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Exam Preparation Journey

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Exam Preparation Journey

Support you need, when you need it

    What’s inside the Exam Preparation Journey packs?

    Expert advice at your fingertips

    Time-appropriate content with regular updates - read, watch, download and use in class.

    Tailored to where you are in your exam course

    Our Exam Preparation Journey packs work alongside the exam timeline and your course materials to help guide you through.

    Covers all levels

    We take you all the way through from A2 Key for Schools to C2 Proficiency.

    Teenage male and female student in a classroom using a tablet

    Pack 1: Starting the journey. Handbooks, exam papers and more…

    Teacher kneeling down next to a female student

    Pack 2: How to be SMART and build good habits...

    A young female student with down syndrome sat down in classroom whilst smiling and clapping her hands

    Pack 3: Information for candidates and building autonomy...

    Classroom discussion between a young female teacher and three students

    Pack 4: Maximising materials and preparing for the mock test...

    Teenage student writes on a whiteboard whilst another student and teacher are using a tablet device

    Pack 5: Mock test best practice and preparing for speaking...

    Students seated and engaged in a classroom discussion

    Pack 6: Demonstrating progress and the Speaking mock test...

    Female student carrying books and walking to class

    Pack 7: Feedback moments and talking to parents...

    Male teacher stood in front of a monitor at the front of the classroom

    Pack 8: Building confidence and preparing for exam day...

    Teenage female student sat at desk during an exam

    Pack 9: Exam day ready with positive reinforcement...

    Student sat down in a seminar room and celebrating exam results

    Pack 10: Results and celebrations...

      Pack 1: Starting the journey. Handbooks, exam papers and more...

        Links to handbooks and how to make the most of them

        By Pablo Toledo

        Key resources

        A2 Key for Schools Handbook (go to Teacher essentials) 

        A2 Key Handbook (go to Teacher essentials) 

        B1 Preliminary for Schools Handbook (go to Teacher essentials) 

        B1 Preliminary Handbook (go to Teacher essentials) 

        B2 First for Schools Handbook (go to Teacher essentials) 

        B2 First Handbook (go to Teacher essentials) 

        C1 Advanced Handbook (go to Teacher essentials) 

        C2 Proficiency Handbook (go to Teacher essentials) 


        A new course marks a fresh start on the learning journey. To succeed, you need a roadmap, goals and a reliable guide – qualities that the handbook can provide for you if you use it correctly. It serves as a comprehensive resource for understanding and effectively teaching these exams. 

        What’s in a teacher handbook? 

        B2 First for schools handbook

         

        The handbook for each Cambridge English Qualification (from Pre A1 Starters to C2 Proficiency) offers several essential components, including: 

        1. Defining what the exam assesses and how. 

        2. Detailed descriptions of each exam component and task in detail. 

        3. Teaching tips and exam strategies. 

        4. Exploring Cambridge standards and criteria for speaking and writing with examples of graded performance. 

        5. A complete digital and paper-based practice test with an answer key and downloadable audio. 

        6. Links to additional Cambridge preparation resources.     
           

        In essence, the handbook has everything you need to understand the exam format, its various sections, candidate expectations, and how to prepare your students for success. 

        Where do I start? 

        • The ‘Overview’ and ‘About the exam’ sections are crucial initial reads, providing essential facts about the exam. You can share this information with students and their families (if you work in a school) as an introduction. 

        • The ‘Can Do summary’ helps translate the Common European Framework of Reference level descriptors into everyday actions. This is a great springboard for conversations about course expectations and how certification aligns with students’ plans and needs.    
           

        Next steps 

        • Look at the tasks in the exam component 

        • Try doing the practice test yourself 

        • Look at it from a learner’s perspective 

        • Consider how activities align with classroom practices 

        • Which elements of your course book should be highlighted? 

        • Which areas will need additional material? 

             
        Finally, you should refer to the handbook continually throughout the year. It can guide you when designing exam preparation sessions, aid in teaching specific tasks, and assist in assessing Writing and Speaking components. The handbook, along with online resources (such as useful Speaking test videos on YouTube), serves as a comprehensive reference for addressing any questions or concerns you and your students may have about the exam. 

        Links to handbooks and how to make the most of them

        Some simple activities to keep everyone on track

        By Donya Estafanous

        Key resources:

        Classroom warmers activity booklet

        At the start of a new exam course, teachers and students face unique challenges. Teachers must familiarise themselves with course materials, plan the term ahead, and understand the strengths and weaknesses of their students. At the same time, students may feel apprehensive, not knowing their classmates, their teacher, or what to expect from an exam-oriented class. These uncertainties can impact confidence and motivation, making it essential to establish the right environment for success.  

        How can we ensure a positive start to the course?

        • Build rapport  

        • Build trust  

        • Build motivation   

        • Build confidence 
           

        How can we achieve this? 

        Don’t put too much emphasis on the exam, or ‘serious’ work right at the beginning. Planning lessons that work on grammar accuracy or include too much error correction at the start of the course may be intimidating. Instead, build in engaging, motivating and accessible activities that aim to put your students at ease, build fluency and help students get to know one another and get to know you. Success in simple, low-pressure activities can also boost students’ confidence in their language abilities, which is important for language learners, especially when preparing for exams. 
         

        Classroom warmer activities

        These help to engage students from the moment they enter the classroom, serve as an enticing introduction, and can create a positive and welcoming learning environment that can boost students’ motivation and enthusiasm. They set a positive tone and can help students look forward to what’s coming next.  

        Yes/No game 

        Description

        You could use this activity in your first few lessons of the course. Students ask each other simple, get-to-know-you questions and try to make their partner say ‘yes’ or ‘no’. 

        The emphasis is on asking questions, enjoying getting to know one another and practising speaking in the classroom. Encourage students to speak and interact, and praise their efforts rather than pointing out too many errors (make a note of them to work on at a later date). 

         

        Time required:

        10–20 minutes

        Materials required: 

        None

        Aims

        • To engage students with a fun speaking game
        • To practise asking closed questions and giving more conversational answers in response (rather than just ‘yes’ or ‘no’)

        Example questions using a range of tenses

        • Have you got any brothers or sisters?
        • Do you live near our school?
        • Do you practise a sport?
        • Have you ever eaten exotic food?
        • Would you like to live in another country?
         
        Top tip! 
        If your students all know each other then ask them to choose a ‘famous’ person and pretend to be them. Guessing who they are adds extra fun to the activity.
         
        Two/true, one false
        Description

        Another activity to get students speaking and interacting is ‘Two true, one false’. Students tell their classmates three things about themselves but one of them is false. Their classmates have to guess which one is false. 

        It’s a good idea if the teacher begins by writing statements about themselves, as this not only acts as an example of what to do but also allows students to get to know you! 

         

        Time required:

        10–20 minutes (3 minutes for each person in a group)

        Materials required: 

        None

        Aims

        • To engage students with a fun speaking activity
        • To practise asking and answering questions
        • To develop spoken fluency

         

        In summary, creating the right environment is essential for a successful exam course. By building rapport, trust and motivation through engaging activities and classroom warmers, teachers can nurture a positive and productive learning space. Find the activities above in full, as well as lots more to choose from for various age groups and language levels, in this Classroom warmers activity booklet.

        Some simple activities to keep everyone on track

        Download classroom ready activities for exam orientation

        By Allen Davenport and Sarah Ellis

        Key resources

        A2 Key and Key for Schools Exam Booster Photocopiable exam resources for teachers

        B1 Preliminary and B1 Preliminary for Schools Exam Booster Photocopiable exam resources for teachers

        B2 First and B2 First for Schools Exam Booster Photocopiable exam resources for teachers

        C1 Advanced Exam Booster Photocopiable exam resources for teachers

         

        As a teacher preparing students for exams, you’ll find yourself taking on extra roles and responsibilities. However, this doesn’t necessarily mean more stress for you or your learners. When students have the right resources at the right moments, their journey towards taking a Cambridge English Qualification becomes both achievable and enjoyable. And in turn, your teaching is a more rewarding experience. So how can we guide students on the path to success? 

         


        Start off positively
        • Create a supportive atmosphere to help boost students’ confidence
        • Don’t overwhelm students with exam practice
        • Set achievable goals
        • Foster familiarity with the test and each other
        • Present the exam as a challenge within their capabilities

        Explore the exam format 

        We like to provide students with an Authentic Practice Test Book that has more than one exam. This is a much more engaging and positive approach for introducing practice test material at the beginning of the course. Make sure they don’t write in the books, and it’s good if they can share one book within a small group, exploring the pages together.

        Tell students not to try to answer the questions on the test; instead, encourage them to explore the structure of the exam and look at the different parts and tasks. Get them to notice how the different tests may have the same structure, number of questions and question formats.

        Make a quiz

        You could even write a quiz based on the format of the exam or give them a guided worksheet to explore sections of the exam, like this one in a Cambridge English Exam Booster book (see key resources).

        Sample textbook for Preliminary Reading

         

        You could also adapt questions like these into games and activities. For instance, you could cut up the questions and give them to half the class, and cut up the correct answers and give them to the other half. The students could then search for the person who completes the question with the correct answer, leading into a discussion about the exam.

        Guide discussions about students’ attitudes towards the exam

        After going over the exam format, it’s a good idea to ask students about papers and sections that appear easy to them, and which ones seem more challenging. This helps students reflect on their own ability in a friendly and approachable way. Encourage them to say which parts they’re confident about and which parts they might want to focus on improving during the course. For lower levels this could be done in their native language.

        Also remind students that the exam is the destination of their journey, not the start! It’s perfectly normal to find some parts of the course more difficult at the beginning. This way students stay balanced. They won’t feel too worried by the challenges, and likewise they won’t be overconfident if they’ve had a few initial positive results. 

        Relate the exam to your course book

        If you’re using a course book that includes details and exercises related to the exam, guide the students through the chapters. Highlight how their regular lessons match up with the exam components.

        If students are unsure about any sections or components, go through them together. This encouragement can be a significant confidence booster. We want students to be positive about the course book and see it as a resource to help them progress.

        Move forward with confidence

        Our goal as educators stretches beyond just preparing learners for an exam. We want them to benefit from the entire process. When students understand the exam’s structure and see how it fits with their regular classroom learning, the test transforms into a challenging yet reachable goal. It’s perfectly normal that students will make mistakes and have problems along the way. But if we give them a positive and realistic understanding of the ultimate goal, and equip them with the right resources, they’ll have a positive start to their exam journey and will move forward with confidence.

        The exam handbook

        After the students have had a chance to analyse the practice test, introduce specific sections from the official exam handbook. As a very helpful resource, this can help clarify any confusion about the format and what’s expected of them. For more information on Handbooks, read our article Make the most of the Cambridge English Qualifications handbook (in this pack).

        Learning and assessment 

        Finally, teaching with an exam in mind also means we should integrate learning and assessment throughout the course. Exam success doesn’t come from blindly working through course material or continually checking answers on practice tests – it’s about making the most of the resources available. With the right approach to the course from the start, your learners will feel confident that they can apply the language skills they’ve developed in the classroom to the exam – and ultimately, to their lives.

        Download classroom ready activities for exam orientation

        A first look at this fantastic resource which we explore further through the packs

        By Alberto Costa and Andrea Tolve

        Key resources

        Mock test toolkit
         

        When it comes to preparing our learners for language exams, it’s very much like embarking on a carefully planned journey. This journey should include two important elements:

         

        1. A clearly defined destination  

          The ultimate goal: obtaining the desired language qualification at the intended proficiency level.

        2. A series of strategic stops along the way 

          These involve diagnosing learners’ current language level, as well as understanding the knowledge and skills they need to build to get to their destination. One of these strategic stops can take the form of a mock test. 

           

        Why are mock tests useful for the teacher?
        • Serve as a check-in – are your students ready to take the exam?
        • Help identify strengths and areas to work on
        • Help teachers plan future classes based on student needs
        • Help to manage students’ expectations
           
        Why are mock tests useful for the student?
        • Show students what to expect on exam day
        • Help understand how the exam is marked and assessed
        • Can serve as final preparation

         

        We recommend conducting a mock test when learners are familiar with the exam format, have already learned some exam skills and strategies, and have had language practice. So it’s not a good idea to conduct a full mock test at the beginning of a course.

        We have put together a mock test toolkit with the aim to:

        • demonstrate how taking a mock test can help your learners before they take the exam
        • give support, activity ideas and tips (e.g. what your learners can do after each paper), so you can get the most out of the sample test papers
        • show you where to find all the sample test papers and support materials you and your learners need.

           

        Mock test tool kit

         

        This is a fantastic resource that allows you to plan your exam preparation journey in three key stages: 

         

        1. The Prepare stage of the toolkit looks at the exam essentials such as key terminology, frequently asked questions, activities, and information about the exams.
        2. The Action stage gives detailed information on how to conduct each part of the exam, together with top tips and teacher checklists to help guide you. It also provides step-by-step support on how to mark each paper.
        3. The Feedback stage gives guidance on providing the feedback, and the support students need to identify areas that need improvement in order to perform at their very best on the exam day. 

           

        Join us on this journey towards exam success!

        A first look at this fantastic resource which we explore further through the packs

        Listen as our teacher trainer suggests how to empower learners to take control of their exam preparation

        Key resources

        Complete confidence with Cambridge podcast
         


        Whether you are a seasoned pro or at the start of your exam teaching journey, the Complete Confidence with Cambridge podcast is filled with useful tips and tricks to help you plan your school year in a way that gets the most out of lesson time.

        Join Olha Madylus, Greg Archer and Matt Ellman as we help you unpack the exam journey, teaming real-life experience with easy-to-follow examples from the Complete coursebooks.

        Listen as our teacher trainer suggests how to empower learners to take control of their exam preparation

        Pack 2: How to be SMART and build good habits

          Instil confidence and motivation, and understand students as individuals

          By Allen Davenport and Sarah Ellis 

          When it comes to preparing for Cambridge English Qualifications, the journey is just as important as the destination. Yet, it’s crucial to understand that while students are the navigators, teachers are the compass, guiding and supporting them along the way. By now, we’ve taken the first steps and students are getting more familiar with the course structure and each other, but it’s still early days. The exam might seem a long way away, but every day brings it closer.  

          The power of the test: more than just questions 

          Just as athletes train before competing, students should build up their language and test-taking strategies before tackling the full exam. In the initial phase of an exam course, this foundational preparation is crucial. Practice tests are not only assessment; they’re vital to student learning. Our Cambridge Trainers books exemplify this approach. They begin with two guided tests with detailed advice for each section, ensuring students aren’t just practising – they’re learning effectively. 

           

          See these images from A2 Key for Schools Trainer: 

          Reading and Writing part 2 sample material

           

          Three museums sample material
          Reading and Writing part 2 sample material


          At this stage, the focus for teachers should be on enhancing students’ language ability rather than on how many answers they are getting right or wrong. Using exam materials can be invaluable, but it might mean teaching language concepts before doing the exam section, giving extra time for listening and reading tasks, or letting students work together on exam tasks – things they won’t do on the real exam day. 
           

          While introducing official test materials in this way might seem unconventional, it’s strategic. If a topic is being discussed in class, complementing it with a test section with a similar topic can deepen understanding and familiarise students with how the exam is structured. This helps to refine test-taking skills, understand the requirements of the exam and improve their English skills. 

          The key word for both teachers and students is ‘yet’

          In the journey of exam preparation, teachers play a central role, guiding students through the process. When students encounter challenges or find certain exam sections difficult, they shouldn’t despair. Students might not know the answers ‘yet’, but with perseverance and guidance, they will.  

          The pivotal role of the teacher is: 

          • to instil confidence 

          • to motivate 

          • to ensure that each student feels valued and understood. 
             

          Understanding individual needs 

          Another part of being a good compass is understanding individual needs. While one student might find vocabulary challenging, another may find grammar difficult. It’s essential for teachers to notice these cues, observe, assess and direct students to the right resources or exercises to help them overcome these bumps in the road. 

          Do a class questionnaire  

          The beginning of the course is also the prime time for students to reflect. Make a list of questions for students to discuss in groups: 

          1. Are you worried about taking an English exam? Why? Why not?

          2. Which areas do you find easy? 

          3. Which areas are more challenging for you? 

          4. Which sections of the exam do you think you need to work on most? 

          5. Where can I find resources to help me on my exam journey? 

           

          Encouraging students to vocalise these thoughts not only builds a bond of trust but also allows teachers to tailor their approach. It’s also an opportunity for students to understand that exams are not monsters hiding in the shadows. Instead, they’re milestones, markers of progress. As students navigate through the course, these tests become less intimidating and more an opportunity to showcase their English ability. 

          The journey to exam success isn’t a sprint; it’s a marathon

          With the right blend of tools, strategy and guidance, the path becomes clearer and more achievable. As we lay these foundational stones at the start of the course, we’re not just aiming for exam success; we’re building lifelong language learners who understand that the journey matters as much as the destination. 

          Instil confidence and motivation, and understand students as individuals

          Unpack the mock test toolkit by helping students to focus on what works for them

          By Alberto Costa and Andrea Tolve

          Key resources

          Mock test toolkit – Prepare page

          Pyramid discussion activity

          Cambridge Life Competencies activity cards for teenage learners

          What is a growth mindset?

          It is defined as ‘the understanding that the learner has the power to build on and improve their knowledge and skills’.

          Helping our learners build a growth mindset is important as it promotes both a positive and adaptive approach to learning and challenges. "Growth mindset", is one of the key terms you will find in the list of words related to testing and assessment in the mock test toolkit. We can develop a growth mindset in learners by encouraging self-efficacy, as it is closely associated with the belief in our ability to grow and succeed.

          How can we build a growth mindset in the classroom?

          We need to make sure that we are enjoying the journey, and taking moments to celebrate our learners’ progress and not just the end result. Here are some ideas to try with your learners. They can be easily adapted, whether you’re preparing for A2 Key (for Schools) or C1 Advanced:

           

          1. My hurdles

          At the beginning of a unit ask learners to look through the pages and in pairs or groups discuss the following questions:

          • What activities and tasks are you looking forward to?

          • What do you think you will find challenging?

          Ask them to identify and label ‘hurdles’ in learning.

          At the end of each lesson ask learners to draw themselves jumping over the hurdle they managed to overcome.

          This activity comes from our Cambridge Life Competencies activity cards for teenage learners (p68). 

           

          Emotional development

           

          2. WOWW – Working On What Works

          Notice and discuss the things that go well or right, rather than only concentrating on what wasn’t successful.

          3. What did we learn today?

          At the end of each lesson in the coursebook, ask learners to close their books and try to recall what they learned in the lesson.

          4. Unit reflection

          Write the following questions on the board for learners to discuss:

          • What new language did you feel you learned well?

          • What helped you to do this?

          • What activities helped you to learn effectively?

          • What challenges did you face?

          • What helped you to overcome these challenges?


          Why not try the ‘Pyramid discussion’? 

          This is an activity that focuses on exploring and encouraging a positive growth mindset in preparing and taking exams. You can find it in the Prepare stage of the mock test toolkit. This activity aims to not only build learners’ confidence in speaking but also to reflect on their attitudes and beliefs about exam success and failure. Learners then share useful learning strategies while practising speaking and building their fluency. 

           

          The Pyramid discussion works by getting learners to think about a question individually, then talk in pairs, then in a small group, a larger group and finally with the whole class (see diagram). The activity is as follows:

          1. Lead-in: Learners discuss questions about their previous experiences with exams, and about their feelings related to taking tests and exams in general.

          2. Learners work individually to consider one or two ideas for the following:

                       a. Things I can do to prepare before the test.

                       b. Things I can do so I feel at my best on the day of the test.

                       c. Things I can do when I get my mock test results back.

          3. Learners work in pairs or in small groups to share their ideas. They now come up with three to five ideas for each heading (refer to lesson plan for examples to get them started). Monitor groups to give more ideas as necessary.

          4. Regroup learners and, in their new groups, get them to decide on the three best ideas.

          5. Learners share ideas as a whole class. Ensure you give them feedback and offer information and advice as necessary.


          The steps above are just an outline, and you can find a more detailed lesson plan in the mock test toolkit. 


          Here are a few more things you can do to add to this lesson:

          • Before you ask learners to discuss the questions in step 1, you can highlight common collocations (e.g. take / pass / fail / sit an exam).

          • You can also elicit a range of adjectives of emotion from the class to describe how they feel about taking exams. Focus on positive adjectives first and ask learners to explain why they chose those words. Try to create a sense of positivity about exams to motivate and encourage learners.

          • You can use these activities with different age groups and levels by doing the optional follow-up activities as suggested in the plan.

          More information

          Cambridge Life Competencies Framework webpage

          Unpack the mock test toolkit by helping students to focus on what works for them

          Build student confidence by integrating learning and assessment in the classroom

          By Miranda Hamilton

          Key resources

          Collecting SMART evidence of learning

          SMART idea 1: Virtual ball games

          SMART idea 2: Let’s take a vote
           

          You and your learners are at the start of the learning journey that leads towards exam day. Just like for any other journey, before you set off you need to:  

          • plan your route  

          • be clear about your destination  

          • think about how you are going to get there 

          • consider how you will know when you have arrived.  

          Every learning journey starts with a plan, and a good plan requires clear learning objectives that you can signpost learners to at the start of every lesson. During the lesson, you’ll be checking learners are on track by looking for evidence of learning to help you evaluate their progress against the learning objectives.  

          Integrating teaching, learning and assessment into the classroom throughout the year will build learners’ confidence as they work towards exam day.  

          Top tip! 
          At the start of the school year think SMART to help learners achieve all their learning objectives. 

           

          Here are some SMART suggestions to help you with your lesson planning. 

          Specific
          Learning objectives  

          “What do I want my learners to understand, know and be able to do better by the end of the lesson?” 

          By the end of the lesson, you will be able to understand and know how to use comparative and superlative adjectives. 

          Planning clear objectives gives every lesson a clear sense of focus and direction, and will help you to assess learning and progress.  

          Write your learning objectives on the board at the start of the lesson and explain to learners that this is what they will be working towards. Signposting learning objectives encourages learners to: 

          • reflect 

          • check their own understanding 

          • ask questions.  

          Measurable 
          Progress checking  

          “How will I know whether my learners are learning, and if they are on track and making progress against the learning objectives?”  

          Make time in class to observe, collect and assess evidence of learning. What kind of evidence can you collect to measure learners’ progress against the learning objectives? 

          Progress checking in class will help you when you give feedback and help you to make decisions about your next steps in the lesson.  

          Achievable 
          Evidence of learning 

          The evidence you are looking for should be easy to collect, specific and linked to the learning objectives. Make a note in your lesson plan about the type of evidence you are looking for, and how you plan to collect it.  

          In a typical lesson you might use the following techniques to collect evidence of learning: monitoring, eliciting, concept check questions and drilling.  

          Relevant 
          Activities 

          “How are the activities in my lesson plan going to help my learners achieve the learning objectives?” 

          As you plan, think about the relevance of each activity. Ask yourself whether your activities are going to help your learners to achieve the learning objectives.  

          An activity might be fun, but how does it contribute to the achievement of the learning objectives? If it’s not relevant, then save the activity for another day, and look for an alternative. 

          Timely 

          Make time to give your learners feedback. Think about when and how you are going to approach giving feedback. Feedback is your chance to look back with your class at the learning objectives, ask them how they think they are doing, talk through and share what they can do well, and what they need to work on.  

          Taking a moment to stop, check and give feedback is also an opportunity for you to reflect and amend your next steps for the lesson. You may find you need to revisit and consolidate the language points, or to introduce an activity to stretch the class further.  

          Think SMART 

          At the start of the academic year, think SMART. It’s a great approach that will help you and your learners. 

          Extra ideas and information  

          Build student confidence by integrating learning and assessment in the classroom

          Promote independent learning

          By Miranda Hamilton

          Key resources:

          The start of the academic year is the perfect opportunity for you to introduce learners to strategies that will help them to improve their English, and to build lifelong study skills as they prepare for exam success.

          My Study Plan is a tool designed to promote independent learning, where learners set personal goals, reflect on progress and identify the areas they need to work on so they can build their own Study Plan. 

          From the classroom to My Study Plan

          What do your class need from you in the lesson that will help them when they write their Study Plans at the end of the week? Here are some pointers:

           

          1. “I need to know what I am learning in the lesson.” 

          Share the learning objectives with the class at the start of each lesson. This will help learners to think about what they have learned and will help them identify what they need to work on when they write their Study Plan.

          2. “I need support and guidance from my teacher in class.”

          Learners need to feel able to ask their teacher for help. Teacher support and guidance in class will raise learners’ confidence and awareness of what they know, what they can do and what they need to work on. 

          3. “I need to understand how this is going to help me.”

          Signpost the connection between the learning objectives and classroom activities to help learners understand how the activity will help them. The more they understand about what they are learning in class, the better prepared they are when they look back and think about their progress.   

          4. “I need to be able to assess my progress.”

          Make time for a reflection activity at the end of the lesson to review the learning objectives and for learners to think about the highlights of the lesson and what they have learned. 

          Here is one idea you can try at the end of the lesson:  

          • Write between three and five reflection questions on the board or distribute as a class handout. 

          • Ask learners to record their responses in their notebooks or learner journals.

          • Learners work in pairs or small groups and discuss their reflections on the lesson.

          • Follow up with whole group feedback. 

           

          Here are some examples of reflection questions you could ask at the end of the lesson: 

           

          1. What did you do well today? 
          2. What have you learned today that you didn’t know yesterday?
          3. What can you do better after the lesson today?
          4. What do you need more help on?
          5. What do you need to look at again and practise more?

           

          At the end of the week, when it’s time for learners to write their Study Plan, invite them to look back at the reflections they have recorded in their notebooks or learner journals. Ask them to highlight the language skills and grammar points they want to practise. Prepare a list of useful links and workbook resources based on the language you have covered in the week. This will help them to identify the practice exercises and activities they can build into their plan. 

          My Study Plan – Make it SMART 

          Introduce the idea of the Study Plan in class. Alternatively discuss the Study Plan with learners in small groups or individually in tutorials. A shopping list of self-study activities will not be targeted enough. A good Study Plan should be SMART. The smarter the plan, the more effective it will be.  

           

          Specific: It isn’t enough to say, “I will do more writing practice”. Decide what you want to write, and when and how you will get feedback, e.g. will you ask your teacher to mark and assess your writing or will you complete a task on Write & Improve and submit your writing online for feedback? 

          Measurable: How will you check whether you have made progress? Can you see how you have improved or what you have learned? Set yourself goals, e.g. Identify three things you want to improve on that you found difficult before. After you have completed an activity or exercise, check your scores and assess your progress.

          Example: On a scale of 1–10, how much progress have you made? 1–3 = limited progress; 4–7 = some progress; 8–10 = significant improvement.       

          Achievable: Be realistic and honest with yourself. How much time do you have for independent study? What practice materials can you use? Do you need to tell your teacher what you want to practise? Do you need to ask for ideas about resources? 

          Relevant: Think about what you found difficult in the lesson, the class test, or the mock exam. What do you think you need to practise to improve?

          Time-based: Set yourself deadlines, e.g. I will watch a film in English and do one practice exam task by [date].


          Learner resources 
          Webinar link 

          Promote independent learning

          Pack 3: Building autonomy and information for candidates booklets...

            Teacher's guides and more for all levels

            By Sarah Ellis and Allen Davenport

            Key resources

            Developing listening skills for A2 Key for Schools exams - a teacher's guide

            Developing listening skills for B1 Preliminary for Schools exams - a teacher's guide

            Developing listening skills for B2 First for Schools exams - a teacher's guide

            Developing listening skills for C1 Advanced exams - a teacher's guide

            Developing listening skills for C2 Proficiency exams - a teacher's guide


            Preparing students for the listening part of an exam requires a special focus on a skill that can be challenging. If students lack confidence, it can feel as if they are on the journey without support, or even worse, as if they’re being left behind. Addressing listening skills early is crucial for success, and teachers can play a vital role in ensuring students feel supported and connected along the way.

            Strategies to help learners become effective listeners
            • Activate schemata: make it a shared experience by encouraging students to discuss the topic before listening to access what they know about the speaker, topic and context. 

            • Listening for gist: students understand just the general topic of what they hear.

            • Listening for key information: students identify specific words and phrases they hear in the listening text.

            • Listening for detailed understanding: students understand the content and message in more depth, especially opinions and attitude of the speaker.

            • Use of transcripts: provide students with transcripts during the final listening or feedback stage, allowing them to read and listen at the same time.


            Field’s interactive approach

            In his book Listening in the Language Classroom, John Field (2009, p. 45) gives a useful method to transform this internalised process into a shared adventure. Instead of just playing the listening and having students check to see how many marks they got, we can transform the process into an interactive and positive situation by using his technique. Here is a step-by-step guide:

             

            1. Play the listening track: After playing the track for the first time, let students try to answer as if they were taking the exam, but do not give feedback yet. After about 10 seconds:

            2. Play the listening track a second time: After it finishes, in pairs, students discuss their findings, and look at where they agree or disagree.

            3. Play the track a third time: This time, pairs resolve their disagreements. Again, the teacher still does not give feedback at this point but may elicit answers to see where the students feel confident or are not sure about the answer.

            4. Play the listening a fourth time: It may or may not be necessary depending on if there was major disagreement after the third listening. After the fourth listening, now is the time to check answers. The teacher can open the floor to the class to present what they have understood. The teacher now clarifies anything the students were not sure about.

            5. Play it a fifth time: Many students may be surprised since the answers have already been checked. However, there is a valuable opportunity here to exploit the listening track without the pressure of trying to work out the right answer. It is also crucial that you give students the transcript for this final listening, allowing them to see the text as they listen. The teacher can then help students clarify any language that they may have heard that was not directly assessed, and where students still may feel they struggled to hear or understand what was being communicated. 

            Through this process, students actively engage with listening materials, fostering a deeper understanding and collaborative spirit.

            Incorporating authentic practice tests

            Integrating sections from practice tests into lessons can give the students a real taste of the exam. Teachers do not always need to give full listening tests. Dividing the listening test into sections and using them selectively along with the course materials can be beneficial. The teacher can do this by topic matching, using listening exercises that complement the current lesson theme, making the practice feel relevant. Alternatively, teachers may want to choose specific sections that give students targeted practice of a specific exam skill focused on in class, reinforcing the learning focus on developing difficult listening skills as well as becoming familiar with the task types. In either case, it is important to develop feedback loops, making sure there is plenty of time to discuss the listening exercises, providing timely feedback and helping students to connect the dots. Students will feel that they have a chance to continue to improve rather than feeling that they are constantly being tested.

            Independent listening with Test&Train

            Independent practice is essential for deepening listening skills. Tools like Cambridge Test&Train offer a structured way to practise outside the classroom. Students can work through listening tasks on their own, building independence. They can replay segments, mirroring the benefits of reading at their own pace. Most importantly, students can concentrate on any challenging parts that are specific to their learning journey.

            Independent listening with Test & Train
            Closing thoughts: listening as the gateway skill

            As teachers, we aim to nurture learners to become confident in their listening abilities. By setting up a supportive environment and a clear path for improvement, students can measure their progress and stay motivated. In the grand scheme of the exam journey, listening is just the beginning, but it is a powerful one. It sets the tone for the rest of the preparation, creating a foundation upon which other skills are built. By prioritising listening early on, we ensure that students are well equipped for the challenges ahead – not just for the exam, but for real-life language use. They will move forward not just as test takers, but as confident communicators in the making.

            Bibliography

            Field, J. (2009). Listening in the Language Classroom. Cambridge: Cambridge University Press.

            Teacher's guides and more for all levels

            Information for candidates booklets and how to use them

            By Alberto Costa and Andrea Tolve

            Key resources

            Prepare page of the mock test toolkit

            Understanding the exam format

            Building learners’ confidence in speaking, writing, listening and reading will definitely lead to meeting the desired language goals, as well as learners’ expectations in relation to the English language programme. But preparing learners for a Cambridge qualification also means helping them to understand the exam format.
             

            Some frequent queries from learners

            How confidently can you answer the following questions from your learners?

            1. What is the best way to improve my speaking?
            2. What if I don’t understand all the words in a text?
            3. How many times will I hear each recording?
            4. Are words like ‘doesn’t’ and ‘isn’t’ counted as one or two words?
            5. What if I write too much, or if I don’t write enough?
            6. Can I wear headphones?
               

            To answer the questions above accurately, refer your learners to the ‘Information for candidates’ booklet for their exam. Apart from clarifying the points above, these booklets also bring tips on how to study for the exam as well as links to videos of the Speaking paper. Access all the ‘Information for candidates’ booklets and the accompanying Speaking test videos plus examiner comments in the Prepare page of the mock test toolkit.

            -------------------------------------------------------------

            Answers to the frequent queries from learners above:

            Q1: See answer on page 5 in this booklet

            Q2–Q6: See answers in this booklet

            Information for candidates booklets and how to use them

            Developing the student's ‘critical eye’ and easy ideas for reflecting on learning

            By Miranda Hamilton

            Key resources

            Teaching ideas to help the reflective learner

            In this blog we look at how we can support our students to critically reflect on their learning. Reflective learning is when students look back at a lesson with a critical eye and think about the learning objectives. They reflect on what went well, what they found more difficult, and what they need to work on to consolidate learning, to achieve their learning objectives and to make progress. As teachers, we need to help them by building a supportive learning environment, creating the time, space and opportunity for reflection.

            Let’s look at ways in which we can incorporate this into our everyday classroom practice.

            Build reflection into your routine in class 

            Start simple with learner training, so you can help students reflect on their learning. The best starting point is to review and reflect on the lesson at the end of class. If you build this into your daily routine, students will know to expect it and good habits are formed.

            Teacher-led reflection

            Let’s take a look at what we did today.”

            • Revisit the learning objectives on the board. 

            • Ask students to show how confident they are with each of the objectives:

              • Thumbs up or thumbs down.

              • Distribute traffic light cards for students to hold up and signal how confident they feel. Red indicates they don’t understand. Yellow indicates they are OK but would like some practice. Green means they feel confident. 

            • Look back at new grammar with an example sentence from the lesson on the board.

            • Review vocabulary that came out of the lesson.

            • Make it memorable and personalise your review of the lesson by making connections with the chat and ideas that came out of the lesson. 

            Teacher-led reflection is a great way to lead into student-focused reflection. 

            Student-focused reflection 1 – “My highlights”

            What are your personal highlights from today’s lesson?” 

            This simple question indicates to the class that the teacher is creating space for students to think and reflect on their learning experience. Students may need you to guide them to help them as they look back and identify their highlights.

            • Encourage students to think about your teacher-led review of the learning objectives as this will help them pick out their own highlights. 

            • Give students a moment to think, and encourage them to make a note of their highlights.

            • Pair share. Students discuss their ideas in pairs or small groups. Monitor so you can gauge where you might need to provide more support.

            • Take whole class feedback, and if it feels appropriate invite discussion. 

             

            Student-led reflection will help you get a picture about what students feel they can do well. If you notice that no one identified the grammar points you worked on as a highlight, this is your opportunity to ask them why. This may inform your next steps when you plan the next lesson. 

            Student-focused reflection 2 – Learner Journals

            Expand the range of reflective questions you ask. Introduce the concept of Learner Journals, where they can keep a record of their reflections. Learner Journals are an excellent resource for students to refer to when they build their personal Study Plan. 

            (see pack 2 Helping learners to write their own Study Plan)

            Here are some example questions you could ask your class to reflect on and write about in their journals: 

            • Today I am pleased because …

            • Grammar that I learned / practised …

            • Vocabulary / phrases that I learned….

            • Mistakes that I made …

            • Something I want to understand better …

            • Something I need to practise more …

               

            Why is reflective learning so important?

            Reflecting on and learning from experience is an important life skill that helps us to make decisions about what we would do next time. In the classroom, reflective learning raises self-awareness and builds a growth mindset, where students have a sense of what they know, what they can do and what they need to focus on to achieve their goals. 

            When it’s time to write their Study Plan, students can look back at their Learner Journals to help them construct a plan that reflects their specific needs. 

            For further ideas and activities to try in the classroom to help your learners reflect on their learning, see the Teaching ideas to help the reflective learner (in key resources at the start of this article) 

            Webinar link – How to use Integrated Learning and Assessment (ILA) in your classroom

            Developing the student's ‘critical eye’ and easy ideas for reflecting on learning

            Writing checklists and Teachers’ Guides to assessing writing – downloads and ideas for use in class

            By Olha Madylus

            Key resources

            Handbooks for Teachers (choose the exam then go to Teacher essentials) 

             

            Assessing writing for A2 Key for Schools – A teacher’s guide

            Assessing writing for B1 Preliminary for Schools – A teacher’s guide

            Assessing writing for B2 First for Schools – A teacher’s guide

            Assessing writing for C1 Advanced – A teacher’s guide

             

            A2 Key and A2 Key for Schools writing checklist

            B1 Preliminary and B1 Preliminary for Schools writing checklist 

            B2 First and B2 First for Schools writing checklist

            C1 Advanced writing checklist

             

            To prepare for the Writing component of the exam, learners should: 

            • have plenty of practice, in class and at home, of reading and writing the kinds of texts they will see in the exam such as: emails, articles, stories, reviews and essays 

            • have chances to practise exam tasks with clear time limits and word limits, just like in the real exam 

            • make sure they can write clearly so that examiners can read their answers easily. 

             

            They also need to understand: 

            • what they’re being assessed on in the exam 

            • their own strengths and weaknesses 

            • how they can improve any areas of weakness. 

             

            The key to this understanding is regular, effective assessment. It’s a good idea to use a mix of teacher assessment, peer assessment and self-assessment during an exam preparation course. This variety can make lessons more interesting and engaging, but it’s also useful for learners to write for different audiences and to get feedback from different sources, as we all have different strengths and notice different things. 

            It is crucial that you and your students understand the marking criteria for the writing tasks. What is the examiner looking for? What has to be included and what should be avoided?

            The Handbooks for Teachers, the guides to assessing writing and the Writing Checklists for Learners are the three best resources for:

            • information about how the exams are assessed and marked

            • tasks to help students develop the skills needed to meet the criteria of the exam

            • tasks to train students to review their own work.

            There are three main strategies that you can use to exploit this material with your students to ensure they are clear about what will help them succeed in their Writing exam.

            Step 1. Understand and get to know the criteria

            First, introduce students to what is being assessed in the writing. Many students are unaware that, for example, grammatical accuracy is not the single most important aspect, but that they also need to focus on completely answering the question and consider the structure of their text, e.g. paragraphs or the appropriate layout of an email.

            Demonstrate this by introducing students to the Writing Checklists, which show the four things that examiners consider when marking the writing tasks and breaks down what they mean. See the below example for B2 First and B2 First for Schools: 

             

            Checklist to improve writing

             

            A learner might be stronger in one area than another – for example, they might be good at fully answering the question (Content) but not very accurate in their use of grammar and vocabulary (Language). For this reason, examiners give each piece of writing a separate mark for each subscale, from 0 to 5. Together, these indicate the learner’s areas of strength and weakness in the four different areas of assessment.

            The Writing Checklist documents also include more detailed checklists for specific task types. You can introduce these as you meet the different question types in the coursebook, rather than looking at them all at once.

            Here is an example of the checklist for a Story question in B1 Preliminary or B1 Preliminary for Schools:

             

            Example checklist for B1 Preliminary

             

            A focus on each checklist can be linked with a task from the relevant Assessing Writing for Cambridge English Qualifications: A guide for teachers.

            Step 2. Use the criteria to plan answers

            Once students understand these criteria and how important they are to exam success, it is a logical step to use them while planning writing. Planning may not be something that comes easily to students, but this systematic approach will give them the tools to do so effectively.

            Start by planning some exam writing tasks in class together, using the first checklist above.

            Ask students to look at a question, e.g.:

            Exam written task

            Then ask them to work in pairs to discuss what they should do when writing their answer, and make notes.

            It can be broken down like this, but ideally get students to create their own questions, as they need to understand what this terminology means. At lower levels clarifying it in their L1 / Mother Tongue can ensure clarity:

            • Content – what MUST we include?

            • Communicative Achievement – What is the style? Story, discussion, email?

            • Organisation – what comes first, second etc.? How will it fit together?

            • Language – Can we brainstorm some good, vivid vocabulary to use? What grammar do we need?

            As they progress, they can move on to the more detailed checklists and get into the habit of using them to help them plan – not just together in class but also on their own doing their homework and when they are sitting the exam.

            Step 3. Use the criteria to assess own and others’ writing

            It is very valuable to spend time getting students to look at answers, using the exam criteria to not just plan but also to assess what they have written, to edit, correct and improve.

            The Handbooks for Teachers and Assessing Writing for Cambridge English Qualifications: A guide for teachers provide sample answers.

            Here is an example from the B2 First for Schools Assessing Writing for Cambridge English Qualifications: A guide for teachers:

             

            Task part 2 article

             

            Students can work in pairs to read both the question and answer, then using the checklists discuss where the candidate has done well and where improvements could be made. Then they can compare what they have noticed to the examiner comments provided.

            It is often easier to notice weaknesses in others’ writing, so it is good to move students on to doing this with their own writing. Eventually they will have internalised these checklists to effectively plan, write, assess and edit their own writing automatically.

            You can find a useful template for marking Writing tasks in the relevant Assessing Writing for Cambridge English Qualifications: A guide for teachers. See an example below:

            Blank teacher assessment template

             

            Not only will your students benefit from getting to know and understand the assessment criteria, but it will also help you a lot to focus your teaching of writing and how you mark their work.

            Writing checklists and Teachers’ Guides to assessing writing – downloads and ideas for use in class

            Pack 4: Maximising materials and preparing for the mock test...

              Classroom ready activities and links to guides to develop reading skills further

              By Allen Davenport and Sarah Ellis

              Key resources

              A2 Key for Schools Developing reading skills for Cambridge English Qualifications: A guide for teachers

              B1 Preliminary for Schools Developing reading skills for Cambridge English Qualifications: A guide for teachers

              B2 First for Schools Developing reading skills for Cambridge English Qualifications: A guide for teachers

              C1 Advanced Developing reading skills for Cambridge English Qualifications: A guide for teachers

              C2 Proficiency Developing reading skills for Cambridge English Qualifications: A guide for teachers

              Integrating skills and systems

              At this stage of the journey, our students have already covered the basics of reading and writing and have mapped out grammar and vocabulary. Our role now is to guide them in integrating these systems and skills, creating a cohesive and comprehensive linguistic landscape.

              Exploring beyond the test 

              When it comes to using practice texts, think of it as a journey into unexplored territory. Take, for example, a text from the B2 First exam in First Trainer (2nd Edition).

              Reading and use of English - Exam practice

               

              This text is supported with tips, advice and an action plan, helping learners focus on the Use of English component of the exam. While this exercise is a valuable tool, there are more opportunities for teachers to exploit it. 

              Try out these simple but effective activities in class:

              Activity 1: More right answers 
              1. Form teams: Divide the class into two or more teams for a collaborative and competitive element.

              2. Write answers on the board: Display each question or blank from the text on the board and write the correct answer next to it as a reference.

              3. Introduce the game: Explain that the aim is to think of alternative answers that could also correctly complete the sentences, expanding students’ understanding of context and vocabulary.

              4. Team turns: Teams take turns to suggest alternative answers, and get a point for each correct and contextually appropriate answer. For example, in gap 22 in the text above students could get a point for saying ‘other’, ‘bordering’, or even just ‘more’. The idea is that students can develop their creative linguistic fluency beyond the confines of the exam. 


              Activity 2: Mining the text for language 

              After completing a passage, give students a chance to read through the text and look for any unfamiliar words. This ‘treasure hunt’ for words not only enriches their lexical resource but also enhances their engagement with language. Simply having students read the text, especially ones that focus more on use of English knowledge, can provide lots of opportunities to notice (and hopefully reuse) the language again. For example, in the text above students might make a commitment to borrow phrases like ‘there may be’, ‘suggest’ or ‘fascinated by’, and make an intentional effort to try them out in their next writing activity.

              Activity 3: Constructing new pathways – analysing and rebuilding texts

              We can also go deeper into the texts and encourage students to dissect and reconstruct them. This process involves identifying key sentences or phrases and creating new content around them. Such activities sharpen students’ skills in analysis and creative writing, enhancing their overall comprehension and application abilities. 

              For example, in the ‘My polar bear research’ text below students might focus on paragraph 3. It would be interesting to have a discussion on which sentence in the paragraph students felt was the most important and why. 

              Ask students to identify the most important word – perhaps ‘marine’. They could work to create a sentence that uses that word in context. Then they exchange sentences with a partner and see if they could build a new paragraph around that sentence. 

              My polar bear research

               

              Activity 4: Understanding the author

              Another way to explore texts is to analyse why the author chose certain words or structures. This activity is particularly relevant for higher levels. The teacher can ask questions such as: 

              1. Why has the author chosen these words? 

              2. Why has the author written in this style?  

              3. Why has the author written in the first person? (in the polar bear text)

              4. Why would they make this choice? (often discouraged in academic writing)

              We could even ask the students to use that text to create a new one, for example a blog post called ‘Three things you might not know about polar bears’, and talk about how the language might change. 

              Making connections: the interplay of language and skills

              As we progress along the exam journey, students at this point should recognise the interconnectedness of different language skills. By engaging with texts in many ways, they can see the interplay of meaning and form, understanding that these elements are not isolated. This insight is helpful not just for exam success but also for their broader journey in mastering the English language. 

              Classroom ready activities and links to guides to develop reading skills further

              How to use sample tests and handbooks to hunt for treasure …

              By Alberto Costa and Andrea Tolve

              Key resources

              A2 Key for Schools Handbook(go to Teacher essentials) 

              A2 Key Handbook (go to Teacher essentials) 

              B1 Preliminary for Schools Handbook (go to Teacher essentials) 

              B1 Preliminary Handbook (go to Teacher essentials) 

              B2 First for Schools Handbook (go to Teacher essentials) 

              B2 First Handbook (go to Teacher essentials) 

              C1 Advanced Handbook (go to Teacher essentials) 

              C2 Proficiency Handbook (go to Teacher essentials) 

              (Note: if you feel your students are ready for the mock test, you can go straight to pack 5)

               

              Preparing learners for a Cambridge qualification can also go beyond reading booklets. You can make use of classroom time to familiarise learners with the exam and, at the same time, review language and build learners’ confidence that they have covered the material for the exam. But first …

              1. Familiarise yourself with the exam!

              Use the sample tests available in the key resources above.  

              2. Familiarise yourself with the exam criteria

              Use the Handbooks for Teachers which you can find in the key resources above.

              3. Let your learners know what the examiner is marking them on

              Show your learners the Speaking and Writing marking criteria available from the relevant Handbook for Teachers

              One subscale in the Speaking marking criteria is Interactive Communication, i.e. the collection of sub-skills that are used to successfully interact with another person. In the article Developing speaking skills: a focus on Interactive Communication you will learn more about the importance of interactive communication and find some ideas to use with your learners.

              In the Writing marking criteria, the subscale Organisation applies to all the exams from A2 Key to C2 Proficiency. It focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered. But how can you help your learners with text organisation skills? In the article Writing for fluency: activities for the classroom you will find the activity ‘Sentences to Paragraphs’, which can be very useful for this purpose.

              Once you have done steps 1, 2 and 3 above, a fun option is to create a treasure hunt!

              Treasure hunt activity

              Ensure learners have access to the free digital sample tests or make copies of the sample tests for them

              1. Elicit questions about the exam e.g.

                • How long is the exam?

                • What skills are tested?

                • What types of questions / tasks are used to test each skill?

                • How much time is allowed for each part?

              2. Ask learners which questions they can answer confidently.

              3. Tell learners they are going to look at a real paper from the exam and that they are going on a ‘treasure hunt’:

                1. Put learners in small groups.

                2. Either direct the learners to the digital sample tests or hand out one of the papers to each group.

                3. Allow them some time to ‘explore’ the exam paper and answer the questions elicited in step 1.

                4. Tell learners NOT to answer any exam questions at this point!

              4. Finally, ask learners to report the answers back to their peers and check how well they did.

              If you have time, include some follow-up activities, e.g. you can use an online quiz maker like Kahoot! to make a quiz about the test format.

               

              More information

              Blog: Developing speaking skills: a focus on Interactive Communication

              Blog: Writing for fluency: activities for the classroom

              How to use sample tests and handbooks to hunt for treasure …

              Lesson plans and ideas to promote independent learning

              By Matthew Ellman

              Key resources

              Cambridge Learning English webpages

              A2 Key for Schools self-study lesson plans (in Learner essentials)

              B1 Preliminary for Schools self-study lesson plans (in Learner essentials)

              B2 First for Schools self-study lesson plans (in Learner essentials)

              C1 Advanced self-study lesson plans (in Learner essentials)
               

              How much do your students study between lessons? Learner autonomy – also referred to as the skill of ‘learning to learn’ – involves learners spending time on their English outside the classroom, in order to make faster progress. In this article we’ll see why this is so important, and how you can encourage your own learners to give it a try.

              What can learners work on outside the classroom?

              Developing autonomous study habits can take some time, but there are some simple steps that your learners can take to start getting more exposure to English outside their lessons, such as:

              • changing their mobile phone language to English, so that some notifications and apps offer simple reading practice

              • following their favourite English-speaking influencers or brands on social media, for daily reading and listening practice

              • switching their streaming services (e.g. Netflix) to English by default, so their favourite series provide valuable listening (and reading, if subtitles are on) practice.
                 

              Learners who are willing to boost their exam preparation outside class might consider completing some of the free online activities on the Cambridge Learning English webpage – these are graded by CEFR level and provide bitesize practice of skills, grammar, vocabulary and pronunciation.

              For students who are highly motivated, Cambridge provides self-study lessons that can be completed at home, to develop language skills and provide additional exam practice. In this downloadable example, you can see that learners are guided through exam practice tasks, given tips on exam technique, and encouraged to self-assess to help them understand what the examiner will be looking for. At the end of each lesson, learners are prompted to reflect on what they did well, and what they might need to work on next – developing their general skills as autonomous learners.

              How can teachers encourage learners to work autonomously?

              You may find that your learners are not naturally inclined to focus on their English outside the classroom. In their book Learner Autonomy, Scharle & Szabo (2000) suggest a staged approach to developing learner autonomy that gradually shifts more responsibility for learning onto the learners themselves. The first step is to raise learners’ awareness of where they feel responsibility for learning currently lies. From there, you can begin to change learner attitudes and make them more open to taking more responsibility for their own learning. Only once awareness and attitudes have developed can you finally start transferring roles and putting learners in the driver’s seat.

              This approach makes sense – it takes time to develop autonomous learning skills, and we can’t expect that change to happen overnight. Here are some practical ideas for each stage:

              Raising learner awareness

              Questionnaires are a great way to encourage learners to think about their own beliefs and habits. Useful topics could include learners’ past language learning experiences and those that they found useful, the techniques and habits they use for their learning, and their evaluations of their own strengths and weaknesses as language learners. Lower levels could answer these questions in L1.

              Here are some examples focused on the skill of writing:

              • How often do you write in English outside the classroom?

              • Which aspects of writing do you find easiest? Which do you find most difficult?

              • What habits do you think might help you to become a better writer in English?

              • Which classroom tasks or activities have you found useful for improving your writing?

              • How can you do similar tasks or activities at home?

               
              Changing attitudes

              Word association can be a useful way to encourage learners to explore memorisation techniques, making connections between new vocabulary and words they already know. Ask learners to think of their own unique associations for new words and then to compare in groups. Learners can then categorise their associations (e.g. ‘similar meaning’, ‘begins with the same sound’, etc.). Here’s an example for some vocabulary related to money:

              bargain – begin (sounds similar)

              refund – reward (begins with the same sound, similar meaning of receiving something)

              on offer – on sale (similar meaning, same preposition)

              Classroom decisions can often be delegated to learners, encouraging them to think about what works best for their own learning. This is often most effective when you provide a small number of options for learners to choose from:

              Would you learn more from this exercise working in pairs, or working in a group?

              How much time do you think you need to read this text?

              Would you prefer to look at this vocabulary before you listen, or afterwards?

              Shifting responsibility

              Having learners correct each other’s work, for example of a written text or of a grammar exercise in the coursebook, encourages learners to think for themselves and highlights gaps in understanding. The key is to allow plenty of time for questions, and to ensure that the correct answers (if working with an exercise) are clear.

              Group comprehension is a way of encouraging learners to be more self-reliant during reading and listening lessons. After learners have read or listened to a text, put them in groups so they can discuss what they understood and collect questions for anything that is still not clear. Groups should then swap questions and try to answer as many as they can for their classmates. 

              What’s the value of developing effective learning skills?

              For most language learners, the time they spend learning during lessons with a teacher isn’t sufficient to enable progress, so independent study is essential. Learner autonomy is also an indispensable attribute for exam success, and a valuable life skill: the Cambridge Life Competencies Framework explains that “developing effective learning skills underpins students’ success in all subjects”.

              By encouraging your learners to work more autonomously you’ll be improving their exam chances and equipping them with skills for life. Take a look at the Cambridge Life Competencies Framework for more information on learning to learn, as well as classroom activities for primary, secondary and adult learners.

              Lesson plans and ideas to promote independent learning

              Strategies for any level and any unit of your coursebook to help prepare and motivate students to tackle reading long texts

              By Ohla Madylus 

               

              It isn’t always easy to actively engage our students with reading texts in the coursebook. This could be because students find the text:

              • too difficult – learners say that understanding vocabulary is one of the greatest challenges

              • too long – reading a long text becomes a solitary and arduous experience, especially in an exam context

              • boring – learners are unable to make connections with the text on a personal, educational or world experience level.

               

              A skilled reader uses active engagement strategies to understand a text by using previous experiences and knowledge, by asking questions, making inferences or by reflecting on the message or importance of what is being read. So, for students to become more actively engaged in reading texts we need to ensure that the tasks we set are:

              • accessible – all students can understand and learn something from them, regardless of their language level

              • effective – students can benefit from them and develop language and skills

              • challenging – students find them stimulating and push themselves

              • engaging – they find something interesting in the content or the type of task 

              • valuable – they learn something more than ‘just’ English (e.g. life competencies, world knowledge, fun facts etc.)

              • success-oriented – so students feel positive about their learning journey.

               

              Here are two strategies you can use for any level and any unit of your coursebook to help students be prepared and motivated to tackle reading long texts.

              Our example comes from Complete B2 for Schools.

              Strategy 1: A flipped approach

              Simply put, this means that rather than the teacher introducing all new language and guiding students through tasks in class, students are given materials and tasks BEFORE a lesson or at the beginning of a lesson to work through so they are: 

              • better prepared to engage in the lesson

              • not overwhelmed by a lot of new or forgotten language and therefore demotivated

              • more responsible for their own learning

              • able to spend time reviewing areas of language or topics they (not the whole class) have forgotten or are not clear about.

              Before a new unit or topic
              Happy Holidays? P4 A4

               

              • Ask students to activate schemata by looking at visuals provided in the coursebook, the title or the sub-headings. Encourage talk in groups as they pool ideas about the topic and content of the text. 

              • Ask them to review any topic-related vocabulary and key grammar to be covered in the unit, which they already know. 

              • Then students can look at the opening page and check the vocabulary (i.e. what words I know / am not sure of / have never seen) and use an online dictionary to create a personalised wordlist to equip them to move further into the unit.

              • Ask them to create a word-map or spidergram using all the words they know connected to holidays.

              • Tell the students this unit covers: holiday vocabulary, past simple and continuous, and ‘used to’ plus past perfect simple and continuous, ‘at / on / in’ time phrases and story writing. 

              • Divide the class into small groups and allocate one of these areas to each group. They prepare a short (5–10-minute) presentation for the rest of the class to review this language / skill before you start the new unit. This is particularly effective with higher levels (B2 and higher) as students will have already met a lot of the language and exam question-types. This is revision for them but puts the responsibility for reviewing into their hands.


              Before a reading task

              Being prepared for the unit will make the reading task more accessible for all learners.

               

              Holiday Surprises sample

               

              Instead of doing the reading task fresh in class, ask students to read the text before the lesson. They should check any vocabulary that they find hampers their understanding of the text, check it in their dictionary and add it to their wordlist or spidergram.

              Students will get used to this and understand how much this approach can help them be ready to do classroom tasks successfully. Also, students who need more time to review and / or check language can take it without slowing down the class or feeling lost.

              You will find you don’t waste valuable class time on silent reading, clarifying the meaning of lots of words. Also, students won’t get bored with the slow pace of the reading lesson. You can spend more time focusing on how you find the answers to the questions and talking about the text or topic.

              Strategy 2: Adapting the task for mixed classes

              How can we make sure the text is accessible for all our students? 
              • Make reading a shared experience. Do reading tasks in pairs or groups. Less confident readers will benefit from the input of their peers. 

              • Allow the use of dictionaries (digital or print).

              • Reduce the load. Allocate one part only to small groups of students. They use the question as a matching exercise – which of the statements refers to their text? 

              • They can report to the class and identify the part of their text that relates to the statement.

              Identify the keywords
              • A jigsaw reading -  Allocate bite-sized chunks of the text for students to read carefully in groups. Then regroup students who read parts A–D and invite them to answer the questions together. This will encourage communication in class and peer teaching.

              • Groups could decide for themselves how many of the four texts they are going to read. This way they become proactive by setting their own challenges.

              • Make it a winner. In pairs or groups, ask students to read either part A, B, C or D and to write True / False questions about their part of the text for other groups to answer. 

              Strategies for any level and any unit of your coursebook to help prepare and motivate students to tackle reading long texts

              Pack 5: Mock test best practice and preparing for speaking...

                How to manage and maximise use of Speaking Test videos with simple ideas to use inside and outside of class

                By Jane Boylan

                Key resources

                Handbooks for Teachers (choose the exam then go to Teacher essentials) 

                Speaking test videos (choose the exam then go to Exam essentials) 

                Classroom warmers activity booklet 

                 

                Developing fluency and communication skills in speaking is a highly rewarding and very enjoyable part of the English language learning process. However, as teachers, we all know that conducting effective speaking activities with students can also be challenging. Students can be reticent, difficult to engage and motivate; teachers often worry about noise levels and the risk of the activity becoming disorganised. And this can become all the more complex when teaching speaking forms a crucial part of preparation for Cambridge English exams.

                In this article, we’ll examine the key elements of effective preparation for Speaking exams. We’ll explore strategies, techniques and Cambridge resources that will facilitate and support your Speaking exam practice and ways to help students understand assessment criteria.

                What are the key elements of effective class preparation for Speaking exams?
                • Warmer activities           

                • Exam practice activities          

                • Classroom management

                • Monitoring, error correction and feedback  
                   

                Warmer activities

                Start your lesson with a warmer activity that will encourage students to relax and get them speaking freely to each other. This means that the activity should be: 

                • fun

                • move at a quick pace

                • be focused entirely on fluency with no error correction. 

                The objective is to help students to overcome inhibitions around speaking in English and to create a positive atmosphere in preparation for the exam-based activities that will follow. Well-chosen warmer activities will also help activate learners’ schemata (as activities can be focused on subject areas and topics related to their assessments), and improve their interactive communication and overall class dynamics.   
                 

                Find more warmer activities for various age groups and language levels in the Classroom warmers activity booklet.

                Exam practice activities

                After your warmer activity, you can bring in a Speaking test task. Your choice of Speaking exam practice activities will obviously depend on the specific exam your students are taking, their learning needs and the time available. 

                • Find Speaking test videos for all the Cambridge exams in the key resources at the top of this article. These videos show you and your students what to expect in the formal tests. You will also find the examiner’s comments about the students’ performances in each test.   
                   

                How to use the Speaking test videos in class
                • First, be very clear on the focus and purpose of your exam practice. Which part of the Speaking exam do you want to focus on and why? What language might be useful for your students? For example: How do the candidates in the videos use verb tenses? How do they take turns? What phrases do they use to start? What linking expressions do they use?

                • Focus on one exam-specific activity at a time. Watch a Speaking test video that focuses on the relevant part (for example: describing a picture; discussing advantages and disadvantages).   

                Viewing tasks
                • Give students a viewing task to do while they watch that focuses them on particular features and learning points. All of the following ideas can be adapted to your learners’ specific assessment and needs:

                • Brainstorm  good interactive communication strategies (for example: taking turns; making eye contact etc.) to look out for; then tick off during video viewing.

                • Bingo: supply learners with specific points to look out for and have them each complete a Bingo grid by writing one observation point in each square. Include some points that do not appear in the video. Students watch and cross off points they notice, aiming to get three sets of ‘three in a row’.

                • Create a class set of cards with specific viewing points (some can be repeated). Hand out randomly and ask students to raise the card when they notice the point in the video. Vary the number of cards given to each student according to their levels of confidence.

                • Gapfill task: supply a sample dialogue from one of the Speaking tests, with gapped target language (words and phrases). Students listen and complete the missing words, then analyse the function of specific language in the completed text.

                • Provide a list of viewing questions, for example: What phrases do candidates use to take turns? How do they expand their answers? More confident students can answer all the questions; vary the expectation for learners who need more support.

                • Before listening, students list words and phrases associated with the exam task in question, then listen for those words in the video. They add to their original list after listening.

                • Conduct feedback after viewing and look at the examiner’s comments.

                • Then pair or group students for active practice tasks. Your students will likely be more motivated for active practice after viewing and analysing the video examples. 

                Classroom management

                Setting up and managing a speaking activity effectively can be very challenging, especially if you have a large class or limited space to organise essential pair and group work. Here are some techniques and strategies to help you and your students:

                • Explain briefly and clearly to students the purpose of the activity. 

                • Model the activity first with a pair or group of students, using succinct instructions explained in clear stages. Choose confident students to demonstrate the task, or learners with energy that needs to be channelled!

                • After modelling, check students’ understanding of the task by asking them questions, such as: ‘What do you do first? Who starts the activity? Do not simply ask, ‘Do you understand?’ (because they will always say yes!).

                • When you set students up in pairs or groups, walk around the classroom indicating clearly who is going to work with who, using hand gestures or counting (‘1, 2, 3, 4 – you are group A!’). Interacting with students in this way (rather than giving all instructions from the front of the class) makes instructions clearer and encourages them to pay direct attention to you. 

                • Counting can be used to indicate students’ roles within their groups, for example in peer-led feedback activities (see next section). It is also a quick way to check students are clear about what they have to do. (Example instruction: ‘If you are number ‘4’ you are going to listen and give feedback. Hands up, number 4s!’)

                • For group work in large classes, save time and disruption by having students simply turn around to work with the students behind them (this works well in classrooms with fixed desks or benches). 

                Monitoring, error correction and feedback

                The feedback stage includes:

                • Monitoring the activity

                • Evaluating how students performed

                • Highlighting strengths

                • Highlighting areas for improvement and error correction
                   

                Constructive feedback is an essential tool in building students’ skills, especially in exam-focused activities. It should build confidence by drawing attention to strengths and highlight areas for improvement with constructive guidance. Here are some tips for delivering effective error feedback:

                • Monitor sensitively during speaking tasks. Walk among the students, listening at a discreet distance as they speak. Avoid standing over them and looking down, as this can be intimidating; instead stoop down so you are closer to their level.

                • At this stage, focus on praise and positive reinforcement, targeted to a specific point, for example: ‘There was good use of vocabulary in that description. Well done!’ (rather than just, ’Very good!’).

                • Note down errors for focus at the end of the activity. Try to avoid interrupting students while they are speaking.

                • Focus on specific areas for feedback (for example: use of verb tenses; functional language for giving opinions; linking phrases; pronunciation), rather than trying to address every error you hear.

                • Display errors anonymously (i.e. don’t reveal who made the error) for correction by the class and elicit corrections from the learners themselves.

                • If you have time, try fun feedback games such as 0s + Xs or a Grammar Auction..

                • Familiarise yourself with examiners’ criteria before exam-focused activities, to make feedback more exam-specific. You can find specific Speaking exam criteria in the Handbooks for Teachers (see link above).
                • Feedback should always highlight good points as well as errors. Avoid negative words such as ‘weaknesses’; refer instead to ‘points for improvement’.
                • Remember! Feedback can be pear-led as well as teacher-led, encouraging students to learn and build skills by evaluating each other. Set up group work activities with one student acting as ‘examiner’, with a focused observation task (see point 4 about specific areas for feedback).

                How to manage and maximise use of Speaking Test videos with simple ideas to use inside and outside of class

                Let’s take a look at four critical areas for focus to maximise speaking success

                By Allen Davenport and Sarah Ellis

                Key resources

                A2 Key for Schools lesson plans

                B1 Preliminary for Schools lesson plans

                B2 First and B2 First for Schools teaching tips

                C1 Advanced teaching tips Our journey now

                 

                Our journey now comes to the focuses on the skill of speaking – a key aspect of language learning that presents unique challenges and opportunities, especially in the context of exam preparation.

                The task of teaching speaking in a non-exam-focused environment is already a complex effort, like guiding a ship through ever-changing seas. The challenges are diverse:

                • Student participation: Keeping all students actively engaged in speaking activities, instilling confidence and encouraging appropriate use of vocabulary and turn-taking strategies to help boost student speaking time.

                • Timing: Allocating sufficient time for each learner to practise speaking within the constraints of a class period.

                • Multiple teacher roles: Teachers must wear many hats – facilitator, coach and evaluator, among others.

                • Context and setting: Each class brings its unique set of dynamics and challenges, such as setting up and managing speaking activities in large classes, motivating students and keeping them on task.
                   

                Exam preparation: navigating through additional complexities

                When we add the dimension of exam preparation, teaching speaking evolves into an even more challenging journey. We’re not just focusing on fluency and confidence; we’re also managing exam-specific requirements, giving feedback, setting up tasks, and distinguishing between genuine language acquisition and mere memorisation. Despite all the challenges, there are still strategies teachers can use to effectively help students develop their speaking skills and prepare for the exam.

                Focusing on essential components

                In the realm of exam preparation, the best practices for teaching speaking involve a delicate balance between instruction and assessment. While it would be ideal to conduct frequent practice Speaking tests for all students, this isn’t always feasible due to time constraints. However, certain strategies can make our teaching more effective and exam focused. There are four aspects to the Speaking test that are important for teachers and learners, but not all of them have to be addressed in every activity. In fact, for many of our students, focusing on two of the four areas can provide much-needed support that may lead to more confidence and greater success on the actual exam day.
                 

                Four areas for effective speaking practice
                1. Authentic tasks and questions: Ensuring students practise with materials and questions they will encounter in the actual exam is crucial. This includes practising speaking in pairs, as is common in Cambridge exams. By doing so students will become more confident when starting a conversation and responding, as well as learning techniques and useful phrases for turn-taking such as Do you agree? or What do you think? 

                Top tip! 
                Build pair activities into your everyday lessons. Start classes by writing questions on the board which students might encounter in Part 1 of the Speaking exam, e.g. What do you like doing in your spare time? Would you prefer to work indoors or outdoors? Extend these activities to a Find someone who ... activity or a class survey.

                 

                1. Timing: The timing for thinking about an answer and the length of responses should mimic the actual exam scenario. This helps students adapt to the pace and pressure of the exam.

                2. Familiarity with speaking criteria: Students should understand how they will be assessed. This can be achieved either through direct feedback from teachers or by students watching videos of Speaking exams and applying the criteria themselves. This approach helps students recognise the various aspects of their speaking that will be evaluated.

                3. The value of repetition: Repeating speaking tasks, whether with different partners or under different conditions, enhances both fluency and accuracy. It’s also beneficial to revisit speaking tasks from earlier in the year. This not only serves as an engaging warm-up but also helps gauge students’ long-term retention and language development. It also gives teachers a chance to offer feedback on individual areas of speaking criteria. For example, the teacher can have students do tasks in pairs and monitor for discourse management. Then the students could change pairs, repeat the task and try to incorporate the feedback, while the teacher listens specifically for pronunciation.

                Application in practice: a speaking task example

                Let’s explore how a speaking task can be adapted to focus on different areas mentioned above.

                A2 Booster sample

                 

                When we use tasks like this one from the Exam Booster for B1 Preliminary and B1 Preliminary for Schools, we focus on authentic tasks and provide models for students to emulate. However, this approach differs from true test practice due to the additional support provided and the absence of authentic exam timing. If we wanted to extend this task and focus on different areas of Speaking exam practice (authentic timing and feedback, for example) we could then be strategic in our homework, as follows:

                A specific task example

                Task: Create a video describing the room you’re in, lasting between 60 and 90 seconds. You must speak without ever pausing for more than 4 seconds. You may record the video as many times as you like, and submit your best effort for feedback. 
                 

                Platforms like Flip (formerly Flipgrid) enable teachers to comment on all speaking criteria. Even though this task isn’t exactly what students will face in the exam, it enables practice with enforced timing and offers an opportunity to apply examiner marking criteria for feedback.
                 

                Teaching speaking for Cambridge exams involves navigating a complex landscape filled with unique challenges. By focusing on authentic tasks, appropriate timing, understanding the criteria, varied homework assignments and thoughtful feedback, teachers can effectively prepare their students for the Speaking component of their exams. This journey, while demanding, is incredibly rewarding as we watch our students grow in confidence and skill, ready to conquer their speaking challenges.

                Let’s take a look at four critical areas for focus to maximise speaking success

                Time to give your students the exam day experience and how to make it feel like the real exam

                By Alberto Costa and Andrea Tolve

                Key resources

                Digital sample tests (choose the exam then go to Exam essentials) 

                Mock test day teacher checklist

                Note: if you want to conduct the Speaking test, you can go straight to pack 6 (coming soon).

                 

                At this point in the term, you expect your learners to be familiar with the exam. That’s great! The next step then is to give your learners the opportunity to perform in exam conditions, i.e. getting them to sit a mock test. Sitting a Cambridge exam may be a brand-new experience for your learners, so it’s only natural that they have some queries about the exam day. For example:

                • Can I choose to take different exam papers on different days?

                • Do I need to bring anything with me on exam day?

                • Is there a short break between the papers? 

                • Can I do the Listening test using a headset?
                   

                What learners need to know

                To better support your learners and to ensure they have a positive experience with their exam, here’s some important information your students must be aware of:

                • Phones and other electronic devices – in the exam, candidates leave their devices (including their watches) outside the exam room. For mock tests, you could ask your learners to leave them at the front of the room. This also applies to bags, dictionaries, notes, etc.

                • Headphones – candidates can leave their headphones on the desk if they’re sitting the digital exam.

                • Pens, pencils and other stationery – on their desks, learners can have pens, pencils, highlighters, erasers, pencil sharpeners and a small pencil case. They can also have water in a clear bottle, medicine and tissues.

                • Digital sample tests – learners can do the mock test using the digital sample tests that are available on our website. Just click on the exam of your choice and go to the ‘Exam essentials’ section to access the digital sample tests. Please note: The digital sample tests won’t give learners a grade or a score at the end. But you can use the answer keys and audio script available to check students’ performance. Here are some differences between the digital sample tests and the live exam for your reference.

                • If you are using a Cambridge course you may have access to Test & Train on Cambridge One, which contains a full digital practice test in the class-based version. You can also purchase an Authentic Digital Practice Test via your exam centre or Cambridge representative from late February 2024 onwards. 

                • Paper-based sample tests – in the Reading and Listening papers, learners write their answers clearly on a separate answer sheet using a pencil. Blank answer sheets are included in the Handbook for Teachers. Use the answer sheets in the mock test to make sure students are familiar with the paper-based exam routine.
                   

                How to conduct the mock test so that it feels like a real exam
                1. Tell learners not to talk to each other during the test, and ensure there is enough distance between the tables and chairs. If they have a question, they should raise their hand.

                2. Monitor the learners throughout the test and walk around the room occasionally. During the Reading and Writing tests tell learners when there are 10 minutes and 5 minutes left. This won’t be necessary for the Listening test.

                3. Conduct the test in the same order as it is in the real exam:

                  i. Reading/Reading and Use of English 

                  ii. Writing 

                  iii. Listening

                4. To ensure you have everything you need on test day, print off this mock test day checklist.

                We recommend you conduct the papers above in a similar way to the real exam, so that there are fewer surprises for your learners on the exam day.

                 

                Time to give your students the exam day experience and how to make it feel like the real exam

                Lots of links and great ideas for tackling this sometimes-problematic area

                By Donya Estafanous

                Key resources

                A2 Key and A2 Key for Schools vocabulary list

                B1 Preliminary and B1 Preliminary for Schools vocabulary list

                B1 Preliminary for Schools vocabulary booklet

                A2 Key for Schools posters and classroom activities (see Teacher essentials) 

                B1 Preliminary for Schools posters and classroom activities (see Teacher essentials) 

                B2 First for Schools posters and classroom activities (see Teacher essentials) 


                Teaching vocabulary effectively is so important as it forms the foundation for language learning. The Cambridge Dictionary has about 140,000 words and phrases in it, so it can be difficult to know where to begin. Here, we include tips and strategies to help you teach vocabulary successfully.

                Top 5 tips for teaching vocabulary: where to start?
                1. Provide a context 

                Vocabulary presented in a context helps learners to understand the meaning, for example:
                through a story, pictures, real objects, listening to or reading a text, or a video. Contexts that are relevant to learners’ lives and interests provide the best hooks and are the most meaningful. You can use mime, gestures, facial expressions, the tone of your voice and your own examples to provide important information about meaning and use.

                2. Find out what they know

                Discover and elicit what learners already know in English before ‘teaching’ something new. For example, use visuals and ask questions like What’s this in English? What can you see? What is she saying? Find a word in the text that means … If they don’t know, tell them. But give them the opportunity to try and show you what they know first! You could challenge them to write all the words they know on a certain topic to see what they already know. Once you can see what your students know, you can build on their existing knowledge.

                3. Provide information about new vocabulary 

                Provide example sentences so that learners can see how to use new vocabulary in a sentence – you could take these from a text or create your own sentences to describe visuals. Ask questions to highlight important information, for example Is it a verb, noun or adjective? Is it countable or uncountable? [for nouns] Is it regular or irregular? [for verbs] How do you know? Encourage learners to use reliable sources such as the Cambridge Learner’s Dictionary to discover and check the meaning of vocabulary by themselves.

                4. Check understanding

                Ask questions to evaluate what your learners have understood, such as Is this a …? What’s this? Show me … What’s the opposite of …? What’s another word for …? How do you say … in your language? Ask learners for their own examples, using the new vocabulary, for example; Think of three ways we can protect the environment. Tell me what you can do if your car breaks down. Set tasks like matching vocabulary to pictures, selecting flashcards, defining words and choosing the right word from a pool to go in a sentence. Notice how students respond to the tasks, and review meaning, form and pronunciation as needed.

                5. Help learners to use the language 

                Provide multiple opportunities for learners to use the new language in games, conversations, discussions, problem-solving and role plays. Make sure students have opportunities to use language to talk and write about themselves, their lives and their opinions about things that matter to them. The more they use language in a personalised and meaningful way, the better they will remember it.

                Vocabulary lists

                Vocabulary lists are great classroom tools for activity ideas and a point of reference for specific levels. For A2 and B1 levels, Cambridge has wordlists to support teachers and learners, and provide focus on vocabulary suited to the right level. Vocabulary is listed both alphabetically and thematically, making it easier to look up words and plan lessons around specific topics.

                Vocabulary booklet

                The B1 Preliminary for Schools vocabulary booklet contains motivating and communicative classroom activities to encourage learners to practise the vocabulary they will need to succeed in the B1 Preliminary for Schools exams. Use this booklet if you’re preparing students for exams or if you’re teaching an B1 general English class and are looking for new ideas.

                Each activity is designed to practise a specific vocabulary set from the B1 Preliminary for Schools vocabulary list, but many are generic and can be used with other vocabulary topics – see the ‘Adapt it’ section for suggestions. Crucially, all activities include the tips and strategies mentioned above for teaching vocabulary effectively in your classroom.

                 

                List of activities

                 

                Categories


                The booklet provides detailed information on how to set up and proceed with each activity in class. There are also ideas for adapting activities for other topics and mixed classes through the ‘Extra support’ and ‘Extra challenge’ sections.

                 

                Lots of links and great ideas for tackling this sometimes-problematic area

                Pack 6: Demonstrating progress and the Speaking mock test...

                  Practical activities for expanding vocabulary and refining grammar skills

                  By Allen Davenport and Sarah Ellis

                  Key resources

                  B2 First for Schools class lesson plans (Entertainment)

                  B1 Preliminary for Schools vocabulary booklet

                   

                  As we reach the midpoint of the exam journey, it’s the perfect time to assess our progress and chart a clear path for the road ahead. Let’s explore effective ways to expand vocabulary and refine grammar skills, complete with practical activities that you can use in your classroom as we journey into the second half of our expedition.

                  Targeting exam training

                  Whether you’ve done the mock test with your students, or you are about to, begin by optimising use of the Cambridge Trainers. These help to reinforce language and provide further training for the exam experience. Focusing on one part of the exam per week is an excellent way to expand real exam practice in a manageable way. 

                  Try to link the part of the exam you choose to topics already explored in class to provide seamless links between classroom activities and exam practice. For example, if you’ve discussed films and entertainment, choose a test section related to this theme. This connection helps bridge what students have learned with what lies ahead. 

                  Whether the unit was towards the beginning of the course or more recent, reminding students that they have experience related to the topic can help them feel more confident with the task at hand. After all, we are only at the midpoint of the course, and students may still be finding some parts of the exam a challenge. It is important to remind them that there is still time to improve, and that they are not expected to get all the answers correct.

                  Refining grammar and language

                  At this point in the course, we need to expand on and improve students’ understanding of the vocabulary and grammar they will encounter in the exam. Here are some activities you might like to try in class with your students. 

                  Vocabulary activities
                  • Weighty Words – Examine the texts or audio scripts to find the words that hold the most meaning in the context of the topic. For example, students could find the 10 most important words in the text that are related to the topic. Challenge students to explain why these words are significant and how they contribute to understanding the text.
                  • Collocation Challenge – Investigate word combinations (e.g. adjective + noun) to identify common collocations within the text. Discuss the impact of these word pairings on the overall meaning. Encourage students to create their own sentences using these collocations. This can lead to understanding of how words relate to each other in discourse, which is often overlooked in vocabulary teaching.
                  • Synthesising and Personalising – Incorporating personalised vocabulary learning is also important, especially to support students in the productive skills of reading and writing. Teachers can look back at different themes that were explored previously and see if there is a way to combine those themes into a new speaking or writing task. For instance, if the students previously had one unit on travel and a separate unit on staying healthy, we could give them a prompt (for either speaking or writing) such as ‘When you travel somewhere, do you tend to eat more healthily or less healthily than when you are at home?’ This allows them to use vocabulary from multiple areas and enhances their ability to communicate effectively.
                  A grammar treasure hunt
                  • Select a grammar point: Choose a specific grammar point or concept that you’ve covered in your course and that is likely to appear in the Cambridge exam. For example, if you’ve been teaching the use of the second conditional, focus on that.
                  • Text analysis: Provide students with the text from the reading or listening section they’ve just completed. Instruct them to search for sentences or phrases in the text that exemplify this grammar point. Encourage them to underline or highlight these instances.
                  • Identify and discuss: Ask students to share the sentences or phrases they found and explain how the grammar point was used in each case. Encourage them to discuss the meaning and context of the sentences.
                  • Create new examples: Challenge students to create new sentences using the second conditional or to make questions for other students to answer. For example, if you could visit one country in the world, where would you go? If you had a special power, what would you be able to do? This activity helps them practise applying the grammar concept in various situations.
                  • Peer review: Encourage peer review by having students exchange their created sentences or questions with a partner. Partners can evaluate each other’s sentences for correctness and effectiveness in conveying the intended meaning, before answering the questions in a class or group discussion.
                  • Class consolidation: Discuss common challenges and clarify any doubts related to the grammar point. This collaborative approach reinforces understanding and allows students to learn from one another.

                   

                  Now you’re halfway through the exam journey, the focus is on reflecting on past lessons and choosing activities to correct any lingering language issues, keeping everyone on track for the road ahead.

                  Practical activities for expanding vocabulary and refining grammar skills

                  Ideas for using the ‘Information for candidates’ booklets in class

                  By Sangeeta Sathe

                  Key resources

                  Information for candidates A2 Key for Schools

                  Information for candidates A2 Key

                  Information for candidates B1 Preliminary for Schools

                  Information for candidates B1 Preliminary

                  Information for candidates B2 First for Schools

                  Information for candidates B2 First

                  Information for candidates C1 Advanced

                  Information for candidates C2 Proficiency

                  What to expect on exam day (video)

                   

                  By this mid-point on the exam journey students will have covered all areas of the exam, might have done the mock exam and will have an idea about what will happen on exam day. This is a good moment to review what they know and check if they still have questions. You can do this using the Information for candidates booklet: an essential guide for students where they can find information about the exam, tips on preparation and what happens on exam day and beyond. It’s a good idea to show your learners the booklet and help them become familiar with it in class.

                  A booklet race

                  Start with a ‘get to know the booklet race’. Give students access to a digital or printed copy of the booklet and ask questions such as:

                  • Where can you find information about the Writing paper?
                  • What can you see on page 20?
                  • What kind of information is in the star boxes?
                  • Where does it tell you what to bring on exam day?
                  All about the exam

                  Help students feel confident about what they need to do in each part of the exam with an exam skills quiz.

                  • Divide the class into pairs or groups. Each one takes a section of the exam: Reading and Use of English, Writing, Speaking or Listening.
                  • Each group writes five questions based on information in the booklet.
                  • When they finish writing questions, they pass their quiz on to the next group who has to find the answers in the booklet.
                  • Continue until groups have done a quiz on each section of the exam. If time is short, groups can just answer one set of questions. This will familiarise them with the information in the booklet so they feel confident about finding answers to their own questions.
                  paper 1 reading and use of english
                  some common questions about paper 3

                  An activity like this can be a great confidence booster as it reminds students of how much they know about the exam format while providing them with a source of information for any queries they have.

                  What happens on the day?

                  Students also need to be clear about what will happen on the day of the exam. You could put students into pairs to discuss questions like:

                  • What should you do before the exam day?
                  • What happens on the day of the exam?
                  • What do you need to bring?
                  • What shouldn’t you bring?

                  Use these questions as the starting point for a class discussion. Answer any queries and concerns that come up together in open class or direct students to the relevant section of the Information for candidates booklet.

                  An information hunt

                  Alternatively, you could create an ‘information hunt’ about exam day.

                  • Present information from ‘Taking the exam’ on the board but with key information blanked out.
                  • In pairs students discuss the missing info.
                  • Give students the booklet so they can find the answers.
                  Taking the exam

                  At the end of the activity, let students ask questions and resolve any worries they have about exam day. If necessary, do this in L1. If students are clear about the procedures on the day, they will feel more comfortable and can focus on the exam itself.

                  Study tips ideas share

                  To boost motivation, give students a chance to share what they have learnt about the exam along with study tips and techniques. At this stage it can be useful to share good practice and provide students with ideas and inspiration for the rest of their journey.

                  Give students three prompts such as:

                  • A study idea that I find really useful
                  • A piece of advice I would give to another student
                  • A tip I’d like to try from the Information for candidates booklet
                  • Something I’m worried about
                  • A website or app that I’ve found really useful
                  star improve

                  You could do this as a ‘think, pair, share’: students think individually, they talk to their partner about their ideas, they share their ideas with the group. They could share by creating a poster, posting in a shared online document or in a class discussion.

                  Ideas for using the ‘Information for candidates’ booklets in class

                  Classroom activities for reflection and evaluating progress

                  By Miranda Hamilton

                  Key resources

                  Activity: 3-2-1 Starting the countdown to success

                  Activity: Let’s talk about grammar

                  Activity: Let’s talk about speaking

                   

                  You are already halfway through the learning programme and your sights are set on completing the syllabus, refining core language skills and building exam task strategies. But how are your learners doing and how can you support their individual needs as they prepare for exam day?

                  In this article we examine the midpoint in the exam preparation journey. This is the point to reflect, look back and plan forward. Here are some ideas to help: 

                  • Stop and take a snapshot of your learners’ progress. 
                  • Look back at the skills and language covered in the syllabus. 
                  • Look beyond the midpoint and plan forward. 

                   

                  *See also Pack 2 for ideas on learner journals, setting SMART objectives and study plans.

                  Identifying strengths and weaknesses

                  The midcourse test (or mock) is a familiar tool that measures and provides you with learner performance data. What we can’t learn from the test scores is what learners identify as their strengths and which tasks and aspects of language learning they find challenging. 

                  So, why not open the conversation and find out from your learners how they feel about their learning journey and where they need more help?

                  Don’t try and complete your midpoint reflection in a single lesson – instead build different reflection activities into your timetable over a couple of weeks. This helps to select and focus on a different skill and aspect of language learning on different days. It also gives learners the chance to really think about their strengths and where they feel they need more support, which in turn will help them to build an action plan that is personal to them.  

                  Here are a few ideas you can try with your class to support learner reflection.

                  Activity 1: 3-2-1 Starting the countdown to success

                  Open up with a whole-class brainstorm to the board and discussion activity before students take a moment to reflect on their personal highlights of the course, from skills development to new grammar and vocabulary. Encourage your class to feel that they are building on success as they start the countdown and work towards exam day. Find details of the activity in the key resources above.

                  Activity 2: Let’s talk about… The midpoint reflection and discussion activity  

                  The goal in the Let’s talk about discussion activity is to create space in the lesson for learners to stop, reflect and discuss in small groups how they feel about the grammar and vocabulary, language skills and exam tasks they have been learning. Discussion cards are used to scaffold learners’ reflections. Find a link to example discussion cards in the key resources above. Why not get creative and make your own Let’s talk about cards? 

                  The best approach is to hold Let’s talk about discussions after you have practised the skill you want learners to reflect on, or, after they have completed a series of units and covered different grammar points and exam tasks. Their experience will be fresh in their minds, so they will have more to talk about.

                  Midpoint reflection and discussions will help you gauge your learners’ confidence levels and perceptions about their progress. Monitor carefully and take whole-class feedback so that you can collect the information you need to help them as they build their own action plans.

                  Activity 3: Snowballs – reflection on speaking 

                  The goal in this activity is to take ‘hot feedback’ directly after a speaking activity, however, it can be adapted for other language skills. The teacher writes a single question on the board, inviting learners to reflect on the activity. Here are some ideas of questions you could ask, or you can create your own question:

                   

                  Example questions to build a positive mindset 

                  • What did you do well in this speaking activity? 
                  • What did you notice your partner did well in this activity?

                  Example questions about development and progress 

                  • What top tip would you recommend that would help someone who wants to improve their speaking?
                  • What do you want to improve with your speaking?   

                   

                  Distribute a sheet of blank A4 paper to each learner. Ask them to write their answers as clearly as possible on their piece of paper, in response to the question on the board. They screw up their piece of paper into a ‘snowball’. Now they are ready to throw their snowballs around the class. After 20 seconds shout ‘Stop!’

                  Tell them to pick up the snowball nearest to them and read it. Go around the room asking learners to read their ‘snowball’ to the class. Invite a class discussion around the ideas generated. Here are some points you could explore:

                   

                  1. Similar or different? 

                  How similar or different are your ideas from one another?

                  2. Class strengths 

                  What does our class feel they did well in the speaking activity? Write a list of class strengths on the board.

                  3. Development points

                  What aspects of speaking does the class want to work on and improve? Write a list of development points on the board.

                  4. Class tips 

                  Write a list of class tips to improve speaking on the board. Invite learners to vote on their top three class tips they are going to try out. 

                   
                  Top tip! 
                  Why not save on paper and use A4 sheets from the recyling?

                   

                  After the snowball activity, follow up with Let’s talk about speaking tips discussion cards to help build an action plan around speaking. Find this in the key resources above. 

                  Classroom activities for reflection and evaluating progress

                  Speaking sample tests and marking criteria

                  By Alberto Costa and Andrea Tolve

                  Key resources

                  Speaking test videos (within mock test toolkit)

                  6 ways to use Cambridge English speaking test videos with teens (blog)

                  Speaking sample papers (choose your exam and go to ‘Exam essentials’)

                  Handbook for teachers (choose your exam and go to ‘Teacher essentials’)

                  Developing speaking skills: a focus on Interactive Communication (blog)

                   

                  Whether your learners are sitting the digital or the paper-based exam, the Speaking paper will be the same. Again, phones and other electronic devices are not allowed in the exam room and stationery is not necessary, except for the examiners.

                  What’s the Speaking paper like?
                  • In the Cambridge Speaking exam there are two examiners and, typically, two candidates. 
                  • However, it is possible to test three learners at the same time, which is useful when you have a large class or an odd number of students. It’s a good idea to practise in groups of three in case this happens on exam day.
                  • The Speaking exam may be held before or after the other papers and may be on a different day.
                  Should the mock test be the same as the live Speaking exam?

                  In the mock test, for practical reasons, it is alright to have one examiner. But do reinforce that there will be two examiners in the live exam session. Before you do the Speaking test with your learners, show them what the exam is like by using these Speaking test videos and the accompanying examiner comments. Here you will find 6 ways to use Cambridge English speaking videos with teens, but the ideas also apply to older learners.

                  Are there Speaking mock tests available?

                  Yes. The Speaking mock tests are available on our website. Just click on the exam of your choice and go to the 'Exam essentials' section to access the sample test. Please note: During the Speaking paper the examiner reads from a script – this is provided for you in the sample paper. Use the same script as the examiner to help familiarise your learners with the phrasing of the instructions for each of the tasks. But first…

                  1. Familiarise yourself with the exam criteria

                  Use the Handbooks for teachers which are available on our website. Just click on the exam of your choice and go to the ‘teacher essentials’ section to access the sample tests.

                  2. Let your learners know what the examiner is marking them on

                  As we mentioned in Pack 4, go to the Speaking marking criteria which are available in the Handbook for teachers. Again, just click on the exam of your choice and go to the ‘teacher essentials’ section to access the handbooks. You can print and cut up the tables with the criteria to show to your learners or project a screenshot. One subscale in the marking criteria is Interactive Communication i.e., the collection of sub-skills that are used to successfully interact with another person. In the article Developing speaking skills: a focus on Interactive Communication you will learn more about the importance of interactive communication and find some ideas to use with your learners.

                  Keep your students busy and focused while you do the Speaking test

                  Avoid noise and distraction during the mock test, especially if you have a large class. Here are some ideas for the rest of the class while you conduct the Speaking tests:

                  • Where possible, find a quiet space to conduct the test such as a spare classroom or quiet corridor.
                  • Hand back the Listening and Reading and Use of English papers with a copy of the audio scripts and answer keys so learners can review their work. Some possible tasks can include:
                    • Checking any new words in a dictionary and noting them in their vocabulary book / creating vocabulary review cards with a definition and example sentence. Lower level learners could draw pictures with their example sentences.
                    • Thinking about what they did well and noting down any ideas about how they could improve further.
                    • Thinking about why they got an answer wrong. Making a list of areas to work on and dos and don’ts for the exam.
                  • Higher level learners can start working on their study plan.
                  • Learners can work in groups to design a board game (instructions below) with questions based on the exam format and any useful vocabulary or grammar they have covered in class, etc.
                  snake game

                  Board game:

                  • Play this game with a board that has a grid of squares (see example), each numbered from 1 to 20.
                  • Each player rolls a die to determine who goes first. The player who rolls the highest number gets to take the first turn.
                  • To take your turn, roll the die again and move your game piece forward that number of spaces.
                  • Answer the question about the exam and, if your answer is correct, you can stay where you are. If your answer is wrong, then you need to go back to your previous square.
                  • If you land on a square that shows the bottom of a ladder, you may move your game piece all the way up to the square at the top of the ladder. But you can only stay in this square if you answer the question correctly.
                  • The game continues in a circle going left. The first player to reach the final square wins the game.

                  Speaking sample tests and marking criteria

                  Pack 7: Feedback moments and talking to parents...

                    Helping students develop and practise their exam strategies

                    By Allen Davenport and Sarah Ellis

                    Key resources

                    Information about Test & Train (webpage)

                     

                    The path to success in a Cambridge English Qualification involves more than just understanding the language; it requires students to identify and use strategies that enhance their performance.

                    Now is the time for students to experiment with different strategies, ensuring they are not only prepared for the exam but also equipped with the most effective tools for their personal exam journey. Exam Trainers, authentic practice tests and Test & Train are all tools that can allow students to try out the strategies. 

                    Building exam strategies: time for practice and reflection

                    At this point in the preparation process, teachers should concentrate on exam strategies. Below are some common strategies used in Cambridge exams. The goal is for students to try these strategies in one part of a practice exam, reflecting on their effectiveness. This practice is crucial because it’s not enough to teach strategies; students need to actively choose and apply them in a simulated exam environment. This approach ensures time to reflect on and modify their personal exam strategies before the actual exam day. 

                    The following are ideas to help explain what we mean by exam strategies, but remember these are choices for students to try out, not methods that must be strictly followed in the exam. 

                    Here are some tried and tested strategies to try out in class:

                    • Listening strategies
                      • A common strategy is underlining key words in the question that might be mentioned in the audio. 

                      • However, some students may find this distracting. For them, simply focusing on the audio and answers might be more effective. It’s essential to provide alternatives, like noting down keywords spoken in the audio too.

                    • Reading strategies 
                      • Techniques like skimming (quickly reading to get the gist) and scanning (searching for specific information) are often taught. 

                      • However, some students might prefer a different approach, such as reading the first and last sentence of each paragraph to see if they can get a sense of the text outline.

                    • Writing strategies 
                      • Creating outlines is a popular strategy for structuring responses. 

                      • Yet, some students might find brainstorming ideas or even just writing down words that they want to use that relate to the question more helpful to kickstart their writing process.

                    • Speaking strategies 
                      • Practising turn-taking and organising thoughts quickly is vital. 

                      • Another effective strategy is for students to record themselves performing speaking tasks. This helps them to work on their pronunciation and self-assess their fluency and coherence. 

                    Practical application with Cambridge Test & Train

                    Cambridge Test & Train, for class-based practice tests, becomes an invaluable tool at this stage of the exam journey. These practice tests provide a realistic platform for students to apply and assess the strategies they have learned, and the online format is especially useful for those preparing for Cambridge English Qualifications Digital. Now is the time to assign the tests and ask students to pay attention to which strategies help under timed conditions. It is one thing to do an activity in class together; it is another to be doing it alone with a countdown clock. Students can get a feel not only for which strategies help them answer the questions, but also which ones help them make the best use of their time.

                    computer based test

                    Test & Train Class-based is available with Cambridge coursebooks and can be accessed in Cambridge One. 

                    The journey continues

                    In this crucial phase of the exam preparation journey, it’s vital for students to discover and refine strategies that work best for them. The resources that we bring now continue to shift their purpose. As the test date gets closer, the focus turns to enabling students to practise and perfect their approach to the test. As they journey towards exam success, it’s the combination of language skills and personalised exam-taking strategies that will ultimately lead to their best performance.

                    Helping students develop and practise their exam strategies

                    Teaching tips and resources for students for the digital exam

                    By Zara Hutchinson-Goncalves

                    Key resources

                    Cambridge English Qualifications Digital web page

                    Teaching tips for Cambridge English Qualifications Digital

                    Frequently Asked Questions booklet

                    Cambridge English Qualifications video tutorials

                     

                    How can you prepare your students to take the digital Cambridge English Qualifications? Where can you find the resources and activities that you need to support your students? 

                    The digital exams website

                    The first place to find information is the Cambridge English Qualifications Digital web page which has videos, brochures and links to material and activities to help you and your students prepare to go digital.

                    The Teaching tips booklet for Cambridge Digital

                    One of the resources on this site is the Teaching tips for Cambridge English Qualifications Digital booklet. 

                    teaching tips for cambridge english

                    This is full of practical ideas and activities to help your students prepare for the digital exams. There are worksheets on topics such as: computer vocabulary, how to use the digital platform, and how to prepare for the Listening exam. These are ready for you to print out and use in the classroom, and all of them come with teacher’s notes on how to use them in the classroom. You can use the worksheets as part of an exam preparation class, or even fit them into a skills lesson. The quizzes are fun to do in groups and you can also have competitions.

                    worksheet 4 crossword
                    reading and writing
                    The digital video tutorials

                    There are video tutorials for every level, showing step by step (or screen by screen) how to complete the digital exam. Here are some ideas on how to use these videos in class:

                    1. Jigsaw watching activity 

                    Prepare two different clips of the video on two different screens. Students are split into two groups, and each group watches a different clip of the video. Then students form pairs (one from each group) and ask each other questions about the part of the video that they watched. When they have answered the questions, both groups watch both clips to see how much of the information they remembered correctly. 

                    1. The video tutorial quiz 

                    Use the activity and worksheet from pages 10 and 17 of the Teaching tips booklet. This can be used for a class quiz, or students can work on the questions individually before comparing answers with their partner or group.

                    1. What did you see?

                    Divide students into pairs and each watches one part of the video. While they are watching, they write some questions about the video. Then, students make pairs and give their questions to their partner. The students then watch the part of the video that their partner watched, and answer the questions written by their partner. Students then compare answers.

                    The Frequently Asked Questions booklet

                    This Frequently Asked Questions booklet focuses on the digital exam. Here you can find answers to all types of questions you and your students may have about the digital exams.

                    faq cambridge digital

                    You can use this booklet in many ways in the classroom. Here are a few ideas:

                    • The booklet can be used in a similar way to the videos for jigsaw activities (see activities in the digital tutorials section above).
                    • Ask a question from the booklet and see which student, or pair of students can find the answer the fastest. 
                    • There is a worksheet about the FAQs booklet on page 18 of the Teaching tips booklet. This can be used as an individual activity, or in pairs or groups, or as a competition.
                    • Make copies of some of the questions and answers from the booklet, then cut them up so that the questions are separate from the answers. In pairs or groups, students then match the questions to the answers. Check as a whole class. 
                    faqs quiz
                    Digital sample tests

                    There are digital sample tests available for each level on the exam preparation pages. A section in the Teaching tips booklet (page 12) gives some practical ideas on how to use the digital sample tests in class. These can also be given as homework or used as mock tests in the lead-up to the digital exam.

                    how to use the digital sample tests

                    Teaching tips and resources for students for the digital exam

                    Classroom activities focusing on reflection and reinforcement

                    By Andrea Tolve and Alberto Costa

                    Note: if you want to read about feedback, reflection and next steps on the Speaking and Writing papers, you can go straight to Pack 8 (coming soon!)

                    Key resources 

                    Guide to converting practice test scores to Cambridge English Scale scores

                    Giving feedback to language learners (Cambridge Papers in ELT)

                    Listening reflection task

                    Sample tests (choose your exam and go to Exam essentials)

                    Time for feedback, reflection, and next steps

                    Once learners have taken the mock test, it's time to mark the papers and help learners to plan the rest of their journey. You can find help on marking and grading the mock exams in The Cambridge English Scale explained. 

                    Feedback and planning next steps

                    Providing feedback to our learners is a crucial and transformative stage in the journey. It is essential in helping learners understand their progress, where they need to improve and the next steps they need to take to stay on track towards their final destination. But what is effective feedback? Effective feedback needs to be clear, focused and constructive. You can read more about the importance of feedback and different approaches in our White Paper Giving feedback to language learners And if your learners need guidance, you can find a Study Plan example and template in Pack 2.

                    Classroom activities focusing on reflection and reinforcement 

                    Once our learners have their Study Plan, how can we help them focus on those areas which need more work? Here are two activities which focus on reinforcing and helping them improve for the Listening and Reading and Use of English papers.

                     

                    Listening reflection task

                    Helping our learners to reflect on the Listening paper can be divided into three main steps:

                    1. Reflection on the marked paper: ask learners to read the listening script and find the correct answers to questions they got wrong.
                    2. Group discussion: this can involve students working in pairs or groups discussing reasons for answering questions incorrectly, e.g. pronunciation and unknown words.
                    3. Audio review and analysis: learners listen to the audio again while following the script and discuss the questions they got wrong, the different problems they had and possible solutions.

                    These steps are just an outline, and you can find more detail in the Listening reflection task

                     

                    Reading circles[1]  

                    Select a text and give each learner one of the following roles:

                    Chair: manages the discussion, ensures everyone can speak and encourages everyone to take part.

                    Summariser: summarises overall meaning.

                    Word wizard: makes sure they have looked up many of the unknown words.

                    Connector: must connect the text to other texts, real life, or any other connection they can find.

                    • Put students into groups of four and allocate the roles. If necessary, some roles could be shared, for example each group could have two student word wizards.
                    • Students read the text and prepare their roles – either in class or as a homework task with just the group discussion taking place in class time.
                    • Ask groups to reflect on how they found the experience, e.g. two things they liked, one difficulty they had.

                    Assigning roles to learners allows them to focus on key reading skills, and sharing information helps scaffold the understanding of the group.

                     
                    After the Reading / Reading and Use of English paper

                    Reading is fundamental in language acquisition and helps our learners develop vocabulary, grammar, comprehension and critical thinking skills. To prepare our learners for this part of the exam we need to actively develop their reading skills, and introduce and practise reading strategies which are valid for every task in the Reading and Use of English paper.

                    Let’s take a look at a collaborative reading task which can easily be adapted to different levels and helps learners improve reading skills, particularly in understanding the structure and following the development of a text. 

                    Feedback is vital for highlighting areas for improvement and reflection, and helps learners develop a deeper understanding of learning processes and personal growth. By embracing feedback and engaging in reflective practices, teenagers can optimise their study strategies and achieve the grade they are aiming for.

                     

                    [1] Teaching and Developing Reading Skills, Cambridge University Press 2020

                    Classroom activities focusing on reflection and reinforcement

                    Explaining exam readiness and how parents can support at home

                    By Jane Boylan

                    Key resources

                    Exam preparation resources

                    Support for talking to parents (web page)

                    Helping teachers talk to parents: A2 Key, B1 Preliminary and B2 First for Schools exams(webinar recording)

                     

                    How do we, as teachers, decide if students are ready to take a Cambridge exam? And what factors should we consider when discussing a student’s readiness with their parents and caregivers? This article aims to provide some useful tips, strategies and pointers to help teachers navigate this crucial part of the exam process.

                    How to decide if students are exam ready
                    • Assess learners’ strengths and weaknesses by considering objectively their course work to date, participation in class in communicative activities and the results of the recent mock exam.
                    • Evaluate their class performance against exam criteria. 

                    See the Handbook for teachers article in Pack 1 as a reminder. 

                    How to discuss students’ readiness for exams with parents and caregivers

                    The support of parents and caregivers is vital to students as they get ready to take a Cambridge exam, whatever their age and level. Clear and thorough communication from teachers to parents, at strategic points in a student’s exam journey, can go a long way to securing their all-important help and encouragement. 

                    Explaining exam readiness 

                    Parents will need to be informed whether their child is or is not ready to take a particular exam. Whatever the situation, clear communication helps to ensure they are on board with your decision and will help to smooth out any disagreement.

                    Explain the exam in detail 
                    • Talk parents through how the exam works, so that they are very clear about what is involved at this stage for their child. 
                    • Mention the language areas covered and the weighting of exam components in terms of marks. You can find this on the exam format pages of our website.
                    • Be clear and concise and avoid terminology that may be unfamiliar or confusing to a non-teacher. 
                    • If time and facilities allow, show exam practice materials, sample tests and videos of assessments.
                    Explain the student’s strengths and areas to work on 
                    • Give a clear, concise, overall assessment of a student’s language capabilities. 
                    • Always start by emphasising positive points about a learner’s performance. 
                    • As well as language and exam-related areas, consider more general attributes such as class participation, creativity, positive attitude, co-operation and kindness to others. 
                    • Frame areas of weakness as ‘areas to work on’: going forward, this will make improvement feel more achievable for both students and parents, building rather than knocking their confidence, and encourage more positive attitudes from parents (who may be inclined to focus on ‘weaknesses’).
                    Explain how parents can support at home

                    Parents are often surprised to know that there are some very accessible ways that language learning can be continued at home, even if family members have little or no knowledge of English themselves. Below are some ideas:

                    Exam-specific 

                    Encourage parents to explore the wealth of exam-related resources on the Cambridge website with their child, maybe focusing on one specific language area at a time. 

                    • Free online exam practice materials, including sample tests, exam tip videos and vocabulary lists are available on the Exam preparation web pages.Related online learning materials can be found on the Learning English web pages:these include wordlists, vocabulary-building activities, pronunciation practice and games. 
                    Ongoing language learning

                    Depending on facilities available, parents can support ongoing language learning at home by encouraging their child to: 

                    • watch appropriate films and cartoons in the original version 
                    • stream appropriate TV shows in their favourite genres (e.g. comedies or documentaries)
                    • watch appropriate YouTube videos
                    • listen to audio books in English
                    • read comics, magazines and books in English
                    • listen to music and songs with lyrics in English
                    • play appropriate English-language video games. 

                    All these resources provide exposure to authentic, context-specific use of English which students will naturally absorb while doing something entertaining and enjoyable (that does not feel like studying!).

                    Emotional health of learners 

                    A conversation about support at home could be a good time to mention safeguarding a child’s emotional health during exam times. For example, ensuring they: 

                    • have a safe and supportive environment to work in
                    • are eating properly 
                    • are drinking plenty of water
                    • are getting enough sleep.

                    Expectations of the child should be kept realistic and conversations around the exam kept positive (i.e. refrain from projecting own experiences with exam-taking in the past, which may be quite negative). 

                    Further guidance on addressing parents’ concerns

                    If you would like guidance on the wider issue of parental support for exams, especially if you are encountering negativity, resistance or any other unsupportive attitudes, take a look at this webinar:

                    This webinar outlines common concerns and assumptions made by parents about exams and contains valuable advice about how to manage these and bring parents on board.

                    Explaining exam readiness and how parents can support at home

                    Pack 8: Building confidence and preparing for exam day...

                      Strategies for the effective use of practice tests

                      By Allen Davenport and Sarah Ellis

                      Key resources

                      Sample tests (choose the relevant exam then go to ‘Exam essentials’) 

                      Authentic practice tests

                      Trainers

                       

                      As we guide students on their journey towards the exam, we can use full-length practice tests in the final month of the course. This step is not just about reinforcing learning but about immersing students in the real conditions they will face during the actual exam. It’s a vital part of their preparation journey, ensuring they are not only knowledgeable but also adept at managing the demands of the exam environment.

                      The value of authentic exam conditions

                      Replicating authentic exam conditions in the classroom is crucial. Ask students to recall their experience of the mock test. How did it help them to understand the endurance and concentration needed for the actual test day? Did they draw any other conclusions from this experience? Ask them to consider aspects of timing and other areas of difficulty which might have arisen. While it might seem time-consuming, the experience gained from replicating authentic exam conditions in class is invaluable. Even if the students will be taking a digital version of the exam, sitting a paper-based practice test still holds significant value. The key is to accustom students to the pressure and pacing of the full-length exam.

                      Reinforcing learning and gauging progress

                      Full-length practice tests serve as a powerful tool for reinforcing the learning that has taken place throughout the course. They provide a comprehensive review of all the skills and knowledge areas covered. Additionally, these tests are instrumental in gauging students’ progress, highlighting both their strengths and areas that require further improvement.

                      Navigating the pressure of the exam

                      One of the less discussed yet critical aspects of full-length practice tests is getting students used to the pressure of the exam environment. The experience of working through a complete test within a set time frame helps build mental stamina and teaches students how to manage stress and fatigue. This aspect of the exam journey is as important as mastering the content.

                      Strategies for effective practice tests

                      To maximise the benefits of practice tests, teachers should:

                       

                      • Simulate real exam conditions: Conduct the practice tests under conditions as close to the actual exam as possible. This includes adhering to the exact time limits and creating a quiet, exam-like atmosphere.
                      • Debrief and reflect: After the test, a thorough debriefing session is essential. Discuss what went well, what challenges were faced, and how they can be addressed in future preparations.
                      • Encourage self-assessment: Encourage students to reflect on their own performance, fostering a deeper understanding of their learning process. Self-assessment can be powerful, but it often requires some support from teachers in order to be beneficial. 

                       

                      Here are some areas and specific questions you might want to have your students respond to after they have received their scores. This is a comprehensive list, so remember to be selective, and vary it based on what you think would be most helpful for your students in maintaining their confidence and improving their performance:

                       

                      • Surprise performance: ‘Were there any questions you were surprised you got correct or wrong? What might have led to this surprise?’
                      • Struggle points: ‘Which questions did you find most challenging? Why do you think they were difficult for you?’
                      • Time allocation and effectiveness: ‘Where did you spend the most time during the test and do you feel that this time allocation was effective in terms of your score? How did the areas where you invested more time impact your overall performance?’
                      • Performance analysis: ‘Looking at your scores, which areas do you think you performed well in, and which areas need improvement?’
                      • Expectation vs. reality: ‘Before receiving your scores, how did you think you had performed? How does this compare to your actual scores?’ (Please note if you would like to get the most out of this question, it would be best to ask students to reflect on the test before they receive their practice test scores, and then compare this to the results they receive, for a more grounded reflection.)
                      • Learning insights: ‘Based on this test, what have you learned about your test-taking strategies and areas of strength or weakness? Did the test-taking strategies you employed work as expected? Are there any strategies you need to modify or practise more?’
                      • Future focus: ‘Based on this practice test, what will be your focus areas in your next phase of preparation?’ 

                         

                      For further ideas on self-assessment, see the article ‘Mock test marking and feedback on speaking and writing’ in this pack.

                      Incorporating full-length practice tests into the exam preparation journey is a crucial step. It’s not just a reinforcement of learning but an essential experience that prepares students for the realities of the exam environment. As teachers, our role is to ensure that our students are not only academically prepared but also mentally and emotionally ready for the challenge. This comprehensive approach is what makes the journey towards Cambridge English Qualifications a truly holistic and effective one.

                      Strategies for the effective use of practice tests

                      Self-assessment activities for speaking and writing

                      By Andrea Tolve and Alberto Costa

                      Key resources

                      Handbooks for teachers (choose your exam then go to ‘Teacher essentials’)

                      The Cambridge English Scale explained

                      Giving feedback on speaking (Cambridge Papers in ELT)

                      Teacher guides to assessing writing (choose your exam then go to ‘Teacher essentials’) 

                      Activity: Snowball self-assessment of a writing task

                      Speaking paper self-evaluation form

                       

                      (Note: if you want to read about marking and feedback on the Listening and Reading and Use of English papers, you can go back to Pack 7 .)

                       

                      Now your learners have taken the written and Speaking papers, use the marking criteria in the Handbook for Teachersand The Cambridge English Scale explained to help provide guidance as you mark and grade your learners’ exams.

                      You can read more about giving feedback on speaking, whether immediate or delayed, in our white paper on giving feedback on speaking.

                      Give your learners time to reflect on their performance, to assess where they excelled and where they need to focus their efforts as they move forward. Helping learners better understand the assessment criteria for both the Speaking and Writing papers, and training them how to recognise these will make them more aware of how their own speaking and writing can be improved. Let’s take a look at how we can do this.

                      Writing self-assessment activity
                      1. Give learners a sample writing task answer and the assessment criteria from the teacher guide for assessing writing (see ‘Key resources’).
                      2. In pairs, learners decide on a grade for each of the assessment criteria before you show the examiner’s feedback.
                      3. Give learners time to discuss any differences and note down good examples of language.
                      4. Now, hand back the learners’ mock test writing tasks and ask them to assess their own writing. To round off the activity, ask learners to note down something they did well and something they would do differently if they did the task again.

                      For more detail on this activity you can read: Snowball Self-assessment of a writing task

                      Speaking self-assessment activity

                      We can also give our learners the opportunity to self-assess and reflect on their Speaking paper after completing the test. This Speaking paper self-evaluation form provides a structure to help guide learners to self-assess. For more in-depth follow-up activities, you could ask learners to create a list of all the good words used or a list of common mistakes to avoid.

                      These self-assessment activities, in addition to their study plans (see Pack 2), will better prepare learners for these parts of the exam. 

                      During learners’ final preparation for the exam day, why not try some of these strategies to help them reflect on and evaluate their progress?

                      P8 A2 - 1

                       

                      P8 A2 - 2

                      Further reading:

                      Blog post: The Speaking Corner: Giving feedback on speaking

                      Blog post: On Speaking: Creating a safe speaking environment

                      White paper: Creating a safe speaking environment

                      Self-assessment activities for speaking and writing

                      Classroom activities to resolve problem areas and build confidence

                      By Olha Madylus

                      Key resources:

                      Handbook for teachers (choose the exam then go to ‘Teacher essentials’) 

                      Activities for learners web page

                      Test & Train

                      English Grammar in Use eBook

                      A2 Key and A2 Key for Schools vocabulary list

                      B1 Preliminary and B1 Preliminary for Schools vocabulary list

                      B1 Preliminary for Schools vocabulary booklet

                      A2 Key for Schools posters and classroom activities (see ‘Teacher essentials’)

                      B1 Preliminary for Schools posters and classroom activities (see ‘Teacher essentials’) 

                      B2 First for Schools posters and classroom activities (see ‘Teacher essentials’)

                       

                      During the exam preparation course, you’ll have worked through the coursebook with your students, examined each paper together, broken down the different language skills needed, practised questions and given them lots of support and feedback. But now they have to be ready to take the exam on their own.

                      So, let’s look at some last-minute preparation tasks to help resolve problem areas and to build confidence for the big day! 

                      Review papers and language areas that students find challenging

                      Find out which areas are causing most problems by:

                      • Looking over the notes you have made on students and during lessons over the course of the academic year.
                      • Going over full-length practice test results with your students. Ask your students to work in groups and identify three or four specific areas they would like explained again and / or to receive further practice on.

                      Top tips for each paper:

                      • Divide students into five groups and assign each a paper from the exam.
                      • Hand out copies of what is in each paper. This can be found at the front of each coursebook and in the Handbooks for teachers (see link at top of article).

                      Here’s an example from the B1 Preliminary for Schools Writing paper.

                      P8 A3 -1

                      Here is an example of a B1 Preliminary for Schools Writing task.

                      P8 A3 -2
                      • Students work in groups reviewing what they need to do for each question, noting down what is expected and things to avoid.
                      • Reflect on what questions they (a) have the most problems with, and (b) feel they have not had enough practice doing under timed exam conditions.
                      • Make notes on priority areas to address before the exam.
                      • Groups compile a Top Tips list for the paper they have been assigned.
                      • Regroup students so they can share their insights and advice for each paper.
                      • Encourage students to take notes on points which are relevant for them at this stage.
                       
                      Top tip! 
                      Once students have identified areas that need more work, they can use Test & Train for focused, on-the-go practice. If you are using a Cambridge coursebook you may already have access to Test & Train in Cambridge One.
                       
                      Grammar queries

                      This is also a good time to review points of grammar to help clarify misunderstandings and consolidate learning. Here are some suggestions for classroom and independent grammar practice.

                      Activity: Grammar tic-tac-toe (noughts and crosses) 
                      • Divide the students into groups of four. Each draws a tic-tac-toe board. Students label each square with a grammar area they have studied in class, e.g. past simple, present continuous or perhaps a phrasal verb of their choice.
                      • For each area of grammar, students write a sentence or question. Ask students to write some which are correct and others with a common error. Monitor and help groups as they engage in the task.
                      • Draw a tic-tac-toe table on the board and start the game. 
                      • Students take turns to select a grammar area of choice from another group. A volunteer from the other group either reads out the sentence or writes it on the board for their opponents to decide whether the sentence is correct or not.
                      • Groups win a point for each correct answer, and the first to get three in a row wins the game.
                      • Make time at the end to go over common grammatical errors to help consolidate learning. 
                       
                      English Grammar in Use

                      If a student is still unsure about particular areas of grammar, they can use the English Grammar in Use interactive eBook. This eBook serves as a self-study reference and practice for intermediate-level learners (B1–B2). It is easy to follow with clear examples and auto-marked exercises. Extras include integrated audio to help with listening and pronunciation practice, and answer keys for all the activities.

                      Activities for learners

                      The Cambridge activities for learners webpage also provides a range of activities to help with grammar. Visit the page and filter by skill to find activities for grammar (or for other skills).

                      P8 A3 - 3
                      Confidence-building activities 

                      Building student confidence is essential to help students feel well-prepared for their exam. Here are some ways to do this:

                      • Spend time talking to each student on their own to gauge their mood and find out if they have any worries. Suggest useful tasks they can do, thinking about how your words can help them feel more confident and focusing on their strengths.
                      • Practise lots of speaking and communication activities.
                      • Use vocabulary lists and posters to create vocabulary games like defining games and Pictionary. You can find links in the ‘Key resources’ area at the top of the page.
                      • Go over the most likely topics covered in the exam, especially those that were covered in the beginning of the coursebook.
                      • Review grammar and vocabulary with reading exercises, videos, games and quizzes.

                       

                      You can read more about mindfulness and well-being in Pack 9.

                      Classroom activities to resolve problem areas and build confidence

                      Exam day video and ‘Information for candidates’ booklets

                      Key resources

                      What to expect on exam day (video)

                      Information for candidates A2 Key

                      Information for candidates A2 Key for Schools

                      Information for candidates B1 Preliminary

                      Information for candidates B1 Preliminary for Schools

                      Information for candidates B2 First

                      Information for candidates B2 First for Schools

                      Information for candidates C1 Advanced

                      Information for candidates C2 Proficiency

                       

                      Even after lots of preparation, many learners still feel nervous on exam day. That’s why it’s important to make sure your learners feel ready and know what to expect. 

                      In the run-up to exam day, you can watch the ‘What to expect on exam day’ video, which shows a learner’s experience of taking an exam.

                      You should also make sure that each student has the Information for candidates booklet for their exam and has read the pages on taking the exam. 

                      Here are some of the top tips for learners taken from the Information for candidates booklet.

                      Before exam day 

                      Register for the exam. If you are preparing for the exam as part of a course at a school, your school will register you. If you are studying independently, you can look online to find a centre that offers the exam and register directly with them. They will give you advice about preparation and tell you how much your exam will cost. 

                      Sign up for our free online results service. The fastest way to get your results is to register with our Results Service for Candidates. When you register for the exam, you’ll be given your Candidate ID Number and your Secret Number. You’ll need these details to register to receive your results online. 

                      Check the date, time and address of your exam. Your centre will send you this information. 

                      Check that you know where the exam is happening and how to get there, because you must arrive before the exam starts.

                      Top tips for exam day 

                      In the Reading and Use of English and Writing papers, you can do the tasks in any order, so you might want to start with the questions which you find easier. Just make sure that you write your answers in the correct order on the answer sheet! 

                      It’s important to have enough energy when you’re taking an exam! Before exam day, check with your exam centre if it’s possible to buy food and drink there. If not, you might want to bring something to eat. You can’t bring food to your desk, but you can eat it during breaks. 

                      Check you know what you can and can’t do in the exam room. For example, you can’t bring food to your desk with you, but you can bring a clear plastic bottle of water. All of this information is in the Summary Regulations, which you can read online before exam day. Your exam centre will also provide a copy of these rules. 

                      There will be a clock or timer in the exam room (or on your screen if you’re taking the digital test). Remember to use the time well. Try not to panic by looking at the clock every few minutes! 

                      Follow all instructions carefully. In the digital exam, the instructions will be on your screen. In the paper-based exam, they will be on the exam paper. If you have any questions, if you need help or if you want to leave the room, raise your hand to ask the invigilator (the person who helps manage the exams). 

                      Your exam centre will take your photo. They might also make a note of your passport or ID number. These steps are very important if you want to use your exam result in future for immigration or higher education. 

                      Finally … try to sleep well the night before your exam!

                       

                      Please download the Information for candidates booklets (links in ‘Key resources’) to find further tips and details about the exam day, and share these with your learners. 

                      Exam day video and ‘Information for candidates’ booklets

                      Pack 9: Exam day ready with positive reinforcement...

                        Focusing on difficulty areas and providing effective feedback

                        By Allen Davenport and Sarah Ellis

                        As students approach the final stage of their preparation, the final classes before the exam play a pivotal role in students’ success. This phase is not just about relentless practice; it’s about thoughtful review, insightful feedback and strategic final preparations. For teachers, this stage is about guiding students through targeted review sessions and providing specific and actionable feedback. We need to ensure learners are ready for the exam, both academically and emotionally.

                        Focus on difficulty areas

                        Our emphasis should now shift to identifying and focusing on areas students find challenging. Teachers should use this time to revisit these topics, clarifying any doubts or misunderstandings. It’s not about covering new material; rather, it’s about ensuring that students have a firm grasp of the content. 

                        If classes are finding one section or language point especially difficult, one activity that can be used is a concept circle for clarification of the difficult point. Here are the instructions for the activity:

                        1. Identify challenging topics: Start by identifying the topics or areas your students find challenging. These might be specific grammar points, vocabulary, speaking strategies, or aspects of listening comprehension.
                        2. Create concept circles: Draw large circles on the board or on sheets of paper and divide them into segments. Each segment represents a different aspect of the challenging topic. For example, if the topic is ‘past tenses’, segments could include ‘regular verbs’, ‘irregular verbs’, ‘time expressions’ and ‘sentence construction’.
                        3. Group collaboration: Divide the class into small groups and assign each group a segment of the circle. Students collaborate to fill their segment with as much relevant information and as many examples, explanations and test strategies as they can.
                        4. Class discussion and clarification: After a set time, each group presents their segment to the class. Encourage students to ask questions, provide additional examples and correct any misconceptions.
                        5. Reinforcement through practice: Follow up with practice test sections that specifically target the reviewed areas. Taking our previous example of past tenses, this could include a writing task that requires writing sentences using the past tenses, listening exercises with a focus on identifying past tense usage, or speaking activities that require the use of past tenses in context.
                         
                        Benefits of the concept circle
                        1. Collaborative learning: Students work together, sharing their knowledge, which often leads to better understanding.
                        2. Peer teaching: Students often learn effectively from their peers. Explaining concepts to each other can improve their own understanding and give others a chance to try out strategies that work practically for other students. 
                        3. Teacher’s role: As a facilitator, the teacher can guide discussions, correct errors and give additional insights where necessary, giving more focused support and attention than may be possible at the whole-class level.
                         
                        Effective feedback: specific, direct and exam-focused

                        Feedback at this stage needs to be more specific and focused on the exam’s assessment criteria. For productive tasks like writing and speaking, teachers should provide feedback on each area of the assessment criteria. Encourage students to repeat these tasks, using the feedback to improve each time. The goal is for students to develop their own model answers, which can serve as a powerful review tool just before the test. These personalised models often have a greater impact than reviewing generic ones.

                        Avoiding overload: the power of rewriting and repeating

                        A common misstep at this stage is to overload students with practice tests, especially in writing. However, as just mentioned, the focus should be on rewriting or respeaking tasks until students achieve a level of satisfaction. Repeating tasks, even listening and reading tests, can be beneficial. Teachers may worry about students memorising answers, but the real value lies in students reviewing and applying strategies and becoming familiar with question types. Revisiting these tests after a week can still offer valuable learning opportunities.

                        Final preparations: practice tests and mental readiness

                        Run full-length practice tests under exam conditions. These should mimic the actual test environment as closely as possible, helping students to get familiar with the pressure and timings of the exam. It’s also essential to ensure that students are mentally and emotionally prepared. (See the Are your students exam room ready? article and the Mindfulness and well-being article in this pack for more ideas on how you can support your learners in this area.) Discuss last-minute tips, focusing on areas such as:

                        1. Managing test anxiety: Offer strategies for staying calm and focused.
                        2. Time management: Reinforce the importance of pacing throughout the exam.
                        3. Checking work: Encourage students to allocate time to review their answers.

                        As teachers, our role in this final phase is to solidify the learning journey, turning knowledge into confident application. This stage is about refining, not just reviewing; it’s about transforming students into exam-ready individuals who are as mentally and emotionally prepared as they are academically. Through targeted review, specific feedback and thoughtful final preparations, we can help our students approach their Cambridge English Qualifications with confidence and competence. This journey, culminating in the exam, is not just a test of language proficiency; it’s a testament to the resilience, dedication and hard work of both students and teachers alike.

                        Focusing on difficulty areas and providing effective feedback

                        Checking that students understand what happens during the exam

                        By Andrea Tolve and Alberto Costa

                        Key resources

                        Information for candidates A2 Key for Schools

                        Information for candidates A2 Key

                        Information for candidates B1 Preliminary for Schools

                        Information for candidates B1 Preliminary

                        Information for candidates B2 First for Schools

                        Information for candidates B2 First

                        Information for candidates C1 Advanced

                        Information for candidates C2 Proficiency

                         

                        As exam day draws near, learners may start to feel nervous about the big day. Be mindful of your learners’ well-being as exam day approaches and help them to prepare a structured study plan. This can help them to feel confident and well-prepared.

                        More information on helping students feel at ease and in control on exam day can be found in the mindfulness article in this pack. 

                        Streamline the process: two activities for class

                        These activities will help ensure our learners are both well prepared and equipped with the confidence needed to excel on the day.

                        1. Exam preparation poster

                        This is a great collaborative activity to help students prepare for the exam day. 

                        • Ask students to individually think and note down what they believe is important to do before the exam and during the exam. Below are some examples: 

                           

                        Before the exam

                        During the exam

                        Eat well, rest, exercise, follow the study plan, pay attention in class.

                        Read the instructions carefully, don’t rush, plan your time, check your work, move on if you get stuck.

                         

                        • Ask for a volunteer to share all the ideas. 
                        • Divide the class into groups of three or four and create a poster to display on the classroom wall.
                        • Learners generate their own ideas about preparing for the exam day through meaningful spoken communication, which encourages use of functional language and helps build learner confidence.

                         

                        2. Last-minute questions quiz

                        Even though our learners have taken a mock test, they are still likely to have questions about the exam and individual papers. To avoid any unnecessary anxiety, try this ‘Last-minute questions’ quiz to ensure all their questions are answered. 

                        Using the Information for candidates booklets (links in key resources above):

                        1. Create a worksheet with questions from the booklet e.g. What if my partner in the Speaking test is better than me at speaking skills? What happens if I need more paper?
                        2. In pairs learners discuss the possible answers to the questions.
                        3. Pairs share their answers with the whole class.
                        4. Hand out the Q&A sections from the booklet for learners to read.
                        5. Learners find the answers and discuss.

                         

                        This quiz not only answers any unanswered questions learners may have but it also encourages them to ask further questions about their exam at the same time, giving them the opportunity to practise language skills. This quiz could also be carried out as a Kahoot.

                        You can find more countdown to exam day teaching ideas in these webinar recordings:

                         

                        More information:

                        Checking that students understand what happens during the exam

                        How to help learners with exam day nerves

                        By Andrea Tolve

                        Key resources

                        Mindfulness and well-being to help prepare your learners for Cambridge English exams (webinar recording)

                         

                        Language knowledge and exam strategies are not the only things we need to teach our students. If we want students to succeed in exams, we also need to help them develop ways to manage their own emotions and be comfortable, healthy and happy. Helping our learners do well in the Cambridge exams is helping them to feel at ease and in control on exam day. 

                        What is mindfulness?

                        According to the Cambridge Online Dictionary, mindfulness is ‘the practice of being aware of your body, mind, and feeling in the present moment, thought to create a feeling of calm’. It’s about paying attention, noticing the now, your thoughts, feelings, behaviours and the effects you have on others around you, and being present in whatever you are doing, including taking an exam. 

                        How can we help our learners become more aware of their own and other people’s emotions, and help them get into the right frame of mind for exam day? 

                        Below are some activities which can work towards helping learners deal with exam day nerves and which can be easily implemented in the classroom in the final weeks leading up to the exam.

                        Emotional traffic light

                        We can use clear signals which allow us to keep track of how our class is feeling and help our learners become more aware of how they are feeling about exam day. We can stop and ask our students to show us a green, yellow, or red card. Are they feeling positive or negative? Then we can ask them to be more precise: Are they happy? Proud? Excited? Thrilled? Then ask them why they feel that way. This activity helps our students become more aware of their feelings and their emotions. Remember the definition of mindfulness is noticing the world around you, and that includes the effects we have on others.

                        Proud or disappointed?
                        P9 A3 - 1

                        An even more focused activity could be using the two adjectives ’proud’ and ‘disappointed’. The activity follows this sequence:

                        1. Put two signs on opposite walls of the classroom.
                        2. After doing an exam task ask your learners: ‘Do you feel proud of what you’ve just done, or do you feel disappointed about what you’ve just done?’ 
                        3. Then ask them to stand up and walk towards one of the signs.
                        4. Finally, get them to explain how they’re feeling and give them feedback.

                        The key here is to carry out this activity before you check the answers. We want our learners to focus on their performance rather than purely on the outcome. This simple but effective technique promotes emotional self-awareness, self-efficacy and self-motivation.

                        Exploiting visuals – recognising and describing emotions
                        P9 A3 - 2

                        This photo shows candidates sitting an exam. Visuals are a great resource which can be exploited in the classroom. We can use them to bring in activities to understand our students’ emotions before exam day. 

                        Show your students the photo and ask them the following questions:

                        • What do you see?
                        • What does it make you think of?
                        • How does it make you feel?
                        • Then ask your students:

                          • Do any of the words you used describe how you feel about the exam you are getting ready to take?

                        By asking this question we are helping our students to recognise and describe their emotions. They might surprise you with their answers.

                        Empathy map
                        P9 A3 - 3

                        Here is a page from our exam preparation course Complete First for SchoolsThe focus is on preparing for Reading and Use of English Part 7 where students must match different questions to different texts or sections. Students read about four different holiday experiences. 

                        Here is an activity card with an explanation of an empathy map:

                        P9 A3 - 4

                         

                        Using an empathy map is another great way to help teens think about other perspectives and other people’s emotions. This activity card[1] could be adapted for this reading text in the following way:

                        1. Divide your class into groups of four, A, B, C and D.
                        2. Put all the As, Bs, Cs and Ds together in separate groups.
                        3. Ask each group to focus on one paragraph and to complete the empathy map. What did the person say about the holiday? What did they do? How did they feel?
                        4. Once the activity is completed you then form new groups with one A, B, C and D, and they share the information.
                         
                        Building a positive learning environment: three good things

                        Our teenagers are bombarded by modern-day life including public scrutiny, constant comparison via social media, and pressure from school and parents at a stage of their life when they are more likely to feel particularly unsure and vulnerable. Leading up to the exam day, this simple idea can help learners reflect and focus on the positive.

                        three good things that helped me be exam ready

                        Ask learners to write down three good things that happened over the year which helped them get ready for exam day and focus on the reasons why. It is fundamental that they also write down the why as this requires more genuine thought than merely writing down a list of events. This simple activity can help boost students’ confidence and positivity, and give them a sense of achievement. 

                        Incorporating mindfulness into exam preparation empowers teenagers with essential coping skills and cultivates a positive mindset that extends beyond the exam room.


                         [1] Cambridge Life Competencies Emotional Development Activity Cards

                        How to help learners with exam day nerves

                        Classroom activities to review knowledge, boost confidence and celebrate learning

                        By Olha Madylus

                         

                        What are the most useful things you can do in the final lesson(s) before the exam? 

                        It’s important to focus on:

                        • helping students feel confident by focusing on what they know and can do 
                        • reviewing specific exam skills like following the rubric and timing 
                        • allowing students to speak English together 
                        • activating what they know or have learnt in the exam preparation course
                        • celebrating how hard they have worked during the course.

                         

                        Here are some suggestions of things you can do. What you choose to do will depend on how much time you want to dedicate to a final review, but do spend at least one lesson on this.

                         

                        Before the round-up class(es), ask students to do the following tasks:

                        • Review their coursebook and notes.
                        • Make a list of things they have learnt, do well or do better since the beginning of the course. They can share these with the rest of the class at the start of the final lesson, where you can encourage the whole class to applaud each student. Make this a positive affirmation!
                        • Look at writing tasks they have done and read the teacher’s comments. Encourage students to talk about improvements they have made and typical mistakes they need to avoid on exam day. 
                         
                        Class tasks

                        1. Top Tips posters

                        • Ask students to work in small groups.
                        • Hand out large sheets of paper and coloured markers.
                        • Tell them to produce a Top Tips for the Exam poster (they can look through their coursebooks and notes while they do this to help remind them of important points).
                        • You can nominate different groups to focus on the specific papers e.g. Reading, Writing, Listening, Speaking, and Use of English.
                        • Set a time limit (30 minutes should be enough).
                        • Display the posters around the room and ask students to walk around reading them all.
                        • Students can photograph them or take notes of the tips they will find most useful.

                         

                        2. ‘TikTok’ posts

                        • Organise students into pairs or small groups.

                        • Ask them to produce a ‘video’ (similar to those on social media, which are snappy, fun and positive) of Top Tips for the exam.

                        • They can use their phones to record them (if this is allowed in school) or do this live.

                        • Suggest that they can role play e.g. pretend to be an examiner or teacher talking to the camera.

                         

                        3. Teacher-led quizzes

                        • Prepare a quiz about the exam content (the Kahoot! online quiz is always popular with students), but it could be an old-fashioned quiz with you asking the questions.
                        • Make questions funny as this will help students pay attention and remember the information.
                        • Questions can be based on exam skills: 
                          • e.g. How many essays will you write?

                            (a) one (b) two (c) as many as possible (d) you can skip this part

                          • What does the examiner in the Speaking test want to hear you say?

                            (a) perfect grammar (b) only true answers (c) a good selection of vocabulary and nice ideas (d) as little as possible

                          • Or language skills:

                            e.g. Which tenses will you use if you write a story?

                         

                        4. Student-led quizzes

                        This approach means students get double revision by reviewing the coursebook and creating questions, as well as answering them. You could ask them to do some of the preparation for homework before the class. If they know they will be involved in a quiz, they will pay closer attention than if you just say, ‘revise the book’.

                        • Ask students to work in small groups.
                        • Allocate units of the coursebook to different groups.
                        • Tell students to create quiz questions on the target language (vocabulary, grammar, function etc.) in those units, e.g. Give three ways of giving advice.
                        • Groups take turns to ask the rest of the class their questions.

                         

                        5. Celebrate the learning process

                        • Put every student’s name on slips of paper and put into a hat.
                        • Students pick a name (not theirs!).
                        • Ask students to create a Certificate of Excellence for the student they have chosen. Encourage them to think about a memorable moment or a comment about how they feel this student has contributed to and helped the class as a whole.
                          • e.g. This is to congratulate Sam on writing his funny story about our teacher, which made us all laugh and remember the words ‘clumsy’ and ‘disaster’. A big thank you to Mary for helping me in pair work.

                        • Students present these certificates to each other. This is a lovely way to highlight learning moments and focus on success.

                        Classroom activities to review knowledge, boost confidence and celebrate learning

                        Pack 10: Results and celebrations…

                          Online results service and understanding the Statement of Results

                          Key resources

                          Results Service for Candidates

                          How to view your result online 

                          How to send your exam result to an organisation (guide for candidates)

                           

                          After sitting a Cambridge English exam, getting results is an exciting time!

                          In this article, we explain what the results mean so that you, your students and their parents can understand them better.

                          Getting the results

                          After they’ve taken an exam, all students should register with the Results Service for Candidates so that they can access their results online. Students will need the ID Number and Secret Number provided on their Confirmation of Entry in order to register.

                          If your students have taken a digital test, results are ready in 1–2 weeks, or, 4–6 weeks after a paper-based exam. If they are successful in their exam, they also receive a certificate. The certificate will include the same information as the Statement of Results and is sent a few weeks after the results are available online.

                          What is a Statement of Results?

                          Let’s look in more detail at a sample Statement of Results. There is a separate score for each of the four skills – Reading, Writing, Listening and Speaking – giving you and your students a clear understanding of their performance. ‘Use of English’ is an additional score which appears in B2 First up to C2 Proficiency exams.

                          Let’s look in more detail at an example of a Statement of Results

                          Now let’s look at another example. This candidate also took B2 First for Schools but as they received an overall score of 181, this is an A grade and actually shows that they have demonstrated ability at the CEFR level above, which is C1. Their certificate will also show that they achieved this.

                          Sharing results

                          Cambridge English Qualifications are trusted by thousands of organisations worldwide. So, whether learners are planning to live, work or study at home or abroad, our qualifications open doors to exciting opportunities.

                           

                          Next steps for your students after getting their result:

                          • Find out where our exams are accepted around the world via our global online recognition database

                          • Share their results with their chosen institutions via the Results Service for Candidates website. This secure service allows organisations to quickly verify that the result is genuine. Find out more.

                          • Don’t forget that they’ll need to find out about specific visa requirements for different destinations.

                           

                          Check out our study abroad pages and global highlights brochure for more inspiration!

                           Frequently asked questions

                          1. How are Cambridge English Qualifications scored?

                          All our qualifications are aligned to the Cambridge English Scale. The Cambridge English Scale is used to report results for our qualifications and tests. The scores provide a detailed understanding of the candidate’s level and help learners understand how they are progressing from one level to the next.

                          2. Do candidates need to pass all the papers?

                          No, it’s possible to pass the exam if students do well in some papers but not in every paper. For example, if they do very well in Reading (and Use of English), Writing and Listening, but don’t do very well in Speaking, it’s still possible to pass the exam.

                          3. Does the certificate ever go out of date?

                          If students have achieved the level they needed in the exams, employers, universities or other organisations can check the results online.

                          The Cambridge certificate never expires, but employers or universities can choose how long to accept results for, so tell your students to always make sure they check different organisations’ requirements. 

                          For more information

                          You can find out more by going to the ‘Results’ page of the level of exam you teach. 

                          There is more information about the Common European Framework of Reference and the Cambridge English Scale on our website.

                          Online results service and understanding the Statement of Results

                          Downloadable resources for your celebration day

                          What better way to recognise, celebrate and share the progress, hard work and success of your students than by holding a certificate ceremony? 

                          The Certificate ceremony toolkit provides you with ideas and resources for creating a tailor-made event for your setting, from handing out certificates in front of the whole school to arranging a special one-off evening event. It’s guaranteed to help your students feel special, rewarded and proud of their achievements!

                           

                          guide-to-celebrating-your-schools-success

                           

                           

                           

                          Certificate ceremony – Guide to celebrating your success
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                          Certificate ceremony – Folder
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                          Certificate ceremony – Postcard for parents
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                          Certificate ceremony – Poster
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                          Certificate ceremony – Invitation for parents
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                          Certificate ceremony – Thank you letter for teachers
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                          Virtual certificate ceremony toolkit
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                          Downloadable resources for your celebration day

                          Classroom activities to celebrate and reflect on learning

                          By Allen Davenport and Sarah Ellis

                          As we reach the end of our exam preparation journey, it is time to celebrate the accomplishments and growth of our students. Even before students receive their results, we can start to celebrate finishing the journey and reflect on the process itself. Here are some activities that you could do with your classes:

                          1. Writing letters to future students: Encourage students to write letters to next year’s exam class. In these letters, they can share their insights, tips and encouragement, offering a personal perspective to learners. This not only serves as a reflection of their own journey but also gives useful advice to future students. At higher levels this can be done in English, but at lower levels, these can be written in the students’ own languages. 

                          2. Highlight the transfer of skills: Hold a class discussion where students explore how they can apply the skills learned during their Cambridge exam preparation to other areas of their academic and personal lives. This conversation helps them recognise the broader impact of their learning and how it equips them for future challenges.

                          3. My personal compass activity: In this activity students reflect on what kept them motivated, the challenges they overcame and the distractions they managed during their exam preparation journey. Here is how to do it:

                          • Begin by explaining the purpose of the activity. Let students know that they will be creating a personal compass that reflects their journey through the exam preparation course.

                          • Materials needed: Provide each student with a large sheet of paper and coloured pens or markers. If available, compass-shaped templates can be used to help students get started.

                          • Drawing the compass: Instruct students to draw a large compass in the centre of their paper. The compass should have four main directions: north, south, east and west.

                          • Assigning meanings to directions:

                            a)  North (motivation): Ask students to write or draw what kept them motivated during the course in the direction where the compass arrow points (north). This could include personal goals, support from family or teachers, or the desire to achieve a particular score.

                            b) South (challenges overcome): In the opposite direction (south), students should note the challenges or obstacles they had to overcome. These might include language barriers, time management issues, or specific areas of the exam they found difficult.

                            c) East and west (distractions managed): On the east and west points, students can list distractions they had to manage or ignore, such as social media, procrastination, or other commitments.

                          • Sharing and discussion: Once everyone has completed their compass, encourage students to share their drawings with the class. This can be done in small groups or as a whole-class discussion. Encourage students to talk about their experiences and how they navigated their challenges.

                          • Reflecting on the future: Guide students to reflect on how the skills and strategies they used can be applied to future challenges, both in academic settings and in life. Consider creating a display of the compasses in the classroom. This serves as a visual reminder of the journey each student has made and the collective experience of the class.

                          • Closing the activity: Conclude by emphasising the importance of recognising personal growth and resilience. Highlight how the journey they have been through is not just about passing an exam but also about developing life skills that will serve them well in the future.

                          Celebrating everyone’s achievements

                          Here are some suggestions for celebrating both individual and collective achievement in your class.

                          • Hold a group acknowledgement session. A class high-five or celebration circle, where students collectively celebrate each other’s efforts and progress, not only boosts morale but also promotes a sense of community within the class. 

                          • Present your students with personalised notes or certificates of achievement, highlighting their individual strengths and improvements. Providing specific and positive feedback to each student can significantly boost their confidence. This recognition serves as a testament to their hard work and dedication throughout the course.

                          • Create a session for students to share their favourite moments, activities, or interesting things they have learned from the course. This activity not only lightens the mood but also allows students to recall and appreciate the enjoyable and memorable aspects of their learning journey.

                          Top tip!  
                          It is important to celebrate attributes like perseverance, effort and improvement, rather than focusing solely on academic performance. When students receive results, all levels of achievement should be celebrated, making sure to acknowledge the effort and progress of each student.
                          Future-oriented reflections

                          This time does not just have to be about reflecting on the past. Teachers can organise time where students can discuss how their improved English skills can be applied in real-life scenarios, such as travel, helping family members, or future career opportunities. These discussions help students see the practical, real-world value of their learning and the skills they have developed.

                          Remind students that their journey of learning English does not end with the exam. Encourage them to view the exam as just one milestone in their ongoing language development journey. Motivate them to continue learning and growing, emphasising that the skills they have developed will serve them well in all their future endeavours.

                          The end of the road

                          As we wrap up our exam preparation course, let us ensure that our celebrations are inclusive, reflective and forward-looking. These celebrations are not just about recognising academic success; they are also about acknowledging the entire journey – the challenges overcome, the skills acquired, and the personal growth experienced. By doing so, we not only honour our students’ achievements but also instil a sense of pride and accomplishment that goes beyond the classroom.

                          Classroom activities to celebrate and reflect on learning

                          Analysing individual and group performance to decide next steps

                          by Pablo Toledo

                          Key resources

                          Online Results Service for Preparation Centres

                          Performance reports user guide

                           

                          So, how can you use the full power of your students’ exam results? First, you need to remember how and when to access the group performance reports in the Online Results Service for Preparation Centres. Then, you can think of concrete strategies to use the results as a springboard for reflection with your learners: 

                          • When the exam results arrive, you need to analyse the results – first on your own, looking at the results of each learner, the average of the class, and then on a more detailed level looking at the skills that show strengths and weaknesses in the group and for each learner.  

                          • Then, you need to discuss the results with each of your learners, celebrating strengths and identifying areas for improvement. Which component results were better than expected? Why do students feel they did well, and what can help them do better next time? Where do you need to focus your efforts next year?  

                          • That conversation needs to end by deciding the next steps – what are your priorities and learning goals going to be for the next stage of learning, based on the information on the assessment? What new challenges can we set to take learners’ English to the next level? This brings us back to the first step and lets the next cycle of learning begin! 

                          The bigger picture
                          • The steps described above will make students better learners, but taking our analysis of our students’ exam results to the next level can make us better teachers. How? We have just looked at the results with a microscope to focus on the performance of each learner. Now, we need to take an eagle eye view and look at the average performance of the whole class.

                          • You can compare it to the results of all the classes you teach and all the times you have taught the same level over the years. Do you see any patterns? Are some levels consistently better than others? Students change, but are there any areas where you see most of your students doing especially well? What do you think you are doing right, and how can you adapt the way you teach other skills so they match your best performance? This will help you reflect on the best professional development options for you. 

                          • If you can compare with other colleagues, you can even share your recipes for success and look at ways in which you can set up a community of practice to explore common challenges, plan institutional projects, maybe even set up exploratory action research projects.

                          Learn more:

                          Analysing individual and group performance to decide next steps

                          Talking to next year’s candidates and choosing learning materials

                          By Rob Bexon

                          Key resources

                          Presentation for parents

                          Official Cambridge exam preparation materials 

                           

                          After the exams are over and the results are in it’s time for reflection, a little mindfulness maybe, and thoughts of turning attention to the next group or groups of students you are taking through the cycle towards their Cambridge English Qualification. Some of the techniques you’ve shared with your students will come in handy at this point:

                          • What went well?

                          • What didn’t go so well?

                          • What can I do differently next time? 

                             

                          Talking to parents / prospective exam takers

                          Depending on your situation you may or may not be responsible for nurturing the new cohort of students, or even maybe their parents. We have a comprehensive presentation available with introductory information on our exams, and video testimonials directly from candidates who have taken our qualifications. Anything you need to support conversations with potential students is only a click away.

                          We provide the tools for you to do the teaching

                          We provide all the support you need to achieve the best possible results with your students. Throughout this Exam Preparation Journey we have provided links and materials from across our learning portfolio and our accompanying resources. We dedicate ourselves to keeping our materials fresh and as modern as possible. We offer end-to-end solutions across the suite of Cambridge English Qualifications, from courses dedicated purely to exam preparation, to blending with a more general English approach, to having our starting point as general English with an option to scale up to exam preparation. There’s no one-size-fits-all scenario – every classroom needs a different ‘recipe’. We provide the tools for you to do the teaching.

                          Official exam preparation materials 
                          Complete preliminary school book cover

                           

                           

                          •   A2 Key for Schools – C1 Advanced
                          •    6 levels
                          •    Best-selling exam preparation course
                          •    Covers everything
                          •    3rd Edition
                           

                           

                           

                          Compact key for schools book cover

                           

                          •    A2 Key for Schools – C1 Advanced
                          •    5 levels
                          •    Fast, focused exam preparation (50/60 hours)
                          •    Exam tips
                          •    Grammar tips and reference
                          •    Projects and digital pack
                          •    2nd Edition
                           
                           
                          Open world book cover

                           

                           

                          •    A2 Key – C1 Advanced
                          •    4 levels
                          •    General English with exam focus in exam folders
                          •    Exam stretch goes beyond the level
                          •    Prepares for unexpected situations
                           

                           

                           

                           

                          Prepare B2 level 7 book cover

                           

                           

                          •    A2 Key for Schools – C1 Advanced
                          •    9 levels – 2 levels per exam 
                          •    Teen appeal
                          •    Integrates general English with strong exam focus
                          •    Ideal for mixed exam and non-exam classes
                          •    2nd Edition
                           

                           

                          Own it book cover

                           

                           
                          •    A1+–B1+ 
                          •    4 levels
                          •    Builds learner autonomy
                          •    Communication and collaboration at its core
                          •    Documentary-style video brings global issues to life
                          •    General English with embedded exam tasks
                           

                           

                          Think book cover

                           

                           
                          •    Pre A1 Starters – C1 Advanced
                          •    6 levels
                          •    Cognitive development
                          •    2nd Edition includes 30+ new videos from documentaries to vlogs and grammar raps
                          •    General English with embedded exam tasks

                           

                           

                           

                          Authentic Practice Tests book cover

                           

                           

                          •    A2 Key for Schools – C2 Proficiency
                          •    Authentic practice tests
                          •    Direct from the exam writing process
                          •    4 full tests per book
                          •    With or without answers 

                           

                           

                           

                           

                          B2 first for schools trainer book cover

                           

                           
                          •    A2 Key for Schools – C1 Advanced
                          •    From exam writers and checked by experts
                          •    6 full tests per book
                          •    First 2 tests with hints, tips and advice
                           

                           

                          Talking to next year’s candidates and choosing learning materials

                          Do you want to offer Cambridge English Qualifications at your school?

                          Discover the benefits of being a preparation centre.

                          Let us know what you think!

                          The Exam Preparation Journey provides you with teaching tips, resources and advice to help make sure your students are exam day ready come the big day. Please help us improve this resource by giving us your feedback. We have just a few short questions for you.

                          The Exam Preparation Journey provides you with teaching tips, resources and advice to help make sure your students are exam day ready come the big day. Please help us improve this resource by giving us your feedback. We have just a few short questions for you.

                          Key resources 

                          Here are the links to all the key resources used in the Exam Preparation Journey and more. 

                          Preparation resources for each qualification 

                           Find all the key resources for each qualification on the Exam Preparation pages of our website. 

                           

                          Preparation resources for all exams 

                            You can find a wide range of materials in both print and digital formats. The preparation materials referenced in Exam Preparation Journey include: 

                            Test & Train 

                            On-the-go, intuitive Exam Practice provides perfect preparation for the exam backed-up with a Time Practice Test (in the classroom-based version) to consolidate training needs ahead of the big day. 

                            Learn more about Test & Train

                            Trainers 

                            The Trainer books contain six full practice tests, expert guidance, and exam tips. The first two tests are fully guided, with step-by-step advice on tackling each paper. 

                            Learn more about Trainers

                            Cambridge English Exam Boosters 

                            Focus on essential exam practice with the Exam Boosters. Maximise learners’ potential with dedicated exam task practice for class or home study. 

                            Download samples of the Boosters: 

                            A2 Key and Key for Schools Exam Booster sample

                            B1 Preliminary and B1 Preliminary for Schools Exam Booster sample

                            B2 First and B2 First for Schools Exam Booster sample

                            C1 Advanced Exam Booster sample

                            Learn more about Cambridge English Exam Boosters

                            Authentic Practice Tests 

                            These are the only Official Authentic Practice materials available anywhere. They go through the same writing process as the exams, so you can be sure they’ll help your students achieve the best possible result. 

                            Learn more about Authentic Practice Tests

                            Free digital and paper-based sample tests: 

                            A2 Key for Schools sample tests (under Exam Essentials)  

                            A2 Key sample tests (under Exam Essentials)  

                            B1 Preliminary for Schools sample tests (under Exam Essentials)  

                            B1 Preliminary sample tests (under Exam Essentials)  

                            B2 First for Schools sample tests (under Exam Essentials)  

                            B2 First sample tests (under Exam Essentials)  

                            C1 Advanced sample tests (under Exam Essentials)  

                            C2 Proficiency sample tests (under Exam Essentials)

                            A2 Key for Schools Speaking test video (under Exam Essentials)

                            A2 Key Speaking test video (under Exam Essentials)   

                            B1 Preliminary for Schools Speaking test video (under Exam Essentials) 

                            B1 Preliminary Speaking test video (under Exam Essentials)   

                            B2 First for Schools Speaking test video (under Exam Essentials)  

                            B2 First Speaking test video (under Exam Essentials)  

                            C1 Advanced Speaking test video (under Exam Essentials)  

                            C2 Proficiency Speaking test video (under Exam Essentials)  

                              A2 Key for Schools Handbook (go to Teacher essentials) 

                              A2 Key Handbook (go to Teacher essentials) 

                              B1 Preliminary for Schools Handbook (go to Teacher essentials) 

                              B1 Preliminary Handbook (go to Teacher essentials)

                              B2 First for Schools Handbook (go to Teacher essentials)

                              B2 First Handbook (go to Teacher essentials)

                              C1 Advanced Handbook (go to Teacher essentials) 

                              C2 Proficiency Handbook (go to Teacher essentials) 

                              Our lesson plans include everything you need to deliver a 45-minute lesson in the classroom or online, including activity sheets, homework, and more. 

                              A2 Key for Schools lesson plans (zip file)

                              A2 Key lesson plans (zip file) 

                              B1 Preliminary for Schools lesson plans (zip file) 

                              B1 Preliminary lesson plans (zip file)

                              B2 First for Schools lesson plans (zip file) 

                              B2 First lesson plans (zip file) 

                              C1 Advanced lesson plans (zip file) 

                              C2 Proficiency lesson plans (zip file) 

                              Cambridge English webinars are a great way for teachers to stay up to date with the latest developments and to interact with our experts. 

                              Our webinars provide you with invaluable information about our exams, and cover a wide spectrum of subjects, including effective teaching methods, tips to improve student engagement and online professional development to help you develop your career. 

                              Learn more about our webinars for teachers

                              You can connect with a lively community of teachers on our Teaching English with Cambridge Facebook page. We regularly post teaching tips, answer your questions, and host regular Live events to give you a chance to engage with the community. 

                                We have hundreds of free learning activities to help students practise their English and prepare for their Cambridge English Qualifications. 

                                Find out more

                                Learners can practice their reading, writing, speaking and listening skills using these free online resources. These materials are designed to help learners develop reading for gist and detail, managing unfamiliar vocabulary, as well as planning, drafting, editing, and writing for the exam. 

                                A2 Key for Schools self-study lesson plans (in Learner essentials)

                                B1 Preliminary for Schools self-study lesson plans (in Learner essentials)

                                B2 First for Schools self-study lesson plans (in Learner essentials)

                                C1 Advanced self-study lesson plans (in Learner essentials)

                                Facebook 

                                Learners can join our lively Facebook community and take part in quizzes, talk to other English language learners and learn on-the-go. 

                                 

                                YouTube 

                                Learners can subscribe to our Learn English with Cambridge YouTube channel to get helpful tips for exam preparation, and lots of English language advice. 

                                Write & Improve is a free online tool to help learners practise and improve their writing. They can just choose a task, write or upload their answer and use the feedback to quickly improve. 

                                Write & Improve

                                Exam Lift is a mobile app which helps learners improve their English and prepare for their A2 Key for Schools, B1 Preliminary for Schools and B2 First for Schools exams. The app includes daily activities that encourage learners to practise their English in all four language skills – reading, writing, listening and speaking. 

                                Information about the Exam Lift app

                                Learners can learn some new words, improve their grammar, and download free quizzes and wordlists. 

                                Cambridge Dictionary +Plus

                                Trusted by learners for over 35 years "In Use" is a collection of English learning resources for grammar, vocabulary and pronunciation. Whether you're a beginner (CEFR A1), just starting your journey, or an advanced learner aiming for fluency, (CEFR C2) "In Use" is here to guide you every step of the way. 

                                Learn more about in Use

                                  Giving feedback to language learners (Cambridge Papers in ELT)