REVIEW CEP 1

TEACHER:________________________________________________ DATE:___/___/___

TASK 1. Brainstorming. What do you say in English in the following situations:

(a) You are a new student at Yzigi and need to present yourself, ask and give personal
information to your mates.
(b) You want to invite someone out. You have to consider your routine and free time and make
the invitation.
TASK 2. Language in context. Complete the dialogues below
A NEW STUDENT IN CLASS...
Teacher: Hello people, this is Daniel. Hes a new student at Yzigi.
You: _________________________________! ____________________________________________?
Daniel: Fine, thanks! And... Whats you name?
You: __________________________. ___________________________________________________?
Daniel: I come from So Paulo. I work for a multinational. And what do you do?
You: _____________________________________. ________________________________________?
Daniel: I love it! English is very fun!
You: Where do you live?
Daniel: ____________________________________________________________________________.
You: Great!
TASK 3. Writing. Your family is going to host a teenage boy from Australia, and you are responsible for
writing a welcome letter. The objectives of this letter are:
1.

Welcome the guest

2.

Give information about your family (what the members are; daily routine)

3.

Ask some questions about likes and dislikes and family relationships.

TASK 4. Do you remember? Lets tick () the items from CEP 1 that you remember.
(

) Greeting/Saying goodbye/apologizing (U.1, CS2, p. 9)

) Introducing yourself/another person (U.1, FOL2, p. 10; U.2, FOL2, p. 20)

) Talking about origins/place of living (U.1, FOL3, p. 11; U.3, VB, p. 32))

) Asking and giving addresses/e-mails/phone numbers (U.2, FOL1, p. 20)

) Talking about occupations (U.2, FOL2, p. 20)

) Talking about routines (U.3, FOL3, p. 34)

) Talking about likes & dislikes (U.4, FOL3, p. 48; U.5, FOL2, p. 60)

) Talking about personal characteristics (U.4, FOL2, p. 47)

) Describing the family (U.5, FOL1, p. 56; U.5, FOL3, p. 63)

) Making invitations/Accepting/refusing/showing indecision (U.6 FOL1, p. 72; FOL2, p. 73)

YZIGI INTERNEXUS PAULNIA. APRENDER BEM LEGAL

REVIEW CEP 1
TEACHER:________________________________________________ DATE:___/___/___

TEACHERS GUIDELINES
TASK 1
This task is supposed to be carried out as a brain storm activity. As long as students come out with
the structures needed for each item, the teacher may organise them at the board. There is no need
of creating a sequenced text, as they will have opportunity to do something similar in Task 3. The
objective here is just to recall the main communicative exponents dealt with along CEP 2. Notice
that each situation may cover exponents from different units.
TASK 2
This task aims at making students comfortable to the way linguistic knowledge is approached in
CEP 1 final test. The teacher must focus on the necessity to understand grammar within the
communicative contexts, calling their attention to other structures not present in this task, but also
relevant. This can be done with reference to task 4.
TASK 3
In this part of the review, the teacher must give the students a start for each paragraph. And in each
paragraph, there must be some kind of input so the teacher can make of this task a controlled and
NOT an open one. It can also be carried out as a collective job, the teacher starts the text on the
board and ask for contributions from every student and write together, helping them feel confident
for the writing task in the exam.
TASK 4
This task is supposed to be a study guide for students to become aware of the main
linguistic/communicative abilities they are supposed to master by the end of CEP 1 as well as to
direct their studies to the important parts of the Students Book. The teacher may emphasise the
importance of the language hints boxes along the units.

YZIGI INTERNEXUS PAULNIA. APRENDER BEM LEGAL