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Listen and underline the stressed words in these sentences.

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Listen and underline the stressed words in these sentences.

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1. Firstly, they're getting some exercise, which is always good for you.

2. It's great for your health and helps you to relax.

3. At the same time, they're having fun together...

4. ...which is important because it builds up their social relationships and their friendships.

5. Also, it's good to see girls playing serious sports.

6. I think it goes against the idea that boys have better athletic ability than girls.

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We stress the words in sentences that we particularly want our listeners to hear, the words which carry the most meaning.

These are usually nouns, verbs, adjectives or adverbs, not small grammar words like articles or prepositions.

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Which of these words/phrases could also be used for b and c in Exercise 5?

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Which of these words/phrases could also be used for b and c in Exercise 5?

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Besides

First of all

In addition

To start with

What is more

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Which words or phrase(s) (1-5) in Exercise 4 does Bruno use to:

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Which words or phrase(s) (1-5) in Exercise 4 does Bruno use to:

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a. introduce his answer to the examiner's question?

b. introduce the first point he wants to make?

c. add additional points?

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Listen again and complete the sentences from Bruno's answer which begin with these words and phrases.

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Listen again and complete the sentences from Bruno's answer which begin with these words and phrases.

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1. I think they benefit from …

2. ﻿﻿Firstly ...

3. ﻿﻿At the same time ...

4. ﻿﻿Also ...

5. I think they also benefit because …

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Listen to an examiner giving this task to a candidate called Bruno. According to Bruno, how can people benefit from each activity?

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Listen to an examiner giving this task to a candidate called Bruno. According to Bruno, how can people benefit from each activity?

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Look at the examiner's instructions and the question and photos below. 

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Look at the examiner's instructions and the question and photos below. 

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Then discuss what you can say to compare the photos.

Examiner:

Here are your photographs. They show people doing different activities in their free time. I'd like you to compare the photographs, and say how you think the people can benefit from spending their free time doing these different activities.

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1. Nobody gave a reason for the delay to the flight.

2. This year’s holiday by the sea wasn’t / was not as exciting as last year’s skiing holiday.

3. Maria says there’s / there is no / little point (in) visiting the museum because it’s not very interesting.

4. Everyone is looking forward to our trip to China next month.

5. When I was in Sweden, I was able to pick up some Swedish.

6. The architecture here reminds me of the buildings in Amsterdam.

1. If Leila goes to bed early, it makes a (big) difference to how she feels the next morning.

2. Max was still late for work in spite of the fact (that) he took the early bus.

3. Last year I decided to give up eating / having fast food for lunch.

4. Melanie goes jogging as well as answering her important emails before breakfast.

5. I must get my television fixed / repaired / mended as soon as possible.

6. Clara says it’s / it is unusual for her to go out at

the weekend.

1. The heavy snow led to some schools closing for a couple of days.

2. Steve doesn’t pay (much) attention to the weather forecast.

3. John regrets not taking an umbrella to work this morning.

4. Donna said that with the exception of Friday, every day last week had been really hot.

5. We’ve never had weather as bad as this in July.

6. The heat / temperature / hot weather must have been unbearable where you were staying.

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Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

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Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

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Firstly, always answer all the questions on the answer sheet even if you don’t know all the correct answers. As you don’t lose marks for wrong answers you should guess the ones you don’t know and just hope for a few lucky marks.

Secondly, spelling is also part of the marking in Reading & Use of English so double check your spelling before writing down any answers. It would be a shame if you got an answer marked incorrect just because you misspelled it.

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Reading & Use of English Part 4 is a special task because you can get up to 2 marks for a correct answer. If you give an answer that is half correct you can still earn 1 mark. The answers are always broken up into two parts, the one with the key word and the other one which includes everything else in the gap. In our example it looks like this.

With the red line the answer is broken up in two parts. If both of them are correct, you gain 2 marks. If you get one of the two parts right, you still get 1 mark so even if you are not sure, try to get at least one part of your answer right. It could make the difference and help you pass.

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4. Read the sentences again.

It is always a good idea to check your sentences again before you write everything on the answer sheet. Go through the six items again one by one and check if the second sentences have the same meaning as the first ones. This last step is going to help you recognise little mistakes and correct them.

In our example we used five words, the key word without changing it and the two sentences are as similar in meaning as possible. 2 marks for us…yay! 🙂

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3. Fill in the missing piece of information in 2-5 words

In step 3 we have to keep two things in mind. Firstly, you have to use between 2-5 words. If you use only one or more than five, you will lose marks. Also, contractions like ‘I’m’ or ‘don’t’ are counted as two words, so please be careful.

‘Can’t’ is the only exception because it contracts ‘cannot’ which is just one word. Secondly, you have to use the key word in the gap as part of the 2-5 words without changing it.

With all of that in mind, let’s have a look at our example from before again.

Here, we have two different structures we need to transform:

1. was in favour of (blue)

2. visiting (green)

In the second sentence we can see part of two structures we have to use for this transformation:

1. thought it would be (blue)

2. to (green)

Remember that we have to use the key word ‘idea’ in our answer. When you are in favour of something it means that you are happier with one option rather than another one or we could say that we think it is a good IDEA. Ha, there we have it! Our second sentence, therefore, starts with

Joan thought it would be a good idea to…

After this structure we use an infinitive (to + base verb) so I have already added ‘to’. Now we can look at the second structure. We need a synonym of ‘visit’ that we can use with ‘to’ (green circle). For me, the best option here is ‘go to’ so our final sentence becomes: Joan thought it would be a good idea to go to the museum.

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2. Analyse what information you already have in both sentences. The next step is quite simple and it is a little bit like eliminating answers in a multiple choice test. Take your pen or pencil and cross out all those parts that you can already find in both sentences, so it looks a little bit like this.

Once you have done that you can see that there are only those structures of the sentence left which you have to change and put in the gap.

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1. Read the two sentences

This first step seems so obvious, but I am asking you to read the two sentences very carefully. Be clear about what the first sentence means, what grammar you can see and if there are any specific collocations or phrasal verbs. Don’t skip this part because it is the foundation for everything else in this task.

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Reading every day is probably the best thing you can do if I had to choose one kind of practice. Not only do your reading skills improve with regular practice, but you can also work on your grammar and vocabulary at the same time. Read whatever you enjoy for 5-10 minutes a day and highlight a few new words or expressions. You can then look them up in a good online English dictionary or a good grammar book.

In part 4 (and every other part, really) the best way to start is by making a plan. Knowing a step-by-step process to go through an exam task can give you a feeling of security so you stay cool and calm.

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1. The two sentences have to have the same or, at least, the most similar meaning possible.

2. You have to write between 2-5 words in the gap, not more and not less.

3. You must use the key word in the gap and you cannot change it in any way.

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1. Vocabulary and grammar are tested explicitly and in a focused way.
2. Complex instructions.
3. The only task in the exam that is not authentic/real life.
4. More than one answer is possible (but not every book will publish all of them in their keys).

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1. You are g______ c_________ but you may have a selfish streak.

2. It would simply confirm what we already know: many in the baseball establishment have severe s_____ s______.

3. Do you l____ y_____ t_______ quickly?

4. As we know, dogs are h_____ i_________ animals.

5. Once p______ s____, he hardly spoke a word.

6. You have a tendency to make s________ d________.

7. There are promises to be kept, there is motivation to k____ y____ w____.

8. Don't m____ a f____ o___ o_ yourself by trying to be another person who you actually can't be.

9. The children p____ a j____ o___ the teacher by hiding under their desks before she came into the room.

10. Fortunately, the teacher could t____ a j____ and didn’t punish them.

11. Sometimes you need to s________ y_____ p_____ and get on with it.

12. The child t_____a t_____ when I wouldn't buy him any sweets.

13. Finally I l____ p______ and shouted at her.

14. You can be b_______ h______ and sometimes hurt others’ feelings.

15. The stresses of high-altitude climbing r______ y_____ t____ c_________; they unmask who you really are.

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Do you know anyone who is a good company?

Do you lose your temper easily?

Do you normally keep your temper?

Can you say that you have a vivid imagination?

Do you know anyone who is highly intelligent?

Do you know anyone who is painfully shy?

Do you normally make snap decisions or you consider everything properly?

Have you ever played a joke on someone?

Did you throw out a tantrum when you were a child?

Do you know anyone who is brutally honest?

What would you never come to terms with?

Do you keep your word when you promise to do something?

Do you know anyone who is supremely confident?

Do you have a selfish streak or are you altruistic?

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Look at the experiences a-g in Exercise 4. Have you done any of these things or have any of them happened to you? How did you feel about them? Take turns to describe your experience.

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Look at the experiences a-g in Exercise 4. Have you done any of these things or have any of them happened to you? How did you feel about them? Take turns to describe your experience.

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Listen again. Which adjectives does she use to describe these things?

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Listen again. Which adjectives does she use to describe these things?

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You will hear a girl talking about one of the experiences a-g. Listen and decide which experience she is talking about.

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You will hear a girl talking about one of the experiences a-g. Listen and decide which experience she is talking about.

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Use the word given in capitals at the end of the sentences to form a word with -ed or -ing that fits the space.

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Use the word given in capitals at the end of the sentences to form a word with -ed or -ing that fits the space.

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Students often confuse adjectives with -ed and adjectives with -ing. Choose the correct adjective in italics in these sentences.

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Students often confuse adjectives with -ed and adjectives with -ing. Choose the correct adjective in italics in these sentences.

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Look at the sentence from the blog on page 20 and answer the questions.

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Look at the sentence from the blog on page 20 and answer the questions.

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1. ﻿﻿Which of the words in bold refers to how the boy felt?

2. ﻿﻿Which of the words in bold refers to what made him feel like that?

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Complete the sentences with a phrasal verb or expression from Exercise 1 in the correct form.

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Complete the sentences with a phrasal verb or expression from Exercise 1 in the correct form.

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Complete the sentences with a phrasal verb or expression from Exercise 1 in the correct form.

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Complete the sentences with a phrasal verb or expression from Exercise 1 in the correct form.

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Match the phrasal verbs and expressions from the ice-skating blog (1-8) to their definitions (a-h).

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Match the phrasal verbs and expressions from the ice-skating blog (1-8) to their definitions (a-h).

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Complete the sentences with your own ideas.

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Complete the sentences with your own ideas.

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Complete the sentences with the correct form of the adjective in brackets.

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Complete the sentences with the correct form of the adjective in brackets.

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Students often make mistakes with comparisons. Choose the correct phrase in italics in these extracts from Listening Part 2.

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Students often make mistakes with comparisons. Choose the correct phrase in italics in these extracts from Listening Part 2.

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1. You are g______ c_________ but you may have a selfish streak.

2. It would simply confirm what we already know: many in the baseball establishment have severe s_____ s______.

3. Do you l____ y_____ t_______ quickly?

4. As we know, dogs are h_____ i_________ animals.

5. Once p______ s____, he hardly spoke a word.

6. You have a tendency to make s________ d________.

7. There are promises to be kept, there is motivation to k____ y____ w____.

8. Don't m____ a f____ o___ o_ yourself by trying to be another person who you actually can't be.

9. The children p____ a j____ o___ the teacher by hiding under their desks before she came into the room.

10. Fortunately, the teacher could t____ a j____ and didn’t punish them.

11. Sometimes you need to s________ y_____ p_____ and get on with it.

12. The child t_____a t_____ when I wouldn't buy him any sweets.

13. Finally I l____ p______ and shouted at her.

14. You can be b_______ h______ and sometimes hurt others’ feelings.

15. The stresses of high-altitude climbing r______ y_____ t____ c_________; they unmask who you really are.

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Read the extract again and decide which answer (A, B C or D) best fits each gap. There is an example at the beginning (0).

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Read the extract again and decide which answer (A, B C or D) best fits each gap. There is an example at the beginning (0).

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Read the extract quickly to find out how the writer became interested in ice skating.

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Read the extract quickly to find out how the writer became interested in ice skating.

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How to Do Part 1 of FCE Reading and Use of English Test:

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How to Do Part 1 of FCE Reading and Use of English Test:

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1. Read the title and text QUICKLY. Ignore the gaps and options. Read fast to get the MAIN IDEA of the text.

2. Look at question 1. Look carefully before and after the gap. Circle or highlight any words that could be parts of phrasal verbs, collocations, idioms, etc.

3. Look at the options for question 1. If you don’t know the answer, cross out any answers that you think are wrong. If you need to, take a guess.

4. Move on to question 2 and repeat the process.

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What’s on the FCE Reading and Use of English Part 1?

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What’s on the FCE Reading and Use of English Part 1?

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This part of the exam tests:

Vocabulary – similar words. Do you know the difference between see, look, watch, and stare? What about hear, listen, and listen to? Some questions will look at similar sets of words, so know when to use each!

Phrasal verbs. A phrasal verb is a phrase that is made of a verb and one or two particles. The particles are prepositions, adverbs, or both. The meaning of the phrasal verb is different than the words alone.

For example, carry on. The word missing may be the verb “carry” or the particle “on.” I recommend writing a phrasal verb list in the back of your notebook. Add new phrasal verbs with their definition(s) and example sentence(s) each time you learn a new one. Remember, some phrasal verbs have MANY different meanings depending on the context.

Idioms. An idiom is a group of words that has its own meaning different from the words by themselves.

For example, keep an eye on someone/something. One of the words, in this case, probably “keep”, “eye” or “on”, will be missing and you need to recognize it. Just like when learning phrasal verbs, write a list of common idioms as you learn them.

Collocations. A collocation is a set of words that go together.

For example, a hard frost. There aren’t any rules for collocations. You just have to remember them as a set. Try to write down a list of collocations as you learn them.

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Part 1 of this exam is known as “multiple-choice cloze” and has a short text with 8 multiple-choice questions. Each question has four choices: A, B, C, or D.

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You are going to read an extract from a blog by a teenager about ice skating. What do you think people most enjoy about ice skating?

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You are going to read an extract from a blog by a teenager about ice skating. What do you think people most enjoy about ice skating?

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Discuss these questions.

1. Which sports do you find ...

• good for both girls and boys?

• most complicated to learn?

2. Are there any sports you would like to try?

3. Do you have a hobby you would like to make into a career like Clare did?

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You will hear a woman called Clare Jackson, who is a professional footballer, talking about how she managed to make football her career. Listen and complete the sentences in Exercise 3 with a word or short phrase.

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You will hear a woman called Clare Jackson, who is a professional footballer, talking about how she managed to make football her career. Listen and complete the sentences in Exercise 3 with a word or short phrase.

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Look at the task. What do you think you need to write in these gaps? Try to predict.

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Look at the task. What do you think you need to write in these gaps? Try to predict.

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You are going to hear a professional footballer talking about her career. Before you listen complete the sentences about professional sports players with words from the box.

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You are going to hear a professional footballer talking about her career. Before you listen complete the sentences about professional sports players with words from the box.

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Which statements do you agree with?

Which would be easier and the most difficult for you to do if you were a professional sportman?

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1. Do you do any sports?

2. What sports would you like to try?

3. Would you like to try extreme sports?

4. Can women play football and other team sports?

5. What sport you would never try?

6. Would you like to be a professional sportman?

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1. A c_____________ teacher may feel inclined to take work home.

2. There's far too much food - I'm afraid I g__ c________ a________.

3. He's really s_______ and never buys the drinks when we go out.

4. Leo is very d________in/about his work.

5. She has a very p_______d personality.

6. Foxes are considered to be c______ing.

7. They were profoundly d___________ o_ anything new.

8. She's extremely competent and i___________.

9. As a chairman, he was firm and d_______.

10. A chef with a d______-t_-e_____ approach to cooking.

11.  I doubt whether her motives for donating the money are a__________ - she's probably looking for publicity.

12. Why are you so m________these days?

13. Julia was a very tough, s_____-t__________ woman.

14. It was a little n_______ of you to think that they would listen to your suggestions.

15. Their success was due to the d__________determination of their coach.

16. We need a more s_______assessment of the chances of ending this war.

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Let's brainstorm some vocabulary.

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Let's brainstorm some vocabulary.

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Speaking Part 2. Compare and contrast the pictures. Answer the question: Why have these people chosen these activities?

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Let's brainstorm some vocabulary.

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• the most enjoyable?

• the least active?

• the cheapest?

• the best to do with friends?

• the healthiest?

• the most relaxing?

• the most popular among young people?

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Which of the activities in the photos you have done?

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Which of the activities in the photos you have done?

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Read an essay and the examiner's comments.

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Read an essay and the examiner's comments.

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Adults often think teenagers to be noisy, childish and violent. Some of them even don’t think they have any adult senses or wise thoughts at all but, as a teenager, I think we’re intelligent enough to teach other people some things, and, according to this, I’m not agree with the quotation on top of the page.

For example, lots of teenagers have better knowledge in technology, so they can teach the older generation how to deal with gadgets. In our gymnasium there are special classes for the senior people where they are taught to work on computers, and their teachers are teenagers.

Moreover, teenagers have the great knowledge in ecology, and they are really concerned on saving the planet alive. We talk a lot about environment on classes, we take part in ecology olympiades and contests for the best ecological projects and often won them, so we have a lot to tell the others about environmental problems and ways of their solving.

Besides this, teenagers can teach adults foreign languages. According to the statistics, 50% of adult generation of our country don’t know any foreign languages, so we can help them to come by the new knowledge or to improve that what they have. And, of course, students from foreign countries can teach Russian students their language, and Russians can teach them Russian. It is sometimes done in linguistic centres.

To sum up I can say that teenagers have great knowledge in many fields of study, so they can also teach the people of older generation and their classmates and friends.

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Adults often think teenagers to be noisy, childish and violent. Some of them even don’t think they have any adult senses or wise thoughts at all but, as a teenager, I think we’re intelligent enough to teach other people some things, and, according to this, I’m not agree with the quotation on top of the page.

For example, lots of teenagers have better knowledge in technology, so they can teach the older generation how to deal with gadgets. In our gymnasium there are special classes for the senior people where they are taught to work on computers, and their teachers are teenagers.

Moreover, teenagers have the great knowledge in ecology, and they are really concerned on saving the planet alive. We talk a lot about environment on classes, we take part in ecology olympiades and contests for the best ecological projects and often won them, so we have a lot to tell the others about environmental problems and ways of their solving.

Besides this, teenagers can teach adults foreign languages. According to the statistics, 50% of adult generation of our country don’t know any foreign languages, so we can help them to come by the new knowledge or to improve that what they have. And, of course, students from foreign countries can teach Russian students their language, and Russians can teach them Russian. It is sometimes done in linguistic centres.

To sum up I can say that teenagers have great knowledge in many fields of study, so they can also teach the people of older generation and their classmates and friends.

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ANSWER THE QUESTION

PLAN your essay

REVISE your essay to correct mistakes.

Use a variety of discussive words and phrases

Give examples where possible

Use formal language

Don’t use contractions (we’re, I’ve etc.)

Sum up your argument in the final paragraph

The final paragraph is the best place to express your opinion clearly.

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 TIP: Pay attention to style and register:

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 TIP: Pay attention to style and register:

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One of the most common register mistakes made by inexperienced writers involves using too personal manner in a piece of formal writing. A chatty style, characterized by the use of the words I and you, could be inappropriate and even offensive in a formal essay.

Me, myself, I:

Everybody likes to talk about themselves, but when (for example) you’re writing about environmental issues, you should be talking about the environment and not about yourself.

YOU:

The way word you is used in informal speech ‘You should have seen it!’ ‘if you know what I mean’ is not appropriate in formal writing. At best it sounds chatty and informal; at worst, disrespectful or even offensive. The word you points a finger at the reader. But the readers are not friends of yours, and you have no right to make assumptions about them.

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Should you do a plan?

Yes! You must make a plan to organise your writing. On the day of the exam, you will be stressed and feel pressure. A plan is your way of organising you text and your thoughts.

What happens if I write more than 190 words?

Nothing… Well, almost nothing. In the past for every 5 words extra, they took away a point, however, now they do not. It is not good to go over 190 words because of time, but you can. I wouldn´t write more than 200 words because they will probably lower the mark they give you for content. They will determine some of it to be unnecessary.

What counts as a complex language in the exam?

You MUST use complex language at B2 level. You must use attention-grabbing vocabulary and a variety of grammar structures. The passive voice, relative clauses, modal verbs, conditionals, reported speech and inversions all count as COMPLEX grammar forms and you must use them.

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Methods schools and universities use to help. students find suitable jobs

﻿﻿providing courses and qualifications

﻿﻿work experience programmes

﻿﻿careers advice

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1. Topic sentence

2. Reason

3. Example

4. Conclusion

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Look at the exam task and then the model answer. Notice that the “own idea” in paragraph three is not the writer’s opinion. They put their opinion in the conclusion.

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Look at the exam task and then the model answer. Notice that the “own idea” in paragraph three is not the writer’s opinion. They put their opinion in the conclusion.

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Call out the different things you have to write for your school work, in your own language or in English.

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Call out the different things you have to write for your school work, in your own language or in English.

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оскорбительный, обидный; компромисс; to quickly become good friends with; лентяй; выпендриваться; to destroy completely by ripping; наглый, нахальный; головокружение; to use (something) until it becomes unfit for further use; to become unusable after…

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How can you extend your answers to the two questions below? Think about Tania's extended answers you heard in Exercise 2, and use the frameworks given here to help you.

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How can you extend your answers to the two questions below? Think about Tania's extended answers you heard in Exercise 2, and use the frameworks given here to help you.

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In the Speaking paper, you will get higher marks if your pronunciation is clear. In words of more than one syllable, one syllable is stressed more than the others. If you stress the wrong syllable, the word becomes difficult to understand.

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In the Speaking paper, you will get higher marks if your pronunciation is clear. In words of more than one syllable, one syllable is stressed more than the others. If you stress the wrong syllable, the word becomes difficult to understand.

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Underline the stressed syllable in each of these words and phrases:

industrial
relaxed
atmosphere
wonderful
facilities
historic

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Which of the phrases (a-l) can you use with these sentence openings? In one case, both are correct.

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Which of the phrases (a-l) can you use with these sentence openings? In one case, both are correct.

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a. a large industrial city
b. a relaxed atmosphere
c lively cafés
d. in the middle of some great countryside
e. a pleasant residential district
f. good live music venues
g. plenty of sports facilities
h. a lot of historic buildings
i. lots of attractive buildings
j. some pretty good shopping
k. a busy city centre
l. wonderful beaches nearby

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In the exam, you will get higher marks if you use a range of appropriate vocabulary. Work in pairs.Which of these phrases can you use to describe the place where you live?

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In the exam, you will get higher marks if you use a range of appropriate vocabulary. Work in pairs.Which of these phrases can you use to describe the place where you live?

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Listen to Tania and Peter answering the questions above. Who do you think gives the best answers? Why?

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Listen to Tania and Peter answering the questions above. Who do you think gives the best answers? Why?

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Where are you from?

What do you like about the place where you live?

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Look at these two questions, which the examiner may ask you in Speaking Part 1.

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Look at these two questions, which the examiner may ask you in Speaking Part 1.

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In Speaking Part 1, the examiner asks you questions about yourself. These may include questions about your life or studies, your plans for the future, your family, your interests, etc.

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Is what the text says about how teenagers get and manage their money true in your country as well?

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Is what the text says about how teenagers get and manage their money true in your country as well?

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Now check or complete your answers by using these clues.

1. an adverb used to describe places
2. This preposition tells us who gives teenagers pocket money.
3. Which verb do we use with housework?
4. a pronoun which tells us who the parents buy everything for
5. a preposition often used before the infinitive form of a verb
6. a preposition used with reason and often followed by the gerund (-ing) form of a verb
7. This preposition is used with such to mean for example.
8. Whose spending habits did the survey ask about?

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Think of the word which best fits each gap. Use only one word in each gap. Make sure that you spell the word correctly.

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Think of the word which best fits each gap. Use only one word in each gap. Make sure that you spell the word correctly.

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get a part-time job
receive pocket money
open a bank account
pay bills
buy essential items
set a budget
make choices