Kids Poster

Poster for younger children with ordinal numbers 1st-20th.



Free Poster



FCE Speaking Part 1

This is a handout to help the students make a good impression in the first part of the FCE Speaking Paper.


Step One: Explain the students the format of Part 1 and what is expected of them.

Step Two: Now look at the cartoon, ask your students if they think the answer is good, bad or acceptable – giving reasons. Explain to your students the answer is not very good, as the candidate has only repeated the words from the question and hasn’t expanded his answer, for example, explaining why he likes sport or what sports he is particularly interested, etc.

Step Three: Ask your students to think of possible answers to the “wh” questions listed and go through them as a group – this will help them expand upon their own answer,  making it more informative, interesting, etc – it also gives them the opportunity to demonstrate a wider range of grammar and vocabulary.

Step Four: In pairs, ask your students to answer the questions using the “wh” question technique. Remind them to paraphrase and also to think about what tense they need to use – future, past simple, etc. – to avoid making silly mistakes. Go round the class listening to their answers – I really don’t think at this stage it is necessary to “overcorrect” them, they’re getting experience at this point.

Step Five: Go through the learner’s strategies outlined on the Teacher’s Handout.

  • It is important for candidates to remember that the examiners are listening out for good examples of grammar, vocabulary and discourse management; therefore, if candidates only speak briefly, the examiners will be unable or less likely to award marks for these areas.
  • If candidates make a mistake with grammar or vocabulary, they should show that they have recognised their mistake and correct themselves, if this can be done quickly and immediately. But going back and correcting errors highlights the errors for examiners and interrupts the flow, which will affect interactive communication and discourse management marks. So this should be done sparingly.
  • It’s best for candidates not to rehearse extended stretches of speech. This is because there is a danger that their rehearsed speech will not be directly relevant to the interlocutor’s question, and relevancy is an area that’s assessed. Furthermore, candidates often use unnatural intonation and voice range patterns when they are giving a speech.
  • Instead, candidates should prepare by practising the language forms that they are likely to use in the test (e.g., present simple and used to for routines, or structures such as ‘interested in-ing’ or ‘prefer + object + to + object’). Similarly, they should know and be able to pronounce vocabulary associated with their studies or job and general interests and use correct tenses. Note recurrent errors as they speak, and highlight them.
  • Finally, candidates should be reminded that they should be using conversational English during the test.

Teacher’s Handout: suggested answers are included.



Student’s Handout


Teacher’s Handout


B1 Writing

B1 Article

This is a powerpoint based lesson on how to write an article with an explanation and  exercises on how to express wishes.  I’ve used a question from Cosmic B1 (Pearson).

Step 1: Ask your students what they would do if they could take a year off school.


Step 2: Go over the explanation of how to express wishes and tell your students to do the  exercises.

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Step 3:  Ask your students to read the question and the sample article. Present the powerpoint –  encouraging the students to find and highlight the content points, connecting words, etc. on their worksheets.  Note: each slide gives the students a chance to point these out themselves before revealing the answers. Don’t forget to remind them of the structures when expressing wishes.

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Step 4: Ask your students to write a similar article for homework.

Sample Slides






Cosmic B1, Megan Roderick (2011)

Free Powerpoint

Article B1 Wishes

Teacher’s Lesson Plan

Article B1 Teacher’s

Student’s Worksheet

Article B1


FCE Speaking Part 2

Some time ago, I completed an online course called “How to Teach FCE” on the page. There’s plenty of useful information, especially on how to guide the students when doing specific parts of the exams.  I’ve taken the advice they gave on the Speaking Part 2 and put it together on a worksheet with some useful expressions.  Also, as is my”thing” – I’ve  put together a powerpoint with extra practice.

Step One: Read what is expected of the students on Part 2, as stated in the Teacher’s Handbook.

“Candidates are expected to point out similarities and differences between the photographs and then move on to deal with the question, answering it with reference to both photographs.”

Step Two: Ask the students to look at the question and the photos. Go through the “wh” questions with them, encouraging them to use more specific language, for example, instead  of the “person” use tourist, physiotherapist, etc.

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Step Three: Ask the students to match up the example answers with the above questions.

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Step Four: Go through the useful phrases and then give the students 2-3 minutes to put their ideas together and then ask them to do speaking aloud in class, timing them,  and writing down their blaring mistakes. Remember: this is an exercise in mechanics – it’s for them to understand the mechanics of this part of the speaking and give the information that is expected, it’s not a grammar exercise.

Step Five: Explain that the other candidate will have to answer a question related to the topic of the photos.

“The listening candidate is also asked to comment briefly (for about 30 seconds) after their partner’s long turn. They should not speak during their partner’s long turn.”

Do you find it easy to ask for help when you’ve got a problem?

Step Six: Go through these steps again with either material from their course book or  the powerpoint attached below.





Speaking Handout

FCE Speaking Part 2

Free Powerpoint

FCE Speaking Extra – Part 2









Clothes from Around the World

Here is a quiz I’ve put together using information and lovely images from ( )


The artist is Tom McIoughlin.


I usually use mini whiteboards in class for the students to write their answers on and hold up. You can give an extra clue for the country, I tell them the first letter.

There is an accompanying worksheet with true or false questions and a teacher’s copy with the answers to both the worksheet and the powerpoint.



Note the information on this slide is incorrect, the Dress Act was passed in 1746 not 1976, and repealed in 1782.Slide03




Free Powerpoint 

Clothes from Around the World

Teacher’s Handout

Clothes from Around the World Teacher’s

Student’s Worksheet

Clothes from Around the World

FCE Report

This is a powerpoint based lesson on how to write a report at B2/FCE level. A report is fairly easy to write, as it’s formal, with many set expressions and layout. I’ve used a question from  the old edition of First Certificate Trainer (Cambridge) and rearranged the answer so that it follows the new FCE samples.

Most of my students have difficulties making suggestions, so it would be a good idea to use the powerpoint I posted earlier on how to use suggest, recommend and advise in conjunction with this lesson. (

Step One: Briefly explain what a report is, what style it is written in, etc.

FCE Handbook: A REPORT is usually written for a superior (e.g. a teacher) or a peer group (e.g. members of an English club). Candidates are expected to give some factual information and make suggestions or recommendations. A report should be clearly organised and may include headings.”

Step Two: Emphasise that the examiners expect the students to use set expressions. Ask the students the complete the table with the useful expressions listed.


Step Three: Now ask the students to complete the report with the useful expressions given below.


Step Four: Ask the students to read the question,  the advice on how to write a report and the sample report. Present the powerpoint –  encouraging the students to find and   highlight the content points, useful expressions, etc. on their worksheets.  Note: each slide gives the students a chance to say the set expressions, linkers themselves before revealing the answers. Don’t forget to remind them of the structures that follow suggest & recommend.


Sample SlidesSlide01





Step Five: Ask the students to write a report for homework. Possible question, taken from Sample Papers 2 available on the Cambridge page:




First Certificate Trainer, Peter Kay (2010)

Free Powerpoint

B2 Report

Free Lesson Plan

B2 Report Teacher’s

Student Worksheet

B2 Report Student’s


How to use suggest, recommend & advise

I’ve prepared a powerpoint explaining how to use suggest, etc. as many of my students have real problems with these verbs. They really don’t get them – a lot of head shaking and red ink!

I would suggest using this presentation before going over a FCE review or report as both types of writings need a recommendation.

There is a free lesson plan on how to write a review in a previous post ( – as I keep on mentioning!

Step One: Present the powerpoint.

Sample Slides





Step Two: Handout the worksheets to the students, and ask them to do the exercises – encouraging them to look at the grammar explanation on the first page to avoid making the same, old, silly mistakes.

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Free Powerpoint


Teacher’s Handout

Suggest Teacher’s

Student’s Worksheet

Suggest Student’s