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1.
I have experience preparing for Russian state exams. Creating exam preparation lessons is a bit more complicated than lessons on General English. In order for the student to successfully pass the exam, it is necessary that he understands the structure of the exam and what the examiners want to see in his/her work.
2.
- SMART goals are essential;
- Strong motivation is needed in order to pass the exams successfully;
- Scaffolding techniques must be applied;
- Pair-work should be included;
- All skills (reading, writing, speaking, listening) should be developed.
3.
I would like to try to prepare students for international exams. In particular, for PET and FCE.

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1. Unfortunately, I’ve never had such an experience to prepare someone for the exam, except for the final tests which doesn’t count in my humble opinion. However, I found those webinars extremely useful, and I currently want to continue my teaching path, ameliorate my skills and try something new (regardless of the fact that I’m kind of afraid to take a responsebility for one’s success 🤨).

1. To start with, the outstanding ideas are simple.

Foster students autonomy and teach them to respect the deadlines and other time limits;

Short, clear, exam-like instructions are important and true-to-life;

Besides the classical communicative competences and functional language, teacher should also give useful information on how the exam is organized (its length, sections, procedures, etc.) and share some lifehacks;

Same-type tasks should be often repeated to drill;

No matter that exams are always about clichés and paperwork, preparetion courses should be interactive and engaging so that students keep being motivated;

Motivation and thrill of getting a good result are crucial while preparing for the exams;

Apply SMART goals and POWER process system;

The last, but not the least — use a visualisation, a mindmap, or a plan of your course to see the progress, stay focused and motivated (Notion, Miro, Google Suite, etc.)

1. I would really enjoy preparing my students to any kind of international exam, but IELTS and TOEFL are surely preferable as personally I am going to pass one of them too. Having this experience myself will definitely make me more conscious of how to plan the classes. :)

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1. I haven’t taught students for international exams, because I think that I’m not ready for it yet. I think I need to go deeply to the structure and various material for practicing it.

2. YL: process of work should be positive, with different types of work, as it’s difficult to catch YL’s attention for long period of time. Also, before start working with these learners, teacher should test their knowledge (what they know and don’t). Teacher should give clear instructions before each activity and teacher should be sure that all the pupils know what to do.

A2-B1: First of all the teacher should set goals (Concept of SMART goals). With these learners teacher should answer all the questions about the organization and structure of the exam. Also use different types of exercises and work.

B2-C1: Teacher also should be able to explain the structure of the exam. Use materials and exercises for students’ needs. Try to introduce self-assessment.

1. I think it may be IELTS, as for me it’s the most interesting exam, I tried to do exercises by myself and it was quite complicated. And after self-working, I want to give an opportunity passing this exam for my students successfully.

Task: I think, that for practicing productive skills I will use role plays (for A2-C1) connected to the topic of the lesson, what we have. It’s one of the best type of work (in my opinion) as it helps for teacher to check spontaneous work of learners.

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1) I have never prepared students for international exams and Russian state ones too. I think that in the future I will have such an experience.
2)
- One of the most important stage is  setting SMART goals

- T should remember about the necessity of short and clear instructions

- Motivation is the key to successful preparation to exams

- All receptive and productive skills should be developed together

- T should vary all the activities and use several additional materials

- Sts should be  prepared for the structure of the exam

3)  I would like to teach for Russian State Exams and IELTS , because they are very much in demand.

+ Site with all types the activities that we should use in teaching IELTS  https://www.english-exam.org/IELTS/ielts_speaking_practices/

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1) I have never taken international exams myself and have not taught preparation for them. Perhaps in the future I would try to do both.

2)
YL:
- the exam preparation must be fun, motivating, positive and encouraging despite the fact that exams are a serious thing and require a lot of concentration;
- choose colorful, children - friendly materials and activities;
- use extra materials as kahoot while preparing children for the exam;
- word lists ,  sample papers and any kinds of an additional support is important.

A2-B1:
- set goals;
- use visuals to elicit ideas from students while writing;
- pair-check is a nice way to check listening;
- draw students' attention to pronunciation;
- use awareness raising activities.

B2-C1
- setting goals is essential, use SMART goals;
- it is important to allocate enough time for students' self-awarness;
- use scaffolding techniques;
- self-assesment is in use.

3) I would like to try to prepare students for the IELTS exams, as they are quite in demand.

4) Since I work with children, most of the criteria noted in the video, of course, I try to use. Lessons really should be fun, include interactive and attract the attention of students. I teach remotely, but I would like to introduce more physical subjects in my further work full-time. For example, use cards. It's super fun and exciting for students.

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1)     I don’t have the experience in teaching for any international exams because I don’t have Ss who wants to try it, but I have good results in teaching for Russian State Exams.

2)     I know about SMART system but I have never tried it before, but I would like to do it.

It is also important to implement the visual materials and additional tasks. Lessons should be interactive with usage of creative tasks where students should work both in groups and individually. POWER (Prepare Organize Write Edit Review and Reflect) is also a good thing that should be mentioned.

3)     I want to continue teaching for Russian State Exam, maybe I'll choose IELTS in the future.

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Gerasenkova Victoria, 409

1. I have never taught for any international exams.

2. Summary

YL

It is necessary to make exam preparation interesting, exciting and motivating.

Listening: To attract the attention of children, it is necessary to use various digital resources. For example, Kahoot

Vocabulary: It is important that children have a list of words in front of their eyes, to make the lesson interesting and productive, it is necessary to use colorful pictures

Reading: Using crosswords, paraphrasing, word search, scaffolding techniques

Speaking: Describe pictures, storytelling

A2/B1

Before starting to prepare for the exam, it is necessary to determine the goals of the students. SMART goals can help.

Reading: The teacher should help in the allocation of time. To make the task interesting, you need to use pictures. The context must be revealed before reading.

Writing: Scaffolding help students to complete the task better

Listening: Before listening, it is important that the student reads the questions and highlights important information. It is necessary to use transcription after listening.

B2/C1

Before starting to prepare for the exam, it is necessary to determine the goals of the students. SMART goals can help.

Reading: It is very important to encourage students to think about understanding the text.

Writing: It is necessary to give a list of expressions that they can use. To generate ideas before writing, it is better to work in pairs

Listening: Prediction, activation of prior knowledge, thinking about the topic, thinking about the vocabulary.

3. I would choose to prepare for the Cambridge exams, because the format and structure of this exam is clear and there are many resources that can help me in teaching

Here you can see some speaking activities, which you can use in teaching

https://teachinggamesefl.com/2015/09/03/quick-lesson-housemates/

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1. I did not prepare for international exams because there was no opportunity and the students did not need to. Although I would like to have this experience. But, I was preparing students for the Russian State Exams and it was successful.
2.
- Setting SMART goals is important
- Visual materials are useful and important
- Including additional tasks
- The lesson should be interactive, teacher should have good mood
- Instructions should be short, without many explanations
- The teacher must give full information about the exam, they are: procedure, length of the exam, what is included in the tasks...
- There should be enough practice at the lesson
- Creative tasks should also be included
- It is necessary to develop all four skills in the class
- Students should work in different ways and individually, and in pairs and in groups
3.
I would prefer to teach FCE because I have a background about this exam, it is interesting and not too difficult, I think I can prepare the student to the maximum.
4. Exams often have a monologue task - a description of the picture. I would do this task, as it develops speaking and imagination.

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Dakhkilgova Eva, 409.

1. No, I have never taught anyone for international exams and have not passed them myself yet, but I plan to do it in the future.

2.

- To make it easier for students to learn new vocabulary, you can give them words from the list and play games to practice new words.

To make the students actively work in the class, they need to be motivated to learn. To do this, the lesson must be interesting, fun, and at the same time productive. The materials used to teach the students must be interesting, colorful, and vivid. There must be a comfortable and friendly atmosphere in the classroom so that students are not embarrassed to answer in class and are not afraid to make mistakes sometimes.

Teacher should use additional resources

it is very important to set SMART goals

It is necessary to develop all four skills in the class: reading, speaking, writing and listening.

It is better to use visual materials. This way students absorb new information better, especially it works with YL.

Students must work individually, in pairs, and in groups.

3. The Cambridge exams provide a comprehensive assessment of your English language achievements, making learning interesting and effective. Preparation for it contributes to constant progress in mastering English and improving language skills. These exams are designed for those who study English at school, at university, for those who need the language for work or just for themselves.

I would use the following websites:

Gramaro.io, - a free service for pumping up English grammar in a playful way. Here students can practice a large number of grammar rules.

LinguaLeo - an excellent portal for learning English. Students will be able to read articles, listen to music and watch soap operas while learning the language in this way. Then students will have to do assignments that will help them reinforce the words they have learned.

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1. I don`t have any experience in teaching for international exams. However, I`ve prepared students for the Russian State Exam.

2. YL: The teacher has to put much effort to involve kids in the educational process. To achieve this, they need to establish a motivational environment and provoke learners` curiosity. It`s better to integrate digital resources with catchy images and engaging tasks to boost interaction. Teachers can also take advantage of various games and ready-to-use scenarios.

A1-B1: Here the main task is to foster students` autonomy. It`s time to enable them to learn and analyze some material independently at their own pace. In addition, the teacher should encourage teamwork more to help learners develop their social skills. It`s crucial to set an enabling environment and personalize the educational process.

B2-C2: At this point, learners` self-awareness has to be formed. Teachers should give more complex and creative tasks to develop learners` critical thinking and self-assertiveness. So it`s better to make students totally delve into the text rather than just considering its separate elements. Teachers should make sure learners have some time to generate ideas before proceeding to write. Constant feedback is a must at this stage.

3. I would like to try teaching for IELTS. Personally, I`m going to pass this exam very soon and will be glad to prepare students as long as I get high results.

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1. I have never tried to teach for International exams and for any other too, but this summer I would like to pass a course for preparing for Russian State Exam.

2. Young learners: it is important to make the educational process motivating and engaging, to make it fun and positive. It may be beneficial for young learners to enhance their visual memory in order to prepare for the listening part. Posters depicting various scenarios and events are highly good for practicing different lexis and boosting speaking skills.

Learners with A2-B1: Prior to beginning work with a A2-B1 student, it is vital to establish goals that are appropriate for the student's needs. The teacher can ask different questions to understand the «true» need of studying. For A2-B1 learners it is vital to foster their autonomy in the educational process.

Learners with B2-C1: The most important part is to develop students independence and self-awareness, analyzing skills.

3.  It may sound strange, but I would like to try to prepare for any exam, because I am more interested not in preparing for any particular exam, but in the student and his needs, I like to select exercises, motivate and see the result of my actions. And I also like working with students for a short period of time, because in this case I do not have time to get used to them and get emotionally attached to them.

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1. I’ve never taught for any international exams in my experience.

2. Summary:

YL - exam preparation should be enjoyable, motivating, uplifting, and encouraging. Colorful and kid-friendly materials should be used.

Listening - it is critical to incorporate certain digital resources (such as Kahoot) to keep kids engaged.

Vocabulary - wordlists; colorful pictures.

Reading - scaffolding; crosswords.

Writing - adding a few words to the end of a phrase; responding to queries.

Speaking - the use of flashcards "What is your favorite?" and "I like.../ I don't like..." are questions that can be asked of students. Picker wheel and posters are used. Storytelling and voice recording are two techniques that can be used to tell a story.

A2-B1 - setting SMART goals

Reading - before students proceed to the text, decide on a theme and use illustrations to extract information..

Writing - students must examine the letter and respond to the following questions: "What type of text is it?" and "What are its features?" Acronyms and abbreviations throughout the text; answer some questions in response to the text.

Listening - Learners must analyze material independently in order to achieve the requisite listening and reading abilities for the exam.

Speaking – ask students to give more detailed answer.

B2-C1 - Importance to set goals (SMART)

Reading - encourage students to consider the text as a whole rather than merely filling in the blanks; scaffolding.

Writing - students should be given a list of expressions as well as a table with some classifications. Before writing, pair work is used to generate ideas.

POWER process: Prepare Organize Write Edit Review and reflect

Listening - getting the students to participate in as many activities as possible. Predicting, activating prior information, thinking about the topic, anticipating language are all ways to prepare for listening.

Speaking - Students should record their speeches so that they may receive feedback from the teacher and correct any errors.

3. I would like to teach for Russian State Exam, because this is very much in demand.

I would use the app Edvibe – it will help students to learn a language, enlarge vocabulary, practice grammar and to develop speaking skills.

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1) I have never tried to prepare students for serious exams. I had experience only preparing for internal testing and internal tests when entering the lyceum.

2)

Learning should be exciting, so that students are involved in the process and it does not tire them.

Most of the materials should be visualized for better assimilation. (This is especially true for YL).

The teacher must set SMART goals

The teacher must give full information about the exam. (Procedure, exam length, what is included in the tasks, which sections are included, etc.)

It is necessary to combine types of work (work in pairs, group, individual)

Include enough practice

The teacher should give short and clear instructions for completing tasks

Include tasks that develop creative and critical thinking

3) I would not participate in exam preparation, as this is a very responsible and time-consuming job that requires a delicate approach.

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1.I have never prepared students for international exams, but I bought a course in which all instructions and tasks are given step by step, so I plan to take it in the summer

2.
Insights:
Preparation should be fun and motivating

It is important to cover all 4 skills while preparation

Use additional resources

Show names that students can see on exam

Use online materials

One of the most important thing is vocabulary

Posters are important for preparation

Students should record themselves to practise speaking

Students must know what to expect on exam

Use online preparation plan

SMART goals are important

Teach students about time management

Teach abbreviations

3. I think I would like to teach young children, because they have more enthusiasm and they are more focused on results and like to write tests

4. Abbreviations hangman

Students only need to successfully guess the abbreviation to win the game, even though all the letters of the longer form are filled in as they choose them. For example, the letters “RE_EREE” are put in if they ask for the letters “E” and “R” but they have to get “ref” to save their man and win that round of the game. You could also give bonus points for getting the longer form too (without any further letter clues after the short form has been successfully guessed). If you want to include more speaking, the person who has the teacher role can also give other hints on the abbreviation’s use, meaning and/ or formality such as “It’s a business term” and “The short form is also used in our language”.

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1) Have you ever taught for any international exams? Which ones? Share your experience here

I have never prepared students for international exams. However, I have experience in creating a course to prepare for IELTS. The most valuable thing I’ve found out is that when preparing for exams, it is necessary not to overload students with extra useless information; any exercise/lesson should be applied by students in the future on the exam.

2) Sum up the information from all the videos you have watched. Were there any insights for you?

While preparing YL for exams, engaging and entertaining tasks should be used.

Visual materials are very important for YL.

Teacher’s instructions should be short and clear.

It is highly appreciated to use digital resources while preparing the students for exams.

The teacher should set SMART goals.

The teacher should provide the students with all the necessary details about the exam (the amount of sections; the length of the exam; expectations from the candidates; assessment criteria)

3) Which exam would you like to teach? Why?

I would prefer to teach IELTS, since I already have methodological experience and I know all the details about this exam.

As a material for working out the grammatical aspect, namely the passive voice, I suggest you familiarize yourself with the board game.

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1) Yes, I am preparing two groups for FCE exam, 3 students for CAE exam. I have successfully prepared student for PET exam and for IELTS (B2 result).

2)
I have never though about having SMART goals, this info is very relevant for me as I find it quite hard sometimes how to track progress and how to have students being motivated

The advice with app for open cloze is great!! I've never met such sites/apps before and I will use it  on my lessons in groups! and also idea with closing words with sticky note in order to practice open cloze with word formation. And this strategy can be both used for reading tasks! I will use it 100%!

P.O.W.E.R. process was something new for me, I will implement it to the classroom and encourage students to work with this strategy.

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1. I have never taught for international exams.

2. Summary

Preparation supposed to be engaging, motivational, fun, simplified and interactive.

All the materials and conduction should be colorful, picturesque and dynamic (especially for YL);

Setting SMART goals is important;

Use scaffolding writing and other scaffolding techniques;

All skills should work in a circle and be closely connected to each other;

Friendly and positive atmosphere;

Tasks for developing critical and creative thinking;

Personalisation

3. Now, I don`t want to take responsbility for exam preparation.

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1)    Have you ever taught for any international exams? Which ones? Share your experience here

Although I have three-years teaching experience with students of different age, language level and background, I have not been given a chance to teach any of them for international exams yet. The only exam preparation I’ve been through with my Ss was usual Russian State Exam. I believe that teaching for international exams requires high level of all skills development (which I hope I have) and a proof of these skills with some certificate of the exam having been passed (which I don’t have). Anyway, it would be an amazing experience I’m willing to take some day in the future.

2)      Sum up the information from all the videos you have watched. Were the any insights for you?

YL: the preparation should be motivational, fun and engaging. Materials should be colourful and easy to understand.

A2-B1: T should set SMART goals, emphasizing exam structure, questions for T to answer How long is the exam? What skills are tested? What sorts of questions/tasks are used to test each skills? How many different parts are there to the exam? How much time is allowed at each part?

B2-C1: T should develop S’s independence and self-awareness, analyzing skills, focusing on S’s needs

3)      Which exam you would like to teach? Why?

I’d like to teach Ss IELTS or Cambridge exams as they are the most common exams to prove your language level and take a start to a life abroad if one wants that. Anyway, I believe that I’m not ready yet to take such responsibility as preparing students for exams I didn’t take myself.

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Currently I am preparing several students for international exams, namely: PET, FCE and CAE.

Having watched the webinars (thank you, by the way, for such a relevant task!), I would like to outline the following points:

- Handbooks are of utter use when it comes to writing and speaking assessment for all the exams discussed;

- Exam structures are to be familiarised with via the use of sample papers and exam type tasks in the course books designed for the preparation for them;

- As exam preparation is, in most cases, limited by time, it is paramount to prioritise the skills for development;

- Progress assessment is never to be neglected in all courses, exam preparation ones especially. This provides students with a sense of achievement and brings in milestones in the learning process.

I would certainly prefer going on working with higher levels as I feel on the same page with my students facilitating them to unleash their potential.

Information-gap activities certainly hold up an allotted space in my heart, that is why I suggest taking a brief text and making some gaps in it: for 1 student in certain places, and in other places for another one. The teacher may well take part as one of the partaking sides in case of a 1-to-1 class. The participants ask each other questions on the basis of the missing points in their version of the text, and answer those from their partner, giving clues to them. Afterwards both sides show their completed texts and compare. This is a great activity that allows to practice questions formation as well as comprehension of the requested information, which is essential when it comes to taking exams.

There is way more to be shared, that is for certain, yet I would like to finish with the saying: 'Brevity is the soul of wit'.

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1)I don't have an experience of preparing for international exams.
2)I've seen 3 webinars about teaching exam classes and the first one was about YL. There were some interesting points for me such as a table that shows the requirements to the students of different levels (PreA1,A1 and A2), useful tips how to stay positive and motivated during the learning process (for example, using TPR when possible, rewarding the students for what they know and not for smth that they don't know or teaching them the structure of the exam for them to know what to expect) and a set of resources for getting ready for the teachers.
Talking about the webinar devoted to A2&B1 I had the following insights: firstly I had not known before that there is a website for the learners where they can set SMART goals easier (in the form of the table), secondly I realized that matching exercise connected with abbreviations can be used while preparing for writing part and finally I learned the length of the Key for schools and Preliminary for schools exams (1 hour and 45 minutes accordingly.
The last webinar was about preparing for the exams for quite experienced learners-leves B2 and C1. This one was the most relevant for me because I'm also interested in passing C1 exam and it was nice to see this exam a little bit "upside down". It was unusual for me that preparing for speaking for C1 exam (part 3) different visual materials can be used such as mindmaps and that while preparing for B2 exams the lesson can be built on posters (in the webinar is was given the link to the website where 3 different lesson plans for using posters can be found).
3)If I had an opportunity to prepare for the exams, I would rather choose YLE because for the young learners you don't need to spend so much time calming them (it's not stressful for them) + it's easier to see the progress with YL.
4) As for the idea of developing writing skills it can be great to write a whole text on the relevant topic using abbreviations and ask the students to decode it in a written form in groups in the form of a competition. Not for YL but useful and entartaining for teens.

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I don't have an experience of preparing for international exams.
I've seen 3 webinars about teaching exam classes and the first one was about YL. There were some interesting points for me such as a table that shows the requirements to the students of different levels (PreA1,A1 and A2), useful tips how to stay positive and motivated during the learning process (for example, using TPR when possible, rewarding the students for what they know and not for smth that they don't know or teaching them the structure of the exam for them to know what to expect) and a set of resources for getting ready for the teachers.
Talking about the webinar devoted to A2&B1 I had the following insights: firstly I had not known before that there is a website for the learners where they can set SMART goals easier (in the form of the table), secondly I realized that matching exercise connected with abbreviations can be used while preparing for writing part and finally I learned the length of the Key for schools and Preliminary for schools exams (1 hour and 45 minutes accordingly.
The last webinar was about preparing for the exams for quite experienced learners-leves B2 and C1. This one was the most relevant for me because I'm also interested in passing C1 exam and it was nice to see this exam a little bit "upside down". It was unusual for me that preparing for speaking for C1 exam (part 3) different visual materials can be used such as mindmaps and that while preparing for B2 exams the lesson can be built on posters (in the webinar is was given the link to the website where 3 different lesson plans for using posters can be found).

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1. I have never taught for international exams.

Summary:

1) It is important to make the prosses of preparing for exams engaging. Students will be more engaged if the materials would be fun, variable, motivating, success oriented.
2) Moreover, when we talk about YL we should understand that materials should be colorful - pictures and stories need to be dynamic.
3) The prosses of learning should be interactive.
4) Teacher should set SMART goals.
5)  Use scaffolding writing and other scaffolding techniques
6) Teacher should provide students with the information about length of the exam, skills that are tested, parts of the exam, criteria of assessment.
7) Tasks should be repeated from level to level

I do not want to teach eny exam, because I`m not really interested in teaching at all.

There is a modification on a traditional game, Vocabulary Bingo is a fun way to reinforce definitions. Let students select from a range of vocabulary words to include on their Bingo sheets, and “call” each word by reading the definition or citing an example of the term

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1)I have never prepared students for international exams.

2) Summary
• Set goals and show it like a long road to successful results. This helps students to clearly understand why they are doing it and what they are achieving at each stage of preparation.
• Set SMART goals
• All skills should work in a circle and be closely connected to each other. This helps to distribute information evenly and prevents students from getting confused in their thoughts, since preparing for exams is always stressful.
• Remember about time limits on each and every task; think about limit of pages not to lose student’s attention and make the lesson more useful;
• Do short and clear instructions; do not oversaturate the tasks with a huge number of signs;
• Use  visuals for eliciting information;
• Give students an opportunity to work in pairs or groups for discussion, try to make it personalized.
• Writing: reading and writing are combined;
• Use scaffolding writing and other scaffolding techniques;
• Observe all stages when working with written assignments, establish a clear order and follow it all the time during all classes;
• Practice a lot
• Give exam preparation tips and ask students to use it in their speech
• Provide lesson with a positive atmosphere because the assimilation of knowledge to the full extent occurs by a student of any age group when he is calm and positively disposed

All this knowledge in the future will be useful to me in preparing for exams, not only as instructions for action, but also it will help me prevent problems and predict what may go wrong.

3)I would like to prepare to the Russian State exam because it is relevant and many students need it in our country. What about Cambridge ones, actually I would like to try to do it but not now because i need more expience in preparation to any  language exam in general.

What about activity?
I really like the activity that is called “labelling the picture”. I think that this assignment will be useful for students of different levels, as it can be improved for different levels of students. It helps to develop discussion, work out grammar and vocabulary, and such a task can also improve mood if bright colors are used in the image.

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1. I have never taught for international exams.

2. Summary:

YL

It is important to make exam preparation fun, motivating, positive and encouraging. Materials should be colorful and children-friendly.

Listening

It is important to use some digital resources (for example, Kahoot) – it will be more interesting for students.

Vocabulary

Availability of wordlists; colorful pictures.

Reading

Scaffolding technique; crosswords.

Writing

Finishing sentence with the word of few words; answering the questions.

Speaking

Usage of flashcards. Students can be asked to answer the questions “What is your favorite?”, “I like…/ I don’t like…”. Usage of Picker wheel and posters. Storytelling and voice recording.

A2-B1

Importance of setting SMART goals

Reading

Set the topic before learners go to the text; use pictures to elicit information.

Writing

Students need to look at the letter and to answer the questions: “Type of text?”, “Features?”; Acronyms and abbreviations in the text; react to the text by answering some questions.

Listening

It is important that learners process information by themselves, so they develop the necessary listening and reading skills for the exam.

Students need to read the questions and underline key words in the questions and in the answer, and then listen. Use the transcript of the recording.

Speaking

Defining, describing, explaining – ask students to give more detailed answer.

B2-C1

Importance to set goals (SMART)

Reading

Get students to think about understanding the text, not just trying to fill in the gaps; scaffolding.

Writing

Give students a list of expressions and a table with some categories; pair work for generating ideas before writing.

Power process:

P – prepare

O – organize

W – write

E – edit

R – review and reflect

Listening

Getting the students to do as much as possible. Preparing for listening: prediction, activating prior knowledge, think about the topic, anticipate vocabulary.

Speaking

Students need to record their speech in order to get feedback from the teacher and work out mistakes.

3. I would like to teach for Russian State Exam, because I have never taught for this exam and I want to try something new. And I don’t want to start with something difficult for me, such as Cambridge exam.

Activity:  I will use the game Taboo (you need to explain this or that word, without naming either it or others associated with it) – it will help students to enlarge vocabulary and to develop speaking skills.

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1) Have you ever taught for any international exams? Which ones? Share your experience here

I mostly work with the Cambridge English examinations. I’ve taught for Movers and Flyers exams one of my private students. It was a compulsory to take this exams by the end of the 4th and 5th grades at her school. Also, I’ve prepared 2 groups of ss for KET and PET. I believe that I was given such responsibilities as I’ve passed all the levels from starters to FCE myself. For ss preparation I use materials, books and trainers provided by Cambridge publishing, as it’s the most suitable and content oriented for such exams.

2) Sum up the information from all the videos you have watched. Were the any insights for you?

I’m pretty well acquainted with the format itself. However, I would say that the videos for YLE and A2-B1were really useful to refresh the knowledge upon some peculiar strategies for each and every part of the exam. In general, we as teachers should remember about the step by step approach in preparing for the exam. Depending on the time limit we have for preparation, it’s better to introduce firstly tasks, which have some similarities to the exam ones, but don’t require the full set of knowledge.

Additionally, several new online resources to improve writing and speaking parts were introduced in the video. I will definitely try to implement them in my teaching .As for the B2-C1 video, I found a lot of useful ideas in it from the angle of a learner, as I’m currently preparing for the CAE exam. The video perfectly covers the format and gave me the insights how to guide my self-preparation for the writing part efficiently.

3) Which exam you would like to teach? Why?

I’d like to try teaching FCE exam, as I prefer to work with teenagers and I’d like to enrich my experience in working with B2 levels. It might be challenging, but at the same time really useful to upgrade my personal knowledge. Hopefully, next year I will have such opportunity.

+ activity we can use in the classroom that can help us to prepare Ss for listening PET/FCE

Knowing and understanding the synonyms/paraphrasing varians is crucial for listening, that’s the aim for this activity

Procedure: Ss read the questions one by one in pairs. As they go through them, they discuss and try to predict what words or phrases they might hear during the recording. For each potential answer, they should write down two or three phrases. This should include synonyms and paraphrasing of the possible answers.

For example: Listen to this man talking about a film he saw recently. What is his opinion of the lead actor?

A – He is funny

B – He is intimidating

C – He is terrible

Students’ notes might look like this:

A – hilarious, made me laugh, humorous

B – tall, scary, imposing

C – awful, really bad, much worse than…

Once students have finished, do the listening task as normal. Finally, give students the recording script or listen to the recording again and ask them to indicate any words that they included in their predictions.

https://teachinggamesefl.com/exam-resources1/   here's a source with diverse activities which are adapted and applicable for the exam formats. Hopefully, you would find it useful)

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Exam Resources Writing Organisation, planning and linking structures Focusing on content marks in exam questions Speaking activity to generate ideas for essays Writing interesting stories with relative clauses, narrative tenses and adjectives Speaking Speaking part 2 - developing language for describing pictures Speaking part 3 - cities and amenities Speaking activity using personality descriptions and...

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1) I’m working at a private school where the preparation for Cambridge exams is essential and compulsory. I’m teaching Years 1 and 2 English and here I use some materials of YLE Starters in the end of the unit. They are forced to pass the exam at the end of the Year 4 when they graduate from Primary School. This is why I give only small amount of exam tasks.

2) I don’t have a lot to sum up here. Many of my coursemates already did it not once or twice.

Common

Ss should learn what do they need in each section of test. It is the must-have section of preparation. (Ts should know the criteria of each task in order to avoid common mistakes by Ss)

Skills should be trained in the way of natural language acquisition. But they are all interlinked and should be taught together.

Ss should be engaged in the process of preparation.

SMART – goals should be used.

Scaffolding is necessary at early stages of preparation.

YL

For preparing for Listening part, it may be useful to develop Visual Memory of Learners.

Posters with different situations and different actions happening are very useful for going through different lexis, improving speaking.

A2-B1

Here it is necessary to develop learners’ autonomy. Higher the level is, higher the autonomy should be.

Transcripts may be useful while preparing for the exam.

B2-C1

At this point, it is necessary to look seriously at Use of English

Self-assessments are preferable

3) As for me, I’d like to teach Ss all the YLE. But not the way I do RN. I want to have a course for teaching. Still, I don’t see the sense of passing exams that do not necessary for enrolling somewhere.

4)For explaining how to write small stories (with 3 pictures) T can give to read yonkomas, small-strip comics and ask some students to act it, one person to be a narrator and others to be critics, who should say what did they like in the performance and what didn’t.

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1. I’ve never taught for any international exams.

2. The process of preparation for YL should be motivating and fun. Also, T should know what they are working with and check Ss’ knowledge. Moreover, tell Ss that the test is just checking what Ss know, but not don’t know. T train the all 4 skills:
Listening
Vocabulary
Reading
Speaking

With each skill the preparation should be exciting, colorful, actual, and interesting for kids, so it will develop their engagement.
Young learners are the best exam takers since taking the test is not so important for them, so it is easy to prepare them and for learners it’s easier to pass it.

A2/C1

The goal should be SMART and Ss need to understand why do they need this test.

In reading Ss mostly need to understand the text they are given, not just read and complete some tasks.

In writing Ss need to be familiar with samples and drafts, they need to understand abbreviations, generate their own ideas.

In speaking Ss need to predict, practice, produce. They should understand what situations they may face and what to say. They should not be scared if they will need to improvise, and if they forget some word they can describe it.

In listening Ss need to identify keywords in questions, understand different pronunciation and be prepared for tricky vocabulary.

3. Nowadays, I wouldn’t like to prepare for any kind of exams, since it is quite a relative thing when a student's excitement can play a cruel trick on him during an exam, and the teacher will be the one to blame.

4. To prepare Ss for reading, here small idea.
The teacher can find/draw simple illustrations of events from the text to help students better understand the text. The students should place the illustration cards in chronological order, or they could ask the students to describe (retell) the events from the cards.

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1)I have never prepared my students for international exams. However, based on my knowledge of the subject, I can say that teachers need to study in detail the criteria, tasks, and all the nuances of taking exams. Only then the teacher can start working and be confident for his or her students.

2)YL.
-It's important to make an exam preparation fun, motivating, positive, encouraging. To do this, the materials you work with should be colorful, bright, and enjoyable for students.
-Students must know exactly what is required of them in the assignments, so before working on the assignments the teacher should make sure that all students understand what is required of them.
-Tasks should be repeated from level to level so that the student already has experience in doing them, but the content determines the level;
-Use interactive resources ( Kahoot, Cambridge Assessment English)
-Use creative activities to help engage students  (listening can be done as karaoke)
-Visual material is very important for beginners as they can find support in case of misunderstanding of the text.
-There is a good task that can be used as exercise for revising vocabulary topics. The students are shown a poster with lots of things, people, animals, and so on. The teacher asks the students to name as many words as they can that begin with the letter.....
-Combine learning activities with physical actions, f.ex, retelling a story using pantomimes, remembering words using actions associated with them

A2/ B1
Before starting working with a student, it is necessary to set goals that meet the needs of the student. For this, the SMART goals system is used.
S-specific
M - measurable
A- achievable
R- relevant
T- time-bound
-the teacher and the student need to study the exam from the point of view of several questions (which skills are tested, which tasks are used for each skill, how many parts in the exam and how much time each of them takes, evaluation criteria).
-use leading questions before starting work with assignments in order to hit  communication between students, raise their interest.
-introduce students to the strategies for completing tasks for each skill
-in the classroom, it is necessary to create an atmosphere in which students are not afraid to make a mistake, but understand that they will receive a useful fitback based on this mistake. Formulate the idea in the students that "a mistake is a step towards development"
-use peer-assessing in your work
-A useful task for the development of creative thinking is to show students 3 random pictures and ask them to make a story using them.
-at this level, students should already have the skill of interpreting information (for example, the text says "a true story" but in the task we have "it really happened". Students should understand that this is the same things.
-It is important to carry out awareness-raising activities, students should understand the specifics of the exam

B2/C1
-It is necessary to set smart goals (the same as at the A2/B1 level)
-when start working with students and preparing for exams, the teacher  has to provide enough scaffolding.
-at this level, we can use the "create your own close" tasks to get the pleasure from studying for students
-it is important to encourage students to read as many different types of texts as possible
-the main goals when practicing reading skills are managing ambiguity, copying with unfamiliar words, understanding attitude, opinion, tone, understanding text organization features
-in order to help students to prepare for the writting part, the teacher can give a list of expressions in different categories (expressing agreement/disagreement, presenting opinion, adding ideas, etc.)
-it is important to train different sub-skills, and not focus only on one
-A good exercise for this level is to describe two pictures on the subject of differences and similarities

3)  I would choose to prepare for the Cambridge exams, since the format of this exam is understandable, there are many resources that can help the teacher study this exam in detail for further teaching it for students.

Activity (for preparing YL for the exam)
Students have a picture that shows a lot of people doing different actions. Students need to listen to the story about the characters and match the names with the people. This task is similar to what the students will meet on the exam, so this exercise will serve as a model for them to perform such a task on the exam

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1. I have experience in preparing children for the OGE and various school Olympiads. To do this, I used the most similar tasks for working out. If there were any gaps in knowledge during the work, then we worked out this or that topic separately so that there would be no difficulties with it in the future.
But I have never taught for any international exams. I believe that for such exams, a teacher should undergo special training in order to know all the pitfalls of the exam and be sure that he will be able to prepare his student at the highest level.
YL
First of all, you should check the child's knowledge in order to understand what you have to work with. The preparation of Young Leaners should be motivating and entertaining, without any tedious tasks. Children at this age love games, songs, dancing, drawing and other recreational activities. The use of interactive programs makes the preparation process more interesting for the child, since he/she must concentrate his attention on the subject (Kahoot, wordwall, Quizzez and so on). Without proper motivation, training cannot be effective, so it is important to choose a variety of types of exercises for training
A2-B1
Before starting to prepare a student for the exam, he should be helped to set goals. The concept of SMART goal setting, which is widely used, can help in this, because it can easily help you understand how to outline your goals. Each component of the abbreviation is useful in applying to education. A convenient way to make sure that your learning goals are specific, achievable, achievable, realistic and accurate is to create a visual overview (mind map).
To make sure that your goals are clear and achievable, each of them should be:
Specific (simple, reasonable, significant).
Measurable (meaningful, motivating).
Achievable (agreed, achievable).
Relevant (reasonable, realistic and resource-based, result-oriented).
Time bound (time-based, time limited, time/cost limited, timely, time-sensitive).

In addition, the teacher should be familiar with the structure of the exam in order to have an idea of how it works. It is important to direct the student in the right direction so that he can prepare himself at home and contact the teacher on any questions that arise.

B2-C1
This level of knowledge of the student allows to speed up the preparation process, since they can already do most of the work on their own, assessing theirs capabilities at the proper level.

3. I would choose to prepare for the Cambridge exam, as it is an excellent experience in teaching practice and testing myself for strength.

Task:
To understand oral speech and highlight important details (present). Listen to a dialogue between two people, one of whom tells the other about something (hobbies / relatives / people in pictures). The student should listen carefully to the dialogue and find a correspondence between the people in the pictures with the image of what was discussed in the dialogue.

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1) I have never taught for international exams, but I've used textbook oriented on them. I believe that testing may become a habit (as it is formed in such textbooks) to help students to be prepared for the real test. However, it is important to prepare students to the realization that exam cannot show their real level as to the worried state during it. Psychological preparedness is significant and this is a work of a teacher to calm the student. This is also a part of the learning process and preparation to the exam.

2) Summary
— Motivation is the key to the success, so preparation should be engaging for the students of all levels and ages
— Students should have basic knowledge about the exam (YL less so as to the age) to be prepared
— All skills should be developed together, teacher should not put time only into writing or listening
— The activities should be presented in a variety for the students not to be bored during the process (and they do provide a lot of materials for that)
— SMART system for A2 – C1 can be used to make students be involved into the process of preparation
— With A2 - C1 it is significant to develop autonomy, so they start the work on their own

3) I actually do not have a preference. I do not like the idea of testing YL, as they are still children and this is a lot of pressure. However, I would still prepare a child if there is an actual need for it.

Activity
For B2 – C1 I would create a set of cards with places, people, and things. In a set period of time, they would have to create a story with these cards (randomly combined) in written or spoken form. It may not work in a class with bad rapport or with students with low self-esteem. However, such an activity may be very good for developing storytelling. This is also a very good task for developing spontaneous speech, if we use it without the time limit for speaking.

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1) I've never prepared for international exams but I use Solutions coursebook and there is a test examination after each unit. We usually do these tasks with my students and they know the structure of the exam test. But in my perspective, I want to start preparing for the Unified State Exam, these are not international exams, but many students take them to enter the university

2) YL

Ss should be engaged in the process of preparation. Assessing should be positive,motivating.

T should not only give tests, it should also provide additional materials(for example Kahoot!) He can add memes before starting listening. To use gestures when explain something.

I liked the topic where Ss should complete words which start with different letters

And also great thing for YL to use various subjects (for example use cards T (tick) and F (cross) if you have an online lesson)

I also want to mention an application where you can work with the spelling of words 'flippity'

Each exam preparation task should contain bright pictures and should attract students.

A2-B1

- T should set SMART goals

- T should answer for following questions

1. How long is the exam?

2. What skills are tested?

3. What sorts of questions are used to test each skill?

4. How many different parts are there on the exam?

5. How much time is allowed for each year?

6. What are the assessment criteria for each question type or task type?

7. How is the exam marked?

8. How are the results presented?

- to set the topics before the exams

- scaffolding is good method to prepare for writing part

- use the transcript of the recording once learners have completed a task. It can be useful to look at it to identify key phrases, cues, and distraction.

B2-C1

-prepare learners on their needs

- Ss have to have the ability to analyse

- encourage student independence and self-access

3) I would like to start to prepare for the Cambridge exams. I want to teach these exams because they are universal. And they can be passed once and there is no need to confirm their level and I also plan to take it myself and thus get more familiar with the structure

I'd like to share a link where you can find useful speaking activities which you can use when you prepare for exams because I suppose that speaking is the most difficult part of the exam

https://www.youtube.com/watch?v=iSr8koU1iHY

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1) I have never taught for any international exams. However, I think that if I had such an opportunity, it would be rather exiting. While preparing for international exam, teacher and student should be fully involvement in the international environment.

2)YL

Before starting to prepare for the exam, teacher should test what students know and only after it start working. The process of learning should be fun, various and motivating for students. The teacher should convey the idea that is not given to fail, it’s to prove what they already know.

All 4 skills should be trained. This should be done in a friendly manner using context, colours, and characters. Teacher may use a handbook where he can find tips, tap scrips, examples of the tasks, list of vocabulary and can-do statements. There are different handbooks which are refers to different levels.

Listening

Teacher may use not only sample test but also create kahoot. Additional materials can be found in Cambridge assess and English.

Vocabulary

There is a special wordlist is presented. Only these words will be used. Teacher can also use flashcards to introduce new vocabulary.

Reading

Teacher may use planes which are available for free before the lesson in order to check what are the other ways of introducing material. There are special book Classroom activities where teacher can find lots of additional class activities.  Teacher may use flippy to give tasks, to unscramble the words.

Speaking

Speaking can be trained through storytelling, videos on YouTube. Students should know what to expect on exam.

A2 & B1

Before stating preparing for the exam, teacher should help students to set goals. They will be different for different levels. SMART goals can help where

S – specific. What I want students to achieve.

M – measurable. The progress should be seen.

A – available. Appropriate for the level and needs.

R – relevant.

T – time-bounded. By what time should be done?

Teacher should know the structure of exam very well in order to explain students it. At the classroom, Teacher should use similar tasks, but not the same.

Reading

Teacher should help manage the time, give pictures to create interest and set a content. Context should be set before reading

Writing

Students should be aware of types, audience. Scaffolding help students to complete the tasks better. Teacher can use assessing writer handbook.

Listening

Teacher asks student to read questions, underline important information, say that only one answer is correct, play audio as much as possible, use transcript after watching.

Speaking

Teacher should help develop better responses, give tips, discuss with visual stimulus.

B2 & C1
Reading

Teacher should mention that students should understand the text not just put words, loot at that is before and after gap and give strategies – Use of English

Writing

Students should have a list of expressions. They may use POWER strategy to write.

Speaking

Students may record themselves and realize what the problems they have.

3) I would choose to teach Russian State Exam or Cambridge ones. Speaking about the first, I am aware of it. The second one seems existing to try myself in teaching it.

4) one activity for key for school. Students should look at the picture and guess who these students are, what they are speaking about, where they are going. After it, they should listen and say if they were correct or not. Doing this, teacher creates interest and focus students’ attention on the recording.

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I’ve prepared two students for Cambridge exam Preliminary B1. As it was in a private school, we couldn’t stick to our own space, we had to stick to the curriculum. We had only one lesson in a week, it was difficult to cover each part properly, so that the students could get the hang of it. The lesson preparation took a lot of time. Also, it can be a bit stressful to prepare ss for exams because there is a lot of responsibility here.

YL:

The teacher should make the process of teaching exams fun, motivating, engaging.

Listening: encourage ss to use mime, physical activities (touch your nose, head), one example for a task - before listening ss look at the picture and think of 5 things that begin with the letter “W”, use the songs.

Vocabulary: use colorful pictures; worksheets; crosswords; flash cards. (it’s important to exploit the same material in different ways).

Reading and writing: scaffolding technique, paraphrasing, word scramble, word search, crosswords, labelling the pictures, look at the picture and write a small story.

Speaking: describe pictures, picker wheel with some questions, storytelling

A2 Key for Schools and B1 Preliminary for Schools

Reading: look at the sings and answer the questions; T/F; pre-reading stage is the most important (pre-teach vocab; answer the questions and etc)

Writing: students look at the letter and answer the questions: type of text? Features? Intended audience?; work with abbreviations and acronyms; ss draft their writing; makes sure ss know what to do.

Listening: ask ss to read the questions and underline keywords; use the transcript; draw ss’ attention to features of pronunciation

Speaking: one of the things we need to help learners develop is the ability to stretch communication

B2 First for Schools and C1 Advanced

Reading: T/F tasks; remove prepositions from familiar text  and ask to complete; ask ss not to read the whole text first

Writing: ss draft their writing; work with simple texts

Listening: prepare ss to a listening task (guess the topic, pre-teach vocab)

Speaking: set a time while ss are speaking; ss record themselves; learn useful expressions

3. I would choose Cambridge exam Preliminary B1 because I’m experienced in teaching this exam. I familiar with the structure tasks and etc.

One task:
Ss describe a picture using the words “at the front; in the background; He looks like; He seems to be.. and etc”

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I've never prepared for foreign examinations, but I plan my courses such that students may apply what they've learned in class to the exam, thus I frequently include assignments from Cambridge exam prep books. I'm using Go Getter, and this lesson already has modules that attempt to evaluate various exam abilities.

2.

YOUNG LEARNERS :

It's very important that young learners actually enjoy taking a test, and they know:
-  what to do and be prepared
-  what to expect,
- they will be rewarded for what they know, not what they don't know

Assessing young learners CAN:
-   be Motivating. Positive. Encouraging (parents are also pleased to see that their children are being encouraged in their English skills)

-  have a direction, a goal

Resources will help support you with your course and particularly with your exam preparation

Handbook for teachers:
-  full vocabulary list. which is in an alphabetical order for each level of the test.

-  list of the grammar and structure that is included

and there is information about each part of the exam

including tips for preparation on each part of the exam suggestions.
- sample papers
- access the audio that go with the sample papers

A2-C1:

Questions that every teacher have to answer before preparing  SS for exams:

-  Is this level appropriate and what support do I need to give my learners?
- So how do I know that the learners are making progress?
- What skills are tested in the exam in the different parts of the exam?
- What sorts of questions and tasks are used to teach each skill?
- What are the assessment criteria for each question type or task type?
- How many different parts are there to the exam?
- How much time is allowed for each part?
- What are the assessment criteria for each question/task type?
- How is the exam marked?

3.

As I am already familiar with the format and specifics of preparing for this exam, I would like to prepare young learners for Cambridge exams. Furthermore, this is one of the most intriguing preparations for me because it should include interesting tasks, colorful pictures, and even games.

Here you can see how the exam is progressing. Also on the cover, as seen from above, is a textbook for studying for the exam "Movers," which contains a lot of practice activities.

- https://www.youtube.com/watch?v=pV2Iss8NALI&t=1s

An excellent online resource where you can work out all the necessary skills to prepare for the exam

- https://www.esleschool.com/animal-set-1-starters/

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1. I have taught students from primary school for Starters and  Flyers during this year. 2-3 times a week I give different tasks from the test as well as explain best strategies that will help my students to pass exams. Last week my students passed Starters and Movers (it was an inside school exam in order to check whether they are ready for real exams in May). The most complicated part for students was to make full sentences in speaking (they usually omit "is", "are" )

2. Useful information from the videos:

Exam practice in exam classes are about engaging your students at this level, making it motivating, helping them have variety covering those four skills, and making it success-oriented (YL).

It is nice to encourage students to use mime. So, there's a boy holding a cat, and the teacher would get them to do this with her. If you're teaching online, one of the benefits of doing actions is that you can mute the students, but see them participating, and they can say the words  copy your words without disturbing the whole class. You can use flash cards while preparing your Ss to exams. (YL)

To help tour Ss to drill the needed vocabulary you can choose words from special wordlists and make word games. Useful app - flippity, where you can create word Scrabble, like in the test.

What do teachers need to know about an exam they're preparing their learners:  - How long is the exam?            - What skills are tested? -  What sorts of questions/tasks are  used to test each skills? - How many different parts are there to the exam?  - How much time is allowed at each part? (A2 Key for Schools and B1 Preliminary for Schools)

If we talk about writing part in the exam, we can use the power process (p-prepare o-organize  w-write, e-edit, r-review and reflect) (B2 First for Schools and C1 Advanced)

3. I would like to teach Flyers as this is the next exam after Starters and Movers.

4. Activity that can help us to prepare Ss for speaking part in Movers where they have to find the odd picture and explain why do they think so:
Ss work in small groups - they look at different pictures and have to say the common idea/feature in each picture line.  The next step is to find the odd one and explain your point of view, for example: The tiger - is odd picture as he is not a sea animal. The partner checks the answer.

Videos:
https://www.youtube.com/watch?v=UGkvIHn_B84
https://www.youtube.com/watch?v=22F-a9Vw2XE
https://www.youtube.com/watch?v=lSJCBZ0wqA0

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Answers to the questions:
1) Although I've never prepared my students for international exams, I did that for RSE. I consider they have some tasks in common, but Cambridge exams seem to be more learner-friendly in comparison with the one we have in our country.  However, I have the experience of taking them on my own from A1 to B2 which I guess may also contribute to my teaching practices.

As for the process of preparation for international exams, I believe it is essential to get students used to the format, expand their vocabulary and work with the spectrum of all skills and language system development in kind of a balance to let them be sure that they will be successful.

2) Concerning the webinars, I was so impressed by the fact that Cambridge enables educators to use a variety of free materials on preparation - sample tests, wordlists, posters, etc. for all levels.

Moreover, it became much clearer that it is highly significant to get learners acquainted with all of the parts that an exam consists of before starting real preparation as it helps them to calculate their time properly and follow all of the necessary requirement. For YLs this is an educator's responsibility while elder students may do that on their own, which will contribute to the development of their autonomous learning.

Some of the resources have also been taken into account:
1. http://l.georges.online.fr/tools/cloze.html - making up close tests (nice tool to use when working on reading)
Both of them are free and may be used during online and offline lessons.
2. https://www.flippity.net/ - creating a variety of interactive games and activities (especially good for working with vocabulary and practicing speaking)

Finally, I am glad about getting to know a greater number of involving and engaging activities connected with the usage of pictures and posters with various levels (broadening vocabulary, presenting new words and their meanings, word formation as well).

3) I'd like to prepare YLs for Pre-A1, A1 or A2 as I really fancy the materials designed for the exams. They are so colourful and intuitively-friendly that students may not realise that they are working on exam tasks right now. This should boost their motivation and reduce the amount of stress they may face saving their interest at a high level.

An example activity to use preparing for  writing for B2, C1:
As one of the exam activities is devoted to word formation, it is possible to ask learners to create a mindmap for a particular root word that is in the wordlist for the level. There can be the core word in the centre and all of the words that come from it in other branches depending on a part of speech they belong to. This can be a simp;e handwritten mindmap or a digital one crated with one of the resources below:
1. https://coggle.it/gallery
2. https://www.mindmeister.com.ru/

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1) I have prepared a group of Ss to Startes, Flyers and Preliminary B1.
At the end of each class we do one/two activity from the test. But the hardest part is to practice speaking especially with low level students when they don't have reach vocabulary and mix tenses.

2) YL
It's very important that young learners enjoy taking a test and they know what to do, so they're ready and prepared.

In the exam classes, at least with these levels teachers should familiarise children with what the exam format is about, but actually continue your normal teaching programme.

Exam practice in exam classes are about engaging the Ss, making it fun,making it motivating, helping them have variety covering those four skills, and making it success-oriented.

Listening

before doing the Listening task we might be focusing on that

encourage Ss to use mime

before listening ask Ss to find words starding on a particular letter

Prepare statments about picture - Yes/No

Vocabulary

use picture books

work with wordlists

T dictates 3 sentences, Ss write them down and later T show the picture to check if they are true

use flashcards (matching, recognising, ect)

use crosswords

work with pictures (find, how many, where is ..)

Speaking

describe pictures

question wheel

practice storytelling

ask Ss to record themselves

A2 Key for Schools and B1 Preliminary for Schools

set SMART goals

Reading

Ss look at the sings and decide: what - where - who

set topics before Ss go into text

prsent different types of reading

discuss Qs before reading

Writing

Analyze example texts

work with abbreviations & acronyms

Help Ss to scaffold their writing before they are ready to start

After finishing the activity ask Ss to reflect

write stories based on prompts

Listening

read the Qs and underline the key words

use the transcript to ientify key prises, cues

pay attention to features of pronunciation

prsctise different types of listening

Speaking

prepare advice how to behave in different situations

B2 First for Schools and C1 Advanced

Reading

True/False about tasks

practice resognising

remove prepositions from familiar text  and ask to complete

before working with STEM words, close them and ask Ss to think about the potential words

using a picture and Qs, ask Ss to guess a word

ask Ss not to read the whole text first

Writing

give Ss a list of expressions

help Ss to generate ideas before they get down to writing

use the P.O.W.E.R. process

work with simple texts

Listening

prepare to listen (prediction, activating prior knowledge, think abot the topic, anticipate vocabulary)

Speaking

ask Ss to record themselves

use peer assessment/ self-assessment

give Ss a list of expressions

use videos related to the topic nd then discuss, creat mindmaps

3) I'd like to teach YL 'cause I like the format, tests are colourful, I can use different games to develop their skills.

Activity that I'd like to present is Blind Artist - it helps Ss to develop their speaking, listening skills and creativity. There is a video above where you can find more about this activity

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Watch the webinars and answer the questions: 

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Watch the webinars and answer the questions: 

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1) Have you ever taught for any international exams? Which ones? Share your experience here

2) Sum up the information from all the videos you have watched. Were the any insights for you?

3) Which exam you would like to teach? Why?

+ add one activity we can use in the classroom that can help us to prepare Ss for 1 aspect of the exam (you can choose any exam from the videos)