Acing the ɫèAV English International Certificate: 10 essential revision strategies

Amy Malloy
Amy Malloy
Three young people sat outside holding binders with notes and examining them

Every student and teacher knows how important revision is ahead of exams. Its not only about how much students revise and practice C its also about how they do it.

So, if you or your students are preparing for the ɫèAV English International Certificate (PEIC), here are ten top revision strategies to help. All of the advice below can be applied to all six levels from A1 to Level 5.

Know what to expect

You can download detailed 'Functions and Notions' guides for all levels. These will give you a very clear idea of the language we expect students to produce at each level. You can download the test guides for each level as well as practice tests and other important documents.

Work on synonyms and paraphrasing

Often in the reading and listening tasks, the answers will be synonyms or paraphrased versions of the question. Working with synonyms and paraphrasing in class or at home is a great way to expand vocabulary and help be better prepared for the test. In the A1 test students are expected to show only a very basic repertoire of words and simple phrases, but as they progress through the levels, more range is expected in vocabulary and grammar.

Focus on sentence structure

As well as helping to improve grammatical control, taking a close look at sentence structure will really benefit you or your learners, especially in the dictation task (section 2). Identifying the tense of a verb or whether they need to use this or these, for example, will help you avoid losing points unnecessarily. Its also important that they check sentences are complete and correct in the gap-fill tasks at higher levels (Sections 3 and 7), so always tell them/make sure to re-read the whole sentence for every question.

Create a list of errors

We all know that learners often make the same mistakes, so a good idea is for them to create a personalized errors list.

Teacher: Each time you do a writing task, dictation, or gap fill, have them write down the typical mistakes they make. Then, next time, tell them to check their work with their list before you correct it.

Self-learner: Make sure to take note of the mistakes you make and put them into a list, taking care to avoid them in the future.?

Use a highlighter

Get yourself or your students into the habit of highlighting or underlining keywords in questions every time you do a task. This helps learners focus on the information they need to listen or look for and also encourages them to subconsciously start thinking about vocabulary related to the topic. This could be practiced by downloading a sample exam and practicing underlining the keywords.

Say more

For the spoken test, train your students to expand their answers and make sure they feel comfortable talking about themselves. At higher levels, give your learners language so they can support their point of view. Remind them that the topics may be more complex, but they still need to be able to give an opinion about them.

Listen to as much as possible

In the listening sections, learners will hear a variety of different accents from people of different ages, so its important to expose them/yourself to lots of different voices in preparation for the test. That might be a parent talking to a child or an elderly person in a shop, so the more experience someone has listening to different dialogues, the better. As well as the listening activities in coursebooks, encourage students to listen to podcasts or watch videos on YouTube in their free time.

Be (in)formal

In the writing and role play, its important for learners to know what level of formality is required for each task. They should have lots of practice in written and spoken structures to deal with different types of people, such as a friend, a shop assistant or a bank manager. Also remind them to make the most of the 15 seconds they have to prepare the role play in the spoken test and think about the type of structures and vocabulary theyll need.

Keep to the word limit

For each of the writing tasks, there is a tolerated word limit which allows students to be a few words over or under. However, you should train learners to keep an eye on how much they are writing so they become familiar with the required task length. Students can save time calculating exactly how many words theyve written by choosing an average line from their writing, counting the number of words on that line and then multiplying it by the total number of full lines.

Its also essential students practice writing under exam conditions so they get used to completing the tasks quickly. Be sure to include some exam practice in class or as a self-learner, try to practice with a past exam paper in a quiet place, replicating exam conditions as closely as you can.

Check the answers again

While our final tip isnt really a revision strategy, its certainly very helpful for students to bear in mind when applying all of the other revision strategies. It is essential that students leave themselves time at the end of the test to check through their paper: Have they filled in every question? Are the sentences complete in the gap fill tasks? Have they checked their writing and remembered their frequent mistakes? Are all the answers clear and easy to read? One final check-through could make all the difference!

With these top tips, you or your students will be more than ready for the test. Good luck!

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    Different types of praise in the classroom

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    • Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like,?You have a great memory for vocabulary.??
    • Effort-based praise: This?is when you comment on a students efforts. For example, you could say,?I can see you tried really hard with this vocabulary homework C well done.??
    • Behavior-based praise:?This type of praise?is where you comment on how a student is acting, an example would be,?You were really paying attention during the vocabulary lesson C good job.

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    Try not to praise ability

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    In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals C the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them.?

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    1. Be specific ?

    General praise such as Good job isnt nearly as effective as a comment that shows youve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example:?I was really impressed at how hard you concentrated during the listening exercise. Well done.??

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    3. Avoid comparisons with other students?

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    Dont overpraise and watch your positive bias?

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