Jul 2, 2007
Writing Paper Tips
Writing Paper...
.. Brainstorming and Organizing Your Ideas!
You can improve your writing by 'brainstorming' ideas and then organizing them before you begin to write. Here is a typical exam question that we are going to brainstorm:
"You have been asked to write an article for your school magazine on the advantages of learning a second language".
Give yourself 2 minutes to come up with as many ideas as possible. Remember: NO SENTENCES!
Finished? OK. Let's imagine you came up with (thought of) something like this:
-useful for holidays
-help get a good job
-learn different culture
-English is international language
-meet new people (students)
-interesting to learn something new
-get qualifications
If you examine the list above it is possible to sort out (organize) those thoughts into 2 or 3 groups, each to do with a different subject. How would you organize them?
Finished? Here is ONE way they could be organized - your ideas may be even better!
WORK
help get a good job
get qualifications
English is international language
LEISURE
meet new people (students)
useful for holidays
FOR INTEREST
interesting to learn something new
learn different culture
You now have three clear topic areas for your article. Each of these could form a short paragraph. Your article is now beginning to take shape!
Jun 4, 2007
BEFORE THE EXAM:
Arrive earlyTake all the materials you need
Stay relaxed - practise deep breathing
Don’t talk to other candidates about the exam
Feel confident - focus on the last time you did something well and live the feeling again
IN THE EXAM:
Answer the easier parts/questions first
In multiple choice questions ignore the answers you know are wrong
When you have no idea - guess!
In the Writing paper build in a few minutes to think and prepare what you are going to write
Make sure you have answered all the questions
Proofread your work for spelling, grammar, and punctuation
Fill in the answer sheets correctly and clearly
AFTER THE EXAM:Try not to compare answers with your colleagues - it’s too late to change your answer!
Go out and enjoy yourself!!
Jun 2, 2007
WAYS OF LOOKING
• look: give attention to what one is seeing; turn the eyes and see in a certain direction.
Look at that cute baby!
• see: use the power of sight.
See! Here she comes!
• watch: look at some activity or event; keep one's eyes fixed on something.
The boys watched television all the afternoon.
• gaze: look at something for a long time, in surprise or admiration.
She gazed at him in disbelief when he told her the news.
• stare: look at something for a long time with the eyes wide open.
She was staring into space.
• gawk = gawp: stare impolitely.
Many people gathered to gawp at the crashed car.
• gape: look at something with one's mouth open.
She gaped at him in surprise.
• glance: have a quick look at something.
She glanced at her watch.
• scan: look quickly at something without careful reading.
He scanned the newspaper over breakfast.
• glare: stare angrily or fiercely.
She didn't answered, but just glared silently at me.
• peer: look very carefully, as if not able to see well.
He peered at me over his spectacles.
• peep: look quickly and cautiously.
He was caught peeping through the keyhole.
• observe: watch carefully.
The police observed the man entering the bank.
• glimpse: have a passing view of something or someone. Usually used in the expression to catch a glimpse of.
He could catch a glimpse of the president among the crowd.
• spot: recognize someone suddenly among many others.
He was spotted by the police boarding a plane for Berlin.
• behold: old use of the verb to see.
Behold the king!
• view: (technical) look thouroughly; regard, consider.
That film hasn't been viewed by the censor yet.
• sight: see for the first time.
The men in the ship finally sighted land.
• leer: look in an unpleasant way, suggesting ill will or lust.
The man leered at the young girl
• blink: shut and open the eyes quickly.
How long can you stare without blinking?
• wink: close one eye briefly, as a signal to somebody.
He winked at me to show that he was just joking.
• frown: look in a worried or angry way, moving down the eyebrows together.
He read the telegram, frowning at its contents.
• scowl: frown angrily.
She was very angry and scowled at him while she talked.
• squint: look with eyes half shut or turned sideways, or through a narrow opening.
She squinted through the letter-box and saw an envelope.
• peek: look quickly and secretively.
She found her brother peeking at her diary.
• ogle: look or stare (at a woman) suggesting sexual interest.
Most women hate being ogled at.
• eyeball: look directly or closely.
Francis eyeballed a beautiful woman at the party.
• take a gander at something: (informal) look at something.
• cast an eye on/over something: look at something, examine something.
• scrutinize: examine thoroughly and carefully.
John scrutinized the painting at the museum.
WAYS OF WALKING
• walk: move on one's feet.
We walked to town.
• limp: walk unevenly because one leg is hurt.
That man is hurt, he's limping.
• hobble: walk with difficulty.
The old man hobbled along the street with the aid of his stick.
• stagger: walk unsteadily as if about to fall.
He was so drunk that he staggered all the way home.
• lurch: stagger.
The drunken man was lurching along the street.
• tiptoe: walk on the tips of one's toes.
She tiptoed to the bed so as not to wake the baby.
• stroll: walk for pleasure.
They srolled around the park.
• amble: walk at a slow, leisurely pace.
They ambled along for miles.
• saunter: stroll.
They sauntered around the park.
• wander: move without a fixed purpose or destination.
They enjoy wandering through the countryside.
• roam: wander.
They roamed through the streets for hours.
• ramble: walk for pleasure with no particular destination.
He likes rambling around in the country.
• mooch: wander, walk slowly without any purpose.
John mooched about the shops.
• meander: walk in a slow, relaxed way instead of taking the most direct way possible. (Rivers also meander).
As I was sitting in the park, I watched as couples seemed to meander around happily.
• stride: walk with long steps.
She strode across the fields.
• strut: walk in a proud way, with the chest out and trying to look important.
He strutted past us, ignoring our greeting.
• swagger: walk proudly, strut.
After winning the first prize, the player swaggered about proudly.
• trudge: walk slowly and with effort because one is tired.
We were very tired after trudging through the deep snow for two hours.
• stump: walk heavily and stiffly.
They stumped up the hill.
• plod: walk with heavy steps or with difficulty.
Labourers plodded home through the muddy fields.
• pace: walk with regular steps.
He paced up and down the platform, waiting for the train.
• march: walk with regular steps of equal length.
Demonstrators marched through the streets of the city.
• parade: walk or march together to celebrate or protest.
Demonstrators paraded through the streets of the city.
• crawl: move slowly with the body close to the ground or on hands and knees.
A baby crawls before he can walk.
• toddle: walk with short unsteady steps.
Her two-year-old son toddled into the room.
• edge: move gradually with small movements.
Paul decided to edge away from the crowd.
• creep: move slowly and quietly with the body close to the ground.
The cat crept silently towards the bird.
• sneak: go quietly and secretly in order to avoid being seen or heard.
The boy sneaked in without paying.
• pad: walk softly and quietly.
The child padded barefoot down the stairs.
• prowl: walk slowly and quietly because you are involved in a criminal activity or because you are looking for something.
Street gangs usually prowl this alley.
• slide: move smoothly over a surface.
I was sliding on the ice.
• slip: slide accidentally.
She slipped on the ice and broke her leg.
• dash: move quickly and suddenly, rush.
I must dash or I'll miss the train.
• dart: move quickly and suddenly in the specified direction.
She darted away when I came in.
• scamper: run quickly and playfully.
The children were scampering up the steps.
• sprint: run very quickly for a short distance.
The kids sprinted down the stairs.
• jog: run slowly and steadily, as a way of exercising.
She goes jogging everyday.
• trip over: catch one's foot on something and stumble or fall.
He tripped over the step and fell.
• scuttle: move quickly with short steps, because you are afraid or do not want to be noticed.
The mouse scuttled off when we entered the room.
• scurry: move quickly with short steps, because you are in a hurry.
He was late so he had to scurry off to work.
• skip: move forward with quick steps and jumps.
The child skipped with joy towards his father.
• lope: run with long steps.
The man loped off after the ball.
• lollop: run with long awkward steps.
The dog came lolloping down the path.
• tear: run or move quickly in a dangerous or careless way.
When the storm started, they tore back into the house.
• rush: hurry, move quickly because you need to get somewhere soon.
She was late so she decided to rush off down the hall.
• hop: move by jumping on one foot.
The man hopped down the road after hurting his foot.
• trip: walk with short quick steps, usually as young girls do.
The little girl tripped happily up the road.
• lunge: make a sudden movement towards somebody or something.
The boxer lunged forward and grabbed his opponent by the arm.
• scramble: climb up or down, or over something quickly and with difficulty.
They had to scramble up to the top of the hill to see the view.
• hike: take a long walk in the mountains or countryside, as an adventure.
The group hiked up to the top of the hill.
• trek: hike; make a long, difficult journey on foot.
For ten days she trekked across the mountains of China.
• paddle (GB), wade (US): walk for pleasure without shoes or socks in water that is not very deep.
The children were paddling in the lake.
• waddle: walk with short steps, moving the body from one side to another, used especially to talk about birds or people with fat bodies.
The fat man waddled off to the restaurant for lunch.
• prance: walk with high steps or large movements, in a confident way.
She pranced around her room, pretending to be an actress.
• frogmarch: force somebody to walk by holding his arms tightly by his side, usually because of bad behaviour.
The prefect frogmarched the boy to the detention room
WAYS OF SPEAKING
• speak: make use of words in a normal voice.
May I speak to George?
• talk: speak to give information, say things.
What are they talking about?
• hesitate: be slow to speak (or act) because one is uncertain or unwilling to talk.
He hesitated before answering my question.
• whisper: speak softly, without vibrating the vocal cords, privately or secretly.
She whispered the secret word in my ear.
• hiss: say something in a loud whisper. (Snakes also hiss).
'Get out!' she hissed at me furiously.
• mumble: speak unclearly, so that others can't hear.
He mumbled something at me which I didn't understand.
• mutter: speak in a low voice, which is hard to hear.
She was muttering something to herself as she went out.
• murmur: speak in a soft, quiet voice that is difficult to hear clearly.
The classmates murmured during the test.
• hum: make a low continuous sound, when you take a long time deciding what to say.
She hummed at the beginning of the oral exam.
• grunt: make short sounds or say a few words in a rough voice, when you don't want to talk. (Pigs also grunt).
She grunted a few words and left the table.
• stammer: speak with pauses and repeating the same sound or syllable, habitually or from fear or excitement.
'P-p-please give me the p-p-pen,' he stammered.
• stutter: stammer.
'P-p-please give me the p-p-pen,' he stuttered.
• lisp: speak with /th/ sounds instead of /s/ sounds.
You're very thilly, Thimon. (You're very silly, Simon.)
• babble = gabble: talk foolishly, in a way difficult to understand.
Her fever made her babble without stopping.
• ramble: talk continuously, in a confused way.
Stop rambling and get to the point, please!
• slur: speak unclearly, without separating the words correctly.
He was so drunk that he slurred to the bartender for more.
• chat: have a friendly informal conversation.
They chatted away in the corner.
• chatter: talk quickly and at length about something unimportant.
Please stop chattering, I'm trying to listen to the TV!
• gossip: talk about the affairs of other people.
She was gossiping about her neighbours all day.
• call: speak in a loud clear voice, shout, cry.
They called for help.
• shout: speak in a loud voice, in anger or to get attention.
He had to shout because the music was too loud.
• whoop: shout loudly and happily.
The children whooped when we entered the fair.
• cry (out): make a sharp noise, in pain or surprise.
She cried out in terror when the old man appeared suddenly.
• yell: cry out loudly, in fear, pain or excitement.
She yelled in terror when she saw the dead cat.
• scream: cry out very loudly on a high note, in fear, pain, anger or laughter.
The baby was screaming the whole day.
• shriek: scream.
The men shrieked with laughter.
• bellow: shout in a deep voice.
The captain bellowed orders at the crew.
• squeak: speak in a high-pitched voice.
She squeaked out a few words nervously.
• squeal: speak in a high-pitched voice, with longer and louder sounds than in a squeak.
'Let me go!' she squealed.
• cheer: shout because of happiness.
The public cheered when the team appeared.
• croak: speak with a deep hoarse voice.
She had such a terrible cold that she could only croak.
• blurt out: say something suddenly and tactlessly.
She blurted out the bad news before I could stop her.
WAYS OF SAYING "STRANGE"
Strange Not previously known, seen, felt; not familiar
Never accept gifts from strange men.
Odd Unusual, peculiar
She always wears odd clothes.
Bizarre Strange in appearance
This situation looks bizarre to me.
Funny Difficult to explain or understand; slightly insane
The car engine is making a funny noise.
A funny little man was walking down the street.
Queer Strange in an unpleasant way
This fish has a queer taste.
Weird Unnatural, unconventional
He has a weird hairstyle.
Eerie Causing a feeling of mystery and fear because it's strange
I heard an eerie scream coming from the house.
It’s eerie to walk through a dark forest at night.
Freak Very unusual event or action
It never rains like this here, it's a freak storm.
The region has been having a freak weather lately.
Quaint Attractively odd or old-fashioned
That lady has quaint old customs.
Peculiar Odd, in a troubling or displeasing way
I can distinguish that peculiar taste.
Whimsical Full of odd or playful behaviour
He's got a whimsical sense of humour.
Fishy (in slang) Strange, peculiar
This is a fishy business; I don't like it at all!
Uncanny Mysterious, not natural or usual
It was uncanny to hear his voice from such a distant place.
Fantastic Very strange
The painter drew fantastic shapes here.
Curious Strange and interesting
What a curious thing to say!
American and British English
American British
antenna aerial
apartment flat
cab taxi
can tin
candy sweet
chips crisps
closet wardrobe
cookie biscuit
corn maize
cuff turn-up
diaper nappy
drapes curtains
dungarees overalls
elevator lift
eraser rubber
fall autumn
faucet tap
first floor ground floor
flashlight torch
fries chips
garbage rubbish
garbage can dustbin
garbage collector
gas pedal accelerator
gasoline petrol gasolina
gear shift gear lever
highway motorway
hood bonnet
jello jelly
kerosene paraffin
license plate number plate
line queue
mail post
movie film
movie theater cinema
odometer milometer
pajamas pyjamas
pants trousers
period full stop
pinafore duster
Scotch tape Sellotape
side mirror wing mirror
sidewalk pavement
sneakers trainers
soccer football
splash guard mudflap
stove cooker
subway underground
suspenders braces
tire tyre
truck lorry
trunk boot
undershirt vest
vacation holiday
vest waistcoat
windshield windscreen
windshield wiper windscreen wiper
yard garden
zip code postal code
zipper zip
May 31, 2007
WAYS TO MOTIVATE YOURSELF to FCE
• Put your plans on paper. Spell out your goals and ways to reach them.
• Be specific. The advice you give yourself must be such that you can put it into
practice.
• Break the task down into small pieces so that you can handle them easily.
• Establish checkpoints on your progress as well as rewards.
• Remind yourself of the benefits you expect from your tasks completion.
• Avoid temptations and circumstances that might sidetrack you.
• Recognize your limitations. Don’t set unrealistic goals.
• Take advantage of your own energy peaks!
• Use negative motivation. Remind yourself of the consequences of inaction.
• Keep a time-control budget. Don’t let one task take control over others.
• Set deadlines and hold yourself to them.
• Make an honest distinction between “I can’t” and “I don’t want to”.
• Get started now. Don’t stall.
• Improve your self-persuasion ability. Learn the difference between reasoning and
rationalizing.
• Be optimistic. Your chances for success will increase.
• Decide how you want to start, what needs to be done first.
• Read, especially literature related to your situation.
• Use self-signaling devices – notes, signs, cues, reminders.
• Promise yourself rewards.
• Use the stimulation provided by good news to do extra work.
• Recognize conflicts and make a choice.
• Give yourself the right to make mistakes. No one is perfect.
• Exercise your sense of humor. Laughter indicates a realistic point of view
May 21, 2007
How to Avoid the Most Common Mistakes of the Speaking Part
May 15, 2007
May 13, 2007
Getting things done
Suggesting a course of action (including the speaker):
let's + verb
shall we + verb
we could + verb
what about + verb + ing
we might + verb
Requesting others to do something:
please + verb, would/could you (please) + verb
would be so kind as to...
would you mind + verb + ing
Inviting others to do something:
would you like + verb
what about + verb + ing
how about + verb + ing
Advising others to do something:
you should + verb
you ought to + verb
why don't you + verb
I can recommend
May 6, 2007
What does it mean to ´know’ a word ?
To recall it when you need it
To use it with the correct meaning
To use it in a grammatically correct way
To pronounce it correctly
To know which other words you can (and cannot) use with it
To spell it correctly
To use it in the right situation
To know if it has positive or negative connotations
Thoughts about Learning Vocabulary:
It is a branching process rather than a linear one (words are learnt in association with others)
It is an intensely personal process (associations depend on our past and present experience)
It is a social process, not a solitary one (we expand our understanding of meaning by interchanging and sharing with others)
It is not simply an intellectual process, but an experiential ‘hands-on’ process, too (language is not an object - it has to be incorporated within the learner)
Apr 23, 2007
REPORT
Decide on your target reader - it will help you to choose the appropriate register.
Use rather formal language.
The distinguishing feature of any report is its layout. Reports are rather stiff - you may need to start as if you were making a memo. Do not panic! It is OK with this form to begin simply with:
1. To:
The aim/purpose of this report is to show exemplify illustrate depict
This report is concerned with...is intended to...is written to analyse...deals with...relates to...points in which you present your opinion
Evaluation/recommendation (if it is required by the question)
I would recommend...because...
Conclusion/summary
Sample answer:
To: Mr. Franklin
article
Just imagine you really write an article :-)
Think of an appropriate, eye-catching title.
You may refer to your title in your article - that will show that your text is coherent.
Do not use very formal language, however try to keep in mind where you are writing to (school newspaper; daily paper; magazine) and adjust your register.
Use questions and question tags.
Address your reader directly. Try to get him/her involved in what you are writing about.
Be careful with tenses. The article may refer to the present or to the past. Read carefully what you are expected to do in the task.
Focus on your introduction and conclusion - try to avoid one-sentence introduction/conclusion.
There are several ways in which you may begin your article:
a quotation or saying:
Detailed study of matrimonial offers given to magazines proves that this is still the case. 75 per cent of men ready to wear wedding rings declare financial independence and stability.
At last everything has been completed. The vans and trucks are loaded, equipment is checked and people are ready for their journey.
It took over a year to prepare the whole action but for them it is just the beginning. The humanitarian aid is due to cross the border of our country today night at 2 a.m.
an anecdote:On 26 November 1922 Howard Carter and Lord Carnarvon entered the new discovered tomb in necropolis near Luxor. After 3000 years they were the first people who passed the 'blind gate' and saw the Pharao's treasure. The legend claims that the discovery was accompanied by several signs of gods' disapproval and that ignorance of European archeologists cost them their lives.Nowadays the famous legend attracts hordes of tourists. The ancient spell that was to protect prince's eternal life turned against him. The 'house' of his soul is devastated year after year.
a question:Have you ever imagined climbing the Mountain? You think it is not possible without months of previous training and preparations, right? Here you are wrong. All you need to get ready is... your bank account number. Mount Everest, called the Mountain by people who feel respect to it, is now offered as a tourist attraction for those who can afford such a trip.
Good ending is very crucial. It may be the summary of the points made in the article, the rhetorical question or the paraphrase of the statement made before.
Useful expressions:
Let's...
How about...?
Would you...?
I think you will agree that...
I hope you can imagine...
What would you do if...
All in all...
To sum up...
The conclusion is...
Q: You work for the student newspaper. You have been asked to write an article about the theatre group that is going to make a performance in your town.
All in one - come and watchHave you ever been asked to make a decision and choose only one thing out of many that you really like? I am sure you have. And then you always wonder what would have happened if you had chosen the alternative. Maybe you just missed something really special... You do not particularly like that feeling, do you? There is a group of young people who decided once that it is ridiculous to choose if you can have all in one - do you want to meet them? Actually, you will have a chance soon.The Red Dragon Theatre Group is coming to our town next week. They will bring a lot of good sense of humour, music, dance, and anything you can think of that should appear on stage. Their main concern is to make you think, laugh, maybe cry a bit, but above all to give you a great time. I bet you will love them at first sight.To make the long story short - you cannot miss this event! The group is going to perform in The Globe theatre and they have promised to meet your expectations. The choice is obvious this time... Simply, come and watch.[200 words]
Informal Letter
Imagine that you write to a real friend of yours.
Friends usually have names ;-) so address him/her with a name: begin the letter with
Begin your letter with some general statements. Refer to the letter you have received from your friend and thank him/her for it or apologise for the fact that you have not answered the last letter soon enough.
Use the proper register. The letter is supposed to be informal so you can use contractions, informal linking words like well, by the way, anyway, so, colloquial expressions, etc.
You can use more-conversation-like statements or questions in your letter: You know that I had this exam, right? You think he will be able to come to the party?
Use questions to ask about your friend - arrange the next meeting, send greetings to his/her friends and family, etc.
End your letter in informal way: Best wishes; Love; Regards.
Thank you for your letter. It was nice to hear from you.
Your last letter was a real surprise. It was so nice of you to remember about...
Thanks a lot for the information you've sent me in your last letter.
I've just received your letter. I'm so happy to hear that...
I'm sorry I haven't answered earlier but I was really busy with my school.
I'm sorry I haven't written for so long but...
Looking forward to hearing from you soon.
Well, that's all for now. Will talk to you soon.
Give my regards to your Mummy.
I hope we will be able to arrange a get-together.
Do write back as I'm waiting for the news from you.
TRANSACTIONAL LETTER
Remember to write in a formal letter format
Begin your letter with:
Dear Sir/Madam (if you do not know the name of your addressee) or
Explain who you are and why you are writing this letter
Do not copy phrases from the question.
State clearly and politely what actions you want to be taken.
Do not use contractions.
Use formal language.
In this type of letter you may need to use a construction that is called a dependant question. Regular (independent) questions in English are formed by inversion:
Where is my book?When does it start?
However, if you precede these questions by phrases like: I do not know; Could you tell me; I want to ask, the word order remains like in the statement, not question. Note that these sentences do not end with question marks, either. Compare:
Could you tell me where my book is.I want to ask when it starts.
Useful expressions:
1. Complaining:
I am writing to complain about...I am sorry to inform you that...I was very disappointed with...I have some complaints about...
2. Requesting:
I am writing for information about...I would like to learn/ know more about...I would like to ask whether/ if...I would be grateful if you could...
3. Asking for particular actions:
I would like to ask you for...I would suggest that you/ your company...I think that I can ask for some compensation.In the light of the above, I would like to ask you for...
Sample answer:
Dear Mrs Talker,
2. Letter for information
3. Letter of application
HOW TO WRITE A SHORT STORY
Narrative story also needs paragraphing. You can start your paragraphs with the expressions listed below.
Use the variety of tenses.
Try to keep the chronological order of events. It will help you avoid traps of sequencing.
Short sentences create suspense, which makes your story more interesting. Do not make the plot of your story too complicated.
You can incorporate short dialogues into your story.
Try not to overuse Past Perfect/Past Perfect Continuous. These tenses are not used very often. Sometimes they are necessary for the sake of clarity, but as their construction is such a complex one, they make your sentences longer. If you want to keep your narration brisk and vivid, you may want to find some other ways to convey your message. Use before and after instead.Compare:
· Before she left for her holiday, she checked all the locks in the house.· Before she left for her holiday, she had checked all the locks in the house.
The second sentence is correct, but it carries double information on what happened earlier: there is information in the word before = earlier and then it is repeated in the tense used.Compare:
· She checked all the locks in the house, after that she left for her holidays.· After checking all the locks in her house, she left for her holidays.
After (afterwards) = later
Even if you do not want to resign from the Past Perfect tenses, you can write some sentences like those above in your story - just to change the pattern of the sentence.
Narrative tenses:
Past Simple:
to describe simple facts and states
She opened her eyes, yawned, and slowly got up.
to describe events that follow each other
She left the building, went to the shop where she realised she did not have enough money and returned home.
Past Continuous:
to set the scene
The wind was blowing, dark clouds were gathering over his head and he was getting cold.
(used with Past Simple) to show that the continuity of one action is interrupted by another action
Tom was watching the news when a strange noise came from the basement.
Past Perfect/ Continuous:
'past in the past'- to indicate that something happened earlier than the action described
She stared at him trying to remember where she had seen that face before.
to indicate that what happened earlier was a longer activity
She was dirty and sweaty as she had been playing volleyball all day.
Useful expressions:
the first thing that happened; at first; it began with; it started with;
after that; just then; afterwards; when; once (meaning after); just as; then; after some time;
suddenly; out of the sudden; gradually; step by step; slowly;
in the end; eventually; finally; it ended with;
Sample answer:
Jane woke up in the middle of the night. Her room was filled with the moonlight. She lay in her bed for a while watching weird figures appearing on the wall. 'Hmm. It is strange. The moonlight does not cast shadows' - Jane observed but she was too drowsy to give it a deeper thought. The girl began falling asleep again when she heard a strange whisper. The sound was unusual enough to draw her attention. Jane got up and tiptoed to the window. Hidden behind the curtain and unnoticed by anyone, she witnessed an extraordinary meeting. It was sort of an animal counsel. There were a lot of different species participating in this specific get-together. They sat together in two circles - bigger animals found place on the ground and birds shared the branches above them. The group discussed something - Jane was sure of that, but she did not understand a single word of their language. Next morning Jane woke up on the floor next to her bed. She still thought of her funny dream while making breakfast. Her cat was sitting on the sill, watching her with narrowed eyes...
FCE WRITING
1. Before you start writing... read others. Make use of every text that you find interesting, note out words and expressions that you like or find useful. Even if you know them. Words and expressions have a mysterious tendency to slip your mind the moment you need them most. Sometimes it is good to copy the whole sentence in which an expression you know from different context appears.
2. Have a list of your favourite expressions - the ones you are entirely sure of as far as their correctness is concerned, and which you will always remember. It is better to put down something less lofty but correct than wrestle under time pressure with your own memory, wondering how this 'stupid thing went'.
3. Always keep in mind who your target reader is. Even if you know that your 'letter to a friend' will be read by an examiner... write to a friend. If you have problems with determining the potential addressee of your writing, assume that he or she is an educated person in his/her thirties. But usually it is indicated in the task.
4. Make your writing interesting. Put yourself in the reader's shoes. Would you fancy reading boring stuff?
5. Use linking words to form paragraphs and join your ideas in a logical way. They make reading easier, which counts a lot if your piece is longer.
6. Be careful with pronouns. They are tiny and look innocent, but can cause a lot of commotion.
7. DO write! As much and as often as you can. Make yourself mock tests - with time restrictions and word limits. Do not worry if you forget some words and get stuck - better now (when you still have the chance to look these words up in a dictionary), than during the exam.
1. Do not panic!
2. Do not forget that you are writing, not speaking. What would go in a friendly chat, will not work with writing.
3. Do not forget that you write to communicate something, not to practice caligraphy. If certain fragments of your essay do not convey any relevant message, cut them out. Unnecessary wordiness shows that you have problems with controlling your language.
4. Do not ask your reader to read your mind. You are the one who knows. If you do not mention something in your essay, it is not there.
5. Avoid line-lifting. It means that you should not repeat the sentences used to set the task.
6. Do not write very long sentences, unless you are perfectly sure how to punctuate them.
7. Do not try to impress your reader with vocabulary. Do not use words you don't know.
8. Do not scribble! If your reader struggles to decipher your handwriting, do not expect him or her to focus on the content.
Part 1:
It is compulsary
It consists of a transactional letter in response to a request for action, or to initiate action. It will lead to further action on the part of the recipient of the letter.
the letter may be formal or informal, the instructions will make it clear which style is more appropriate
the letter should include normal letter-writing conventions
the letter has to be based on input in the form of text, notes and possibly illustrations
all points in the input must be covered in the candidate's letter
the aim of the task is to achieve a positive effect on the target reader
Apr 22, 2007
Affixes
Apr 20, 2007
Speaking Part 1 Interview
Good morning
Candidates:
Good morning
Interlocutor:
Could I have your mark sheets please?
Johan:
Of course.
Katia:
Yes.
Interlocutor:
Thank you. Erm, my name's X and this is my colleague, Y. She's just going to be listening to us.
All:
Hello
Interlocutor:
So you are…?
Johan:
Johan
Interlocutor: Johan, and…?
Katia: Katia
Interlocutor: Katia. Thank you. Erm first of all, we'd like to know something about you, so I'm going to ask you some questions about yourselves. Erm. Let's begin with your home town. Er, Johan, where are you from?
Johan: Er I come from Sweden, I come from a small town called M***. It's only have 4,000 people, it's very small, and I live quite near the capital of Sweden, 'bout 7 miles and nice place to live in.
Interlocutor: Ok, Katia, where are you from?
Katia:I come from from France and I'm living in a small town too and it called Mouveau and it's near to Orly, a famous city now and er my city, my town, er, it's very quiet and the people are very nice.
Interlocutor: Mm mm, ok, and what about your family, do you have a large family or a small family?
Katia: Very small family because I'm the only child in my family.
Interlocutor: Hm hm. Okay. And, erm, Johan, do you have a large family or a small family?
Johan: A small family only have young one younger brother, who's 18, and that's it.
Interlocutor: Ok. And what about you, Johan, do you work or are you a student?
Johan: At a student at the moment and er no working for me.
Interlocutor: Ok. And how long have you been studying, you, you're studying English?
Johan: Yeah, er, I been studying English for 9 years and now 4 months more.
Interlocutor: Ok. Er. And... Er Katia, er let's move on to what you do in your spare time. Do you have any hobbies?
Katia: Er. Yes, a lot but my favourite hobby is to go to the cinema. I love that and except that, to go for walk with my friends, go a restaurant or the disco or something like that.
Interlocutor: Hm hm. OK. What is there to do in the evenings in Cambridge?
Katia: In Cambridge, it depends. Sometimes I'm working er because I have to, and sometimes I going out with my friend to disco and cinema, I told you…
Interlocutor: Ok. Now, Johan, thinking about the future, what do you hope to do in the next few years?
Johan: Er. Hopefully, I go to university and I'm not sure what I'm going to study yet but er I'm thinking maybe teacher or architect. I'm not sure yet.
Interlocutor: Hm hm. Okay. Thank you.
Facing FCE Speaking Part
Finish the task
Keep speaking If you need time to think about something, try to keep speaking rather than remain silent.
Practice before the exam, practice the test with another student (if you already know the other student who will be taking the speaking test with you, ask him/her to practice with you).
Apr 18, 2007
Letter of advice from a Cambridge ESOL oral examiner
Always remember that it is up to you to show the examiner what your English is like and to do that you must speak as much as possible, but don't overdo it, never letting your partner or the examiner get a word in!! This is as bad as not saying anything.
Listen very carefully and answer the questions as fully as you can. Don't just give a one-word answer or the basic information - that's not what we do in real life. We usually expand a bit and add something we think will interest the person we are talking to.
Say hello to your partner while you are both waiting outside the room if you don't know each other. And remember you are being assessed on your own ability and even if your partner seems better than you, don't let that worry you. Just do the best you can and participate as much as possible.
Try not to have too many bits and pieces with you when you go into the room, and if you are wearing a coat take it off beforehand as you should feel more comfortable that way. Smile and take a deep breath before you begin.
Remember to speak to the examiner in the first 2 parts and don't interrupt your partner during their long turn even if they get stuck. In Part 3 when you have to work together, turn your chair towards your partner as this will help you to remember to speak to them and not to the examiner. The examiner will probably avoid looking at you here so don't try to catch their eye.
Remember you need to show that you know how to discuss something with another person and that means you must be polite and not dominate the discussion. Listen to your partner's ideas and opinions and then follow them up by developing them and giving your own opinion. If you are a bit shy, you still must try to initiate by asking a question or saying what you think before inviting a response from your partner.
Remember this is a test and it is important that you 'play the game'.
Listening Strategies
Listening is an interactive skill - when we listen to something, we invariably respond in some way. If we are watching a comedy on TV, we laugh; if a friend is talking to us, we reply. Usually, our response is oral; however, for exam purposes it isn't possible to evaluate students' listening in that way. Instead, written responses are required and these responses are kept very short and simple.
We always listen with a purpose, whether it is to find out news or to build a social relationship. The FCE Listening test gives tasks with clear purposes which reflect the ways we understand things we listen to in real life.
We rarely listen with the intention or need to understand every detail of what is being said; rather, we aim to understand the overall meaning. The FCE Listening test focuses mainly on testing candidates' ability to understand the general message from a spoken text or select specific detailed information.
Spoken English is not as direct and well-organised as written English; listeners have to deal with repetitions, mistakes, paraphrasing, words and phrases with no real meaning and so on. The FCE Listening test uses natural styles of speech from a wide range of sources, including phone conversations, discussions, anecdotes, announcements, talks, interviews and so on.
Reading strategies
Our relative success as readers is shown in the outcome of our reading - do we find the information we want, or understand the general idea - which depends on applying different reading strategies to different types of text.
The range of tasks and text types in the FCE Reading paper requires candidates to apply these different strategies effectively.
Here are some situations in which you would apply different approaches to reading:
When you read the back of a book trying to choose what to read on your holiday, you read for gist.
When you look at the front page of the newspaper on the bus but you only have a few minutes before your stop, you read for the main points.
When you assemble something using an instruction manual, you read for detailed understanding.
When you look for a location on a department store floor guide, you read for specific information.
When you look at a sign in a language you don't know, you have to deduce the meaning.
When you read a short story, you follow a narrative.
Understanding FCE Writing Part 1 tasks
it is compulsory
it consists of a transactional letter in response to a request for action, or to initiate action. It will lead to further action on the part of the recipient of the letter.
the letter may be formal or informal, the instructions will make it clear which style is more appropriate
the letter should include normal letter-writing conventions
the letter has to be based on input in the form of text, notes and possibly illustrations
all points in the input must be covered in the candidate's letter
the aim of the task is to achieve a positive effect on the target reader
What does the FCE exam involve?
Reading
Writing
Use of English
Listening
Speaking
Each of the written papers is returned to Cambridge for marking and assessment. The Speaking Test is conducted by two locally based examiners who examine you face to face. All examiners are accredited by Cambridge ESOL.
Reading (Paper 1), 1 hour 15 minutes
This paper assesses your ability to read and understand texts taken from fiction and non-fiction books, journals, newspapers and magazines. You are expected to be able to show understanding of gist, detail and text structure, and deduce meaning.
Writing (Paper 2), 1 hour 30 minutes
This paper assesses your ability to write non-specialised text types such as letters, articles, reports, compositions and reviews of 120-180 words covering a range of topics and target readers and also set texts.
Use of English (Paper 3), 1 hour 15 minutes
This paper requires you to demonstrate your knowledge and control of the language system by completing various tasks at text and sentence level. These include filling gaps, transforming words and phrases, and identifying errors in texts.
Listening (Paper 4), 40 minutes (approx.)
This paper assesses your ability to understand the meaning of spoken English, and to extract gist and meaning from spoken text. The texts are taken from a variety of text types including interviews, discussions, lectures and conversations.
Speaking (Paper 5), 14 minutes
The Speaking Test assesses your ability to interact in conversational English in a range of contexts. It contains four parts, including an interview section, individual long turns of about one minute, a collaborative task and a discussion. You are provided with stimulus material such as photographs and drawings. You will normally take the Speaking Test in pairs
Apr 16, 2007
Speaking Tips
Apr 10, 2007
Paraphrasing using the keyword
Practice
A. reminded
B. remembered
C. recorded
D. recalled
2. We’ll take the motorway to the airport ..... to avoid the heavy traffic in the town centre.
A. in case
B. so that
C. in order
D. as
3. The old woman did not say a word but only ..... her head in agreement.
A. moved
B. nodded
C. shook
D. turned
4. He is planning to go ..... business with his best friend.
A. onto
B. into
C. in
D. to
5. The shop assistant said there would be no problem in giving me my money back ..... I produced the receipt.
A. unless
B. only
C. although
D. provided that
6. We are late to get tickets for tomorrow’s concert: there isn’t a single ..... left.
A. space
B. room
C. seat
D. place
7. When my grandmother moved into a smaller house, she sold ..... old furniture.
A. many
B. a lot of
C. all
D. several
8. As soon as she ....., please ask her to telephone me.
A. is arriving
B. will arrive
C. arrived
9. This job will give you the ..... to travel abroad frequently.
A. possibility
B. offer
C. opportunity
D. probability
10. If you want to lose weight, you must cut ..... fried food, cakes and chocolates!
A. back
B. off
C. out
D. away
11. After the forest fire ..... you could see for miles was thick black smoke.
A. everything
B. all
C. only
D. just
12. The audience were enjoying the show immensely, ..... their feet in time to the music.
A. hitting
B. tapping
C. clapping
D. beating
13. You are looking at last year’s timetable: the information given there may no longer be .....
A. accurate
B. true
C. suitable
D. contemporary
14. Nowadays it is as cheap to buy a new radio ..... to repair the old one.
A. than
B. as
C. rather
D. like
15. The tax inspector will call next month to ..... the company’s accounts.
A. check
B. arrange
C. control
D. research
16. Paul left his last job when he realised there was no chance ..... promotion.
A. about
B. in
C. to
D. of
17. The police stopped the car because the motorist had been driving ..... over the speed limit.
A. much
B. well
C. long
D. far
18. I’m not going out tonight; I must write ..... my notes from this morning’s lecture.
A. over
B. in
C. up
D. down
19. Crossing a busy street can be a problem for ..... people.
A. elderly
B. ancient
C. mature
D. senior
20. In no ..... should this switch be touched.
A. occasion
B. reason
C. way
D. circumstances
21. I’ve just heard ..... interesting news: Barbara and David are engaged to be married!
A. some
B. an
C. these
D. about
22. The label states taht this product has been fully ..... for safety.
A. applied
B. tried
C. tested
D. proved
23. ‘I wish you ..... your room more tidy, Jim,’ said his mother.
A. were keeping
B. would keep
C. have kept
D. keep
24. My parents’ house isn’t very far: if there’s no traffic we should be there in ..... an hour.
A. less
B. below
C. over
D. under
25. Tonight’s performance has been cancelled ..... the sudden illness of the principal singer.
A. owing to
B. due
C. because
D. considering