Criterios de evaluación y creación de fórmulas

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

1. USE LINKING WORDS

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.

2. USE SYNONYMS:

• 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.

3. USE ADJECTIVES:

• 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.

4. USE SPECIFIC HIGH LEVEL WORDS:

• 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.

7. USE OF ENGLISH C1–C2:

• 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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BOOKLET ELEMENTOS DECORATIVOS