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Cambridge English First Use of English Part 2 With Answers

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Cambridge English First Use of English Part 2 With Answers - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free. FIRST CERTIFICATE

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FCE Use of English part 2

Difficulty level: B2 /Upper Intermediate

This free FCE Use of English Practice Test helps with the grammar and structure points that you need to master for the B2 First (FCE).

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fce exam practice english language elt efl grammar writing structure cambridge business exercises esol

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FCE Use of English Part 2: free practice test

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FCE Use of English part 2 Difficulty level: B2 /Upper Intermediate This free FCE Use of English Practice Test helps with the grammar and structure points that you need to master for the B2 First (FCE).

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Multiple Choice

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Extract

Six months ago I made a rash promise. The leader of the youth club in our village rang me in March saying, ''We're thinking of running a children's playscheme for a day in October half-term. Would you be prepared to help?'' My response was ''Sure, why not?'' In truth I was a little flattered to be asked, even though working as a care assistant with old people hardly qualified me for the role. Still, I duly put the date in my diary and of course I forgot all about it. I don't know if you've noticed this but time has a habit of speeding along faster than a police car chasing a robber and, before I knew it, the day was dawning.

I arrived at the youth centre that morning feeling full of trepidation. There was a gang of 12 helpers including me and each pair had been allocated a particular age group. Mine was the 10 to 11 year olds. Even with the planning meeting I had attended the week before, I worried about whether I was up to the task. Why hadn't I read through the copious lesson plans we were given beforehand? And wasn't the average 10-year-old more interested in the latest Play Station game than making things with paper and glue?

All too quickly the children began arriving. The look of relief on parents' faces as they handed their offspring over to us was quite comical. A handful of the children were already members of the club but the other forty five or so were from the local primary schools. Again I asked myself why I had elected to spend a day with all these 'little monsters' especially when I have two all of my own to contend with! I needn't have worried of course as it turned out to be a marvellous day. We watched entertaining dvd clips, learned 'action' songs, made clay pyramids, decorated biscuits, played memory games and spent some time in quiet reflection. I say 'we' because I rediscovered my inner child and joined in all the activities.

The particular highlight for me was the final rendition of ''He's got the whole world in his hands'' in the closing part of the day. The children knew the words and actions off by heart and sang so loudly it was almost enough to bring the roof down. It's difficult to explain those moments; only that the body tingles with the pleasure of having witnessed something so magical.

Of course there were also moments of great poignancy. I found it difficult to stop thinking of one little girl, who mentioned oh-so-casually that her mum was in hospital and would be there for a long time. It's easy for us adults to idealise childhood and forget that some children have their own burden of anxieties and concerns. When I got home utterly exhausted, still with modelling clay under my fingernails, I reflected on what a privilege it had been.

There was one disappointment for the children and that was that the playscheme was only running for a day, and not the whole week. As I said farewell to my group, one of the children turned and said ''Can we do it again in the next holiday, Miss?'' My response was, ''Sure, why not?''

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B2 First (FCE First Certificate in English) Reading and Use of English Part 5: Multiple Choice Practice Test

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Six months ago I made a rash promise. The leader of the youth club in our village rang me in March saying, ''We're thinking of running a children's playscheme for a day in October half-term.

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Career success in the arts

John Prince, famous dancer and choreographer, gives advice on how to succeed in a career in the arts.

I asked John how he got started and what requirements there are. "Well, to be a professional dancer it's useful to have had acting lessons or some background in drama. If you want to succeed in musical theatre you have to have a good singing voice as well. When you approach an agent you should take a portfolio with your CV, your statistics sheet and some good photos and reviews of past performances. You'll need dance clothes, ballet shoes, tap shoes, and even roller skates depending on what kind of show you are going to go for."

1)

"Of course, you need to be extremely fit if you want to be a professional dancer. I dance or move about for about six hours a day. There are great health benefits to being a dancer. I can eat a lot of pasta without gaining weight because dancing increases your metabolism so much."

2)

John has a very busy schedule in the next few months. He took time out to speak to me today from the making of a pop video to promote N-ergy's latest record. "I choreographed the dance routine for the boys and they only had 2 days in which to learn it! I am going to be working on a video for another well known band - but that's top secret. Next month I'll be touring Spain in a production of a musical that was written by a friend of mine, Michaela Evans.

3)

As for the future, I've come to realise that I would never be content to be just a chorus dancer - I'm too much of an individual for that. Like all artists I'd love to become a household name by writing and choreographing my own musicals." John was born in Jamaica to a Jamaican father and a Scottish mother but the family emigrated to England 20 years ago. "I have a little sister I adore, who is also training to be a dancer." How does it feel to have someone else following in your footsteps?

4)

Has he much more to learn, I wondered. "I've spent an incredible amount of my life training to get where I am. I went to college for two years in England, I trained for six months in Paris and about eight months in America. But you never really stop training or learning your art."

5)

So, would you say it's been plain sailing? "I feel I've been lucky to a degree; many people hit problems breaking into the arts. It can be a vicious circle really. You can't become a member of Equity, which is the actors' and dancers' union, without good contracts. and you can't get good contracts without being a member of Equity. My advice to people who want to get into the arts would be to go out into the world, and try everything else first.

6)

What has a dance career done for you as a person? "Thanks to dancing, I've visited and performed in 23 countries so far. This has opened my eyes to the world, and I've been able to understand issues like racism and inequality from a wider perspective. Hopefully this has enabled me to become a better and more tolerant person as a result. "So all in all I'm really happy to be a dancer!"

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B2 First (FCE First Certificate in English) Reading and Use of English Part 6: Gapped Text Practice Test

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John Prince, famous dancer and choreographer, gives advice on how to succeed in a career in the arts. I asked John how he got started and what requirements there are. "Well, to be a professional dancer it's useful to have had acting lessons or some background in drama.

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TEST PRACTICE Exercises

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Cambridge B2 First (FCE) Practice Test

FCE Reading and Use of English Part 3: Word Formation

For Questions 1-8, read the text below. Use the word given in capitals to form a word that fits in the gap. There is an example at the beginning.
Example:
(0) COMMONLY

An Incredible Vegetable

Garlic, a member of the Lilliaceae family which also includes onions, is (0) ........ (COMMON) used in cooking all around the world. China is currently the largest (1) ........ (PRODUCT) of garlic, which is particularly associated with the dishes of northern Africa and southern Europe. It is native to central Asia and has long had a history as a health-giving food, used both to prevent and cure (2) ......... (ILL) In ancient Egypt, workers building the pyramids were given garlic to keep them strong, while Olympic athletes in Greece ate it to increase their resistance to infection. The forefather of antibiotic medicine, Louis Pasteur, claimed garlic was as (3) ........ (EFFECT) as penicillin in treating infections. Modern-day (4) ........ (SCIENCE) have proved that garlic can indeed kill bacteria and even some viruses, so it can be very useful for people who have coughs and colds. In (5) ........ (ADD), some doctors believe that garlic can reduce blood (6) ........ (PRESS) The only (7) ........ (ADVANTAGE) to this truly amazing food is that the strong and rather (8) ........ (SPICE) smell of garlic is not the most pleasant!

(Source: FCE Handbook. Reproduced with permission from Cambridge English)

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Cambridge B2 First (FCE, First Certificate in English) Part 3 Word Formation Practice Test

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For Questions 1-8, read the text below. Use the word given in capitals to form a word that fits in the gap. There is an example at the beginning. Example: (0) COMMONLY Garlic, a member of the Lilliaceae family which also includes onions, is (0) ........ (COMMON) used in cooking all around the world.

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Cambridge B2 First (FCE, First Certificate in English) Multiple Choice Cloze (Part 1) Practice Test

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For Questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning. Example (0) A) band B) set C) series D) branch Genealogy is a (0) ........ of history. It concerns family history, (1) ........

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Online multiple-choice exercise on conditionals including second, third and mixed conditionals spanning past and present or future ( If she got your message, she'll be at the party etc.). Suitable for students of English (ESL) at advanced level.

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for Next Week

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English grammar. Third conditional - pdf exercises with answer keys to download for free.

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Explanation

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Content

Exercises and Tests

Exercises and tests on relative clauses

We use relative clauses to give additional information about something without starting another sentence. By combining sentences with a relative clause, your text becomes more fluent and you can avoid repeating certain words.

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You could say:

A girl is talking to Tom. Do you know the girl?

That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both pieces of information into one sentence. Start with the most important thing - you want to know who the girl is.

Do you know the girl ...

As your friend cannot know which girl you are talking about, you need to put in the additional information - the girl is talking to Tom. Use „the girl" only in the first part of the sentence, in the second part replace it with the relative pronoun (for people, use the relative pronoun „who"). So the final sentence is:

Do you know the girl who is talking to Tom?

who

subject or object pronoun for people

I told you about the woman who lives next door.

which

subject or object pronoun for animals and things

Do you see the cat which is lying on the roof?

which

referring to a whole sentence

He couldn't read, which surprised me.

whose

possession for people animals and things

Do you know the boy whose mother is a nurse?

whom

object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)

I was invited by the professor whom I met at the conference.

that

subject or object pronoun for people, animals and things in defining relative clauses ( who or which are also possible)

I don't like the table that stands in the kitchen.

Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:

If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.

the apple which is lying on the table

If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.

the apple (which) George lay on the table

A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence easier to understand.

This is the shop in which I bought my bike.
→ This is the shop where I bought my bike.

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression. Defining relative clauses are not put in commas.

Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.

Do you know the girl who is talking to Tom?

Defining relative clauses are often used in definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.

Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it. Non-defining relative clauses are put in commas.

Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

Note: In non-defining relative clauses, who/which may not be replaced with that.

Object pronouns in non-defining relative clauses must be used.

Jim, who/whom we met yesterday, is very nice.

Relative clauses with who, which, that as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.

I told you about the woman who lives next door. - I told you about the woman living next door.

Do you see the cat which is lying on the roof? - Do you see the cat lying on the roof?

Exercises on Relative Clauses

Relative Pronouns and Relative Adverbs

Relative Clauses and Contact Clauses

Tests

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Relative Clauses, Explanation and Exercises

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Hi all, hope u are enjoying ur weekend.

If u happen to have some spare time, here's sth that will entertain u :)
Have fun!

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FCE Listening part 1, test 2

Difficulty level: B2 /Upper Intermediate

This free FCE Listening Practice Test contains a series of short conversations. There is one multiple-choice question per conversation.

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fce exam practice english language elt efl grammar writing structure cambridge business exercises esol

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Cambridge English First (FCE) Listening Part 1: free practice test

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Listen to eight short conversations and choose the correct answers.

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Pleaaaaaaaaaaseeee give it a go!!! 💪

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Cambridge FCE Use of English Part 4: free practice test

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Countable and Uncountable Nouns: Special Cases! 👌

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Countable and Uncountable Nouns: Special Cases! 👌

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List of Uncountable nouns and exercises to do!

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A list containing the most common uncountable nouns with tips and advice. Countable and uncountable nouns are some of the most common mistakes that students make in English. This page will explain everything to you.
Download PDF: Uncountable Nouns List
Countable nouns are nouns which can be counted in numbers. For example, one house / two houses. When we use countable nouns, we use the article "a" and the plural "s" (a house, two houses).

Uncountable nouns are nouns which can't be counted. For example, information. It is not possible to say one information/ two informations. The word "information" can't be counted using numbers. It can never have a plural "s". It can never have an article "a" or "an". And it can never be quantified with any number.

Most uncountable nouns relate to:

liquids (milk, water)

abstract ideas (advice, chaos, motivation)

powder and grain (rice, wheat, sand)

mass nouns (furniture, hair, transportation)

natural phenomena (sunshine, snow, rain, weather)

states of being (sleep, stress, childhood)

feelings (anger, happiness, enthusiasm, courage)

gas (oxygen, air)

How much ...? = uncountable nouns / How many ...? = countable nouns /

These = countable / This = uncountable

many = countable / a lot of = uncountable (and countable)

not many = countable / not much uncountable (we use "much" with negative uncountable nouns)

To express an amount of an uncountable noun, you must use other words.

some information = a piece of information

some clothing = one item of clothing / two items of clothing

some equipment = a piece of equipment / two pieces of equipment

some water = a cup of water / two glasses of water

I have put the most common words in bold. Some words are both countable and uncoutable - I have put a note next to those words.
A-F Uncountable Nouns G -M Uncountable Nouns N-S Uncountable Nouns T - Z Uncountable Nouns
Some nouns can be both countable and uncountable.

Room = has two meanings. One is countable and one is uncountable.

If this is about a room in a house, it is countable.

If this is relating to space "there isn't much room in this place", it is uncountable.

Hair = this can be countable and uncountable depending on how you use it.

"There is a hair in my soup". This refers to only one strand of hair and is countable.

"He has a lot of hair". This refers to the mass of hair and is considered uncountable.

Business = this can be countable and uncountable.

"He is going to Paris on business". This is uncountable.

"I will take my business elsewhere". This is uncountable and means I will take my custom to another shop.

"He studies business at school". This is uncountable.

"I am planning to start a new business". Countable.

This is a difficult one with a lot of exceptions. Here's a link with a list of rules for the word business / countable and uncountable.
Other Irregular Uncountable Nouns
light / paper / time / work /

For details of irregular uncountable nouns, follow the link.

Fill in the gaps using one of the following: many / much / a lot of.

1. ............. wildlife are losing their habitation due to deforestation.

2. I haven't heard .......... news about the recent events in Europe.

3. There aren't .......... sports lessons offered in the school curriculum.

4. I can't go out to tonight because I've got ............ work.

5. It is often thought that people who have only traveled in their own country don't have ................ tolerance for others compared to people who have been abroad.

6. ............ literature that students read at school is classical.

7. ........... education policies are designed to protect students but ensure a high level of learning.

Answers
Fill in the gaps with on of the following: is / are.

1. Silence ......... essential in libraries to ensure that people can concentrate on what they are reading.

2. There ....... a lot of company advertising during major sports events.

3. Shopping ........ one of the most popular leisure activities for women.

4. There ........ a lot of information available online about IELTS.

5. There .......... a lot of traffic in city centers during rush hour.

6. There ........... not enough money spent on research for cancer.

7. Water ........ essential for plants to thrive.

8. I think that childhood ........ one of the best times of a person's live.

9. The management procedures ......... difficult to understand.

10. Not enough aid .... given to third world countries.

Answers Recommended

Main IELTS Pages
Develop your IELTS skills with tips, model answers, lessons, free videos and more.

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A list containing the most common uncountable nouns with tips and advice. Countable and uncountable nouns are some of the most common mistakes that students make in English. This page will explain everything to you. Download PDF: Uncountable Nouns List Countable nouns are nouns which can be counted in numbers.

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Theory

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Opportunity or possibility ? - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary

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Vocabulary