Teaching exam classes

T distributivelying psyc themetric test illuminatees instruction exam classes get students to participate in report activities in class can be an arduous line of fashion. However, our opera hat efforts as teachers to make the prospect of create verbally a fun and collaborative action, it is lots met with groans of reluctance. Often, students postulate had negative experiences of writing in the linguistic process schoolroom in the past, possibly they see it as a waste of class- judgment of conviction, which could be better spent practicing their oral skills, or perhaps they sole(prenominal) regulate writing a difficult and laborious task even in their send-off language. Whatever the reason, getting adult students motivated to write in class can be tough.However, for teachers it can be very useful to monitor students writing in class. They argon at hand to dress some(prenominal) language difficulties, give advice on how to organize sentences in a more(prenominal ) than natural way, provide vocabulary that students argon lacking and generally be available to deal with individual necessarily as rise up as noning common problem atomic number 18as. This is of great clear to students too of pargonntage, much more so than receiving a marked second of written homework covered in red pen.Exam writingStudents who are psychoanalyzeing for exams do tend to be slightly more motivated when it comes to writing in class but still often prefer to do the actual task for homework. The undermentioned activity sen cartridge clipnts are ways in which we can teach the nuts and bolts of academic writing in an analytical way, illustrating a step-by-step get down that give hopefully show students the value of writing in the classroom without the pressure of simply being told to put pen to paper.Each of the seven activities focuses on particular(prenominal) areas of writing, such(prenominal) as planning, layout, content, etc. However, the activities a re fairly general and could be easily adapted to suit most task types that exam candidates are necessitate to do, such as writing a semiformal earn or an article.In this activity students get a thoroughly idea of what examiners are expression for and key out how to avoid making common mis seize ons opus also picking up tips on sizeable examples of language.Students look at 2-4 model texts ranging in level from a fail to a steady pass. Real candidate answers are ideal if you get them.Students note the sober and bad points around each answer and write comments under headings such as layout, organization, content, means and accuracy. Students share their comments with each different before face at the real examiners comments if you have them.Here, students are made aware of differences in register and appropriacy of language, while building up a stock of adapted phrases they can use in formal letters.Students receive a formal letter which has several phrases written in the wrong register, i.e. informal/slang.Students account which phrases they think are unsuitable for a formal letter and emphasize them.Then, they try and rewrite the phrases using a more formal style of language.Finally, students choose the correct answers from a list provided.You can make this activity more communicative by dividing the class into two convocations and giving each group a several(predicate) letter to work on. When they have rewritten their phrases they cope with up with a student from the former(a) group who has the answers for their letter and equate answers.How to teach an FCE classThe First Certificate in English (FCE), administered by UCLES, is a general English examination for upper intermediate scholarly persons. Teaching an exam class for the commencement exercise time can be intimidate but experienced teachers tend to agree on the following advice.The first task get out be getting to grips with the exam specifications. I direct to be familiar wit h each of the five papers, which are Reading, Writing, Use of English, earshot and Speaking, ideally before student begin in first class. The Exams military officer in my school should have a copy of the FCE Handbook, which explains exactly what skills and language knowledge my students shoot to have before they take the exam, as puff up as providing a sample paper.Be aware of issues like learner need and classroom morale. Learners in exam classes tend to be more goal oriented that those in a general English class. mean that students impart have to pay a fee to sit the FCE as well as for the preparation course, the advantage of which is that having invested in an exam course therefore the average FCE student tends to be highly motivated to succeed. However, motivation and high morale can be very fragile things.If my students need to be familiar with the exam conditions and requirements, and regular timed practice under exam conditions will athletic supporter them get used to exam rubrics, different question formats, time restraints, doing tasks efficiently and filling in the answer sheets correctly. Dont be afraid to share information with your students by explaining, for example, the marking criteria for assessing their writing tasks.Be explicit about the value of classroom activities. As well as having high expectations , I whitethorn find that my students have quite defined ideas about what an exam class should be like. A student may try to undermine by saying that discussion activities, for example, are a waste of time in an exam preparation class and that time should be spent doing grammar exercises or practice tests. However, this situation is less probable to happen if I explain at the outset that pair and group work activities are invaluable for the Speaking paper, in which candidates are examined in pairs and their ability to interact with a partner is assessed.Try to instill good study habits from the start. What my students do outside the exam classroom is just as vital in preparing for the exam. Use tutorial time to help individuals mark their strengths and weaknesses in each paper and to structure their homework/self-directed breeding accordingly. Often, the most successful learners are those who nutriment good records of their erudition. Encourage learners to keep a vocabulary notebook, organized in a way that is meaningful to them.Types of exams and exam questionsThere are many types of exam questions used at university and need to prepare for different types of questions in different ways. To prepare well for exams should enquire about the nature, length and value of each exam so that can exit adequate time and effort for preparation. Check assessment details in course materials and with article of faith staff. May find it useful to record for each exam so that clear about what the exam will cover and when and where it will be held. This information will help guide preparation for the exam.Some different types of exams questions, with a brief description, are listed below. For each type, use the link to additional suggestions relating to this type of question, how can best prepare for it and practical strategies for answering the questionMultiple choice questions house a range of choices from which select the most appropriate solution.Short answer questions require answers of up to a paragraph. The nature of the questions may vary. Some questions may test you recall of information, other(a)(a)s may test ability to apply concepts to unfermented situations.Essay question require you to write an essay type response to a topic. Essay questions may be arranged in sections in the exam paper which reflect different sections of the course. Open book questions allow to bring and use reference materials in the exam room.Take home questions are questions that are given to take away and complete and then return within a specified time e.g. 24 hours. spoken questions are used to test oral language skills. Typically they are taken individually.Practical questions test practical skills and techniquesusually in laboratory, clinical or field settings.There are differences in the tuition need to do for different types of questions. I previous experience of exams may mean that I have developed very good approaches for some types of questions but not for others.If I tackling new types of questions, find out about my student lecturers expectations as well as the exam requirements. The timing and duration of my preparation will be determined by a number of factors. For example, if my exam is expense a high proportion of the overall target, I would be sapiential to prepare passim the semester. If its worth a small percentage of the grade I may decide to study intensely in sustain few weeks, but Ill need to lay the groundwork for that study in the way I take notes and file my work throughout the semester.Exam MaterialsResponsible for what you leave outside the exam venue. There will be no bag drop at exam venue.Bags unexpended outside the exam venue are left at the owners risk of exposure and are not the responsibility of the University.Responsible for what you bring into an exam.Bring only what you need for the exam, especially your student card.Cheating includes introducing into an exam venue any book, note, document, or instrument which is not authorized by the examiner or the examinations officer.The consequences are severe.About on-line learningWe believe that blank learning works best when it captures, as far as possible, the dynamics of stage to face learning, even when that means less flexibility (see below). A signified of isolation can cause people to drop out of distance learning courses. Our Distance/On-line Teaching Exam Classes Courses have the following key features, which ensure motivation remains high.Variety of ways of learningThrough our virtual learning environment you will use the earnings to communicate with tutors and fel low course members, portal materials and complete learning tasks.fundamental interactionOur virtual learning environment (VLE) allows you to communicate individually and collectively with tutors and other course members, both for social and study purposes. You will be depute individual, group and pair tasks, as in a real classroom with the difference that, instead of all working at the same time you can log on and off and contribute at clock which are comfortable to you. You may, on a few occasions, be required to log on at the same time as other course members for lessons, conferences or chats in the virtual classroom.A real class of fellow studentsIn many distance courses, learners start and finish courses at any time of the year and join an infinite number of other distance learners at various stages of their course. Our courses have start and finish dates and a defined group of participants, just like our face-to-face courses. You will have tasks and deadlines to keep and be expected to maintain an appropriate rhythm. In other words, flexibility is limited in order to maintain motivation.Learning how to learn on-lineAs well as learning about teaching and language you will have the opportunity to experience and reflect on the nature of on-line learning itself.Ease of useYou will find it easy to use the virtual learning environment, even if you are comparatively unfamiliar with this kind of learning and there will be mussiness of support and guidance from tutors to deal with any queries and make sure you are on track.upload and download course information and materialaccess materials on and off-lineparticipate in live and non-synchronised discussionssend work to tutors and receive feedbackcommunicate with tutors and other members of the class individually and as a group.interact in ways similar to a real classroom with the advantage of being able to access it at times convenient to you.We use style/messenger or telephone for personal tutorials. You will need to have regular access to a computer with meshing connection, but wont need to spend huge amounts of time very on line.We recommend you install style if you dont have it already to take advantage of cost free calls to tutors.ConclusionAll of the activities are mean to facilitate each stage of the writing process, from planning a first draft to editing the final answer. By analysis both good and bad model texts, students are made aware of what examiners are looking for and can learn to avoid common errors.Overall, this very guided approach to exam writing should make students feel more confident about attempting writing tasks.