is that he is ignoring the research that supports an opposing view – or rather, he is being very selective in the research he cites.
    • What depresses me about this book is that in spite of its theories and insights into how the setting of homework can be improved, it is highly unlikely to change anything.
    • Speaking from personal experience, excessive homework put me off learning rather than the opposite.

 

HW: Reading & Writing task on Edmodo.