Summer classes and intensive courses can be improved by switching up the coursebook content and presenting students with some themed speaking tasks. As we are pushing through another week of unbearably high temperatures, I can’t think of anything more topical than the heatwave and climate change.
Intensive courses and exam preparation classes tend to be a bit tedious and repetitive. That’s why every now and then, I prepare themed lessons centred around a hot topic. Cambridge exam preparation coursebooks always contain one specific unit – the environment and extreme weather conditions. Why not spice your usual class and prepare your students to talk about the heatwave and their feelings about climate change?
This no-prep lesson idea is made of the examiner’s speaking notes, based on an official examiner’s guide which can be found in the FCE Sample Paper and a set of pictures available to download and print. You can also find a presentation for all the online lessons, or if you don’t want to print anything out! Scroll until the end of the post to download the files.
Start the class with a bit changed version of Speaking Part 1. Go in a circle and give each student one word to spell out. It’s a great way to introduce any new vocabulary, but also pre-teach some words that may be used during the exam practice. Additionally, it’s always good to refresh the alphabet and make sure that students are comfortable spelling things out – a skill that can be checked in Listening Part 2. The words included in the speaking are heatwave, scorching or drought.
Proceed by asking students one or two questions about themselves. All the questions are related to weather and heatwave, for example, Which do you prefer, hot or cold weather and why? Remind them that this part of the exam is an ice-breaker, and students will be asked to talk about their personal lives.
Elicit the rules of Speaking Part 2, in which students talk individually for about a minute about two pictures. After that, another candidate answers briefly a question related to Candidate A’s pictures. There are two sets of pictures, in the first one students analyse two contrasting behaviours of people during the hot weather. In the first picture, the people are spending time in the swimming pool, and in the second, a man is relaxing on the sofa with a visible A/C unit. Give one minute to describe the pictures and answer the question posed above – Why have the people decided to do these activities?
In the second set of pictures, another candidate compares and contrasts a picture of a farmer in a field, and a woman in a hot office. Students talk about both pictures and think about different feelings they might be feeling in these situations.
Speaking Part 3 deals with a pair discussion. Read the hypothetical situation in which students imagine going on holiday to a hot country. They have 15 seconds to look at the question and five ideas of staying safe during heatwaves, for example, spending time by the water or staying hydrated. Students have two minutes to discuss the prompts and then one more minute to discuss which idea is the most feasible on holidays and why.
The last part of the exam deals with opinion-based questions on hot weather and climate change. Allow students to develop their answers and support their reasons by giving personal examples. I always mention one of my favourite strategies in this part of the exam – give a general idea (what everyone believes), give your own opinion on the matter, and support it by giving personal examples.
Finish the class by giving everyone feedback. You can also ask the students to take notes throughout the whole class. Elicit all the positive things the others did and some areas which they should work on. If you have a bit more time and expertise, you can also give a predicted score with a short explanation.
Who said that the exam preparation classes must be boring and repetitive? If you like this type of no-preparation lesson, check out my other themed speaking for B1-C1 levels:
Click the links below to get your copy!