Speaking. Tips and models to work with the tutor

Criterios de evaluación y creación de fórmulas





Here you can have some tips and decorative elements for the Speaking part.










AND = Likewise, furthermore, morevoer, etc.


BUT = Nevertheless, albeit, nontheless, etc.


SO = Therefore, thus, etc.


BECAUSE = Since /sins/, given that, provided that, etc.


FOR EXAMPLE = Namely, as an illustration, etc.


MAYBE = Perhaps, (subject) + might, there’s a chance.





  • Do not repeat the same words all over in your speech. Try to come up with synonyms or other ways of conveying the message.
    • Synonyms of “way” and “useful” in the following context:
      • One way to figure out what the students’ needs are is.. . Another useful strategy is… . Asking direct questions is as well effective.
    • Try to use more high level versions (or more English versions) of the same meaning:
      • When you find a problem in class -> when you encounter/come across a problem in class
      • Teach -> deliver a lesson, convey the lesson/knowledge.
      • Learn -> grasp knowledge/values
      • People -> individuals, denizes, the majority, most of us, the society, etc.
      • Problem -> hurdle, predicament, pickle, quandery, bind, etc.





  • Make sure you decorate your speech by using plenty of adjectives whenever you are describing something.
    • Good: awesome, great, beneficial, effective, positive.
    • Bad: dreadful, negative, detrimental, challenging.
    • Difficult: challenging, troublesome.
    • Important: relevant, paramount, imperative, crucial.





  • Verbs: strive, foresee, address, stir, deter, undermine, undertake, underlie, entail, etc.


  • Nouns: predicament, individuals, denizens, guidance, midst, narrative, lifespan, etc.


  • Adjectives: marital (status), muddy (middle of life), unfurling (adventure), endless deadening (responsibilities), etc.



5. USE ADVERBS –LY: (actually –de hecho-, virtually – prácticamente-, definitely, certainly…):


  • The key is to…..and not merely to …


  • They can reflect silently (in silence)


  • Provide an analysis promptly (fast)


  • What’s ultimately important is applying the knowledge in the real world.


  • Take the time to critically reflect on…


  • Students ability to think deeply and critically.


  • Let me fully think though the answer.



6. PHRASAL VERBS C1-C2 (always followed to +ing or nouns):


  • Come up with: Come up with an imaginary scenario and have kids work through the steps to solve a problem as a class.


  • Carry out: I finally ask my pupils to create an action plan to carry out the solution.


  • Boil down to (resumirse a): Eventually (a la larga) everything boils down to creating an easy-going atmosphere in the classroom.





  • Inversiones :
    • NOT ONLY DOES collaborative learning boost the development of higher-level thinking and oral communication, BUT ALSO it increases student retention, self-esteem and responsibility.
    • LITTLE ARE most of the people aware of the importance of critical thinking later in the student’s professional life.


  • Passives:
    • Children should be posed open questions like “why do you think so..?” and asked to explain their thinking.
    • Educators are considered to set an example for their pupils and I couldn’t agree more.


  • Idioms: to bend over backwards, run the extra mile, we are all in the same boat, every cloud has a silver lining, there are two sides to the same coin, etc.


  • Binomials: back and forth, up and about, now and then, over and over, high and dry, by and large, etc.


  • Nominalisations:
    • Do not start all you sentences the same way. Turn around the way you convey several statements: E.g. I believe an effective method to practice creative thinking is…. Another great way to focus on the positive in not-so-positive situations is the ……. thinking strategy. Asking a variety of questions is another technique is grasping critical-thinking skills.





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