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This is the fourth part of our exam preparation series: 6 steps to exam success.

In this article, Philip Warwick will look at feedback and how giving it effectively will help your learners be successful in their English language examinations.

At the end, you’ll also find a link to watch a recording of his webinar which took place on March 13th.

Clear instructions lead to effective feedback

There are three basic elements to giving good instructions to a group of students. Firstly, we need to tell them what they should do. Then we should explain how they should do it. Finally, we should explain to them why they should do it. The ‘What’ defines the task, the ‘How’ organizes it, and the ‘Why’ justifies it. 

While an activity can still work if we fail to add ‘How’ and ‘Why’, it won’t be as successful. In fact, a teacher with a strong teaching persona can get away with omitting ‘Why’ over a few lessons as students will be motivated enough by the teacher’s enthusiasm. Nevertheless, over a series of lessons the students will come to the conclusion that they are not really learning anything.

These initial instructions are also important when it comes to wrapping up an activity. Feedback is the stage in an activity when the teacher justifies the reason for doing the activity to the students. You do this by reinforcing language aims, highlighting errors and assessing the learners’ performance.

If you haven’t set-up clear learning aims at the beginning of the activity, it will be much harder to give feedback.

Feedback should be linked to exam performance

In exam classes, Student Learning Outcomes should be linked to the test they are going to take. They should also include strategies and reflection points on exam tasks in order to give the students guidance on how they can perform and progress towards a pass mark.

At the same time, when the students need to pass an exam, give feedback directly linked to how the students would perform in the test.

An obvious way to do this is simply to correct the students’ attempts using the marking criteria of the exam.

It can also be useful to get the students to reflect on any mistakes that would cost them marks or any shortcomings they had on their productive tasks:

  • One way to highlight this is to include peer assessment in classroom tasks, where classmates judge each other’s performance using the marking criteria.
  • Another way is to highlight the sub-skills that are tested in each exam task and have the students reflect on how well they completed each one.
Coaching your students with feedback

During the length of a course (or even a lesson) a teacher performs many roles (such as timekeeper, controller, authority, language expert, disciplinarian, planner, etc.), but probably the most important one when teaching an exam class is that of coach.

The students’ primary aim is to pass the exam. To do that, they have to have a skill set that enables them to successfully perform on a range of different tasks over a variety of different skills. They need someone to show them where their weaknesses are and give them valid practice to overcome these and progress.

Just like a sports team, your students want someone in charge who is going to work with them and train them to win.

Scaffolding activities allow you to offer granular feedback

When preparing students over an extended period of time (i.e. over an academic year or more), it can sometimes be beneficial to simplify the exam tasks – especially if the students are not yet at the required level to pass the test.

By simplifying or providing prompts and scaffolding, you can help the learners to understand what is being tested without giving them full exam tasks. This enables you to affect the washback positively in the case of weaker students. It also allows you to give more exposure to certain areas than might be the case if the students were just to complete a full exam task.

Most lesson activities can be divided into four clear stages:

  1. Set up
  2. On task
  3. Feedback
  4. Further practice

In speaking and writing tasks it can be quite easy to include further practice just by having students repeat the task. However, with other exam elements (a multiple-choice cloze exercise for example), it’s not so easy.

If the teacher has been successful in delivering appropriate feedback in terms of highlighting weaknesses or introducing exam tips, there is nothing the students would prefer to do than put that advice into practice by attempting a similar task.

One thing to consider is that many course books have a workbook (or online management system like Pearson’s MyEnglishLab) that closely matches the content of the course book units. This mirroring should be exploited by the teacher to give the students further practice.

By adapting the role of teacher to that of exam coach, you can highlight areas of improvement and make the adjustments that the students need to make to pass an exam. You can also ensure that these areas and adjustments are included in the lesson through the feedback stage. By allowing plenty of refined practice activities after you give feedback, you are doing everything you can to ensure that your students pass their exams with flying colors.

Want to learn more? Watch a recording of Philip’s webinar now.

Cambridge exam preparation materials with your students in mind

We offer a range of Cambridge English preparation materials for all ages and levels. Our exam experts, consultants and teachers support the development of our courses to make sure they meet current exam specifications while offering you engaging classroom activities at the same time.

Gold (New Edition) 4 levels (B1 – C1)

After speaking to teachers around the world, our best selling course – Gold – has been revised and updated. Full of stimulating, discussion-rich lessons, this four-level series will give your students the confidence they need to pass the B1 Preliminary, B2 First and C1 Advanced exams.

Download a sample now

Gold Experience (2nd Edition) 8 levels (A1 – C1)

Teaching teenagers? Then Gold Experience (2nd Edition) is just what you are looking for. As well as preparing students for Cambridge exams, this engaging course helps students develop a range of 21st Century Skills like debating, critical thinking and creativity.

The second edition is now available from levels A1 – C1.

Download a sample now

Expert 3 levels (B2-C2)

Our more intensive course, Expert, helps support ambitious students as they prepare for their B2 First, C1 Advanced and C2 Proficiency exams.

Revised for the 2015 exam changes, the 3rd Edition develops language awareness and communication skills as well as test-taking skills.

Download a sample now

Practice test plus 7 levels (Pre-A1 – C1)

We also offer a series of practice test books. Full of example papers and exam tips, these are the ideal resource to accompany your course. Now available: A2 KEY for Schools, B1 Preliminary, B2 First, C1 Advanced as well as the Young Learner exams – Starters, Movers and Flyers.

Find out more.

Discover our entire exam preparation webinar series and learn how to support your students as they prepare for exams.

See steps 1, 2 and 3 to exam success: 

Step 1: Understand yoru exam

Step 2: Balance your teaching

Step 3: Monitor progress

The post 6 steps to exam success: Give feedback appeared first on Resources for English Language Learners and Teachers | Pearson English.

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University students usually join English language programs because they need to attain a certain level to be accepted on their chosen courses.

A placement test is the first step on this journey. Before starting an Intensive English Program (IEP) or an English as a Second Language (ESL) program, students are assessed for their levels in speaking, listening, reading, and writing. This allows administrators to carefully assign them to a group where they will study English at the right level, alongside people with similar needs.

But what happens when this goes wrong and students are not placed in the correct levels?

The consequences can be extremely costly for students, universities and administrators alike. Here are the challenges universities face and the solutions they can implement.

What happens when students are not placed correctly on an IEP course?

When it comes to misplacement on a course, it’s students who suffer the most. If they are allocated to a group that’s too low for them, they’ll spend more time on the program than necessary. As a result, they will likely lose motivation as the activities will be too easy. On the other hand, if they are placed in too high a level, they will probably struggle, fall behind and even fail their course. This could lead to losing a university place, or a big delay in starting.

Teachers also suffer the consequences of misplaced students. Firstly, students can become disruptive if they are struggling in a class (or finding it too easy). Teachers often have to adapt their classes and scaffold activities for individuals, making it much harder to do an effective job. Secondly, students often evaluate their teachers poorly if they are placed in the wrong level. While the content and teacher may be excellent, the student’s experience will be far from satisfactory. Teacher evaluations are often tied to compensation and employment opportunities. This can lead to further problems when it comes to career advancement.

It’s also a serious issue for administrators. Student misplacement can directly affect a program’s return on investment. Students are likely to drop out of courses if they feel they are too easy – or move to another school that better serves their needs if their class is too hard. Administrators will therefore miss retention targets and, ultimately, this will affect the university’s bottom line.

What are the challenges of offering an effective English language placement test?

The downsides of placing a student in the wrong level are huge – but correct placement is much easier said than done. There are a number of factors that make accurate level testing a challenge.

Skill variance

Students often test very differently across skill sets, making them very hard to place. For example, many students have strong speaking skills, but weak listening skills. Those with this particular issue will struggle in a classroom situation where they have to listen to complex lectures for long periods of time.

False positives

IEP programs are seeing an increase in the numbers of “false beginners” from Asia in particular. These are students who have been exposed to English for years and, typically, have passive knowledge. Although they have memorized sets of irregular verbs, they can’t necessarily use the language actively or effectively.


While students learn a lot of vocabulary in their English language programs, they often don’t have enough to prepare them for a degree-level course. Lecturers very rarely provide students with vocabulary lists ahead of reading tasks. Without this type of guidance, topic-specific reading is very difficult for ESL students.

Academic-level reading and writing skills

University level reading is extremely demanding and lecturers have high expectations for writing skills. While most English language programs teach writing skills, this includes a lot of narrative writing or very simple nonfiction writing. This is not well suited to students who need to be able to write research papers with citations and references.

How can you ensure you are placing your academic ESL students correctly?

Firstly, it’s important to measure speaking, listening, reading, and writing. There should be a range of challenges for students – including elements that measure productive skills such as open-ended questions.

Secondly, you must aim to create an optimal testing environment. Avoid putting too many students in a room and make sure that if you use a technology-based assessment that is very reliable.

Thirdly, you should ensure your tests are well designed. There is a greater margin for error with tests that use multiple choice questions because students can guess the answers correctly. Tests with open-ended responses are critical for accurate placements.

Moreover, you should also test for academic English. It’s important to align the test content and scoring with the university’s requirements for English language ability in specific degree courses. Academic Eglish skills are also transferable across all disciplines, so you can use one placement test for everything.

Finally, you must ensure you have reliable assessments. Validate the quality of your assessments using data analysis and map what is being assessed to the requirements of the degree course your students are going to take. This will help ensure the results you are getting accurately reflect the students’ levels.

How can Versant Tests help place your students accurately?

If your program does not have experts in testing and assessment, the Versant English Placement Test (VEPT) is an ideal solution.

VEPT is delivered online and automatically evaluates a student’s speaking, listening, reading, and writing skills. The test requires only 50 minutes to complete and detailed scores are then delivered online within minutes.

It’s scored by advanced speech processing technology, including advanced linguistic theory (for speaking and listening), and latent semantic analysis (for writing and reading). This eliminates human error and cultural bias.

Using this technology, the VEPT can be used to:

  • Evaluate a student’s English communication skills for course placement or exit exam
  • Monitor student progress and measure instructional outcomes
  • Benchmark the language levels of students to correctly place them in training or remedial programs.

Lastly, the VEPT is already aligned with standards like the Common European Framework of Reference (CEFR) and the Global Scale of English (GSE).

Visit the website to learn more about the Versant English Placement Test.

The post The high cost of placing university students in the wrong English program appeared first on Resources for English Language Learners and Teachers | Pearson English.

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With the successful release of the next installment of the Marvel Studio franchise, Avengers: Endgame, your students are sure to be buzzing with Super Hero excitement.

So here’s a lesson plan to help motivate your learners. They will use comparatives and superlatives to discuss the relative powers of the characters from Pearson Level 3: Avengers: Age of Ultron and Pearson Level 4: Guardians of the Galaxy Vol. 2.

Then, they’ll make a set of Super Hero cards and play a game of chance and skill to win their partners’ cards. The lesson is ideal for A2+ students, both children and young teens.

Free Lesson Plan An exciting range of Marvel Readers

Adding a pop culture reference from Marvel to your lessons is a fun way to engage your students, especially if they are already Super Hero fans.

Our Marvel Cinematic Universe Readers can bring life to your class and help spark your students’ imaginations, teach them new vocabulary and encourage lots of great English language communication in your classroom.

Each Marvel Cinematic Universe Reader comes with audio and teacher resources and will soon be available in Ebook format.

Here are two of our newest Marvel Readers.

Pearson Level 3: Avengers: Age of Ultron

Fans of the Avengers series will love Pearson Level 3: Avengers: Age of Ultron. Once again, the Avengers face a terrible enemy – but this time, it’s one of their own creation.

When Tony Stark (AKA Iron Man) tries to understand and control an alien artificial intelligence, it takes over his lab and creates an army of robot warriors. The team must work together to save the world as Ultron threatens to destroy it.

Will they save the people of Sokovia or will Ultron cause global extinction?

You can find Pearson Level 3: Avengers: Age of Ultron with audio and teacher resources on our website.

Pearson Level 4: Guardians of the Galaxy Vol. 2

We fell in love with the band of rogues in the first film and Pearson Level 4: Guardians of the Galaxy Vol. 2 brings the crazy gang back together, this time to fight a mysterious being called Ego.

At first, he seems to be a good guy, rescuing them when their spaceship is attacked. But who is he really? And why is he so interested in Peter Quill?

For those who love following the adventures of Peter Quill, Gamora and the gang, Pearson Level 4: Guardians of the Galaxy Vol. 2 is available on our website, with teacher resources and audio.

Check out our blog post Engage your students with out-of-this-world Marvel Cinematic Universe Readers for more lesson ideas.

Who’s your favorite Marvel Super Hero? Let us know in the comments below.

© 2019 MARVEL

The post A Super Hero lesson plan to celebrate Marvel Studios new ‘Avengers: Endgame’ movie appeared first on Resources for English Language Learners and Teachers | Pearson English.

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The Global Scale of English (GSE) Teacher Toolkit has everything you need to plan engaging and appropriate lessons for your learners.

Consisting of over 2,000 Learning Objectives, as well as hundreds of grammar points and thousands of word meanings and collocations, the database is easy for teachers to use and navigate.

It can help you choose age and level-appropriate content for your students. It is also an ideal platform for teachers who are working in schools with limited resources, as well as for those who want to complement their coursebook with additional activities.

Here are three reasons to use the GSE Teacher Toolkit to plan your lessons:

1. Learner-appropriate Objectives

One of the best things about the GSE Teacher Toolkit is that you can identify your group of learners on the platform and then choose appropriate Learning Objectives for them.

This makes it easy for you to decide on clear and tangible aims for your lessons. You can then plan your classes according to what your students should be able to do at their level.

Learning Objectives are linked to each range of abilities on the GSE scale – and those which are specific to Academic Learners (AL) or Professional Learners (PL) are clearly highlighted.

If you select Professional Learners, you can choose Learning Objectives for particular industries. This is useful for teachers working with groups of learners with specific professional requirements and interests.

Moreover, you can decide whether to focus on Language or Business Skills. The toolkit then allows you to choose which professional field your students are working in. There are 20 options on the Job Role list, including Architecture and Engineering, Personal Care and Service and Office and Administrative Support.

For more ideas on how you can use the GSE Teacher Toolkit to help students who are entering the job market, read this article on preparing learners for work.

2. Clear examples of grammatical structures

When you’re deciding on which grammar points to work on in class, the GSE Teacher Toolkit allows you to search by category and provides example sentences for each point. It also links each grammar point to specific Learning Objectives so you can easily identify the communicative or functional aims of your lesson.

3. Age-appropriate Vocabulary

When preparing your own materials, you can be sure that the vocabulary you’re including in your lessons is relevant to your students.

That’s why it’s important to select the age of your students when choosing Vocabulary. Words are sometimes listed in a different range of the GSE, depending on the age of the students in question.

For example, dinosaur is an A1 (GSE 29) word for Young Learners, yet for Adult Learners it’s listed as a B2 (GSE 61) word – and this reflects the frequency at which different age learners use these words in everyday life.

Check out this article for further ideas on how to use the GSE Teacher Toolkit to plan a lesson for your Young Learners.

How the GSE Teacher Toolkit is helping teachers around the world

The GSE and GSE Teacher Toolkit is being used by education centres around the globe to support students and teachers to improve the learning experience. In Japan, for example, it is being used to raise the standard of English amongst students in language schools and universities.

Here are three scenarios where the GSE Teacher Toolkit can be used to support teachers in different contexts: 

1. A focus on Academic Skills

In this scenario, a university lecturer wants her students to improve their professional presentation skills in English.

“I’m a lecturer in Medicine at an English-medium university. We have a pre-selected coursebook, but I’m finding there aren’t enough opportunities for improving students’ communicative skills.

The students are all B2+ level, but need to be able to articulate their subject matter expertise by delivering a short lecture to their peers. Each student will be assessed by their peers on the quality of the delivery and understanding of the topic. This is something the class wants to focus on to be successful in their final English certification and finding employment. How can I identify the skills they need?”

How the GSE Teacher Toolkit can help

It’s a great idea to work on presentation skills. It will benefit them not only in their academic life, but also in finding employment in the future.

The GSE Teacher Toolkit can help you find tangible Learning Objectives so that you can work on these presentation skills safe in the knowledge that you are working towards a clear goal.

On the Learning Objectives tab, select Academic Learners, and choose the range B2+ (GSE 67-76).

In the Skills dropdown menu, select Academic Skills, then in the Academic Discourse dropdown menu, click on Academic Presentations.

This will give you 23 Learning Objectives to integrate into your syllabus to help the students develop their communication skills. Find the search results here.

The Learning Objectives focus both on presenting material and listening to presentations, meaning that you can work on productive and receptive skills at the same time.

2. Matching course content to the emerging job market

In this scenario, a director of studies at a private language school wants to increase her students’ exposure to English outside the classroom.

“I’m the Director of Studies at a private language school. My students are young professionals who are ambitious, but have limited exposure to English outside the classroom – except for social media or entertainment. Competition for well-paid jobs is limited in our area, except for the emerging tourism, service and construction industries. I know these young adults will have an advantage over their peers, if they improve their English, alongside their professional skills. I can see that there’s an opportunity to overhaul the current course and appeal to this emerging market at a time of investment in the country. If I adapt the course content to match job roles and relevant industry skills, it would be a success, but I’m not sure where to start.”

How the GSE Teacher Toolkit can help

Knowing about the employment opportunities in your local area means that you can tailor your content to strengthen your students’ communicative and linguistic skills in those areas. With the option of searching for content by profession on the GSE Teacher Toolkit, you can identify the specific Learning Objectives for your students in each area.

On the Learning Objectives tab, select Professional Learners from the dropdown menu. By clicking on the Job Role menu, you can select the industry and specific positions within it.

When you have identified the professions you want to focus on, you can choose which Skills to work on and select the level of your students on the scale.

For example, imagine you want to focus on the food industry, primarily on improving the speaking skills of people who will have direct contact with customers, such as waiting staff, baristas and bartenders.

In your class, you have a range of levels, from A1 to B1 and want to cater to the needs of the different students. By doing a search for those variables, you get 38 Learning Objectives which you can then integrate into a syllabus.

Furthermore, you can select level-appropriate vocabulary to teach the students by searching for Food and Drink and selecting the same range on the scale.

3. Using Pearson Assessment to identify needs

In this scenario a community college teacher wants to help her students pass their English exams so they have more employment opportunities.

“I teach at a community college, where the students are adult learners hoping to gain a basic mastery of English to find employment opportunities in a new country. Each student is motivated to succeed, as their ability to find work will be limited if they don’t pass an assessment in English. All students are all non-native speakers but there’s a big mix of levels in each of my classes. I’m concerned that some of the more accomplished learners will find the classes boring, as they’ll need to cover previous learning. How can I differentiate instruction to keep everyone engaged, motivated and progressing?”

How the GSE Teacher Toolkit can help

It’s tricky to work with different levels within the same class, but the first step is to identify the students’ strengths and weaknesses in different skills.

Pearson English Placement is a 35-minute online assessment which tests your students’ listening, reading and writing skills along with grammar and vocabulary. The results are aligned to the GSE making it much easier for you to then identify relevant Learning Objectives for each student.

When you know the levels within your class and the areas which different individuals need to work on, you can look at appropriate Learning Objectives.

Once you understand what’s expected of your students, you can prepare materials which are relevant to their level. This will help you to support struggling members of the class whilst at the same time allowing more advanced students to progress.

Also, if your students are hoping to find work in an English-speaking country, you may like to look at the Learning Objectives for Meeting Practical Needs in the Skills section. This shows a number of everyday communicative tasks your students will find useful for life in a new country. Most Learnings also list relevant grammar points to focus on, further helping your students in their English language learning.

Find out more about the Global Scale of English and Pearson Assessment.

The post What’s in my GSE Teacher Toolkit? appeared first on Resources for English Language Learners and Teachers | Pearson English.

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The technological component of learning is constantly growing. More and more classes are taking place online – yet rather than simply being a substitute for classroom courses, they can be blended with a classroom-based approach. This often offers students a more engaging and motivating experience.

In a series of four blog posts, Mike Rost will let us in on how we can use online distance learning in our teaching to motivate our students. This first post talks about the advantages of online learning, why teachers find it useful and why students enjoy it.

Distance learning versus classroom courses

Typically, there are two sets of teachers interested in experimenting with online teaching:

  • Those who are considering using distance learning courses for students who can’t attend classes.
  • Those who are looking to supplement their classroom teaching with more interactive, or personalized online components.

Yet regardless of the category they fall into, they’ll both often ask me the question: “What can distance learning courses provide that classroom courses can’t?”  

And this is the right question to ask. Looking at the relative advantages of online courses helps us discern what is the best use of classroom time for learning and what is the best use of online time for learning.

Knowing this allows us to make better decisions about how and when to use online learning. Instead of simply adopting an online course, adding online components just because they look attractive, or using great technology just because it alleviates scheduling problems, we can choose them for the added value they provide.

The strengths of classroom-based learning versus online learning

To respond to the initial question, the strengths of a classroom-based course are:

  1. Easier community building
  2. Direct access to a live teacher for inspiration, guidance and feedback
  3. More “live” opportunities for communicative practice with other students
  4. Provision of a structured schedule

As for the strengths of a distance learning course, the following come to mind. They:

  1. Provide easier access to course resources
  2. Offer greater convenience for the teacher and learner, and offer flexibility in scheduling
  3. Can be personalized – that is, teachers can cater to each student’s proficiency level and learning goals by delivering different online resources (including videos, readings, and listenings) to individual students so they can work on them in their own time.

However, distance learning courses have some less obvious advantages, too. In my experience using distance learning courses, I have noticed the following trends, which have completely changed the way I see and use online learning:

Increased Engagement

Number one is the rise in engagement. A well-designed distance course is aimed directly at the individual learner: there is much more practice time and immediate feedback, particularly for listening and speaking tasks. In fact, we often find that shy students and those who feel unable to participate in a classroom environment are more willing to engage with the teacher and other students in online courses.

Improved Concentration

Secondly, online courses seem to improve concentration, which, as all teachers know, is a continual problem in classrooms. Rather than being directed what to do, students working online can select what activities to engage in, for how long, and in what sequence – and this helps them stay focused.

Easier assessment

The third advantage that I’ve noticed, which is vital for me as a teacher, is the ease and fluidity of tracking progress. In classrooms, it’s hard to keep track of how students are progressing over the course of a whole semester, much less in each class. In online distance learning, you get constant monitoring of how well students are doing on individual tasks and progress checks, no matter what learning management system you’re using.

Why learners choose online courses

We’ve seen the potential reasons why teachers may opt for incorporating distance learning materials. But why do learners choose online courses over classroom ones?

In the course of my teaching career, starting as a novice high school teacher in West Africa and moving on to teaching graduate courses in education in an American university, I have found that it is essential to give students choices.

Choice is an important aspect of engagement and motivation – and the only way that students are going to learn is if they feel engaged. I give them choices in activities, homework, schedules, tests and even grading.

For example, If I’m teaching a class on human rights, in which students watch a short video and write a text, I’ll give students a choice of two videos, rather than directing them to watch a particular video. And in an exam, I may offer a choice of different reading materials or essay topics to write on.

What’s more, giving students a choice of a distance learning course over a classroom course, a choice of a blended classroom-online course, or even a choice of activities, can really improve motivation and increase engagement. Just make sure not to overwhelm them with too many choices!

What learners say

When I ask learners about their reasons for choosing a distance learning course, the most common answers I hear are convenience and cost.

However, I know that personal preferences also play a role. For example, students who are more oriented towards and more engaged by written communication or technology tend to learn more efficiently online. The self-direction opportunity that distance learning provides also appeals to many students.

As a teacher, I like to give my students the option to choose the learning method that suits them best, and for some students, being able to include an online element in their studies can make a huge difference.

Next time Mike will be looking at the challenges of online distance learning, so stay tuned!

To find out more about how you can use distance learning in your own teaching practice, check out Pearson English Interactive, an online course designed for adult learners that incorporates technology with the latest teaching methodologies.

The post The advantages of online distance learning appeared first on Resources for English Language Learners and Teachers | Pearson English.

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Are you looking for a way to make sure your students get the most out of their learning experience?

Roadmap is an innovative, eight-level general English course for adults. It’s built around the principle that every class is unique and teachers need to adapt their teaching for the specific needs of the group.

In this series of five webinars, the co-authors of Roadmap will show you how to use the course effectively to personalise your teaching. Each webinar will focus on one specific aspect of the course. This includes addressing individual needs in the classroom, boosting learner confidence in speaking and developing receptive skills.

Join us by signing up below or visiting the webinar homepage.

Mapping the path to success: introducing Roadmap with Damian Williams

In this webinar, Roadmap co-author Damian Williams gives an introduction to the new course. He uses a striking ‘language learning is a journey’ metaphor throughout the webinar to give an overview of the course and its goals or ‘destinations’. He demonstrates how to get to know your learners and what drives them, set clear goals with tangible outcomes, reflect by showing learners their progress and adapt your materials to make sure every learner’s individual needs are met.

In case you missed it, you can watch the recording of the webinar here.

Finding individual routes to learning in and out of the classroom with Andrew Walkley

In the second webinar of the series, Roadmap co-author Andrew Walkley highlights an issue that many teachers face: the problem of trying to tailor your classes to individual student needs when teaching in large groups. He explores the many different ways in which Roadmap can help teachers personalize their lessons so that every student in the classroom can learn in their own way. He goes through Roadmap’s innovative features and explains how to use them.

The recording of the webinar is available here.

Developing learner confidence in speaking skills with Lindsay Warwick

Presented by Roadmap co-author Lindsay Warwick, this webinar focuses on how a lack of confidence when it comes to speaking can have a negative impact on learning. She explores how teachers can prevent this from happening by helping learners to recognize progress in their speaking skills.

Date: Tuesday 7th May

Register UK time: 9:00 am or 2:00 pm

Back to the future: planning for success with Hugh Dellar

In this webinar, Roadmap co-author Hugh Dellar explores a growing trend called outcome-oriented teaching. He demonstrates how backwards planning and starting with the final destination in mind can help teachers map out the grammar, vocabulary and functional language that will benefit students the most.

Date: Tuesday 21st May

Register UK time: 9:00 am or 2:00 pm

Developing, not testing, receptive skills with Lindsay Warwick

Last but not least, Lindsay Warwick returns to wrap up the Roadmap webinar series. She will look at taking an approach to receptive skills lessons that enables learners to develop their skills instead of just testing them. She will provide an alternative method to the usual comprehension questions that accompany reading and listening tasks.

Date: Tuesday 28th May

Register UK time: 9:00 am or 2:00 pm

Roadmap is a new, eight-level general English course for adults. Engaging, clearly organised and flexible, Roadmap provides teachers with a course that they can adapt to their classes’  individual needs.

Curious to know more? You can find more information and view Roadmap samples here.

The post Webinar series: personalize your teaching with Roadmap appeared first on Resources for English Language Learners and Teachers | Pearson English.

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Can you believe it’s already been a month since IATEFL 2019?

Before all those inspiring talks and great conversations become distant memories, we wanted to share with you some of the highlights from the Pearson Gallery Walk.

You might be wondering what a gallery walk is – and you wouldn’t be alone! It’s a new discussion format that we introduced at IATEFL 2018. It’s based on the classroom technique that can be used to get students moving around and engaged in a topic.

The idea is that students (or in our case IATEFL delegates) come together in small groups and walk around a room (like they might in an art gallery). They discuss ideas and respond to a series of questions or situations.

It’s believed that being on your feet helps people relax and engage in a topic more deeply than, for example, being sat in a classroom listening to a teacher at the front of the room. Not only that, it encourages learners to collaborate with their peers and share their own beliefs or experiences.

Read more about how to do a gallery walk in your classes.

Do we still need classrooms?

At IATEFL 2018, along with ELT experts such as Scott Thornbury and David Nunan we explored the opportunities and limitations of using Learning Objectives in the ELT classroom. This year, however, we took it a step further by looking at the future of the language classroom.

Hosted by Roy Cross and attended by teachers and experts from around the world, we debated the question:

“Do we still need classrooms?”

A controversial topic at a teaching conference, some may think. But with the rise of blended courses, online platforms and apps, as well as the current advances in VR, AR and AI, the way our students are learning languages is changing at a rapid rate.

What do the experts say?

We were fortunate enough to be joined by a number of experienced teachers, trainers and edtech consultants. After splitting the room into four groups, each expert shared their unique point of view with the participants. Every ten minutes each group moved on to a new expert and were given the opportunity to agree, disagree, ask questions and share their own ideas and experiences.

Two of the experts, Katy Asbury and Leonor Corradi were arguing ‘pro’ classroom-based teaching. The other two experts, Nik Peachey and Ken Beatty were looking at the cons and exploring a future without classrooms.

Here is what they had to say.

Nik Peachey

New developments in Augmented Reality, powered by the growth in access to mobile broadband and powerful digital mobile devices, are enabling the development of a new generation of interactive situated learning experiences.

Using AR apps and devices, students can now access rich media learning experiences that are specific to any particular location and context. This means that we can take learning outside of the classroom and deliver ‘just in time’ training when and wherever students need it. We can also use these apps to build a network of shared experience. Students can go to supermarkets, museums, offices and even the beach and access short lessons and interactive tasks before entering. They can share their experiences and leave behind messages and advice for other students to access.

That being said, I am by no means anti-classroom. The classroom is to learning what the hospital is to good health.

Nik Peachey is an author, teacher trainer and co-founder of PeacheyPublications Ltd, a company specialising in developing materials for online and digital learning environments.

Ken Beatty

The future is not in a classroom. Almost every aspect of education, from pedagogical content to learning technologies, has radically changed in recent decades. What hasn’t changed is the classroom: the last artifact of the industrial age, based on a factory approach aimed at training students for jobs that are fast disappearing.

Online and app-based learning, virtual learning spaces, and tailored approaches recognize that every student is different, with different needs, and unpredictable futures.

Ken is a TESOL Professor at the Anaheim University. He has also worked in secondary schools and universities all over the world, lecturing on language teaching and computer-assisted language learning from the primary through university levels.

Katy Asbury

Done right, the classroom can offer an excellent Learner Experience (LX). A good LX can be defined as when someone not only learns something, but they also enjoy the process. There are four key criteria essential to designing any LX, whether that be a product, service or even a classroom space. These are – Pedagogy, Content, Interaction and User Experience.

ELTjam used a tool called the Learner Experience Design Matrix to evaluate the classroom against these criteria. We found that when done right, the classroom can be the ultimate LX.

Katy is an LX Designer at ELTjam, managing projects that have a strong focus on content and pedagogy.

Leonor Corradi

“I’ve learnt the most important life skills when I started school,” stated Dalmiro Sáenz, an Argentine writer.  

Perhaps he was referring to the X factor of human interaction and its tangible value in bringing learning to life. This sociocultural aspect of classrooms cannot be transferred into non-classroom settings. Social interaction is at the heart of classrooms and so too is the chance for teachers to respond to learners’ small talk and create pedagogical conflict.

According to John Hattie’s theory of Visible Learning, it is the teacher who can make all the difference by responding to learners. And it is in the classroom that teachers can manage their space and invite as many students in as possible. What camera can help you manage a class with your eyes? Where else can you create a poster collaboratively and pin it up on the wall for everybody to see and use it as reference when necessary?

A classroom is a sample of society, and it is in society that we all live. A word of caution: society changes, and so should classrooms.

Leonor Corradi is an English Teacher with an M.Sc. in Education and Teacher Training. She’s also a specialist in Didactics and ICT and is an ELTon Judge, among other things.  

After an hour of thought-provoking discussion, we came together to draw some conclusions. Although not everyone agreed on the future of the classroom – we did all agree on one thing. Whether learning takes place in a person or online, teachers and students should be at the center.

What was it was like?

Unable to attend the gallery walk? You can get a taste for what it was like in the video below:

Do we still need classrooms? - Pearson English's Gallery Walk event at IATEFL 2019 - YouTube

We hope you enjoyed getting a glimpse of the IATEFL 2019 Gallery Walk. We can’t wait to explore a new topic at IATEFL 2020!

What do you think? Do classrooms have a place in the future of English language teaching? Let us know in the comments.

The post IATEFL 2019: Gallery Walk Highlights appeared first on Resources for English Language Learners and Teachers | Pearson English.

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Children seem to be starting English lessons younger than ever, often before they can even read and write. This means that learning differences like dyslexia may not have yet made themselves apparent.

While it’s not a language teacher’s role to diagnose specific learning needs, it is important for us to monitor our young learner students’ progress. If we think a student might be showing the signs of dyslexia (or another learning difference), we should feel comfortable referring parents to the right place at an early stage. This can make a huge difference in the learning process.

There are many forms of dyslexia and it affects students in a variety of ways. However, some signs of dyslexia may include:

  • Having difficulty reading (especially aloud)
  • Struggling with spelling
  • Problems remembering the sequence of things
  • Finding it hard to follow instructions
  • Misbehaving or disrupting the class
  • Being very quiet or shy (especially when doing reading or writing activities)
  • Falling asleep in class
Dyslexia is not a learning disability; it’s a learning difference

What do Magic Johnson, Richard Branson and Tom Cruise have in common? They all have dyslexia. So learners with dyslexia are certainly not less capable, in fact, they often excel in spatial thinking and creativity. The difference is that their brain works differently, so they find visual processing and using their working memory challenging. For example, they may struggle to remember what was said and face challenges when trying to link sounds to letters. The most common issues are related to reading, spelling and writing but dyslexia can also impact concentration span and planning skills. And all these challenges have a serious impact on learners’ self-esteem.

Providing effective learning opportunities for young learners with dyslexia might require teachers to reframe how they see dyslexia. Avoid seeing it as a dis-ability, but rather as a form of neurodiversity: the brain functions and learns in different ways.

Den Heijer once said on Twitter that “When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” So, how can we adapt our teaching to better facilitate the way YLs with dyslexia process information?

Creating the conditions for Learning

Many – if not most – young learner teachers feel they are not appropriately trained to deal effectively with learners who have dyslexia in a classroom context.

In an ideal world, all EAL and mainstream teachers would receive in-depth training to better deal with neurodiversity in the classroom. But for now, let’s explore some modifications that help create a more enabling learning environment in which all learners – with or without dyslexia – can progress.

1. Getting to know them

If we want all learners to progress to their next level, we need to get to know them. Only then can we provide learning opportunities that start where they are. Get to know their strengths, weaknesses and interests as well as their learning profile; where do they like to work, who do they work well with and what kinds of tasks engage them fully? These are the starting principles of differentiated teaching and all learners will profit from you taking the time to get to know them beyond their name.

Top tip:

Observations are an extremely useful tool to gain insight into learners’ levels and learning preferences. My favourite activity is to get young learners to create a personal profile (see below).

This can be done in their first language – at home with parents – or as a shared writing activity in class. You provide the stem sentences, and learners complete them with drawings or words. You can hang the profiles on the wall and use them to start talking about ‘differences and similarities’. Alternatively, you can have a learner present their buddy to the class based on their profile, depending on the level and age you teach.

2. Creating a collaborative culture in the classroom

If we want learners to help each other in class, we need to create a culture of ‘helping hands’. Focusing on developing good relationships in your classroom, between you and the learners but also between learners, is key for a collaborative culture. Use activities that focus on building understanding through sharing ideas. Integrating collaborative learning activities will help to establish supportive relationships and makes struggling learners feel more confident in the classroom. They know they will be able to first talk things through with others and ask them for help before completing a task independently. This will benefit all learners, not only learners with dyslexia.

Top Tip:

Think-pair-share is a well-known collaborative activity and can easily be adapted to include some movement too in the form of HuSuPuWu!

This activity will not only help learners share ideas but also allow for differentiated thinking time. Ask your young learners a question you want them to respond to, give them thinking time and tell them to put their hand up when they are ready to talk (Hu).

Encourage them to look around, find another person with their hand up and stand up (Su) to walk over and pair up (Pu).

Together they share ideas before going back to their place and writing up their ideas (Wu).

This will be especially beneficial for students who need more time to process, love to move and want to get confirmation or support.

3. Providing multi-sensory tasks and activities

Providing multi-sensory activities is already common practice in most young learner classrooms. It allows learners to process information using their stronger senses but at the same time strengthen their weaker areas.

Multi-sensory teaching (MST) acknowledges that all brains learn in unique, different ways and is a well-known method used when working with dyslexic students in their mother tongue. So instead of only telling the story, find images that illustrate the events, or draw a story path for learners to follow or get them to visualise the story.

Doing this increases the ‘routes of memory’ as Kormos (2017) calls it and enables information to reach the brain via different pathways, visual and auditory, which strengthen the message.

Top Tip:

When learning new words, break them into syllables by clapping when you say them. Then show the word and break it up visually (eg. fri-end), and get them to make the word with playdough or in shaving foam as they say it. Get them to keep saying it as they write it and then check it.

4. Setting clear, manageable instructions

Because dyslexia often impacts the working memory, following instructions can be even more challenging than it already is for young learners. We need to reduce the processing load by breaking up instructions into manageable, achievable steps.

Focusing on just a small amount of information better enables learners with dyslexia (Kormos & Smith, 2012) and to be honest, all young learners – and our classroom management – can benefit from this.

Also, check whether you need to ‘tell’ it or can you ‘show’ the instructions? Presenting instructions in a multisensory way where you, for example, use the whiteboard to visualize the instructions, and use gestures and body language to support your oral input, will facilitate understanding.

Top Tip:

Learners benefit from talking things through as talk plays an important part in meaning-making. So why not get learners to turn to their elbow buddy and repeat what they need to do in their own words? Another effective way would be to record the instructions. Try vocaroo.com so learners can listen to it as many times as they need to. This is particularly useful for homework tasks.

5. Adapting your materials

Being aware of what works best for the unique brains learners with dyslexia have, allows us to tweak existing materials to make learning more accessible. Think about the colour of paper you copy on or the background colour of your slides Learners with dyslexia cope better with coloured backgrounds as it reduces word blurring. When learning to write new words in their workbook, use a highlighter to highlight the area between the middle lines where the body of the letters needs to be written.

Top Tip:

Nowadays, many young learner coursebooks have audio resources available, but not always for readers or stories. Use assistive technology, for example, http://robobraille.org/ to get the selected reading text recorded. Struggling readers can then to listen to the audio as they read the text alone. In this way, they will feel that they are reading independently, whilst working on letter sound-correlation as well as the rhythm of the language.

Alternatively, Pearson English Readers come with audio files allowing you to personalize activities based on your students’ needs.

The English language classroom can be a very stressful environment for learners with specific learning needs. Now, we don’t need to – and can’t – ‘fix’ learners’ but we should try to ‘fix’ the environment and provide an enabling, inclusive learning environment for all. By tweaking our teaching we might better enable learners who face challenges, ensure they feel supported in their learning and allow them to bloom in our classroom.

Further reading

If you enjoyed this post check out our interview with Varinder Unlu about making ELT more inclusive.

You can also download our practical guide to supporting dyslexic students in the foreign language classroom.

Download Now


Daloiso, M.,  (2017) Supporting Learners with Dyslexia in the ELT Classroom, OUP

IDA, international Association of Dyslexia “Multisensory Structured Language Teaching” accessed on February 14, 2019  from “https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/

Kormos, J. & Smith, A.M (2012). Teaching Languages to Students with Specific Learning Differences. Multilingual Matters. Bristol

Kormos, J. (2017)  The effects of specific learning difficulties on processes of multilingual language development. In: Annual Review of Applied Linguistics. 37, p. 30-44. 15 p.

The post 5 ways to support students with dyslexia appeared first on Resources for English Language Learners and Teachers | Pearson English.

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The educational choices available to children are changing rapidly. Apps, online courses, digital games, recordings and videos are all easily accessible. But, despite appearances, human evolution has not suddenly gone into overdrive and the main aim for us as teachers remains the same. We are helping children to make sense of the world and then to make their mark on it. There are 5 essential ways in which we can do that for every child, whatever their circumstances.

1. Attention

Paying attention to what we are doing is something that we have to re-learn. Very young children pay great attention to the smallest of things. Washing their hands takes forever as they want to focus on the soap, doing up shoelaces can become a half-hour activity, an interesting pebble on the road can make a quick trip to the shops a very long one. So, what happens is that we then start teaching children to hurry up. ‘Hurry up, come on, quickly, now – put on your coat NOW!’ are part of every parent’s repertoire. And we have to do it because we know  what the children don’t – that the bus won’t wait for us, that school starts at a certain time, that people will be kept waiting if we don’t hurry up.

So, paying attention has to be re-learnt and we need to lead the way. We have to pay attention to the children, what they are saying and doing and then we have to resist the temptation to do too many things at once. And, most importantly, we have to give our children enough time. Time to let things sink in.

2. Skills

We have so many ways of describing skills now; soft, hard, thinking, critical, communication – the list goes on. In some ways these descriptors are useful as they make us more aware of the particular skills of a child but there is still often a gap between knowing how a child is skilled and how that can be useful to the child. Let’s take a classic example; one of the main qualities people often think of as connected to nursing is a skill for caring, for showing compassion, for being a good communicator. Yes, that is important, but the main skill one needs to be a nurse is dealing competently, practically and non-judgmentally with bodily fluids. So, yes, we absolutely need to make sure that we are educating our children to become skilful in various ways, but we also need to think about how those skills are transferable.

Read more about essential 21st century skills for secondary learners

3. Knowledge

The way we can access information is one of the biggest changes of the past 40 years. Gone are the days of one version of an encyclopaedia or whatever your teacher knew; now we have online data, crowdsourced reports, scores of different formats – everything is a click and a swipe away. So how can we help with this? First, we have to get children interested enough in a topic to want to find things out for themselves. Then we have to guide them through what is true and what might not be. And then, our main job is showing them that they can add to the tree of knowledge. It’s always growing, and they can lengthen the branches, help fruit to grow and even dig up the roots and plant the tree somewhere else.

Read more about building knowledge through big questions

4. Imagination

Thinking in a creative way, thinking ‘out of the box’ and seeing new possibilities can and must be nurtured in our children. We can use our imagination in traditionally creative ways such as writing or art work or music and drama but perhaps even more importantly we can use it in ‘unseen’ ways. We can unlearn banal responses and consider what we really think; in other words we can ‘think for ourselves’. Again, this is a skill which we need more than ever when we are surrounded by seemingly wise thoughts in social media memes. The nature of memes is that they look definite, as if they are true. They might be and they might not. We can decide when we use our critical and creative thinking skills.

We can use imagination to find solutions to problems and we can use it to make our own every day realities more interesting and life enhancing. Whatever we do, if we have a positive image of ourselves doing it, the task becomes more meaningful and rewarding. And in a practical sense in the classroom, we can bring language to life. Imagining and play acting the situations where the language we are learning might be called for; in a restaurant, at an airport, meeting new friends and so on.

5. Support

Support comes in many forms. First concrete support; providing a desk and materials for children to do their homework. This is something which teachers need to be aware of; do the children have that at home? It’s not a question of finance – not everyone can afford a separate room and the space for a desk – but it is a question of realising that a dedicated, quiet space is needed. For example, a cleared kitchen table at certain times of the day. It’s worth bearing this in mind if parents say that their children never focus on their homework. Look at the practicalities before any attitude issues.

The most important form of support we can give is ‘being there’ for our children. Knowing that someone wants you to do well, is there for you through your mistakes and your successes and empathizes with both. Someone who ‘has your back’ when you need help and is glad for you when you do well; that gives our children a powerful sense of security. And we can flourish when we feel secure.

What do you consider essential in your classroom?

The post 5 essentials every child needs when you’re teaching English appeared first on Resources for English Language Learners and Teachers | Pearson English.

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This is the third part of our exam preparation series: 6 steps to exam success.

In this article, Philip Warwick will look at building exam strategies and identifying progress points.  This allows teachers to offer valid guidance and supervision whilst differentiating between the skills and parts of the exam so that they can review key concepts and track students’ progress.

At the end, you’ll also find a link to watch a recording of his webinar which took place on March 6th.

Step 3: Monitor progress

A good teacher offers support and supervision in every aspect of their teaching, playing many roles in the course of a lesson, from instructor to timekeeper and even sometimes disciplinarian.

But when it comes to teaching exam courses, one of our most important roles is that of the monitor and mentor.

Having an understanding of where the students are and where they need to get to in order to pass their exams is key. Even more important is the ability to communicate this to the students. They need to be clear on what they are doing, why they are doing it, and how it will help them with their exam performance.

So what does effective monitoring involve?

Back to the basics

When students are on-task, the teacher needs to monitor effectively, recording student output, facilitating and being available to the students as a learning resource. Good monitoring means unobtrusive classroom management combined with the subtle art of plate-spinning.

The teacher should have a clear idea of what target language the students need to use to complete the task and should have a clear understanding of how to monitor and introduce this in class.

Being able to extend or reduce activities, establish and maintaining control and having a clear system of whiteboard management are also important skills.

Feedback needs to be given and a further practice stage included which will allow students a chance to use the feedback in a similar task.

Focus on outcomes

A good starting point is to decide on Student Learning Outcomes (SLOs) and work out a Learning Progression Framework (an LPF). This will help you improve classroom practices and identify progress points.

Firstly, we need to establish where the student is in terms of proficiency and then consider what the target level is to work out the training gap.

We could use an international framework like the Global Scale of English (GSE) to do this, or we might use a more personalized set of criteria. The important thing is that this framework is easy for the students to understand and is tied to the exam that they are going to take.

It’s necessary to split a student’s proficiency into the separate skill sets that are being tested. This will help us determine their strengths and weaknesses (i.e. one student might be strong at writing transactional writing tasks but weaker at creative writing tasks). This will help us find a starting point for the LPF.

Next, we should identify SLOs along this framework to check and inform on progress being made. We can do this through a variety of assessment devices—though most of them will be designed to inform the teacher and learners of how to adjust the course content to make it more useful for the students.

This assessment for learning approach will help students to be aware of their route along the training plan, see for themselves areas of improvement, and highlight areas where they need extra support.

Once we’ve highlighted areas for improvement, we can build up strategies to help our students progress and achieve higher marks in these parts of the test.

Skill building strategies Reading

We can improve the students’ reading scores in multiple-choice tasks by giving them an understanding of distractors and enabling them to make educated guesses. We can help with matching exercises by focusing on lexical range and substitution, and by highlighting referents and other ‘pointing’ language we can get learners performing better at gapped text exercises.

Use of English

Use of English scores can be improved by focusing on the co-text in multiple-choice tasks, concentrating on collocations and increasing word knowledge. With cloze texts, a better understanding of what type of word will be omitted can also be useful. Plenty of extra activities focusing on affixation such as working with a suffix grid or doing a word race will improve word formation scores and focusing more on reciprocal pairs rather than individual context will lead to higher scores in sentence transformation exercises.


Giving students control of the listening text and exposing them to intense bursts of listening both inside and outside the class has benefits for improving listening skills. Getting the students to highlight the keywords in the rubrics will help with multiple choice questions and a better understanding of functional language and intonation will reap benefits with matching tasks. Finally, work with spelling and having the students listen for specific information will improve production tasks.


Separating speaking production tasks from interaction ones and concentrating on time awareness and participation are key to doing well in speaking tests. Highlighting functional language using activities like ‘describing nothing’ or a word grab can give further practice in this.


Providing students with a skeleton text and written prompts is useful for in-class writing tasks. The importance of a mixed approach (both product and process) added with peer correction can help students attain higher scores on written texts.

Develop an understanding of the exam itself

Whatever strategies you use, students need to have a good understanding of the skills that are tested by each task type in the exam. Through monitoring and tracking, they should have an awareness of their own strengths and weaknesses, and this should be mapped to a clear LPF.

Both teachers and students should use this to create a plan for refined practice, so SLOs are created that have a clear impact on exam performance. Time needs to be taken into consideration, not just how long to spend on each exam item but also in how much time is available for study before the exam. Refined homework should be customized to the needs of the individual rather than using a one-size-fits-all approach.

The conditions in which the students practise exam tasks should also be reviewed, as it’s important to make sure that students have been exposed to pressurised exam conditions before they take the test.

Remember teaching students to pass an exam is not quite the same as teaching them English. Certainly, their English will improve, but the strategies are slightly different and a fundamental part of exam teaching is to be able to monitor students’ progress and lead them in the right direction.

Want to learn more? Watch a recording of Philip’s webinar now.

Cambridge exam preparation materials with your students in mind

We offer a range of Cambridge English preparation materials for all ages and levels. Our exam experts, consultants and teachers support the development of our courses to make sure they meet current exam specifications while offering you engaging classroom activities at the same time.

Gold (New Edition) 4 levels (B1 – C1)

After speaking to teachers around the world, our best selling course – Gold – has been revised and updated. Full of stimulating, discussion-rich lessons, this four-level series will give your students the confidence they need to pass the B1 Preliminary, B2 First and C1 Advanced exams.

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Gold Experience (2nd Edition)  8 levels (A1 – C1)

Teaching teenagers? Then Gold Experience (2nd Edition) is just what you are looking for. As well as preparing students for Cambridge exams, this engaging course helps students develop a range of 21st Century Skills like debating, critical thinking and creativity.

The second edition is now available from levels A1 – C1.

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Expert 3 levels (B2-C2)

Our more intensive course, Expert, helps support ambitious students as they prepare for their B2 First, C1 Advanced and C2 Proficiency exams.

Revised for the 2015 exam changes, the 3rd Edition develops language awareness and communication skills as well as test-taking skills.

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Practice test plus 7 levels (Pre-A1 – C1)

We also offer a series of practice test books. Full of example papers and exam tips, these are the ideal resource to accompany your course. Now available: A2 KEY for Schools, B1 Preliminary, B2 First, C1 Advanced as well as the Young Learner exams – Starters, Movers and Flyers.

Find out more now.

Discover our entire exam preparation webinar series and learn how to support your students as they prepare for exams.

The post 6 steps to exam success: Monitor progress appeared first on Resources for English Language Learners and Teachers | Pearson English.

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