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This section provides exercises on different aspects of English vocabulary at an intermediate level. There are a wide variety of tests focusing on topics that frequently come up in the exam and which FCE students may have to write about or speak, for example: education, entertainment and media, daily life, places and buildings, health, medicine, shopping, travel and holidays, and so on.

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This section provides exercises on different aspects of English vocabulary at an intermediate level. There are a wide variety of tests focusing on topics that frequently come up in the exam and which FCE students may have to write about or speak, for example: education, entertainment and media, daily life, places and buildings, health, medicine, shopping, travel and holidays, and so on.

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You can search key words and then filter the search to just include idioms

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Dictionary, Encyclopedia and Thesaurus - The Free Dictionary

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The World's most comprehensive free online dictionary, thesaurus, and encyclopedia with synonyms, definitions, idioms, abbreviations, and medical, financial, legal specialized dictionaries

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Cambridge English: C1 Advanced (CAE) Reading & Use of English

Difficulty level: C1 / advanced
What is the Cambridge Advanced Reading & Use of English test like?
The test has 8 parts and takes 90 minutes:

Scoring
There are 56 questions in the Cambridge Advanced Reading & Use of English test. It makes up 40% of the entire exam.
How to prepare for the Cambridge Advanced Reading & Use of English test

This paper tests your knowledge of reading, vocabulary and grammar.

Read as much as possible, and use a dictionary to help you learn new words

Use a grammar book to help you understand sentence structure

Read the instructions carefully before you start each part

Correct spelling is necessary. Get into the habit of checking the spelling of words

Read the surrounding context before giving an answer

Don't give alternative answers for any questions

Read widely. The texts used in the reading can be: newspapers, magazines, journals, non-literary books, leaflets, brochures, etc

Read the instructions carefully before you start

Read all the text before you answer any questions

Remember that questions come in the same order as the answers in the text in the multiple-choice part of the paper.

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

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Cambridge English C1 Advanced (CAE) Reading & Use of English setcion

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Cambridge Advanced Reading & Use of English -description and links to free tests

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Certificate in Advanced English - CAE (Cambridge English: Advanced): Practice Tests and Exercises from Flo-Joe

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For teachers and students preparing for Cambridge English: Advanced (Cambridge Certificate in Advanced English, CAE. CAE Practice tests, daily vocabulary exercises, a weekly writing task and help with the Use of English tasks.).

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Phrases with right
a. by rights
b. as right as rain
c. in the right
d. right under their noses
e. the film rights
f. right on time
g. within your rights
h. makes all the right noises
i. the right way round
j. serve Michelle right

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When you practice you can get an idea of your level

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Please continue working on this.

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Instead of memorising, try to organise them into categories and write some examples.

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The use of along we saw today was an adverb.

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SBS News | Trusted Australian, world and breaking news

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The bigger picture with the latest news from Australia and across the world. Download the new SBS News app now.

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Here is a class that deals with the first 10 chapters of Advanced Phrasal Verbs from Cambridge University Press. Answer the following questions: 1) Are there any infamous cover ups which you can think of? 2) What kind of behaviour is difficult to put up with?

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RN podcasting - ABC Radio National (Australian Broadcasting Corporation)

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Programs beginning with 0 Programs beginning with A Programs beginning with B Programs beginning with C Programs beginning with D Programs beginning with E Programs beginning with F Programs beginning with G Programs beginning with H Programs beginning with I Programs beginning with J Programs beginning with K Programs beginning

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Live magazine programme on the worlds of arts, literature, film, media and music

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BBC World Service - Global News Podcast - Downloads

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Podcast downloads for Global News Podcast

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Revision of part 4 use of english quizlet 

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Revision of part 4 use of english quizlet 

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CAE Part 4 key word transformation 1-15 Flashcards | Quizlet

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Start studying CAE Part 4 key word transformation 1-15. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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page 47 Part 3
17. unwilling
18. insignificant
19.emotionally
20.numerous
21. behaviour
22. perfectionist
23. complications
24. inconvenience
Part 4
25. has gone off
26. discovery (that/which) the archaeologists made
27. would/might expect people to be less
28.quite impossible to imagine
29. to turn it into a profitable
30. was bitterly disappointed by

Page 61
Part 3
17. unsurprisingly
18.unlikely
19.magically
20. unexpectedly
21. approval
22. stability
23.uprooting
24.enlightening

Part 4
25.is likely/expected to remain stable
26.recommended (that) he should seriously reconsider
27.however well you think
28.after having told everyone (that)
29. doesn't matter how hard
30. don't mind seeing whatever

Page56-57 Reading
1. A 2. D. 3.C 4.B

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https://www.englishclub.com/esl-games/pronunciation/matching-homophones.htm
Match the homophones to eachother

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Homophones are words that have the same sound (pronunciation) but different meanings and (usually) different spelling. Some simple examples are:
to = two, see = sea, made = maid

In these MOBILE-FRIENDLY homophones games, try to find the homophones that match each other, and drag them side-by-side.
Elementary Intermediate Advanced

Please note that these homophones are based on British English pronunciation.

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Fun, educational online matching homophones games for English learners. Find and match pairs of homophones or words that sound the same. Ideal for ESL learners. Play free online.

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Ex 2.
1. D 2.A 3.G 4.B. 5.F 6.C

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Rules in writing

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The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.

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Pronunciation for Spanish Speakers of English 

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Pronunciation for Spanish Speakers of English 

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Marta and Cristina!

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If your mother tongue is Spanish, you may find certain sounds in English more difficult than others. Here we present to you the most common errors made by Spanish-speaking students at Pronunciation Studio (audio is firstly in GB English then with a Spanish accent):

1. Vowel Sound Positions

Spanish uses 5 vowel sound positions in pronunciation, GB English uses 12 vowel sound positions - so this is a key area for Spanish speakers to learn. The most important area is making the right shape with the mouth, rather than focussing on the length of the sound:

Spanish has just one high front vowel [i] and Spanish speakers often use this vowel for both the /ɪ/ vowel in HIT and the /iː/ vowel in HEAT. One 'i' in English is normally the lower /ɪ/ vowel:

Spanish speakers often make the vowels in HUT /hʌt/, HAT /hæt/ and HEART /hɑːt/ into the Spanish /a/ - they should be made in different positions in English:

Spanish /u/ is made with the tongue at the back of the mouth, English /uː/ in FOOD is more central, and English /ʊ/ in GOOD is more open and central (note also that the spelling < oo > can produce both sounds in English):

The central, neutral vowel /ɜː/ in HURT, EARLY, BIRD, WORSE, PREFER is often mispronounced by Spanish speakers because there is no similar vowel sound in the Spanish, and the spellings are confusing:

2.Weak Vowel: schwa /ə/

The most common sound in English is the weak vowel, 'schwa' /ə/. The problem is that this sound can be spelt with any vowel - A, E, I, O, U and it should never be stressed, which is difficult for Spanish speakers who normally stress every syllable:

https://pronunciationstudio.com/wp-content/uploads/2016/09/spanish-pronunciation-errors-5.mp3

Spanish /r/ involves tapping or trilling the tongue on the gum, English /r/ does not, it's a smooth approximant:

British English 'r' is silent at the end of a syllable (non-rhotic), Spanish speakers pronounce these 'r's because Spanish is rhotic:

In English /v/ is a voiced fricative using teeth and lip, Spanish speakers tend to replace it with a plosive /b/ or an approximant sound using both lips:

Spanish speakers don't tend to pull the tongue back when making the /ʃ/ sound, so it sounds more like /s/:

English /h/ is a glottal fricative - it's the sound you make when steaming up a mirror. Spanish speakers may replace this with a velar fricative:

https://pronunciationstudio.com/wp-content/uploads/2016/09/spanish-pronunciation-errors-10.mp3

The 'h' in little function words like HAVE, HE, HIS, HER, HIM is often silent in connected speech, but Spanish speakers may put it in:

https://pronunciationstudio.com/wp-content/uploads/2016/09/spanish-pronunciation-errors-11.mp3

In English, the plosive sounds /p,t,k/ are normally aspirated (a big explosion of air), but they never are in Spanish:

8. Voicing

Spanish speakers often de-voice (/d/=/t/, /b/=/p/, /v/=/f/) at the end of syllables, as the distinction is not made in Spanish:

The spelling 's' is often pronounced as voiced /z/ at the end of syllables in English, Spanish speakers tend to always pronounce it as voiceless /s/:

9. Sentence Stress

Spanish is a syllable-timed language so you stress every syllable, whereas English stress-time involves choosing (normally only one or two) certain syllables to stress, with everything else becoming weak and/or shorter:

https://pronunciationstudio.com/wp-content/uploads/2016/09/spanish-pronunciation-errors-15.mp3

10. Falling Intonation

GB English uses a wide pitch range and high falling tones are very common, whereas Spanish uses more rising tones:

It's very ↘good.
Do you fancy going for a ↘drink tonight?
https://pronunciationstudio.com/wp-content/uploads/2016/09/spanish-pronunciation-errors-16.mp3

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Spanish Speakers' English Pronunciation Errors

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10 English Pronunciation Errors by Spanish Speakers If your mother tongue is Spanish, you may find certain sounds in English more difficult than others. Here we present to you the most common errors made by Spanish-speaking students at Pronunciation Studio (audio is firstly in GB English then

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Cyrille

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If your mother tongue is French, you may find certain sounds in English more difficult than others. Here we present to you some of the common errors made by French-speaking students at Pronunciation Studio:

1. /r/ & silent 'r'

French 'r' is a voiced uvular fricative /ʁ/, made at the back of the mouth, English /r/ is an alveolar approximant made near the front of the mouth - not to be confused:

http://pronunciationlondon.co.uk/wp-content/uploads/fre1.mp3

French speakers tend to say every written 'r', but in British English you should not pronounce an 'r' if it is before a consonant:

http://pronunciationlondon.co.uk/wp-content/uploads/fre1ii.mp3

2. Vowel rounding

Many French centre and front vowels use rounded lips, whereas in English they would be made with neutral lips - the sound is very different:

3. th

French does not contain dental fricatives θ or ð, speakers often replace these with /s/ and /z/:

http://pronunciationlondon.co.uk/wp-content/uploads/fre3.mp3

4. h

The glottal fricative /h/ does not exist in French, it does in English:

http://pronunciationlondon.co.uk/wp-content/uploads/fre4.mp3

5. /ɪ/ vs. /i:/

French has just one close front vowel [i], English has two: /ɪ/ and /i:/ - /ɪ/ should be made with a slightly lower jaw, but French speakers often just use the one position for these vowels:

[thrive_leads id='7075′]

6. Word Stress

French tends to stress the last syllable of a long word, English does not:

father corruption absolutely computer

http://pronunciationlondon.co.uk/wp-content/uploads/fre6.mp3

7. Intonation

French has a very unique melody - it is often flat and high with rising patterns. English is generally uses falling patterns more and has a greater difference in stress:

Where do you think we should go?
I don't see how it is that important.

http://pronunciationlondon.co.uk/wp-content/uploads/fre7.mp3

8. Open vowels /æ/ vs /ɑ:/

French contains one open vowel unrounded: [a], English contains 2: /æ/ (cat) /ɑ:/ (cart) so French often the French [a] instead:

9. Diphthong 'o'

French does not use diphthong (double) vowel sounds, so they often come out a bit flat:

10. Affricate Consonant /dʒ/

French speakers often miss the beginning plosive sound in English affricates:

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French Speakers' English Pronunciation Errors

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10 English Pronunciation Errors by French Speakers If your mother tongue is French, you may find certain sounds in English more difficult than others. Here we present to you some of the common errors made by French-speaking students at Pronunciation Studio: 1. /r/ & silent 'r' French 'r'

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Pronunciation for German Speakers of English

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Pronunciation for German Speakers of English

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Linda, Jasmine, Mergim, Lucas and Mark!

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If your mother tongue is German, you may find certain sounds in English more difficult than others. Here we present to you some of the common errors made by German-speaking students at Pronunciation Studio:

1. /e/ and /æ/

Some German speakers of English confuse the sounds /e/ and /æ/ which can cause words like 'pet' and 'pat' and 'met' and 'mat' to sound almost the same. The confusion is caused by not opening one's jaw wide enough and failing to move the tongue to a lower front position:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-1.mp3

2. /ɔ:/ and /ɒ/

Because the open-back vowel /ɒ/ does not exist in German, many German speakers of English instead reach for the mid-open vowel /ɔ/. This can lead to confusion between words such as 'short' /ʃɔ:t/ and 'shot' /ʃɒt/ and 'nought' /nɔ:t/ and 'not' /nɒt/:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-2.mp3

3. /əʊ/

German does not use the diphthong /əʊ/ as in 'so' or 'coat'. German speakers of English often replace this sound with a monophthong sound which is closer to the English /ɔ:/. This can cause confusion between words such as 'coat' and 'caught' and 'bone' and 'born':

The dog c aught the b one on his own.
/ðə dɒg kɔːʔ ðə bəʊn ɒn hɪz əʊn/

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-3.mp3

4. /ɜ:/

German speakers of English have a tendency to round their lips when making the sound /ɜ:/ as in 'first' and 'word'. To make this sounds, the lips should be relaxed, with the tongue in the centre of the mouth:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-4.mp3

5. 'th' sounds

Like many languages, the sounds /θ/ and /ð/ do not exist in German. The sound /θ/ as in 'three' tends to be replaced with a sound closer to /s/ and the sound /ð/ as in 'there' is replaced with a sound closer to /z/:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-5b.mp3

6. /v/ and /w/

The sound /w/ is often pronounced as /v/ by German speakers of English. Since the phoneme /w/ does not exist in German, this is a common problem for most German speakers:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-6.mp3

7. Voicing

Many English words end in both voiced and voiceless consonants (sounds made by vibrating the vocal cords or sounds with no vibration) such as 'serve' /sɜ:v/ and 'surf' /sɜ:f/. German speakers of English tend to devoice end consonants which can cause confusion between the following words:

Voiceless End consonants: surf /sɜ:f/, pence /pens/, back /bæk/, cot /cɒt/, wrote /rəʊt/

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-7b.mp3

8. 'r'

The 'r' sound in German is a trill made at the back of the throat, whereas the 'r' in English is a very smooth sound, where the tongue does not touch the inside of the mouth. In addition, German speakers should remember that the 'r' in English is only pronounced when followed by a vowel:

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-8.mp3

9 . Weak Forms

German speakers of English tend to put too much stress on words that should be pronounced as weak. In the following sentence only the words 'planning', 'buy' and 'flowers' should be stressed:

Are you planning to buy me some flowers?

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-9.mp3

10. Pitch

German speakers tend to use a lot of rising patterns, which in English can imply a question, or uncertainty if used in the wrong context. English, by contrast, most commonly uses high falling intonation:

He said they had a wonderful time.

https://pronunciationstudio.com/wp-content/uploads/2016/02/German-errors-10b.mp3

The content of this article relates to the top ten errors we have come across at Pronunciation Studio. If there is anything you think we should have included, please feel free to comment below.
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10 English Pronunciation Errors by German Speakers

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10 English Pronunciation Errors by German Speakers If your mother tongue is German, you may find certain sounds in English more difficult than others. Here we present to you some of the common errors made by German-speaking students at Pronunciation Studio: 1.

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Answers to Comparative Grammar

20

1 c

2 b

3 c

4 a

5 b

6 a

21

a Kate is only slightly shorter than her dad.

b Pete is a little slower than Ben.

c It’s a bit cooler than it was yesterday.

d The Ritz Hotel is much less comfortable than The Metro.

e Writing English is no more difficult than speaking it.

f A football pitch is far bigger than a tennis court.

g Ballet dancers are nowhere near as heavy as sumo wrestlers.

h Playing rugby is just as safe as playing football.

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Latest news headlines, current events, photos, and exclusive stories from eyewitnesses in Asia, Middle East, and Africa.

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John despises his Alabama town and decides to do something about it. He asks a reporter to investigate the son of a wealthy family who's allegedly been bragging that he got away with murder. But then someone else ends up dead, sparking a nasty feud, a hunt for hidden treasure, and an unearthing of the mysteries of one man's life.

About the Show

S-Town is a new podcast from Serial and This American Life, hosted by Brian Reed, about a man named John who despises his Alabama town and decides to do something about it. He asks Brian to investigate the son of a wealthy family who's allegedly been bragging that he got away with murder. But then someone else ends up dead, and the search for the truth leads to a nasty feud, a hunt for hidden treasure, and an unearthing of the mysteries of one man's life.

Brian, a longtime This American Life producer, started reporting this story more than three years ago, when he got an email from John with the subject line "John B McLemore lives in Shittown Alabama."

S-Town is part of Serial Productions, a production company from Serial and This American Life.

Credits

Brian Reed is the senior producer of the public radio show and podcast This American Life. In his seven years with the show, he has created some of the program's most ambitious stories, including "The Secret Recordings of Carmen Segarra, "an investigation into the Federal Reserve's supervision of Goldman Sachs; "Cops See It Differently,"a nuanced look at the relationship between African Americans and the police; "Abdi and the Golden Ticket,"which follows a Somali refugee desperately trying to get to America; and "What Happened at Dos Erres,"the story of a massacre in Guatemala and its reverberations decades later, which earned him a Peabody Award.

Julie Snyder has been the guiding force behind two of the most successful ventures in audio broadcasting: she is the co-creator of the podcast Serial, which debuted in October 2014 and has been downloaded more than 200 million times, making it the most listened-to podcast in history. Before that, for many years, she was the senior producer of This American Life, which is heard by more than 4 million listeners each week.

Music Credits

Daniel Hart, a performer and composer from Dallas, Texas, composed the S-Town theme. He has toured and recorded with St. Vincent, the Polyphonic Spree, Broken Social Scene, Other Lives, and many more. For the past five years, Daniel has been composing music for film and TV, including Disney's Pete's Dragon and the documentary Eating Animals. Daniel and his band, Dark Rooms, are currently finishing their second album.

Matt McGinley is the drummer and a co-founder of the band Gym Class Heroes, as well as a contributing music producer for This American Life.

Helado Negro is the music and performance alias of Roberto Carlos Lange. His compositions are made using computers, voice, and field recordings. Raised in South Florida, Roberto sings in English and Spanish and infuses his music with his parents' Ecuadorian culture of boleros, baladas, and Caribbean dance music. Pitchfork gave his album Private Energy 2016 an 8.1 and praised his song "It's My Brown Skin" as a "Best New Track" in October 2016.

Trey Pollard is a musician and composer and a co-owner of Spacebomb in Richmond, Va. He works as a performer, arranger, and musical director with such artists as Matthew E. White, the Waterboys, Helado Negro, Foxygen, and Cocoon, and for labels including Columbia Records, Universal Records, Jagjaguwar, and Domino Records.

Additional Credit: Christina Azarian

Song at the End of Each Chapter: "A Rose for Emily," The Zombies

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John despises his Alabama town and decides to do something about it. He asks a reporter to investigate the son of a wealthy family who's allegedly been bragging that he got away with murder. But then someone else ends up dead, sparking a nasty feud, a hunt for hidden treasure, and an unearthing of the mysteries of one man's life.

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Worksheets focusing on pronunciation of words with 'ough'

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News, sport and opinion from the Guardian's Australia edition | The Guardian

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Latest news, sport, comment, analysis and reviews from Guardian Australia

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Hints, useful phrases and example answers at a C1 level

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This goes through the explanations

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Cambridge C1 Advanced (CAE)
Writing Test Tips

1. Introduction

You have 90 minutes to write two texts. Each text should be about 220-260 words long (see the Questions section at the bottom if you have concerns about the word count). Part 1 is always an essay, while in part 2 you have a choice of 3 tasks (letter/email; proposal; report; review).

The examiners assess you on 4 elements:

Content - Did you do the task you were asked to do?

Communicative achievement - Did you use the right tone and level of formality? Is it good to read? Can the reader understand you?

Organisation - Did you link paragraphs together? Is there a logical flow?

Language - Did you show off your sparkling C1 vocabulary or did you merely use B1/B2 words? Did you make lots of grammar mistakes?

Before you continue with this guide, I strongly recommend you read about this free tool that will help you with your writing:

2. Time Management

You have 90 minutes to write 2 texts. Both texts will be about the same length, and are worth the same number of points. Obviously, you should spend the same amount of time on each! Personally, I'd spend as much time planning as possible, since it makes everything else easier. The exact time split will depend on how fast you write, but try something like this:

A lot of students hate planning and think it's a waste of valuable exam time. But do chefs walk into a kitchen and just start cooking? Of course not - they lay out their ingredients, make sure their utensils are clean, and have their recipe nearby.

Your plan is the recipe you'll use to cook up a great piece of writing. Think about how many paragraphs you want then get some ideas about the content of each. But even at this early stage you should start planning the language you want to use. Ask yourself questions like:

Where can I use a passive form?

Where can I use an inversion?

What CAE-level vocabulary do I know about this topic, and where can I use it?

How do I link from one paragraph to the next?

Thinking about solutions before you start writing is the easiest way to solve problems!

The first thing you're assessed on is your content. That basically means reading the task carefully and doing what you are told to do! In part 1 you are given three bullet points but are asked to talk about TWO of them. (You're also given some opinions on the topic that you can use if you want, but you don't have to.) Here's an example of the three bullet points and a task:

If I were planning my answer, I'd probably choose 'giving rules' and 'setting an example' as my two points because I feel like I have more to say about those topics. ( How much would I write about 'offering advice'? Nothing! Because I should only write about two things!)

Another important point is to say which is more effective. I'd probably write one paragraph about 'giving rules', and the next paragraph would be about 'setting an example' - I would be sure to give reasons why it was a more effective way to influence younger people.

What about part 2? Again, it's important to read the question carefully and make sure you include everything it tells you to.

Here's the kind of task that will come up:

Here's an outline you could follow:

Not very imaginative, but you'd be guaranteed to get full marks in terms of content!

5. Grading: Communicative Achievement

Which is better English:

1. Wasssssssup?!

or

2. Dear Sir or Madam

Well, it depends who you're talking to! If your task is to write a report for your 'serious' organisation you should use a formal tone. If you're writing a magazine article for teenagers you can be more informal.

This is a HUGE topic and there's not enough space to go into it in detail here. I'll list a few external resources that might help, but a good coursebook will give you lots of guidance.

The main tip is to be consistent - students often write a report that is 95% formal, and then throw in some exclamation points, slang, contractions, and informal vocabulary. That's bad! It suggest you don't have control over your tone.

Learn more about formal vs informal English:

You should invest some time making sure you know the difference between a letter and an essay, and between a report and a proposal. Here are a few quick tips:
Essay
You need to give your opinion in an interesting way. CAE essays are often academic in tone, so practice of formal writing will be helpful.
Letter/email
Write an email with the same opening/closing as a letter. In these you write about your personal experiences. Your writing will have a purpose, like responding to a newspaper article you don't agree with.
Report/Proposal
Use headings for each paragraph. The task will tell you some of the content you need to include and you'll be able to use your imagination to add some more ideas. You may be asked to evaluate if some goal has been achieved and/or to suggest alternative courses of action. A proposal will have more scope for making suggestions and more need for polite persuasive language.

6. Grading: Organisation

Cambridge love linking words and cohesive devices. These are bits of text like 'firstly', 'whereas', 'in addition', 'however', and so on. Properly used, they will make your writing flow and make your text easier to read. You can't do well in CAE without using these phrases.

Here's a page with some ideas about cohesive devices - try to include them in your writing. Here's another one with tips for the IELTS exam.

7. Grading: Language

Organising a text, using linking words, and getting all the content points is a great start, but for a high grade you'll need to use advanced vocabulary and more difficult sentence structures.

In the planning stage of the exam think about which high-level words you know for that topic and think in which paragraph you can use them. For example, if the topic is about transport you might use phrases like 'mass transit system', 'to commute', 'congestion,' and 'pressed for time'.

Then you need to use a variety of structures - passives, inversions, cleft sentences, questions, sentences with semi-colons. The more variety the better!

Also a variety of sentence lengths. This picture explains what I mean:

So instead of writing like this:
A lot of politicians say they will improve bus and train services. Having trains is good for people who have to go to work. It means they don't have to take the car to work. It is probably faster. If everyone takes a train to work there won't be any traffic jams.
You can produce this:
Why do progressive politicians pledge to provide mass transit systems in their cities? The answer is clear: Not only do pressed-for-time commuters benefit, but there is also less pollution. Let congestion be a thing of the past; let flowers bloom next to every tram stop.
In those three sentences there is one question; one colon; one semi-colon; one 'not only but also'; one imperative. Not bad, right? You can write like this if you practice and if you're not afraid to make some mistakes along the way.

8. How to Write a CAE Essay/Letter/Report/Proposal
Essays

9. Our Videos about CAE Writing

10. Common Mistakes in CAE Writing

Most CAE students don't make obvious, basic mistakes like your/you're or its/it's. But they do struggle with things like:
Relative clauses
You need to learn the difference between defining and non-defining relative clauses. Your non-defining clauses need commas, while your defining clauses shouldn't have commas.

I had lunch with my grandfather, who is 90 years old. (The second half of the sentence tells you more about my grandfather. It's bonus information, so there has to be a comma.)

I had lunch with my friend who lives in Prague. (I am very cool and popular - I have lots of friends. If I say 'I had lunch with my friend' you don't know which friend I mean. So the 'who lives in Prague' clause gives you essential information. Therefore, no comma!)

Note that non-defining pronouns cannot be changed to 'that', so you should never write a comma followed by 'that'. (This is especially a problem for German speakers because in German you HAVE to use a comma before 'that'.)
Gerund vs infinitive
Gerund means the -ing form of a verb. This is a tricky part of grammar because there are no rules and you have to learn every verb one by one. English! Argh! Anyway, make sure you know these structures:

I used to live in China (= I lived in China).

I'm used to hear ing German (= hearing German is normal for me).

I look forward to meet ing you.

I stopped smok ing (= I quit).

I stopped to smoke (= I stopped what I was doing because I wanted to have a cigarette).

I recommend buy ing new computer equipment. (Suggest and advise are also followed by gerunds.)

I recommend you buy new computer equipment.

Prepositions
So hard! So many prepositions! So many mistakes! Just learn as many as you can and remember, every single student who has ever taken the CAE exam has struggled with prepositions. You are not alone!
Conditionals
If I get the job I will move to Zurich. (The speaker is confident.)

If I got the job I would move to Zurich. (The speaker is not confident.)

If I had got the job I would have moved to Zurich. (But the speaker didn't get the job and didn't move to Zurich.)

Not taking risks
A lot of students always write the same, safe, things they always write. To master advanced vocabulary and structures you have to use advanced vocabulary and structures!
Being boring
It's hard enough to produce a well-structured piece of writing with good vocabulary that fits the content. But remember that the examiners read hundreds and hundreds of essays and most of them are very boring! If you make yours interesting (though the style, unexpectedly good vocabulary, maybe even a joke or two) the examiners will be VERY happy and you will be REWARDED.

11. Writing Correction Online

Students often ask if I offer a writing correction service. And... I do! (At the moment. In the past I said 'no' to everyone but the pandemic has changed many things.) I will correct 5 pieces of writing for 50 Euros.

You can pay for it via the button below. One day I will make a fancy sales page but for now you can just pay and start emailing me your work.

NEW! The feedback is now given IN VIDEO FORMAT. I can't begin to explain how amazing this service is.

Or you can listen to the first students who used this service:

"Hello Andrew. I do not know how to say thanks. You make me feel very happy.

Wow! Wow!

Now I can see much better the way that I have to write the report and the differences with the proposal."

- Jose

"Thank you very much for the feedback. I love it! I could see my weak point and what I have to improve to be better."

- Immy

"Thank you very much for the feedback. I love it! I could see my weak points and what I have to improve to be better."

- Ilias

Jose had the genius idea of sending me one essay, report, letter, proposal, and review so he could get some feedback on everything. But you can send me 5 essays if you want. Whatever! You're the customer.

12. Frequently Asked Questions

Q - Do I have to use British spelling?

A - No, it doesn't matter. But if you use American spelling, be consistent throughout your writing.

Q - How important is spelling and punctuation?

A - It's pretty important - If you make a trivial mistake it won't be a big deal. If the mistake stops the reader from understanding what you mean then you will lose points.

Q - How important is the word count? What happens if I write too many words?

A - The word count is a guide, not a rule. But if you do the task properly you will write about 220-260 words. If you write 300 words then you've probably written lots of stuff you don't need. If you write 200 words you've probably forgotten something.

DO NOT waste time in the exam counting how many words you have written! And never add or remove words just because of the word count - it'll turn out clumsy and weird.

All that said, when you are practicing for the writing section, I recommend you stick to the suggested word count.

Note that the computer-based exam will automatically count how many words you're using. Handy! See this article for more information about the computer-based CAE exam.

Q - I know I need to use complex sentences to get a good grade, but I'm worried about making mistakes. Is it better to have a simple text with no mistakes?

A - Cambridge says that students who make mistakes while trying to use complex structures will get credit for trying (as long as the mistake doesn't stop the reader from understanding).

Q - My handwriting is terrible! No-one can read it! Will I lose points?

A - No. Your handwriting is not very important. Just make sure it can be read. Also, you don't need to rewrite your text (and you don't have time to rewrite it) - if it's got lots of bits crossed out, don't worry. Every student's writing looks the same!

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CAE Writing Test Tips - Guaranteed to Improve Your Exam Score - CAE Exam Tips

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Cambridge C1 Advanced (CAE) Writing Test Tips You have 90 minutes to write two texts. Each text should be about 220-260 words long (see the Questions section at the bottom if you have concerns about the word count). Part 1 is always an essay, while in part 2 you have a choice of 3 tasks (letter/email; proposal; report; review).

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A really informative explanation of the marking

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Dear S.,

First up, let me promote my online English courses. Phrasal Verbs for Cambridge Advanced has 14 units and you could do 2 a day and really prepare hard for your exam!

Calculating your CAE score is surprisingly hard. The first thing you need to know is that each section - Speaking/Listening/Writing/Reading/Use of English is worth 20% of the final mark. (So you can be really, really bad at one section and if you are good enough in the other sections you can still pass.)

The next thing to consider is that while students can buy a book with practice tests inside and calculate their scores for Reading, Use of English, and Listening, the book won't tell them their Speaking or Writing scores. If you have an English teacher who is familiar with the exam you can get an approximate score, but otherwise you'll just have to guess.

In the past calculating the score meant a lot of maths, but Cambridge have a new scoring system. I didn't like it at first, but now that I'm getting used to it, I think it might be an improvement, even though it's a bit weird.

Down below I'll include a link to a Cambridge video where they explain the new system. [Important - the exam isn't harder now! You just get a different number at the end.]

In the new 'Cambridge English Scale' a passing mark for CAE is 180. So what does that mean?

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How Do I Calculate My CAE Score? - CAE Exam Tips

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Dear S., First up, let me promote my online English courses. Phrasal Verbs for Cambridge Advanced has 14 units and you could do 2 a day and really prepare hard for your exam! Calculating your CAE score is surprisingly hard.

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Instant feedback online writing tool

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Developed by the University of Cambridge, Write & Improve is a FREE tool that helps every learner to improve their English writing.

Choose from hundreds of tasks at all levels and start writing, or create your own tasks

Submit your writing and get a result linked to the international standard, the CEFR

Get automatic feedback on where your writing may need improvement

Make changes and check again to improve your writing

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Write & Improve is a free service for learners of English to practise their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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Log into My EUROCENTRES
Go to MY STUDY
Go to CAE EXAM PRACTICE

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Answers from GOLD textbook page 37
9.1. regret, risk, avoid, keep, consider
2. hope, expect, prepare, dare, help
3. dare, help
4. force
5. prevent
10. 1. B 2. A 3. A

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Australian Breaking News Headlines & World News Online | SMH.com.au

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Breaking news from Sydney, Australia and the world. Features the latest business, sport, entertainment, travel, lifestyle, and technology news.

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Read lots of articles! This will help a lot with the reading and use of English section... notice collocations!!

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BBC Learning English - BBC Learning English - Homepage

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A debate show about Australian and Worldwide issues

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Monday, August 3

Kerryn Phelps, Former AMA President and City of Sydney councillor

Lucy Morgan, Respiratory physician, Nepean Hospital

Vyom Sharma, General Practitioner

Abbey Fistrovic, Clinical Nurse Specialist
Fifth panellist TBC With a live cross to:
Andrew Laming, Liberal Member for Bowman

Ged Kearney, Shadow Assistant Minister for Aged Care

Panellists: Bill Bowtell, Adjunct Professor, UNSW and Strategic Health Policy Adviser; Gigi Foster, Economist, UNSW; George Megalogenis, Author and journalist; Cassandra Goldie, CEO of Australian Council of Social Service; and Karen Soo, Executive Officer at the Haymarket Chamber of Commerce. With a live cross to Simon Birmingham, Minister for Trade, Tourism and Investment; and Katy Gallagher, Shadow Minister for Finance.

Panellists: Sarah Henderson, Liberal Senator for Victoria; Adam Bandt, Leader of the Australian Greens; Margy Osmond, CEO of the Tourism and Transport Forum; Jodie McVernon, Epidemiologist, Doherty Institute; L-FRESH the LION, Hip Hop artist from south-west Sydney; with a live cross to Michael Gunner, Chief Minister of the Northern Territory.

Julia Gillard, Former Prime Minister

Would you like to ask the Q+A panel a question LIVE via Skype? Submit a video or text question here.

Get in touch with the Q+A production team, or subscribe to the Q+A newsletter.

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The show that puts you at the centre of the conversation. Host Hamish Macdonald is joined by a panel of punters, pollies and pundits to talk through the issues of the past seven days and set the agenda for the week to come.

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ABC (main broadcaster in Australia for TV and RADIO have an excellent selection of podcasts. They are too long to do in class but they focus on a variety of really interesting issues/topics. Some are funny and quirky some are serious and about ethics. It's a mixed bag.
You can find the RSS feed here to see the transcript.

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Subjects - ABC Radio National (Australian Broadcasting Corporation)

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Programs beginning with 0 Programs beginning with A Programs beginning with B Programs beginning with C Programs beginning with D Programs beginning with E Programs beginning with F Programs beginning with G Programs beginning with H Programs beginning with I Programs beginning with J Programs beginning with K Programs beginning

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AMAZING LIST OF PODCASTS FOR ADVANCED ENGLISH LEARNERS.
10 MINUTES EVERYDAY

http://britishenglishcoach.com/25-bbc-podcasts-for-advanced-english-learners/

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This is a list published by Cambridge. They expect you to know many more but these are the new ones for CAE

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Pronunciation Tips- SPEAK OUT LOUD AT YOUR COMPUTER

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Pronunciation Tips- SPEAK OUT LOUD AT YOUR COMPUTER

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English Lessons with Adam - Learn English [engVid]

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3 tips for sounding like a native speaker

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Great website that tells you the difference between words

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Great website that tells you the difference between words

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The most common usage of affect is as a verb, meaning "to impact". Effect is usually a noun, meaning the result or consequence of something. However, both affect and effect have alternate meanings when used as different parts of speech.

Comparison chart

Affect

Effect

Differences in Usage

In general, affect is a verb and effect is a noun. When X "affects" Y, it is said that X produces an "effect" on Y. In passive form, Y is "affected" by X.

Examples of Affect vs. Effect

Carbon dioxide emissions affect the environment.

The effect of global warming is that glaciers will melt and sea levels will rise.

The results of the 2008 presidential election in the United States were likely affected by the war in Iraq.

Reducing the marketing budget will affect sales growth.

We know the new marketing campaign is really effective because sales are up 350%.

Do you know the side effects of Tylenol?

Doctors must keep in mind that X-rays in CAT Scans may affect the body adversely with repeated exposure.

As a rule of thumb that works in most common usage scenarios, it is advisable to use affect as a verb (transitive, intransitive, active, passive) and to use effect as a noun.

Usage in Special Cases

Like many other words in the English language, affect and effect have more than one meaning.

Affect as a Noun

When used as a noun, "affect" refers to the external display of one's emotions or moods. The pronunciation of the word "affect" is slightly different when used as a noun. It is pronounced with a short A, as in apple, rather than the "uh" sound found in amount and affect when used as a verb. For example, consider the sentence John was unaffected by the impassioned performance. This means John did not display any emotions.

Effect as a Verb

When used as a verb, "effect" means to execute, produce, or accomplish something. It is pronounced the same way whether used as a verb or a noun. For example: The best way to effect change in society is to work at the grassroots level. Here "to effect change" means "to produce change".

Effects as a plural noun

The word "effects" can also be used to mean "a person's belongings". For example, He left without any of his personal effects.

Share this comparison:

If you read this far, you should follow us:

"Affect vs. Effect." Diffen.com. Diffen LLC, n.d. Web. 22 Sep 2017. < >

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What's the difference between Affect and Effect? The most common usage of affect is as a verb, meaning 'to impact'. Effect is usually a noun, meaning the result or consequence of something. However, both affect and effect have alternate meanings when used as different parts of speech....

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Essays are probably the most common task you are going to encounter in your academic career. They often come up as class and homework assignments in middle and high school and are always used as a part of college admission process: you are going to write them throughout college and, depending on the career you choose, - as a part of your academic work.

What we are getting at is this - if you learn how to write essays properly early on, you are going to save yourself a great deal of time, effort and nerve cells.

Source: http://waveavenue.com/wp-content/uploads/2014/03/essay-writing.jpg

Choosing the Topic for Your Essay

The first step of writing an essay is, naturally, deciding what you are going to write about. Unfortunately, you are not always given this opportunity; nevertheless, even when the topic is predetermined, it is often possible to nudge it a little bit in a more desired direction without making it look too far-fetched.

If you are given a free reign in this matter, it is at the same time easier and much harder. Easier because you can choose the topic that would ideally fit you; harder because the agony of choosing can be really painful and paralyzing than even the least interesting topic. So, what are the best options you have?

Something you are genuinely interested about. It is the best possible approach - when your involvement with the subject goes way beyond the school curriculum, it, on the one hand, makes writing much easier and more enjoyable and, on the other hand, does wonders for the quality of the final product.

Something you know well. You may not be particularly interested in the topic but, for some reason, know a lot about it. You won't have to dive into textbooks for every other sentence but will have your own opinion on the subject from the get-go - it's a great chance to show off your knowledge.

Something you can consult somebody about. If you know somebody who can and will give you some first-hand knowledge of the subject - go for it. For example, if you have to write about the challenges of healthcare system and have a relative who is a doctor, he/she may provide you with invaluable information on the subject.

Preparation

Many beginners tend to downplay or outright omit this stage. It is true, when the deadline is looming close and there is a lot of work to do, it is terribly tempting to just cut to the chase and conserve time and effort.

In reality, however, the result will often be diametrically opposite - you will spend hours writing, crossing out, rewriting, suddenly remembering that you've forgotten to mention something at the start and now have to restructure the entire thing for it to ever make any sense. Therefore - preparation is crucial and should constitute the majority of your work on an essay, like here:

Depending on how much time you have, preparation may include the following stages:

1. Early start. The earlier you start thinking about the topic of your essay, even prior to actual research and information gathering, the higher is the possibility of you stumbling on some useful fact or another in an unexpected place: on TV, in a conversation, etc.

2. Asset evaluation. Jot down everything you know about the topic. Mark the areas where you need additional data. Remember all the competent people you can consult on the topic.

3. Prepare the set of questions you need answered. This will make search for information much easier.

4. Information gathering. Look for relevant information in all available sources: libraries, the Internet, among your acquaintances and so on. Keep notes and don't overdo things - when you feel you know enough, it is enough. Also, make sure you record all your sources.

5. Formulate your thesis statement. What is the main point you want to make? Select one to three most important ideas supporting your topic and make sure you have facts, statistics or logical proof to back them up. In other words, thesis statement is a short summary of what you are going to talk about in the essay and why.

6. Plan your essay. Write down, in short, what you are going to write about in each part of your essay - we will talk more about it when describing specific parts of the essay.

Source: https://www.youtube.com/watch?v=p1KbANXoWlo

Writing an Introduction

In the most basic terms, every essay consists of three parts: introduction, body and conclusion. Of these three, the writers usually pay the greatest attention to the body, dealing with both introduction and conclusion in a couple of off-hand sentences. Big mistake!

Source: https://www.youtube.com/watch?v=IN6IOSMviS4

Introduction is as important as the body, probably even more. Its work is to produce the precious first impression on the reader and decide whether he/she is going to be interested in what you have to say from the get-go - or will be prepared to read yet another boring piece of mediocre writing. And although your teacher or professor will probably read it to the end (it's their job, after all), the first impression might be spoiled. In order to avoid this, you should follow several simple rules:

Make sure your introduction starts with an attention grabber or 'hook'. The first sentence should glue the reader's attention and make him/her want to read on. It may be a shocking statistic or a fact, a controversial or an outrageous statement, a quote - or anything else that would make them want to know what you are going to say next.

Don't forget to state the main idea or thesis of your essay, preferably as the last sentence of the introduction.

Be sure to logically connect the 'hook' to the thesis and the thesis to the body of the essay.

Avoid fillers. It is a good rule to remember in general, but doubly so in introduction - it should be short and snappy.

Avoid generalizations and clichés. There is nothing more depressing than reading yet another essay starting with "Few people know", "Since the beginning of time" or something equally bland.

Body Paragraphs: Structure

Body is the meat of the essay - it is where you express all your thoughts and try to prove your point to the reader. However, it doesn't mean that you should simply pile everything together and leave the reader to make some kind of sense of it. First and foremost, the body should be properly organized.

In most cases, one paragraph equals one point. Thus, each paragraph is dedicated to a particular point you've selected during the preparation phase: you introduce it, follow it up with some supporting evidence, answer possible counter-arguments if necessary, and conclude the paragraph with a logical bridge that connects it with the next point, covered in another paragraph.

If a point is too big to be expressed in a reasonably-sized paragraph, divide it into several sub-points- just make sure each of them constitutes a fairly independent logical unit properly connected with the rest of the body.

Body Paragraphs: How to Write

But what, exactly, does one write in body paragraphs? It is hugely dependent on the essay type, but there are some guidelines that are more or less universal.

Be specific. Depending on the essay type, you may be expected to bring up factual evidence, statistics or logical conclusions. Irrespectively of an essay type, however, you should avoid one and the same thing: vague generalities not supported by evidence.

Source: https://www.youtube.com/watch?v=lfVQjLFidjE

Avoid using personal pronouns unless it is specifically stated in requirements (recounting a personal experience without ever using "I" may be awkward).

If you cannot support an idea with evidence, don't use it at all. When using a source, always credit it and make sure you do it according to the accepted citation format.

Don't 'forget' to mention facts that seem to disprove or challenge your claims. This trick will be obvious for anybody more or less familiar with the topic in question and is only going to present you in unfavorable light.

Make sure to properly connect one paragraph to another. Words like but, however, despite, for example, therefore, as a result, thus, similarly, moreover and suchlike serve exactly this purpose; more elaborate constructions are also possible.

Make sure all your points support your main idea and go well with each other. If there is a brilliant point to be made about the topic, but it doesn't exactly have anything to do with your thesis statement or looks really out of place when compared with other points, it may be better to drop it entirely.

Don't use plagiarism - which sort of goes without saying, but still.

Writing a Conclusion

Ironically, it is the conclusion that allows the most freedom, for there are basically no rules that set in stone the way it should be written. Basically you should make sure you drive your point home one last time, and it doesn't matter how you do it as long as you do it effectively.

However, if you have no ideas for a creative conclusion, you may use one of well-tested techniques:

Source: https://www.youtube.com/watch?v=pvs9IpA5O2s

However, it doesn't mean that you should simply paraphrase your introduction and leave it at that - it is an incredibly lazy approach that isn't likely to warrant any positive reactions. There are ways to establish the connection with the starting statement in a much more elegant fashion. For example:

Use a quotation from one of your sources. Make sure it either amplifies your point or presents it from an unusual angle.

Use the starting point to move the discussion to another context. For example, if you discuss immigration policy in Great Britain, you may draw parallels or draw attention to its differences with that in the USA.

Consider the implications of your argument. What do the conclusions you've made imply or suggest?

There are innumerable ways to conclude your essay in a creative way - just keep your eyes open and remember that there are no surefire recipes.

General Advice

When all is said and done, however, you should remember that despite learning how to write particular parts of an essay can greatly help your technique, knowing them isn't the same as knowing how to write essays.

All elements of essay writing are interconnected and cannot be considered in isolation from one another; at any stage of writing you should keep in mind how it influences all the others:

Source: http://graphs.net/wp-content/uploads/2012/08/infographics-3.png

So, here are some points that refer to the process in general:

Write the essay in any order that sits well with you. However, the most logical method would be to start with the thesis statement, go on to the body and then, judging from how these two have turned out, think about an interesting introduction and conclusion.

Ideally, you should leave your already written essay for at least a day or two before starting to edit it - in this case you will be able to look at it with fresh perspective and notice all the flaws you would've otherwise missed.

Give the essay to somebody else to read and ask for an objective opinion. A person who doesn't know the direction in which your thought moved in the process of writing is the best judge of whether your essay is logically sound. What may look perfectly reasonable to you may be incomprehensible for an outsider.

Even if you are tempted, don't exceed the word limit. There is always something you can omit without any negative consequences.

Use mind mapping - this popular technique can help you organize your thoughts and quickly remember what refers to what.

And finally - no matter how many guides and tips on essay writing you read (and even learn by heart), nothing is going to replace good old practice. The best way to write better essays is to write bad essays until they start getting better and better - so close this guide and go write your essay. Now!

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Essays are probably the most common task you are going to encounter in your academic career. They often come up as class and homework assignments in middle and high school and are always used as a part of college admission process: you are going to write them throughout college and, depending on the career you choose, - as a part of your academic work.

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Tailor-made

Consumer-driven

High-minded

Close relative

Distant relative

Immediate relative

Close family

Distant family

Immediate family

Extended family

Common ancestor

Direct ancestor

Distant ancestor

Early ancestor