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Gerund vs. Infinitive Conversation Questions

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What is something you love doing that you don't usually talk about? Why do you love doing it?, Are you thinking of buying anything this weekend? What and why?.

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you let him realise he isn't the boss. - On no account should..., he should also be deluded into thinking you agree with him. - Not only should he be allowed to give his opinions,, be disturbed while watching a football match. - Under no circumstances is he to..., persuaded to clear his clothes off the floor. - Only by constantly nagging will he be..., learn how to switch on the vacuum cleaner. - Only after weeks of rigorous training will he..., it is in his interest to do so. - Rarely will a man respond to a request the first time unless..., he is prepared to lend a hand with the washing up. - No way should his laundry be done for him unless..., without the assurance that next time he will do it himself. - Only very rarely should a garment be ironed for him, you may take what he says seriously. - In exceptional circumstances, should you try to solve his problems for him. - Only if he seems really desperate...,

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CAE Inversion Task - Advice for the perfect wife

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you let him realise he isn't the boss. - On no account should..., he should also be deluded into thinking you agree with him. - Not only should he be allowed to give his opinions,, be disturbed while watching a football match. - Under no circumstances is he to..., persuaded to clear his clothes off the floor.

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INVERSION - a simple guide! Advanced English grammar - C1 Advanced and C2 Proficiency Cambridge exam

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Inversions for CAE - Using Advanced Grammar

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Only now do I understand..., Only now do I appreciate..., Never before have I been..., Never before have I ...., Never before had I been happier when I....

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Advanced Grammar | Inversion Multiple Choice Exercise | esl-lounge Student

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SUSPENS

INVERSIONS

The great game of

If Anna should call, tell her I'm busy.

You should stay at home, if you should show any symptoms.

If they had acted sooner, the problem would have been averted.

I didn't see her at any point.

You will not invite him under any circumstances.

I hired you not only for your intelligence, but also for your enthusiasm

You can keep not only phone numbers, but also pictures

I never want to meet them again.

If that should happen to me, I would be terrified.

A comedy rarely bows out on such a high.

We are not only missing the trip to Paris, but also the party

If things had been different, he would have become an actor.

He was not only a great musician but also a great human being.

I didn't tell him the truth at any point.

You won't have such fun anywhere else.

If that were to happen, swift action would be needed.

He not only enjoys driving, but he is also a racing driver in his spare time.

I have never seen a beauty so fair.

It says nowhere how she made her fortune.

GO

A relative could visit a patient only in exceptional circumstances.

TILES AND HOUSES

?

EXTRA QUESTIONS If you get it right, you can snatch a house from one of the other players. If you get it wrong, you'll lose one of your houses. (If in doubt about the answer, ask your teacher) As soon as I heard about the news I texted her. No sooner ...

How to play

INSTRUCTIONS

Each player chooses a colour.

Roll the dice, land on a square and rephrase the sentence using one of such inversions.

To check whether your answer is right or wrong, please tap/click on the "+" sign above each square.

Not only was he a great musician but (he was) also a great human being.

At no point did I tell him the truth.

Nowhere else will you have such fun.

Were that to happen, swift action would be needed.

Not only does he enjoy driving, but he is also ...

Never have I seen a beauty so fair.

Nowhere does it say how she made her fortune.

Had things been different, he would have become an actor.

Not only are we missing the trip to Paris, but also the party.

Rarely does a comedy bow out on such a high

Should that happen to me, I would be terrified.

Never do I want to meet them again.

Not only can you keep phone numbers, but (you can) also keep pictures.

Not only did I hire you for your mind, but also for your enthusiasm.

Under no circumstances will you invite him.

At no point did I see her.

Had they acted sooner, the problem would have been averted.

You should stay at home, should you show any symptoms.

Should Anna call, tell her I'm busy.

Only in exceptional circumstances could a relative visit a patient.

OH OH! You lose everything. Start again!

Fill your car with petrol. Roll the dice again.

Pay your electricity bill. Miss a turn.

BANK You'll get a house from the next player who gets their question wrong.

Fill your car with petrol. Roll the dice again.

Pay your electricity bill. Miss a turn.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit

Appointment with the dentist. Miss a turn.

Get a gift (a house) from the next player to get a question wrong.

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C1 Advanced (CAE) Practice Tests Online: Use of English

C1 Advanced (CAE) Practice Tests Online: Reading

C1 Advanced (CAE) Practice Tests Online: Listening

C1 Advanced (CAE) Practice Tests: PDF & Computer-based

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C1 Advanced (CAE) Practice Tests Online: Use of English

What's in Part 1?
Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly.
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What's in Part 2?
Part 2 consists of a text in which there are eight gaps (plus one gap as an example). In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word that will fill the gap correctly.
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What's in Part 3?
Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap.
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What's in Part 4?
Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between three and six words, one of which must be the key word. They key word must not be changed in any way
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C1 Advanced (CAE) Practice Tests Online: Reading

What's in Part 5?
Part 5 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by six 4-option multiple-choice questions which are presented in the same order as the information in the text so that candidates can follow the development of the text.
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What's in Part 6?
Part 6 consists of four short texts, on a related theme, followed by multiple-matching prompts. In total, there are four questions. Candidates must read across texts to match a prompt to elements in the texts.
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What's in Part 7?
Part 7 consists of one long gapped text from which six paragraphs of equal length have been removed and placed in jumbled order after the text, together with a seventh paragraph which does not fit in any of the gaps. The text is usually from a non-fiction source (including journalism).
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What's in Part 8?
Part 8 consists of one or two sets of questions followed by a single page of text: the text may be continuous, or divided into sections, or consist of a group of short texts. In total, there are 10 questions and four to six options.

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C1 Advanced (CAE) Practice Tests Online: Listening

What's in Part 1?
Part 1 consists of three unrelated short texts. These texts are approximately 1 minute in length and involve two speakers. Texts are taken from a wide range of real-life contexts and, therefore, contain a correspondingly wide range of topics, voices and styles of delivery. There are two 3-option multiple-choice questions on each text.
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What's in Part 2?
Part 2 features an informational monologue of approximately 3 minutes in length. Texts typically take the form of talks, lectures or broadcasts, aimed at a non-specialist audience, and are delivered in a neutral or semi-formal style.
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What's in Part 3?
Part 3 features interviews and d iscussions, involving two or more speakers. The text is approximately 3-4 minutes in length and typically takes the form of a broadcast interview or discussion aimed at a non-specialist audience.
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What's in Part 4?
Part 4 consists of a series of five short monologues on a theme. The text is 3-4 minutes in length with each monologue lasting approximately 30 seconds. The monologues represent spontaneous speech, delivered in an informal spoken style by speakers with a range of backgrounds and voices. There are two
parallel multiple-matching tasks, each with a different focus. In each case, the correct option has to be chosen from a list of eight.
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C1 Advanced (CAE) Practice Tests: PDF & Computer-based

Full Test 1 (PDF/ZIP) - along with audio files

Full Test 2 (PDF/ZIP) - along with audio files

Sample computer-based test

Answer keys:
Reading and Writing

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Free Practice Tests (Online & PDF) | C1 Advanced (CAE) | engxam.com

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Reading, Use of English, Listening Practice Tests (online & pdf) Collection of CAE Exam practice tests found on the Internet here to help you succeed in your Cambridge exam, so you can migrate to Australia or go on to higher education

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CAE Practice Tests

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Practice tests for Cambridge English Advanced Reading and Use of English

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FCE Key Word Transformation

Verb Patterns

For Questions 1-8, 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 words given.

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B2 First, (Cambridge English First, FCE) Key Word Transformation: Practice using verb patterns

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For Questions 1-8, 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 words given.

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Match up - Drag and drop each keyword next to its definition.

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Welcome to this 10 minute video lesson on English verb patterns.

English verbs are often followed by another verb or by an object plus a verb. Depending on what the first verb is, the pattern that follows can be completely different from one verb to the next. It's an area that many students find tricky. Check out our video lesson below, written for IELTS students but useful for anyone at intermediate to advanced level interested in practising this area of English.

Transcript for 'Verb Patterns'

Welcome to this 10 minute video lesson on the subject of verb patterns.

As you'll know only too well, in English, verbs are often followed by another verb or by an object plus a verb. Depending on what the first verb is, the pattern that follows can be completely different from one verb to the next.

Take the verb 'suggest' for example. Is it 'suggest to do something', 'suggest doing something', 'suggest someone does something'? With so many verbs each following a particular pattern, it's no wonder students end up making mistakes.

For example, mistakes like these, with the verbs 'prefer' and 'recommend'.
I'm not really interested in TV. I prefer listen to music.
I'd recommend to come to my country in the autumn.
Of course, we don't say 'prefer listen' or 'recommend to come'. But do you know what the correct patterns are?
I don't regret to not go to university.
My teacher advised doing IELTS.
I think some people would like retiring early.
Our government tell to us to use our cars less often.
When I was younger I used to living in Athens.
Schools don't make people to learn another language.
Yes, well done if you know these should be 'prefer to listen' and 'recommend coming'. You could also say 'recommend you come'. And if you're still wondering about 'suggest' from the previous screen, that also follows this pattern, so 'suggest doing something' or I suggest you do something'.

With all these possibilities you won't be surprised to learn that students trying our online IELTS Speaking practice tests make the occasional mistakes with verb patterns. Here are some examples. Can you spot the mistake in each sentence? Stop the video now and start it again when you're read to continue.

Hopefully you found most of them. Before we correct them let's look at some common verb patterns that we can use to work with to try and find out where the mistakes are.
I really enjoy travelling and I quite fancy visiting friends in Australia next year.
We'll look at these combinations in this lesson. The first one is 'verb + 'ing' or what's termed the gerund. We'll also look at 'verb + to' . There are some verbs that can take both of these patterns and one or two that have a different meaning depending on which one we use. We'll have a look at some of these in a minute. There are a number of verbs that are followed by a preposition and then the 'ing' form of the verb, like 'interested in'. And then finally we'll look at the pattern, 'verb + object + to', for example, the verb 'tell' takes this pattern as in 'I told someone to do something'.

So, let's look at the first pattern, 'verb + ing'. In this case the main verb is followed by the gerund or 'ing' form of the second verb.

So in this example, the verbs 'enjoy' and 'fancy' are both followed by verbs in the ing form.

Here are some more common verbs that take this pattern.
I've decided to continue my English studies after the exam as I hope to become I prefer living/to live in the city as there so much to do than in the countryside. an English teacher.
Are there any in the list that you don't use very often or you're not sure of the pattern? Stop the video now and practise making statements using any of these verbs.

OK, let's turn now to 'verb + to'. There are lots of verbs that take this pattern and here are two common examples. 'Decide' and 'hope', both of which are followed by 'to + verb'.

Here are some more examples of verbs that take this pattern. Some of them can actually be followed by an indirect object, a pattern we'll look at in a minute. But even if this is the case, they will still followed the 'to + verb' pattern. For example, 'I need to do something' or 'I need you to do something'.

Are there any verbs here you need to practise? Again stop the video now and make up some true statements about yourself using any of these verbs.

As I said earlier, there are some verbs that take 'to' or 'ing'. In some cases the difference in meaning is virtually the same such as here, where 'prefer' can take the 'ing' or 'to' pattern.

However, there are a small number of verbs where the meaning changes.

Take the verb 'stop' for example. In the first example below, the person stopped eating because they were feeling ill.

However, in the second example, the person stopped whatever it was they were doing in order to eat, in order to eat lunch.

'Remember' is another verb that has a different meaning depending on which pattern is used.

In the first example here, the speaker didn't forget to do the homework. So the meaning of remember in the first sentence is that the speaker didn't forget. But in the second example, the speaker is saying that have no memory of seeing someone at a party. So when it's followed by the 'ing' form of the verb like like this, the meaning is 'to have a memory or recollection of something'. You'll be pleased to hear that there aren't too many verbs like this.

Let's turn now to another common pattern, 'verb + preposition + ing'. Some verbs are followed by a preposition such as 'interested in' or 'guilty of'. Prepositions are generally followed by the 'ing' form of the verb so we would say 'believe in working' or I'm thinking of taking up'.

There are lots of verbs with dependent prepositions that take this pattern such as these.

Once again, stop the video and make some statements using any verbs you think you need to practise.

Finally, let's look at one last pattern, 'verb + object + to'. With this pattern, the main verb is followed by an indirect object and the 'to' form of the verb.

So in these examples we have 'need someone to practise' and 'persuade me to do something'

Here are some examples of verbs that take this pattern.
My teacher advised doing IELTS.
Of course if there isn't a direct object the 'to' form of the verb is used on its own, such as 'I was advised to see a doctor' or 'I was allowed to leave early'.

A very common mistake is with the word 'use'.
Our government to us to use our cars less often.
We used to spend out holidays on the coast.
I'm not used to getting up early.
Schools don't people to learn another language.
In the top example, 'used to' is a verb and refers to something you did in the past, so 'We used to spend our holidays on the coast'. Here, 'used to' is followed by the infinitive form of the verb without to - 'used to spend'. However in the second example, 'used' is an adjective and is followed by the 'ing' form of the verb. If you're 'not used to doing something' you're not familiar with it or accustomed to it and this meaning requires the 'ing' form.

So let's look again at those 6 statements and try to correct the mistakes using any of these patters.

Regret is followed by the 'ing' form of the verb. So this first statement should be 'I don't regret not going to university'.

The mistake here is of course that 'advise' is followed by the indirect object then 'to + verb'. So this should be: 'My teacher advised me to do IELTS'.

Now this next one shouldn't be 'would like retiring' but 'would like to retire'. Remember that verbs like 'love', 'hate', 'like', etc. always take the 'to' form when they are used with 'would'. so 'would like to', 'would hate to'.

Well done if you spotted the next one. 'Tell' is followed by the indirect object '+ to', not the other way around. So this should be 'Our government tells us to use our cars less often'.

Hopefully you've remembered that 'used to' is followed by the infinitive without to and so this statement should be: 'When I was younger I used to live in Athens'.

We've seen how some verbs are followed by an object + to, such as plan to do something. Well, just to make things even more complicated, here are some verbs that have the pattern 'verb + object + verb without to', and 'make' is one such verb. So this should be: 'Schools don't make people learn another language'.

'Let' and 'help' are two more verbs that follow this pattern. So 'let someone do something' or 'help someone do something'. 'Help', of course can also be followed by 'to', so 'help someone to do something'.

OK, that's the end of this quick lesson on verb patterns.

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English verbs are often followed by another verb or by an object plus a verb. Depending on what the first verb is, the pattern that follows can be completely different from one verb to the next. It's an area that many students find tricky.

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verb patterns: verb + infinitive or verb + - ing ?

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Verb patterns: verb + infinitive or verb + - ing ?

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Verb patterns: verb + infinitive or verb + - ing ? - gramática inglés y uso de palabras en "English Grammar Today" - Cambridge University Press

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Wordwall - Create better lessons quicker

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Have you ever really struggled ... - ... to fulfil a personal goal?, Would you ever attempt ... - ... to cheat in an exam you needed to pass?, What kind of things were you warned ... - ... not to do when you were a child?, Did you ever consider ... - ... becoming a teacher when you were at school?, If you could choose ... - ... to go on a beach or adventure holiday, which would you go for and why?, Have you ever forgotten ... - ... to take your passport when going abroad?, Can you imagine... - ... being rich and famous? Do you think you'd enjoy all the attention?, When was the last time you volunteered... - ... to help someone? And what help did you provide?, Is there any type of music you can't bear... - ... listening to? Why?, What do you hope... - ... to achieve in the next year?, How often do you practise... - ... speaking in English outside the classroom, for example every day?, Have you ever denied... - ... doing something you had actually done?,

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Have you ever really struggled ... - ... to fulfil a personal goal?, Would you ever attempt ... - ... to cheat in an exam you needed to pass?, What kind of things were you warned ... - ... not to do when you were a child?, Did you ever consider ...

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FCE ONLINE TESTS - GERUND INFINITIVE MEAN LIKE FORGET || FROM ENGLISH REVEALED

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Grammar for B2 First. Gerung, infinitive, verb pattern exercises for intermediate students of English. Improve your skills with EnglishRevealed.

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FCE TESTS ONLINE - GRAMMAR - GERUND vs INFINITIVE || FROM ENGLISHREVEALED

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Grammar for B2 First. Gerung, infinitive, verb pattern exercises for intermediate students of English. Improve your skills with EnglishRevealed.

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Learning when to use gerunds (speaking) and when to use infinitives (to speak) can be one of the most challenging parts of learning English. For this reason, Englishpage.com has created the Internet's most in-depth tutorial including 30 exercises as well as gerunds and infinitives reference lists to help you go from beginner to pro. Just scroll down to begin!

Basic Gerunds and Infinitives

Part 1 of the Gerunds and Infinitives Tutorial explains what gerunds and infinitives are and how to begin using them in everyday English. Complete exercises 1-10 below to practice what you have learned in Part 1 before moving on to Part 2.

Intermediate Gerunds and Infinitives

Part 2 of the Gerunds and Infinitives Tutorial discusses how to control gerunds and infinitives and how to use them more like native English speakers. Complete exercises 11-20 to see if you understand what you've learned in Parts 1 and 2. Then continue to our advanced tips in Part 3.

Advanced Gerunds and Infinitives

Part 3 of the Gerunds and Infinitives Tutorial covers exceptions and advanced gerunds and infinitives usage. This section is for the pros who want to speak English just like a native speaker. Can you pass our gerunds and infinitives final test?

Gerund and Infinitive Reference Lists

Here is a collection of all the reference lists used in this tutorial for quick access.

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Learn English gerunds and infinitives easily with our in-depth tutorial which includes a list of 20 usage tips, every reference list you need, and 30 gerunds and infinitives exercises to practice what you learn.

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Gerund vs. infinitive – Procvičování online – Umíme anglicky

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Gerund vs. infinitive – Procvičování online, test, rozsáhlá sbírka příkladů

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Gerund or Infinitive Interactive worksheets

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Here you can find Gerund or Infinitive worksheets. You can do the exercises online or download the worksheet as pdf.

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Gerund - Infinitive - Online Exercises - English Grammar

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Gerund Infinitive - Online Exercises - English Grammar

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Here's an interactive exercise about gerunds and infinitives after verbs.

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The most common crime and punishment vocabulary with audios for pronunciation. This word list covers crimes, criminals, punishment, court proceedings and other useful words to write and talk about the topic of crime. Practice the words with the vocabulary exercise at the bottom of the page.

These crimes are divided into crimes which are considered serious and those that are not.

Major Crimes

The list of crimes below are all nouns.

abduction = taking someone against their will (kidnapping)

arson = setting fire to a property

assault = a physical attack

burglary = illegal entry to a building with an intent to commit a crime

child abuse = maltreatment of a child

drug trafficking = importing illegal drugs

false imprisonment = imprisoning a person against their will and without legal authority

fraud = deception for personal or financial gain

hacking = unauthorised access to data in a computer system

hijacking = illegally getting control of an aircraft or vehicle

human trafficking = illegally transporting people, usually for slave labour or commercial sexual exploitation

murder (homicide USA)

premeditated murder = murder that is intentional (planned before hand)

unpremeditated murder - murder that is not intentional (not planned)

manslaughter - unintentional murder (synonym for unpremeditated murder)

attempted murder = planning to kill another person

patricide = killing one's own father

genocide = systematic killing of a race or religious group

euthanasia = killing someone for their benefit

organised crime = crime by an organised gang or organisation

smuggling = illegal import or export

terrorism = unlawful violence or threat with political aims

white collar crime = financially motivated non-violent crime by a worker

https://ieltsliz.com/wp-content/uploads/2090/07/120906_001.mp3
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Minor Crimes / Offences

pick pocketing = taking from another person's pockets

shoplifting = taking products from a shop without paying for them

traffic offences =breaking the rules of the road and driving

drunk driving = driving whilst under the influence of alcohol

jay walking = crossing the road at an undesignated spot

running a red light = going through traffic lights when they are red

speeding = driving over the speed limit

vandalism = deliberate destruction or damage to a building

https://ieltsliz.com/wp-content/uploads/2090/07/120906_002.mp3
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This list shows the person relating to the crime (the perpetrator of the crime).

crime = criminal

murder = murderer

theft = thief

trafficking = trafficker

hijacking = hijacker

terrorism = terrorist

smuggling = smuggler

shoplifting = shoplifter

vandalism = vandal

teenage criminal/ juvenile delinquent

https://ieltsliz.com/wp-content/uploads/2090/07/Criminals-Vocabulary.mp3
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the death penalty (capital punishment) = punishment of death

a prison sentence (imprisonment) = imprisonment

a suspended sentence = delaying of a sentence

forfeiture = property is taken away (confiscated)

hospital order = to confine someone to hospital under arrest

a fine = to pay money as a punishment for an offence

house arrest = imprisoned in one's own house rather than in prison

to suspend a license = withholding a person's right to use their driving license for a period of time

to revoke a license = to take away someone's driving license

non-custodial sentence = a sentence which is not done in prison
community service = punishment by doing community work

https://ieltsliz.com/wp-content/uploads/2090/07/Punishment-Vocab.mp3
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Other Types of Punishment

This refers to punishment commonly used by schools and parents.

detention = to stay in school after hours for punishment

to give lines = punishment where a child must write the same sentence again and again

isolation = to be kept apart from others as a punishment

grounding = to be unable to go outside home as a punishment

scolding = an angry reprimand

corporal punishment = physical punishment from a teacher or headteacher at school

https://ieltsliz.com/wp-content/uploads/2090/07/Other-Crime-Vocab.mp3
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judge = the person who controls the court proceedings

jury = a group of independent people who decide whether the defendant is guilty or not guilty

justice = fairness or court law

trial = legal proceedings to judge whether someone is guilty of a crime

court = the place where the trial is held

defendant = the accused person: the individual or group being accused in court of a crime

prosecutor = the lawyer against the accused person

defense = the lawyer protecting the accused person

witness = a person who sees an event happen

evidence = facts or information supporting the truth

proof = evidence supporting a claim

hearsay = rumour / unsubstantiated information

guilty = not innocent as judged by a court of law

innocent = found not guilty of a crime

to be found guilty = the court decided that the person did commit the crime

conviction / verdict = formal sentence of a court

circumstances of the crime = a condition or situation relating to a crime

extenuating circumstances = a condition that makes the crime or mistake less serious and more understandable

take into consideration = should be thought about carefully

circumstantial evidence = something that connects a person indirectly to the crime (for example, a finger print at a crime scene but no actual hard evidence or witness)

maximum / minimum sentence = highest penalty / lowest penalty

a harsh punishment = hard, strict penalty

penalty / punishment are synonyms but penalty is often used for both minor offences and major crimes.

https://ieltsliz.com/wp-content/uploads/2090/07/Legal-Court-Language.mp3
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Other Useful Crime & Punishment Vocabulary

crime is prevalent = there is a lot of crime

armed police = police who carry guns

to deter (n = deterrent) = to put someone off from doing something

discrimination = unjust treatment

to be soft on crime = not to have harsh or strict punishments

repeat offender = a person who has committed a crime or offence more than once

serial criminals = criminals who repeatedly commit the same crime

diminished responsibility = when someone is not in a state to be considered responsible for their own actions

rehabilitation = to restore someone through education or therapy

reintegrate back into society = help someone return into society

peer pressure = pressure from friends or colleagues

role models = people whose behaviour should be copied and respected

mimicking violent behaviour = to copy aggressive actions

https://ieltsliz.com/wp-content/uploads/2090/07/Useful-Words-List.mp3
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Complete the sentences using one or more words either from the above lists or from other vocabulary relating to this topic. The sentence must be grammatically correct once you have added the right word(s).

1. The ................... is the strongest deterrent against crime.

2. The number of .................... is on the rise due to the impact of peer pressure at school and violent movies shown on TV. Teenagers are prone to ................ aggressive behaviour.

3. All people accused of a crime should be given a fair ................ in a ............ of law.

4. People who are convicted a murder from only ............................ evidence should not receive the death penalty.

5. The motives of a crime should always be taken into consideration. For example. there is a significant difference in the character of a person who commits .................. murder and one who commits accidental murder.

6. A .............. sentence is more humane than capital punishment.

7. Punishment should be the last resort. Instead criminals should be .........................

8. People who commit ........... crimes, such as traffic offences, should have their .................... revoked.

9. Famous people, such as movie stars, should set a good ............ and ensure that they are good ................. for young people to follow.

10. ............... and the right to a fair ................ should be the right of all citizens.

11. Parents who inflict .................. punishment on their children are showing children that ................. is an acceptable way to deal with problems.

12. Prison does not rehabilitate criminals, it only ............. them from society. ................. service and rehabilitation is a better way to avoid criminals becoming ......................

Answers

1. death penalty (the answer can't be "capital punishment" because it doesn't use the article "the")

2. juvenile delinquents / mimic

3. trial / court

4. circumstantial

5. premeditated

6. life

7. rehabilitated

8. minor / licenses

9. example / role models

10. Justice / trial

11. corporal / violence

12. removes / Community / repeat offenders

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The most common crime and punishment vocabulary with audios for pronunciation. This word list covers crimes, criminals, punishment, court proceedings and other useful words to write and talk about the topic of crime. Practice the words with the vocabulary exercise at the bottom of the page.

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Words Used to Describe Works of Art and Pictures

used before the name of a famous artist to mean a picture by that artist.

accessible art, music, literature etc is easy to understand and enjoy.

relating to beauty or to the study of the principles of beauty, especially in art.

relating to any form of art, including painting, music, literature, acting, and dancing.

relating to drawing, painting etc.

painted, arranged, or done in a way that shows skill and imagination and looks beautiful.

British informal made by someone who enjoys creating and decorating things themselves, but who you think lacks skill.

avant-garde music, art etc is very modern and may shock people because it is so different from what has gone before.

art or entertainment that is camp deliberately does not follow traditional ideas about what is considered good in order to produce a humorous effect.

an American spelling of aesthetic.

art figurative art represents people, objects, and scenes, rather than representing feelings or ideas as abstract art does.

folk art, traditions, stories etc were developed by people in a particular region and have become traditional there.

made or done in a way that is intended to remind you of traditional art, customs, or stories.

relating to the form or structure of something such as a piece of writing, art, or music.

designed to look very impressive, but really looking artificial or silly.

a lifelike picture, model etc looks like a real person or thing.

relating to books that are considered to have value as art.

a magisterial work is written by someone whose knowledge and opinions are respected.

the mature work of an artist, writer etc is produced when they are no longer young and have developed their skill to a high level.

art using different shades of a single colour.

with a style or appearance that reminds you of a painter or painting.

relating to postmodernism.

art typical of a style of art popular in late 19th century England that used a lot of detail and bright colours and showed a very romanticized view of life.

pulp books, magazines, and films have not been written very well, and are often about sex or violence.

a pure form of art does not have any practical purpose, such as selling something.

printed by silk screen, or related to this method of printing.

a stereoscopic picture is designed so that when you look at it through a special piece of equipment, it looks solid and real.

a three-D film, picture etc looks as if it has height, depth, and width.

used for describing images that look as if they are three-dimensional.

an untitled poem, book, painting etc has not been given a title.

if you draw, paint etc from life, you use a real object or person as your subject instead of copying a photograph or picture

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Advanced Vocabulary - Words Used to Describe Works of Art and Pictures

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Words Used to Describe Works of Art and Pictures used before the name of a famous artist to mean a picture by that artist. accessible art, music, literature etc is easy to understand and enjoy. relating to beauty or to the study of the principles of beauty, especially in art.

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Learn ALL 16 TENSES Easily in under 30 Minutes - Present, Past, Future, Conditional

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I wish/If only

I wish I did

We can use wish + past simple to talk about things that we would like to be different in the present or future (but which are very unlikely or impossible).

I wish I had done

We can use wish + past perfect to talk about things that happened in the past and that we regret (we would have wanted them to be different).

I wish you would do

We can use wish + person/thing + would + infinitive when we talk about situations that annoy us and we would like them to change, or to stop.

I wish you would stop biting your nails. I hate it when you do it.

I wish it would stop raining. It's been three days!

We CANNOT use this structure to wish about ourselves (do NOT use I wish I would).

If only

We can use if only instead of I wish to mean the same. The only difference is that if only is more emphatic.

Note that we can use were instead of was with I/he/she after I wish/if only.

Would rather/would sooner

Would rather (than)/would sooner (than)

We use would rather or would sooner + infinitive to talk about preference. We can use them with than in affirmative sentences or with or in questions.

Would rather/would sooner + subject + past simple

When we use a different subject after would rather or would sooner, we use past simple to refer to the present or future.

Note that we can use were instead of was with I/ he/she after would rather or would sooner.

Would rather/would sooner + subject + past perfect

When we use a different subject after would rather or would sooner, we use past perfect to refer to the past.

It's time

It's (high) time + subject + past simple

We can use it's time or it's high time followed by a subject and a past simple verb to say that something should be done now or in the future.

I really think it's high time you took a decision. We can't go on like this any longer.

We can also use the alternatives it's time + to infinitiveor it's time for someone + to-infinitive.

Other expressions

Suppose/supposing/imagine/what if

Suppose, supposing, imagine, and what if can be used like we use if in conditionals. So after these words, we use the present tense for real situations (first conditional), and the past simple or past perfect for unreal situations (second and third conditionals).

(=First conditional: If you meet him in the street, what are you going to tell him?)

(=Second conditional: If you found a suitcase full of money, what would you do?)

(=Third conditional: If she hadn't told you anything, you would have acted differently.)

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Wish, rather, if only, it's time - unreal uses of past tenses - Test-English

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Unreal uses of past tenses. Advanced English grammar. Unreal uses of past tenses. I wish, if only, I'd rather, It's time, what if, supposing, etc.

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Exercises Explanation Downloads

Wishes and regrets - I wish/if only

Exercise 1

Choose the correct options to complete the text.

I wish/if only - Grammar chart

I wish I did

We can use wish + subject + past simple to talk about things that we would like to be different in the present or future (but which are very unlikely or not possible).

I wish I had done

We can use wish + subject + past perfect to talk about things that happened in the past and that we regret (we would have wanted them to be different).

I wish you would do

We can use wish + person/thing + would + infinitive when we talk about situations that annoy us and we would like them to change, or to stop.

I wish you would stop biting your nails. I hate it when you do it.

I wish it would stop raining. It's been three days!

We CANNOT use this structure to wish about ourselves (do NOT use I wish I would).

If only

We can use if only instead of I wish with very similar meaning. The only difference is that if only is more emphatic.

/ were a bit taller!*

If only you would make a bit of an effort. You are wasting your life!

Note that we can use were instead of was with I/ he/she after I wish/ if only.

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Wishes and regrets - I wish/if only - Test-English

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Wishes and regrets. I wish you did. I wish you would do. I wish you had done. I wish, if only. If only I were. Upper-intermediate English grammar.

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Look at these examples to see how wish and if only are used.

That guy is so annoying! I wish he'd stop talking.
I wish I lived closer to my family.
If only I hadn't lost her phone number. She must think I'm so rude for not calling her.
I wish they wouldn't park their car in front of my house.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We use wish and if only to talk about things that we would like to be different in either the present or the past. If only is usually a bit stronger than wish.

In the present

We can use wish/if only + a past form to talk about a present situation we would like to be different.

I wish you didn't live so far away.
If only we knew what to do.
He wishes he could afford a holiday.

In the past

We can use wish/if only + a past perfect form to talk about something we would like to change about the past.

They wish they hadn't eaten so much chocolate. They're feeling very sick now.
If only I'd studied harder when I was at school.

Expressing annoyance

We can use wish + would(n't) to show that we are annoyed with what someone or something does or doesn't do. We often feel that they are unlikely or unwilling to change.

I wish you wouldn't borrow my clothes without asking.
I wish it would rain. The garden really needs some water.
She wishes he'd work less. They never spend any time together.

Do this exercise to test your grammar again.

Language level

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Do you know how to use wish and if only to talk about things you would like to change? Test what you know with interactive exercises and read the explanation to help you.

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Top Tips for Passing FCE Reading / Practice English with Paul

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Free Computer-based sample tests

You will need to use the Firefox browser to access these sample tests. You can download Firefox for free. Once downloaded, open Firefox and use the links below to view the tests. Watch this tutorial before you start to help you understand what you need to do.

Check your answers as you do the test. Once the test has finished you will not be able to check them.

Use the answer keys below

Free Exam Guides for Candidates
Have a look at free exam guides and tips from Cambridge English Assessment
Free Paper-based sample test
Download sample papers 1 & 2 for B2 First for Schools
Free online activities

We have activities for reading, writing, listening, grammar, pronunciation and vocabulary.

Games and social media

Games, videos and social networking are all great ways to improve your English. Find out what is available!

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Preparation materials B2 First for Schools | Swiss Exams

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You will need to use the Firefox browser to access these sample tests. You can download Firefox for free. Once downloaded, open Firefox and use the links below to view the tests. Watch this tutorial before you start to help you understand what you need to do.

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In today's changing and competitive world, learning English is a key factor for personal, academic, and/or professional development. If you want to better position yourself and open the door to a world of opportunities, it's essential to have at least a B2 or upper-intermediate level.

You want to know if you've already exceeded the B1 level or if you still need to strengthen some skills to achieve it. But maybe you don't feel confident enough to take an official exam like the First Certificate in English test (FCE). Don't worry about it. You can get an answer quickly and effectively by taking the FCE test from ABA English.

But before you do, it's important for you to prepare yourself with a modern and flexible study method like the innovative Smart Learning® learning experience developed by ABA English, the digital English academy.

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The First Certificate Test. Find out your level! 🤓 | ABA English

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In today's changing and competitive world, learning English is a key factor for personal, academic, and/or professional development. If you want to better position yourself and open the door to a world of opportunities, it's essential to have at least a B2 or upper-intermediate level.

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Not sure which exam to take? Try our online test to find out which Cambridge English exam is right for you. It’s quick, free and gives an instant score.

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SMASH English - Cambridge English Exam Preparation

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How to FAIL B2 First (FCE) Speaking! (5 Biggest Mistakes!)

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Vychytávky k ústní části FCE (B2 First) zkoušek 💪

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In this article, I will focus on FCE Speaking Part 4, which is the last part of the B2 First Speaking test. Since we have already focused on all the other parts ( FCE Speaking Part 2, Part 3 & Part 1), it is now time for me to provide a clear description of this part as well as a sample question/answer, so you get a better idea of what you will face when you're doing this exam.

Description of FCE Speaking Part 4

Part 4 of the B2 First Speaking test basically consists of a set of questions which candidates have to respond to. While at first glance, it is similar to Part 1, it is actually a blend between Part 1 (interview) and Part 3 (discussion). Here are the main features of this part:

The examiner will typically ask between 4 and 6 questions.

These questions stem from the topic in part 3. So if you've been discussing tourism in your city in Part 3, the topic of Part 4, at least at the start, will be tourism.

The examiner can address the question to one candidate and then the other one (E.g.: And what do you think, Candidate B?), or they can ask the question to both at the same time and ask them to discuss the question together. NOTE: in this case, the examiner will prompt a discussion between the candidates using a hand gesture.

In general, questions in Part 4 normally touch on complex issues like education, learning, healthy habits, careers, new technologies, etc. The candidates are expected to develop extended answers and, as specified above, may be prompted to exchange views rather than answer the questions individually.

Timing of the B2 First Speaking Part 4

B2 Speaking Part 4 is meant to last 4 minutes (pairs) or 6 minutes (trios). However, while that is the total length of this part, questions are not timed per se. This means that each question isn't timed individually and their length in time depends on how the candidates develop their answers.

Examiner's questions and sample Candidate answers or discussions

In Speaking Part 4, there aren't any specific instructions beyond the examiner's questions, which, as I said earlier, will stem from the topic discussed in Part 3. Let's now take a look at a set of sample questions and answers:

- Examiner: Do you think you have to spend a lot of money to have a good holiday?
- Candidate A: I honestly don't think so. It's true that travelling can be expensive, but there are also some inexpensive ways of visiting other countries, like cheap flights, or you can always have a vacation in your own country.
- Examiner: What do you think, Candidate B?
- Candidate B: I agree with Candidate A, but I do believe that it's difficult. Not impossible, but difficult, because when you're on holiday you always want to do as much as possible, so it's difficult to make money last.

- Examiner: Some people say we travel too much these days and shouldn't go on so many holidays. What do you think?
- Candidate B: Well, that's probably true. Travelling is quite popular nowadays because most people can do it and it's great. But it's true that so much tourism can have a negative impact on some places or even cultures, don't you think, Candidate A?
- Candidate A: That's a very good point and not many people think about that. So yeah, I agree that we travel too much, but I don't think we can do anything to prevent it nowadays.

- Examiner: Do you think people have enough time for holidays these days?
- Candidate A: Well, most people are quite busy, but thankfully, we all have some time off work or college, so we make the most of that time to go on holiday. At least, that's my case. What about you, Candidate B?
- Candidate B: Yes, most of us have enough time to go on holidays at least once a year. I think that those who don't go away it's really because they can't afford it. Who doesn't like a holiday?

- Examiner: Why do you think people like to go away on holiday?
- Candidate B: Well, it's a change from routine, and you can also have many great experiences while you're on holiday. You can do things that you can't do at home or in your town, especially because most of the time you would be busy working or studying.
- Examiner: What do you think, Candidate A?
- Candidate A: I think Candidate B has made a great point. Holidays are special because they're different and enjoyable. They help us recharge our batteries and come back fresher than ever to our regular lives. And they're the best time to live different experiences and get to know other cultures.

Basic observations for B2 First (FCE) Speaking Part 4

After reading the sample above, let's make a few basic observations about this part:

Question complexity: The questions asked in Part 4 are more difficult than those in Part 1, as they deal with more complex topics. For these reasons, candidates are expected to provide more extended and accurate answers. This also means that the grammar and vocabulary expected of candidates needs to be good enough to deal with these types of questions.

Time to shine: You can obviously shine throughout the whole test, but Part 4 is probably the best opportunity for candidates to give answers that are organised and insightful, having more freedom to try to impress the examiners.

Interaction: Apart from answers being more complex, candidates are expected in most cases to successfully interact with one another, as the examiner can prompt them to discuss the question together rather than provide individual answers. Therefore, it is also necessary to use appropriate discourse markers and interaction devices which facilitate a discussion with the other candidate.

Timing: Depending on how candidates are answering the different questions, the examiner will decide to ask the whole set, skip some or stop asking before the set is complete.

[H4] FCE Speaking Part 4: Useful Phrases to Face Part 4

In this section, we'll go over some useful phrases that you can use in any discussion. In fact, these phrases are also recommended for Speaking Part 3. Let's take a look at them now. I've divided them into different sections depending on when we would use them:

Starting your discussion

Shall I start? / Yeah, go on.

Shall I go first? / Of course, go ahead.

Is it okay if I start? / Sure, no problem.

Would you like to go first? / Yes, why not?

Expressing your opinion

I believe/think that...

In my opinion,...

The way I see it,...

If you ask me,...

I would say that...

It seems to me that...

As far as I'm concerned,...

Asking for your partner's opinion

statement, don't you think/agree?

statement, wouldn't you say so?

statement , wouldn't you agree?

statement, right?

Do you think...?

Do you believe that...?

What do you think about...?

What about...?

What's your take on...?

Agreeing with your partner

I (totally) agree with you.

You're dead right.

That's (absolutely) true.

You're (absolutely) right.

That's a great idea.

I couldn't agree more.

Yes, I see what you mean.

I see it that way, too.

Yes, of course.

I think so, too.

Disagreeing with your partner

I'm afraid I don't see it the same way.

I'm sorry but I have to disagree.

You may be right, but I have a different view.

That might be true, but I'm not sure I agree with you.

I'm sorry, but I don't agree.

Top 10 Tips for FCE Speaking Part 4

Pay close attention to the question and to your partner: As described above, the questions in Speaking Part 4 can be complex and insightful. That is why paying close attention to understand the question properly is specially important in this case. In addition, you must always be aware of what your partner is talking about because you will most likely have to react to their opinions.

Justify your opinions: Justifying your opinions is just as important as being able to express them. Firstly, you are proving that you can support your opinions with arguments in English, and secondly, you are providing the other candidate with conversation material to keep the discussion going.

Work with your partner: Always remember that your partner is not your enemy. You will both be assessed separately, so you must see him or her as your ally.

Help your partner: If, for some reason, the other candidate is struggling to find the appropriate words or ideas to express, you can give them a hand by stepping in with some ideas or guessing the words you think they are looking for. Not only will this help the conversation itself, it will also show the examiner that you have great communication skills.

Step up your interaction skills: Apart from responding to questions appropriately, you are expected to interact with your partner or, at the very least, react to their answers. For this reason, you ought to know how to use a set of expressions that will make a good impression. So try to avoid the typical "What do you think about...?" or "I agree/disagree", and go for something a little more advanced, such as "wouldn't you agree?", or "I'm afraid I don't hold the same opinion."

Stick to the topic, but don't fall short: make sure that you stick to the topic and answer exactly what the examiner asked, but also be sure to extend your answer until you have provided one that fully deals with it.

Finish your statements with a question or a question tag: When speaking to your partner, try to finish your statements with a question tag, as it's a very natural way of keeping the conversation flowing.

Address your partner or the examiner appropriately: remember that you are having a conversation with someone, whether it be the examiner or the other candidate. While speaking, be sure to look at the other person as you speak.

Bonus Tip

Be polite & smile: You'd be surprised by what human beings can achieve with politeness and a smile. A positive, cheerful attitude will make you cause a better impression on the examiners and your partner, plus it makes you, to some extent, a better communicator.

Video of a Real FCE Speaking Part 4

Now you've read all the description and tips to successfully deal with FCE Speaking Part 4, it's a great idea for you to see exactly how this part feels, and what better way to do so safely than to see other people doing it! So check out this video and let me know in the comments if you have any questions! NOTE: This is a full test video, so if you just want to see Part 4, go to minute 10:30, which is where Part 3 ends.

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How to Succeed in B2 First (FCE): Speaking Part 4 | KSE Academy®

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In this article, I will focus on FCE Speaking Part 4, which is the last part of the B2 First Speaking test .

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Až dojdou ty spodní, můžete si najít další tady

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Až dojdou ty spodní, můžete si najít další tady

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Fce online activity for FCE. You can do the exercises online or download the worksheet as pdf.

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Fce online worksheet for FCE. You can do the exercises online or download the worksheet as pdf.

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FCE Reading and Use of English part 1 worksheet

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Fce online worksheet for FCE. You can do the exercises online or download the worksheet as pdf.

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Fce online worksheet for b2 FCE. You can do the exercises online or download the worksheet as pdf.

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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fce sample paper - reading and use of english

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FCE Sample Paper - Reading and Use Of English interactive worksheet

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Fce online activity for B2. You can do the exercises online or download the worksheet as pdf.

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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FCE worksheets and online activities. Free interactive exercises to practice online or download as pdf to print.

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TAKE
LAST
(v) take is generally used when we are in control of the action
(v) last is generally used to talk about the duration of something

ADVICE
ADVISE
(n) advice is a noun. It is a suggestion or recommendation.
(v) advise is a verb. It means "to give advice"

SAFE
SECURE
(adj.) safe collocates with decision/energy/journey/business/place
(adj.) secure collocates with job/position/stronghold/prison/place

ASSIST
ATTEND
(v) to help somebody to do something
(v) to go to; to be present at

AUDIENCE
SPECTATORS
(n) an audience attends a concert, play, performance, show etc.
(n) spectators attend a game, match, sport event etc.

CHILDISH
CHILDLIKE
(adj.) like a child, silly
(adj.) having the qualities that children usually have; innocent

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FCE COMMON ERRORS - FREE PRACTICE EXERCISES | ENGLISH REVEALED

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TAKELAST (v) take is generally used when we are in control of the action(v) last is generally used to talk about the duration of something ADVICEADVISE (n) advice is a noun. It is a suggestion or recommendation.(v) advise is a verb. It means "to give advice" SAFESECURE (adj.)

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Cambridge University - Susanne Tayfoor - Common mistakes at FCE [EnglishOnlineClub.com]

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Mistakes

Every activities that you take part that is not your usually works

A manager that follow the grow of his team

A person that entry in the company with no experience, for example he finish the school and start working

He has not experience

This person has few experience in the company, know the process, know the business

If I well remember

When I watched the result

Solutions

The following solutions are only available to Taster members or higher. Register/upgrade here >>

Mistakes

We have been there 2 years ago

I search in internet

I have a friend which is very kind

A place into nowhere, in the deep France

It is by far much better

You can't do what you have done in your youngest

We drink coffee in the whole Italy

Perhaps people was convinced not to drink

Solutions

Mistakes

The English test not very well

How conjugated the verbs?

Not specificated the time

I have listened a new cd of a French artist

Solutions

The following solutions are only available to Taster members or higher. Register/upgrade here >>

Mistakes

The views is not nice

It wasn't a very city with building, square

There were 2 little city

There it's possible eating meat

Not too much English people

I hasn't time to go cycling

Solutions

The view is not nice or the views are not nice

There were 2 little cit ies
(im)Possible + to do something Much + uncountable nouns. Many + countable plural nouns.
Mistakes

A lot of people arrives in Paris

A lot of restaurants does also pizza

Then I will tell you why this week is too busy

Today I woke up 30 minutes first starting my work

Solutions

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Mistakes

I wait his phone

I was always hurry up

The job that do my colleague

He often is in hospital

I can go to holiday

He told to my boss

When you was younger you did everything

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Mistakes - Piece of writing

Wash the fruits with water, then let them dry on a towel. To the fruits add a lemon and a couple of apples per about 2 kilograms of fruit. Cut the fruits in pieces, remove the core and the seeds of the fruits, but leave the peel, which is very important because it contains the pectine, the compound that make thick the marmalade. With the lemon, you can cut the whole fruit in small pieces or use only the grated peel and the juice: it depends on if you like or not the pieces of peel in the finished marmalade.

Weigh the clean fruits and add sugar in the proportion you prefer, but not lower than 500 g per kilogram; I usually use from 600 to 700 g per kilograms.

Start cooking at low temperature with a covered pot. When the marmalade has became liquid, cut the pieces with a mixer: this helps you to reduce the cooking time.

Continue cooking and mix often with a spoon, with uncovered pot. Cooking takes about one hour. To control if the marmalade is cooked, put a little on a saucer and put it in the freezer for some minutes.

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Mistakes

I like studying to choose trees, shrubs and flowers, buy them and finally plant them in my garden. When we bought this house where I live now, there really wasn't a garden, just a piece of bare soil without trees. Starting from 2011, we have raised a hedge composed of mixed shrubs, and planted 17 trees, together with a lot of flowers, mainly roses. We also have built two pergolas, one with 8 vine plants, half with red grapes and half with white grapes, and the other with two kiwi plants.

The soil of my garden is very rich of clay and alkaline, so I have a lot of problems in growing plants, because they don't have enough air available at the roots. In return, they usually don't suffer scarce water during the summer, because the soil of the garden retains a lot water.

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Check out this page for loads of articles based around common mistakes students make during the FCE exam.

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Common Mistakes At FCE | B2 First Student Errors & Solutions

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Mistakes Every activities that you take part that is not your usually works A manager that follow the grow of his team A person that entry in the company with no experience, for example he finish the school and start working He has not experience This person has few experience in the company, know the process, know the business If I well remember When I watched the result Solutions The following solutions are only available to Taster members or higher.

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SMASH English - Cambridge English Exam Preparation

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HOW to STRUCTURE your B2 First (FCE) ESSAY - B2 First (FCE) Writing

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An essay is writing in which we analyse a topic, a situation or an issue from different points of view, providing arguments and expressing our opinion about it.

For this reason, an essay must have the following features:

Purpose: When writing an essay, we analyze and evaluate an interesting or controversial topic.

Tone and style: An essay is written in a formal style, so we must stick to an objective tone and style. Our language must be formal, thus avoiding words that are simply too common or generic (e.g.: things, stuff, get, etc.) and contractions (e.g.: can't, don't, won't, etc.).

Structure: It should have an introductory paragraph and a conclusion at the end. The body should consist of 2 or 3 main paragraphs, depending on how you decide to structure your ideas.

Coherence: Coherence is essential in every type of writing, but especially in an essay. Avoid writing incoherent and short paragraphs that have nothing to do with one another. Your ideas must follow a logical order and be well connected with appropriate linkers.

Check our Writing Guide - to see how to write a FCE essay in detail.

B2 First (FCE) Essay: Structure

Introduction
Present and develop the essay question in your introduction

1 st body paragraph
State your 1st argument and give a reason. This should be your main point.

2 nd body paragraph
State your 2nd argument and give a reason.

3 rd body paragraph (optional)
State your 3d argument and give a reason.

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B2 First (FCE) Essay: How to write an essay?

We will use the example question below in our writing guide advice:

In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view.

Some people say the fashion industry has a bad effect on people's lives. Do you agree?

Write about:
1. the price of clothes
2. whether people's appearance is important
3. ........................ (your own idea)

Introduction..

In the introduction, paraphrase the essay topic so that the reader know what you are going to write about.

Do not express your opinion at the beginning of your essay, leave it to the last paragraph ( conclusion)

Introduction: The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking.

Main Body: 1st - 3rd body paragraph

in the remaining paragraphs, you write on the points you got in the task, where each paragraph should describe exactly one point/argument
How do I write them?
See example below...

Paragraph 1 - comment on question 1 - "the price of clothes"
(facts, details, and examples)

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year...... Paragraph 2 - comment on question 2 - "people's appearance is important"
(facts, details, and examples)

It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation....

Paragraph 3 - comment on question 3 - "........................ (your own idea)"
(facts, details, and examples)

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands.....

To connect your supporting paragraphs, you should use special transition words, see below.

Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.

Conclusion

The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a "conclusion."

It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

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B2 First (FCE) Essay: Example essays

Subject:

In your English class you have been talking about the environment. Write an essay using all the notes and give reasons for your point of view.

Every country in the world has problems with pollution and damage to the environment.
Do you think these problems can be solved?

Notes:

Write about:
1. transport
2. rivers and seas
3. .............................. (your own idea)

Student's FCE Essay Answer:

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn't be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It's difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!

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Subject:

In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view.

Some people say the fashion industry has a bad effect on people's lives.
Do you agree?
Notes
Write about:
1. whether people's appearance is important
2. the price of clothes
3. ........................ (your own idea)

Student's FCE Essay Answer:

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

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B2 First (FCE) Essay: Example topics

Your teacher has asked you to write your response to the following statement taken from a recent newspaper article:
Is it true that we help the environment when we plant a tree?
Write about:

Your teacher has asked you to write your response to the following statement taken from a recent newspaper article:
Nowadays children are suffering from obesity, that was once considered to be meant for adults only. What are its causes and what solutions can be offered?
Write about:

Your teacher has asked you to write your response to the following statement taken from a recent newspaper article:
Is it better to be the oldest or the youngest in a family?
Write about:

1. parents

2. role of older sibling

3. ..................(your own idea)

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B2 First (FCE) Essay: Writing Checklist

After writing your text, you can check it yourself using the writing checklist below.

How to do that? Simply check your text/email by answering the questions one by one:
Content

Have I covered all the key information required by the task?

Have I written only information which is relevant to the task?

Have I developed the basic points in the task with my own ideas?

Communicative Achievement

Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?

Have I communicated a balance of straightforward and more complex ideas?

Have I used a suitable style and register (formal or informal) for the task?

Organisation

Have I used paragraphs appropriately to organise my ideas?

Have I used other organisational features appropriately for the genre of the text (for example, titles, headings, openings, closings, etc.)?

Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words, pronouns, etc. to refer to different things within the text?)

Are the ideas balanced appropriately, with suitable attention and space given to each one?

Language

Have I used a wide range of vocabulary?

Have I avoided repeating the same words and phrases?

Have I used a range of simple and more complex grammatical structures?

Have I correctly used any common phrases which are relevant to the specific task or topic?

Is my use of grammar accurate?

Is my spelling accurate?

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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.

B2 First (FCE) Essay: Tips

TIP: Pay attention to style and register

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.

B2 First (FCE) Essay: Useful Phrases & Expressions

Introduction

The trend nowadays is towards ....
Over the past ten years or so the media have frequently carried reports of ....
Recent research indicates that ....
Hardly a week goes by without another report of ........... appearing in the media.
This raises the issue of whether ......
Although most people would generally agree that ............ few would deny that ....

Stating your opinion

As I see it,
It seems to me that ............ I would also say that ....
I am convinced that ...............
I am inclined to believe that ..................
There is no doubt in my mind that ..................
One of the drawbacks of ....... is ..........
However, one of the benefits is that ............
Changing topic
As regards the causes for this, ..............
Concerning the causes for this, .........
As for the causes, ...........

Presenting arguments

One justification is often given for ........... is that.................
Advocates/Proponents would claim that ..................
Those who object to ................. often argue that ...................
Another objection is that ......
However, it should not be forgotten that ..............
........... are opposed to ................ on the grounds that .................
From the point of view of .................
According to ....................

Describing causes

One factor which has led to ............ is ..............
One of the factors which has brought this about is .........
The problem often stems from ....................
The situation has been exacerbated by ................
.............. has only made the situation worse.
One consequence of ................ is ................

Proposing steps and measures

As regards the most appropriate response to this situation, one suggestion would be to .........
The first step to be taken would be to ........
To alleviate the situation people should ...........
In addition they ought to ...............
To begin to tackle this situation society/individuals/the government need/s to This can only be dealt with if ............
To overcome this problem, ..............
Were the government to ..............., the situation would doubtless improve.
Individuals can do a great deal to ............
The burden of responsiblity lies in the hands of ........
It is vitally important that .........
Legislation should be introduced to control .................
It would be a grave error if we .................

Concluding

All in all it seems to me that ...........
The obvious conclusion to be drawn is that .......................
All things considered, .............
On balance, I tend to believe that ............
The world would surely be a better place to live in if ..............
If people stopped ....ing, we would have/ we could look forward to a ...............
The prospects for the future will be bleak/grim unless ...................

B2 First (FCE) Essay: FAQ

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. Otherwise, you can address academic experts and pay someone to write your paper if you need help to write an essay for you.

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How to write an essay? | B2 First (FCE) | engxam.com

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An essay is the first part of the writing and it is obligatory.You need to answer the question with between 140-190 words. In the text you need to analyse a question using different points of view. It is a semi-formal text and should be impartial until the conclusion.

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Students need to write essays to pass Cambridge First or Advanced exams. Contributed by Nicola Prentis.

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Reported speech tenses will change from that of the direct speech in most cases.

This is known as backshifting in reported speech, with the basic rule that a tense is shifted back to its past tense form.

This is because we are usually talking about something in the past.
You can also watch a video of this lesson:
Backshifting in Reported Speech

Here are some examples of backshifting, with tenses going back from present to past:

Reported Speech Tenses Change Chart

Below is a reported speech tense change chart with the rules for backshifting for each tense and for modal verbs.

You will see reported speech does not go back a tense if it is already in the past perfect (there is no further back it can go), and some modal verbs also do not change.

If you are tested on this, though, these are the changes you need to make.

Exceptions to the rules

This is a useful starting point. However, it is a simplification as we may not always decide or need to shift the tense back.

For instance, if the circumstances we are reporting on have not changed since they were directly said, then the tense would not need to be changed. For example:

So if we want to convey that the situation is still true then we may keep the tense the same.

Alternatively, the tense could even forward shift. An example would be in relation to a film or book. In this case, the person may use the past tense to say that the film was good, but the present or past tense could be used when you convey that to someone else:

As you can see, either reported speech tenses would be ok if you wanted to pass the information on to somebody else. The person said the film was good, and it is still good (it hasn't gone away).

So there are some general rules for reported speech tense changes but it can depend on the context. There may be no need to change it or you may be able to choose either tense.

Practice

Do you want to practice your knowledge of reported speech tenses? Try this reported speech quiz where you have to change direct speech to reported speech.

You might like these

There are three multi-word verbs: prepositional verbs, phrasal verbs, and phrasal-prepositional verbs.

Transitive and intransitive verbs are different in transitive verbs must have a direct object, whereas intransitive verbs do not. In this grammar lesson we will look at the differences between them and study some examples.

Any questions or comments about the grammar discussed on this page?

Post your comment here.

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Reported Speech Tenses Chart: How to convert tenses

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Reported speech tenses will change from that of the direct speech in most cases. This is known as backshifting in reported speech, with the basic rule that a tense is shifted back to its past tense form. This is because we are usually talking about something in the past.

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Grammar Exercise - Reported Speech Exercise

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English grammar exercises and quizzes online. Free exercises and quizes on reported speech (indirect speech.)

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She said that the park was beautiful.

We often want to tell someone what you or another person said. We may also want to share what some written content says. One way to do this is to use direct speech. Direct speech includes the exact same words that the person said, with quotation marks. Here are some examples of direct speech:

"Jen wrote the report," Zak said.

"She is an excellent writer!" Amy replied.

"Is the restaurant open?" said Jason.

"Where can I park the car?" he asked.

"I think you should drink less coffee," said Maya.

"Could you give me the cups?" she said.

"Put the boxes on the table," said Mr. Cole.

Another way is to use reported speech, also called indirect speech. Here are some examples of reported speech:

Zak said that Jen had written the report.

Amy exclaimed that Jen was an excellent writer.

Jason asked if the restaurant was open.

He asked where he could park the car.

She recommended that I drink less coffee.

Mr. Cole told me to put the boxes on the table.

We can report people's statements, questions, requests, suggestions, and orders.

When you report another person's speech, there may be several changes you need to make between the direct speech and your reporting sentence. We will explore these changes by first studying reported statements.

Here is a diagram of the parts of a reported speech sentence for a statement:

A reported speech sentence for a statement begins with a main clause. The main clause has a subject that identifies the previous speaker (or text source), and a reporting verb. The most common reporting verb for statements is said. Other common reporting verbs for statements include says, told, mentioned, and explained. After the main clause is the noun clause. The noun clause of a reported statement begins with the noun clause marker that.

After that is a noun or pronoun to begin expressing what was originally the direct speech. It is often necessary to change pronouns to match the updated speaking/writing context.

DIRECT: " I wrote the report," Jen said.
>> REPORTED: Jen said that she wrote the report.
DIRECT: " I read your email," Zak said.
>> REPORTED: Zak said that he read my email.
DIRECT: " We can visit you on March 10," said Emma.
>> REPORTED: Emma said that they could visit me on March 10.
DIRECT: " Robert likes green tea," said Sophia.
>> REPORTED: (speaking to Robert) Sophia said that you like green tea.

We may also need to change the verb tense of the reported speech. Two verb tenses that do not change are the past perfect and the past perfect progressive.

past perfect
DIRECT: "Jen had written the report," Zak said.
>> REPORTED: Zak said that Jen had written the report.
past perfect progressive
DIRECT: "Grace had been writing the reports until last year," Zak said.
>> REPORTED: Zak said that Grace had been writing the reports until last year.

Other verb tenses might or will definitely change. When verb tenses change in reported speech, this is called a backshift. The verb tense changes for reported speech are called a backshift because the verb tense shifts one degree backward in time.
According to formal grammar rules, certain modals should definitely change, though in ordinary conversation many native speakers do not change the modals. Here is a chart that summarizes possible and required changes:

Let's explore in more detail these verb tenses and modals in reported speech, studying particular reported speech sentences for statements.

Simple Past

In ordinary conversation, it is usually acceptable to keep direct speech simple past verbs in the same tense when reporting another person's speech. Here are some examples.

DIRECT: "I did it already," Jake said.
>> REPORTED: Jake said that he did it already.
DIRECT: "I bought the hats online," Carla said.
>> REPORTED: Carla said that she bought the hats online.
DIRECT: "Zak read the report," Lauren said.
>> REPORTED: Lauren said that Zak read the report.
DIRECT: "I locked the door," Scott said.
>> REPORTED: Scott said that he locked the door.

Many grammar books say that simple past direct speech must be transformed in reported speech to past perfect. For formal writing and formal speech, you should probably backshift the reported speech verb tense. You should probably also backshift the verb in the TOEFL speaking and writing sections. Here are some examples.

DIRECT: "I paid the bill," Josh said.
>> REPORTED: Josh said that he had paid the bill.
DIRECT: "They enjoyed the film," Maria said.
>> REPORTED: Maria said they had enjoyed the film.
DIRECT: "I developed the software," Chris said.
>> REPORTED: Chris said that he had developed the software.
DIRECT: "The committee approved the proposal," said Heather.
>> REPORTED: Heather said that the committee had approved the proposal.

Past Progressive

Like simple past, you can keep direct speech past progressive verbs in the same tense when reporting another person's speech in everyday conversation. Here are some examples.

DIRECT: "They were dancing near the stage," Ella said.
>> REPORTED: Ella said that they were dancing near the stage.
DIRECT: "I was sleeping at the time," he said.
>> REPORTED: He said that he was sleeping at the time.
DIRECT: "Alex was driving," James said.
>> REPORTED: James said that Alex was driving.
DIRECT: "I was helping my son with his homework," she said.
>> REPORTED: She said that she was helping her son with his homework.

However, it is sometimes helpful to use the past perfect progressive to express more clearly the order of the events. Remember that one of the main uses of past perfect progressive is to express a past action already in progress before another past action. Also in formal writing and speech, past progressive is typically backshifted to past perfect progressive.

DIRECT: "I was washing the dishes when Ben called," she said.
>> REPORTED: She said that she had been washing the dishes when Ben called.
DIRECT: "The children were playing in the backyard when Aunt Keisha arrived," he said.
>> REPORTED: He said that the children had been playing in the backyard when Aunt Keisha arrived.
DIRECT: "I was resting on the couch when I heard a loud noise," she said.
>> REPORTED: She said that she had been resting on the couch when she heard a loud noise.
DIRECT: "Jen and Alex were looking for the hammer in the garage when Tom found it in the kitchen," Grace said.
>> REPORTED: Grace said that Jen and Alex had been looking for the hammer in the garage when Tom found it in the kitchen.

Simple Present

It is not necessary to change direct speech simple present tense in reported speech if the direct speech content is still true at the time of the reported speech. This includes general facts, abilities, and ongoing feelings of like and dislike.

DIRECT: "Stars form from space dust," she said.
>> REPORTED: She said that stars form from space dust.
DIRECT: "The Amazon River flows into the Atlantic Ocean," he said.
>> REPORTED: He said that the Amazon River flows into the Atlantic Ocean.
DIRECT: "Andrei speaks English and German very well," she said.
>> REPORTED: She said that Andrei speaks English and German very well.
DIRECT: "Yolanda plays the drums," he said.
>> REPORTED: He said that Yolanda plays the drums.
DIRECT: "I love oranges!" she said.
>> REPORTED: She said that she loves oranges.
DIRECT: "Josh likes American history," he said.
>> REPORTED: He said that Josh likes American history.

We often also keep the simple present tense when describing what was said very recently, such as a few seconds or minutes ago. The reporting verb can also be in simple present tense.

DIRECT: " I'm not hungry," Carlos said.
>> REPORTED: Carlos said that he isn't hungry. OR Carlos says that he isn't hungry.
DIRECT: "I have the keys," said Evan.
>> REPORTED: Evan said he has the keys. OR Evan says that he has the keys.
DIRECT: "The shirt fits great!" he said.
>> REPORTED: He said that the shirt fits great. OR He says that the shirt fits great.
DIRECT: "I see the entrance," said Naomi.
>> REPORTED: Naomi said that she sees the entrance. OR Naomi says that she sees the entrance.

Remember that the simple present verb tense can also describe future acts and states. In these cases it is also appropriate to keep the simple present verb tense in the reported speech when the reported speech content is still in the future.

DIRECT: "The movie starts at 6 p.m.," she said.
>> REPORTED: (3 seconds later) She said that the movie starts at 6 p.m.
DIRECT: "The store closes at 9:30," he said.
>> REPORTED: (20 minutes later) He said that the store closes at 9:30.
DIRECT: "The train leaves in 10 minutes," Julia said.
>> REPORTED: (a few seconds ago) Julia said that the train leaves in 10 minutes.
DIRECT: "The library opens in half an hour," said Anthony.
>> REPORTED: (a moment later) Anthony said that the library opens in half an hour.

Otherwise it is appropriate to backshift simple present tense to simple past tense, especially when there is more time between original direct speech and when that speech is reported later.

DIRECT: "I know the way," he said.
>> REPORTED: (one day later) He said that he knew the way.
DIRECT: " I'm not hungry," Carlos said.
>> REPORTED: (30 minutes later) Carlos said that he wasn't hungry.
DIRECT: "I see the entrance," said Naomi.
>> REPORTED: (two days later) Naomi said that she saw the entrance.
DIRECT: "I feel much better," she said.
>> REPORTED: (a week later) He said that she felt much better.

Present Progressive

Similar to simple present reported speech guidelines, native English speakers often do not backshift present progressive tense when the reported speech is still true.

DIRECT: "He is watching a video," she said.
>> REPORTED: (immediately after) She said that he is watching a video.
DIRECT: "Sophia is parking the car," Jason said.
>> REPORTED: (a few seconds later) Jason said that Sophia is parking the car.
DIRECT: " I'm waiting near the front of the restaurant," Alyssa said.
>> REPORTED: (a moment later) Alyssa said that she's waiting near the front of the restaurant.
DIRECT: "Tom is helping me," Ben said.
>> REPORTED: (a few minutes later) Ben said that Tom is helping him.

Remember that the present progressive verb tense can also describe future acts and states.

DIRECT: "He is performing at the Pearl Hotel this evening," she said.
>> REPORTED: (a minute later) She said that he is performing at the Pearl Hotel this evening.
DIRECT: " I'm getting a haircut in a little while," he said.
>> REPORTED: (immediately after) He said that he is getting a haircut in a little while.
DIRECT: "Maria is hosting a discussion group in April," he said.
>> REPORTED: (half an hour later) He said that Maria is hosting a discussion group in April.

Otherwise it is appropriate to backshift to past progressive tense, especially when there is more time between the original direct speech and when that speech is reported later. In these cases it is also appropriate to keep the simple present verb tense in the reported speech when the reported speech content is still in the future.

DIRECT: " I'm reading the report," Zak said.
>> REPORTED: (next day) Zak said that he was reading the report.
DIRECT: " It's snowing!" Ben said.
>> REPORTED: (three days later) Ben said that it was snowing.
DIRECT: " We're staying at the Pearl hotel," Pam said.
>> REPORTED: (a week later) Pam said that they were staying at the Pearl Hotel.
DIRECT: " I'm sitting in the third row," he said.
>> REPORTED: (a week later) He said that he was sitting in the third row.

The same considerations about whether to keep or backshift present perfect direct speech in reported speech also apply to present perfect verb tenses. In formal writing and for the TOEFL test, it is probably most appropriate to backshift.

DIRECT: " I've been to Qatar a few times," Alex said.
>> REPORTED: Alex said that he has been to Qatar a few times.
DIRECT: "He has written a lot of books," Naomi said.
>> REPORTED: Naomi said that he has written a lot of books.
DIRECT: (during a summer program) "Jen has helped many students," he said.
>> REPORTED: (a month later) He said that Jen had helped a lot of students.
DIRECT: " I've heard of that singer before," Nicole said.
>> REPORTED: (a few weeks later) Nicole said that she had heard of that singer before.

Present Perfect Progressive

Like for the other present tenses, use judgment to decide whether to keep or shift present perfect progressive in reported speech.

DIRECT: "They have been waiting for 20 minutes," Samantha said.
>> REPORTED: (a moment later) Samantha said they have been waiting for 20 minutes.
DIRECT: "I haven't been feeling well," Darnell said.
>> REPORTED: (a few minutes later) Darnell said that he hasn't been feeling well.
>> REPORTED: (a week later and Darnell feels healthy now) Darnell said that he had not been feeling well.
DIRECT: " I've been working on this report for over two weeks," Jen said.
>> REPORTED: (Jen completed the report five days ago) Jen said that she had been working on the report for over two weeks.

Most formal grammar books say that will is always changed to would in reported speech. However, as explained in the examples for simple present and present progressive verb tenses used for future events, if the situation that is described in the direct speech will occur in the future after the time when the reported speech is made, then will can be kept or changed to would. If the event that was described with will in the direct speech has already happened, then change will to would.

DIRECT: "We will have a test on Friday," the teacher said.
>> REPORTED: (Wednesday) The teacher said that we will have a test on Friday.
>> REPORTED: (Saturday) The teacher said that we would have a test on Friday.
DIRECT: "We will have a meeting on March 20," said Zak.
>> REPORTED: (March 15) Zak said that we will have a meeting on March 20.
>> REPORTED: (March 29) Zak said that we would have a meeting on March 20.

Future with Be Going to

The considerations described above for will future tense also apply to future with be going to. If the situation that is described in the direct speech will occur in the future after the time when the reported speech is made, then am/is/are going to can be kept or changed to was/were going to. If the event that was described with am/is/are going to in the direct speech has already happened, then change am/is/are going to to was/were going to.

DIRECT: " I'm going to attend a conference on November 15," she said.
>> REPORTED: (November 8) She said that she's going to attend a conference on November 15.
OR She said she was going to attend a conference on November 15.
>> REPORTED: (November 21) She said that she was going to attend a conference on November 15.
DIRECT: "Bill is going to leave in 10 minutes," Jen said.
>> REPORTED: (a couple seconds later) Jen said that Bill is going to leave in 10 minutes.
OR Jen said that Bill was going to leave in 10 minutes.
>> REPORTED: (the next day) Jen said that Bill was going to leave in 10 minutes.

Omission of That

We can often remove the noun clause marker that in reported speech statements.

She said she loves oranges.

Pam said they were staying at the Pearl Hotel.

Nicole said she had heard of that singer before.

Zak said we will have a meeting on March 20.

You can practice reported speech with the exercises below.

If you would like to learn about you can speak and write with:
~ modal verbs in reported speech
~ reported questions
~ reported speech for requests
~ reported speech for suggestions
~ reported speech for orders
you can email me at contact@englishtutordia.com to schedule your first free online consultation.

Practice

If you would like get more speaking and listening practice using reported speech and receive professional feedback to check whether you are using them and other important sentence structures correctly, you can email me at contact@englishtutordia.com to schedule your first free online consultation.

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Reported Speech - Introduction - Improve your English with Dia

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She said that the park was beautiful. We often want to tell someone what you or another person said. We may also want to share what some written content says. One way to do this is to use direct speech. Direct speech includes the exact same words that the person said, with quotation marks.

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Exercise on Reported Speech - 10 :: Learn English online - free exercises, explanations, games, teaching materials and plenty of information on English language. :: page 10

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FCE Speaking Parts 3 & 4 + useful phrases

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Part 3 Overview

In part 3 you given a spider web with five keywords linking to a question. It looks like this:

You get about 15 seconds to read everything, then you have to discuss it with your partner for 2 minutes. When the 2 minutes is over, the examiner will stop you and he will ask another question. You discuss that question for another minute.

2. About the 2015 changes

In 2015 Cambridge changed the First exam. They changed the name and they made some improvements to different parts of the test.

In the old version of Speaking part 3, candidates had 3 minutes to discuss the 5 topics AND say which was the most important. This led to a lot of messy conversations where students started by deciding what the most important thing was and talking nonsense for 2 and a half minutes.

The new version is better - you have 2 minutes to explore the 5 topics, and THEN another minute to decide which is most important or the best.

This part of the exam is called the Collaborative Task. To collaborate means to work as a team. Imagine you had a discussion with a friend or work colleague in your own language - you wouldn't talk for two minutes while the other person said nothing (at least I hope you wouldn't) and you would listen to what the other person said and be interested in it (at least I hope you would).

So - treat your partner like an EQUAL - give them equal chance to speak and be prepared to agree and disagree with them in a respectful way.

Have you ever played chess with a clock? You make your move, hit the button, your clock stops ticking and your partner's clock starts. It would be very useful to have one of these clocks while practicing this part of the exam. At the end you should both have spoken about the same amount of time. (Of course 5 or 10 seconds difference is no big deal.)

Another way to think of it is like a tennis practice - you hit the ball to your partner with the goal of playing for as long as possible.

You will get a good grade if you ask questions and react to what the other student says.

You will get a bad grade if you are selfish, don't listen, or try to monopolise the conversation.

4. What if my partner is shy or aggressive?

There's normally no need to worry about this.

First, you can find a speaking test partner and register for the exam together. Then you will know who your speaking test partner will be. Problem solved.

Second, if you do end up with an aggressive speaking partner, you will have lots of time in parts 1, 2, and 4 to show your speaking skills. In part 3, try your best to politely interrupt and to be sociable - the examiners will notice and you will gain points while the other student is losing them.

If your partner is too shy, just give them opportunities to talk as normal, wait a few seconds for an answer, then answer them yourself if needed. You know - exactly what you would do in your own language.

5. I can't talk about 5 points in detail in 2 minutes!

True! And you don't have to. In fact, you probably shouldn't. it's much better to have a really good, deep conversation about three of the topics than to race through and mention five. The good discussions in my classes tend to hit 3 or 4 topics.

6. Help! We don't agree about anything!

it doesn't matter - it's all about opinions. There are no right or wrong answers, only good or bad discussions. If you disagree, explain why. Try to persuade your partner that your way is right. But also, when your partner says something good, react. 'Oh, that's a good point, I hadn't thought of that.'

Cambridge are only interested in the quality of the discussion and the quality of your language (your grammar and vocabulary). You won't lose points if you say something crazy like:

In fact, those sentences are relevant to the task (providing parks is one of the 5 topics) and there's some good vocabulary.

7. What's the best way to do it?

LISTEN to your partner. Don't just wait for your turn to speak. Be interested in what they are saying and politely agree or disagree. If you disagree, try to persuade them to change their idea, but don't spend too long doing that.

Refer back to things you already said.

Say a couple of sentences then ask a question. Never answer your own questions!

Try to look at your speaking partner more than the paper.

Some students turn their chair a little bit - towards the other student. This helps them to remember who they should talk to.

8. What are some useful phrases I should learn?

Maybe this helpful article will come in handy?

9. Got any more tips?

Don't introduce the task. There's really no point saying 'So, Bob, today we have to talk about attracting more tourists to our town.' Everyone in the room knows what the task is! Repeating it is just a waste of time.

In part 1, don't talk about what the most important or best thing is. That is normally the question for part 2. If you look at the example question at the top of this page, it says 'Why would these ideas attract more tourists to the town?' Not 'what's the best way to attract more tourists'. It's a very important difference! Always focus on what the question says.

If your speaking partner is talking about the wrong thing, bring them back to the task. Say, 'that's very interesting but we should talk about why more tourists would come'.

10. What about the second part?

Everything we said about the first part (2 minutes) applies to the second part (1 minute). You have to take turns, respond to your partner, agree and disagree, and so on.

The only difference is the task. It's normally something like 'now decide which of the 5 topics is the most important'.

DON'T start by saying what you think is the most important!

This may seem crazy at first, but look:

- I think providing parks will bring the most tourists because they will have a place to relax, especially in Summer.

- I totally agree.

END CONVERSATION

There's another 45 seconds left! What are you going to discuss? Nothing useful, that's for sure!

How about this:

- I think the answer definitely isn't putting up security cameras. It might make some people feel safer but mostly it's just ugly and maybe people will think the city isn't so safe if there is such a need for cameras. What do you think?

- I totally agree. I think tourists don't want the NSA watching everything they do.

[Great! Now we have 40 seconds left.]

- I think building a nightclub would bring some tourists but would put off some others.

- Yes, especially older ones. The best solution has to be something that's right for teenagers, their parents, and the elderly. Right?

- Absolutely.

- So I think maybe providing parks will bring the most tourists because they will have a place to relax, especially in Summer.

- And as you said, it's something for people of all ages.

You see how starting with something that isn't the best leads to a better conversation?

TOP TIP

Refer back to what you said in part 1.

'Well, as Bob said earlier, the answer definitely isn't putting up security cameras.'

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Don't settle for 3-star performance in Part 3 of the Speaking Test. Our tips will help you relax!

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How to Succeed in B2 First (FCE) Speaking Part 3 | KSE Academy®

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In B2 First (FCE) Speaking Part 3, you must hold a discussion based on a situation and different options. Learn to do this properly and enjoy the post!

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

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Write the second part of these indirect questions. Follow the example.

Example:
Where are the biscuits?

Answer:
Can you tell me where the biscuits are ?

Copyright © 2023 Practising English
All rights reserved

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Online English grammar exercises - practice of making and using indirect questions and when to invert subject and auxiliary.

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English grammar practice on indirect questions. Transform the following direct questions into indirect or embedded questions.

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Embedded questions online activity for Grade 9. You can do the exercises online or download the worksheet as pdf.

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Exercise about indirect questions in the present simple tense.

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Direct and Indirect Speech Rules Pdf!

Direct and Indirect Speech
Direct Sentences Study these direct sentences

1. The boy said to the girl, "I can hear you."

2. The little girl remarked, "I shall always remember this day

3. The man said to the children, "I know you and your parents."

4. The man cried out "We are not foes, but friends."

5. He said to me, "Go away."

6. Leo said to his sister, "Why are you crying?

7. He said, "Hurrah! We have won."

8. Gilbert said to me, "I am very busy and so cannot accompany you to the station now."

Indirect Sentences Study these indirect sentences of upper direct sentences.

1. The boy told the girl that he could hear her.

2. The little girl remarked that she would always remember that day.

3. The man told the children that he knew them and their parents.

4. The man cried out that they were not foes, but friends.

5. He told me to go away.

6. Leo asked his sister why she was crying.

7. He cried out joyfully that they had won.

8. Gilbert told me that he was very busy and so could not accompany me to the station just then.

Direct and Indirect Speech Rules Pdf

Let us! Learn in Detail.

There are two ways in which the words of a speaker can be reported:

We may quote the actual words used by the speaker. This is called Direct Narration or Direct Speech.

We may have the substance of the words used by the speaker and not his actual words. This is called Indirect Narration or Indirect Speech.
Examples:
Direct: Afzal said, "I am going home."

Indirect: Afzal said that he was going home.

It will be seen that in Direct Speech, (I) the exact words of the speaker have been used, (II) the words quote have been put within Quotation Marks or Inverted Commas, (III) the first letter of the quotation begins with a capital letter, and (IV) there is always a comma, a colon after 'said' that introduces the spoken words.

In Indirect Speech, the speech that is reported is not put within inverted commas and does not begin with a capital letter. That has been placed before the Indirect Speech.

When the verb in one sentence reports, what is said by some speaker in another sentence, the verb in the sentence is called the reporting verb and what is said in the second sentence is called the Reported speech.

While changing Direct into Indirect Speech the Personal Pronouns and the tense of the verbs in the reported speech undergo certain changes as explained below.

RULES FOR THE CHANGE OF PRONOUNS
First-person in the reported speech:-
Direct: He says to me"l am tired."

Indirect: He tells me that he is tired.

Direct: He said to me,"l am faithful."

Indirect: He told me that he was faithful.

Direct and Indirect Speech Rules Pdf
From the study of the foregoing examples we learn:-
Rule 1. Pronouns of the First Person in the Reported Speech are changed in Indirect Speech to the same person as the subject of the Reporting Verb.

All nouns are considered to be in the Third Person e.g.,

Direct: The man said to the children, "I know you and your parents"

Indirect: The man told the children that he knew them and their parents.
Second Person in the Reported Speech:-
Direct: He says to me," You are tired."

Indirect: He tells to me that I am tired.

Direct: He said to lite," You lack courage."

Indirect: He told lite that I lacked courage.
From the study of the foregoing examples we learn:-
Rule 2. Pronouns of the Second Person in the reported speech are changed in Indirect to the same person as the noun or pronoun coming after the Reporting Verb. If the object of the reporting verb is not given, the sense of the Pronoun to be used should be carefully determined. Direct and Indirect Speech Rules Pdf

Direct: Joe said to me," You can go."

Indirect: Joe told me that I could go.
Third Person in the Reported Speech.
Direct: He says to me, "He is tired."

Indirect: He tells me that he is tired.

Direct: He said to me, "He is still absent."

Indirect: He told me that he (another person) was still absent.
From the foregoing examples we conclude:-
Rule 3. Pronouns of the Third Person in the Reported Speech remain unchanged in the Indirect Speech.

Direct: Joe said to her mother, "She is to be blamed."

Indirect: Joe said to her mother that she was to be blamed

In sentences like the above, the meaning is ambiguous as she in the Indirect Speech may apply to Joe, or her mother, or to a third person, spoken of. In such cases, it is better to name the person in brackets after the pronoun thus:-

Joe told her mother that she (Joe) was to be blamed.
OR
Joe told her mother that she (her mother) was to be blamed.
OR
Joe told her mother that she (another person) was to be blamed.

RULES FOR THE CHANGE OF TENSES
Study the following examples:- Reporting Verb in the Present or Future Tense:-
Direct: Salim says, "The teacher is not at home."

Indirect: Salim says that the teacher is not at home.

Direct: I say, "I am reading."

Indirect: I say that I am reading.

Direct: He will say, "I did not know it."

Indirect: He will say that he did not know it.

Direct: He will say, "l am not at home."

Indirect: He will say that he is not at home.
From the study of the foregoing examples we learn:-
Rule 1. If the Reporting Verb is in the Present or Future tense, the tense of the verb in the Reported Speech is not changed. Direct and Indirect Speech Rules Pdf

Reporting verb in the Past tense followed by a verb in the Present Indefinite tense in the Reported Speech. Study the following examples:-

Direct: Gilbert said, "I want peace."

Indirect: Gilbert said that he wanted peace.

Direct: He said, "The doctor may come."

Indirect: He said that the doctor might come.
The above examples show that:-
Rule 2. After a reporting verb in the Past tense, a verb in the Present Indefinite tense in the Reported Speech is changed into the Past Indefinite tense.
Reporting verb in the past tense followed by a verb in the Present Continuous tense in the Reported Speech. Continuous tense in the Reported speech. Study the following examples:-
Direct: He said, "The king is coming now."

Indirect: He said that the king was coming then.

Direct: Leo said, "I am riding a horse."

Indirect: Leo said that he was riding a horse.
The foregoing examples show that:-
Rule 3. After a reporting verb in the Past tense, a verb in the Present Continuous tense in the Reported Speech is changed into the Past Continuous tense.
Reporting verb in the Past tense followed by a verb in the Present Perfect tense in the Reported Speech. Study the following examples:-
Direct: Joe said, "I have ridden a horse."

Indirect: Joe said that he had ridden a horse.

Direct: He said, "My son has come."

Indirect: He said that his son had come.
The following examples show that:
Rule 4. After a reporting verb in the Past tense, a verb in the Present Perfect tense in the Reported Speech is changed into the Past Perfect tense.
Reporting verb in the Past tense followed by a verb in the Present Perfect Continuous tense in the Reported Speech. Direct and Indirect Speech Rules Pdf Study the following examples:-
Direct: Joe said, "I have ridden a horse."

Indirect: Joe said that he had been riding a horse.

Direct: He said, "It has been snowing yesterday."

Indirect: He said that it had been snowing the previous day.
These examples show that:-
Rule 5. After a verb in the Past tense, a verb in the Present Perfect Continuous tense in the Reported Speech is changed into the Past Perfect Continuous tense.
Rules 2, 3, 4 and 5 may be briefly summed up as follows:-
If the Reporting verb is in the past tense, the Present tense in the Reported Speech is changed into its corresponding past form.
Reporting Verb in the Past tense by a verb in the Past Indefinite tense in the Reported Speech. Study the following examples:-
Direct: Joe said, "I spoke the truth."

Indirect: Joe said that he had spoken the truth.

Direct: She said, "He came at dinner-time."

Indirect: She said that he had come at dinner-time.
These examples show that:-
Rule 6. After a Reporting Verb in the Past tense, a verb in the Past Indefinite tense in the Reported Speech is changed into the Past Perfect tense.
Reporting Verb in the Past tense followed by a verb in the Past Continuous tense in the Reported Speech. Study the following examples:-
Direct: He said, "It was snowing yesterday."

Indirect: He said that it had been raining the previous day.

Rule 7. After a reporting verb in the Past tense, a verb in the Past Continuous tense in the Reported Speech is changed into Past Perfect Continuous.
Reporting in the verb in the Past Speech tense followed by a verb in the Past Perfect tense Reported speech. Study the following examples:-
Direct: Joe said, "I had spoken the truth."

Indirect: Joe said that he had spoken the truth.

Direct: He said, "I had written a letter."

Indirect: He said that he had written a letter.

Rule 8. After a reporting verb in the Past tense, a verb in the Past Perfect tense in the Reported Speech remains unchanged.
Reporting Verb in the Past tense followed by a verb in the Past Perfect Continuous tense in the Reported Speech. Study the following examples:-
Direct: John said, "The man had been working."

Indirect: John said that the man had been working.

Direct: He said, "The man had been coming."

Indirect: He said that the man had been coming.
From the foregoing examples we learn:-
Rule 9. After a reporting verb in the Past tense a verb in the Past Perfect Continuous tense in the Reported Speech remains unchanged.
Reporting Verb in the Past tense followed by a verb in the Past Perfect tense in the Reported Speech. Study the following examples:-
Direct. Joe said, "He had spoken the truth."

Indirect: Joe said that he had spoken the truth.

Direct: He said, "I had written a letter.

Indirect: He said that he had written a letter.
From the foregoing examples we learn:-
Rule 10. After a reporting verb in the Past tense, a verb in the Past Perfect tense in the Reported Speech remains unchanged. Direct and Indirect Speech Rules Pdf
Reporting Verb in the Past tense followed by a verb in the Past Perfect Continuous tense in the Reported Speech. Study the following examples:-
Direct: John said, "The man had been working."

Indirect: John said that the man had been working.

Direct: He said, "The man had been coining."

Indirect: He said that the man had been coming.

Direct and Indirect Speech Rules Pdf
From the foregoing examples we learn:-
Rule 11. After a reporting verb in the Past tense a verb in the Past Perfect Continuous tense in the Reporting Speech remains unchanged.

Rule 12. After a reporting verb in the Past tense shall will, may, and can would in might the Reported Speech are changed the respective application into of the should, would might and could. This is practically the application of the rule according to which the Present Tense in the Reported Speech is changed Into its corresponding Past form.
Examples:-
Direct: He said, "The man shall come."

Indirect: He said that the man should come.

Direct: He said, "The man will come."

Indirect: He said that the man would come.

Direct: He said, "The man may come."

Indirect: He said that the man 'night come.

Direct: He said, "The man can come."

Indirect: He said that the man could come.

According to one of the rules relating to the change of tense: If the reporting verb is a Past tense, the tense of the verb in the reported speech must be changed to one or other of the four forms of the Past tense.

There is one exception to this rule similar to that described in connection with the Sequence of Tenses.

If the reported Speech relates to some universal or habitual fact, then the Present Indefinite in the reported speech is not changed into the corresponding Past but remains exactly as it was

Some more examples of the Reported Speech expressing a universal truth or a habitual fact in the Present tense in the indirect Speech:

The teacher taught us that water is a compound of Oxygen and Hydrogen.

He informed the stranger that the Hindus burn their dead.

The sage preached that flesh dies, but soul endures.

Tolstoy believed that God is where love is.

Joe said that his grandfather smokes occasionally.

He said that his neighbor drinks but only now and then.

The teacher told the boys that patience and preservance overcome mountains.

Words indicating the nearness of time or place in the Direct speech are changed into those indicating distance when converted into Indirect Speech. Thus:-

Examples:

Infographics Direct and Indirect Speech Rules Pdf

Download pdf of this lesson " Direct and Indirect Speech Rules Pdf " below:

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Direct and Indirect Speech Rules Pdf - Examples and Infographics - EngDic

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Direct and Indirect Speech Rules Pdf! Direct Sentences Study these direct sentences The boy said to the girl, "I can hear you." The little girl remarked, "I shall always remember this day The man said to the children, "I know you and your parents." The man cried out "We are not foes, but friends."

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Reported Speech Exercises - Learning English

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Reported Speech - Grammar Exercises - Learning English Online

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What is indirect speech or reported speech?

When we tell people what another person said or thought, we often use reported speech or indirect speech. To do that, we need to change verb tenses (present, past, etc.) and pronouns ( I, you, my, your, etc.) if the time and speaker are different. For example, present tenses become past, I becomes he or she, and my becomes his or her, etc.

Omission of that

We often leave out that after reporting verbs like say, think, etc.

The most common verbs we use in reported speech are say and tell. We must pay attention here. We say tell somebody something, and say something (to somebody).

Tense changes in indirect speech

When a person said something in the past and now we tell somebody what that person said, the time is different, and for this reason, the verb tenses change. Look at a summary of these changes.

Changes in expressions

There are adverbs or expressions of time and place that change when we report what someone said. Here you have a list.

Questions in indirect speech

We use the normal order of words in reported questions, i.e. the subject comes before the verb, and it is not necessary to use do or did.

Imperatives in indirect speech

When we report an order or instruction, we use the form ask or tell someone to do something.

Pronoun changes in indirect speech

In reported or indirect speech we must also pay attention to the use of pronouns. When a person tells us something, he or she uses the first person ( I, me, my, we, us, our) to talk about himself or herself and the second person ( you, your) to talk about us, the person listening. But when we tell someone else what that person said, we are going to use the third person ( he, she, his, her, etc.) to talk about the speaker and the first person ( I, me, my) to talk about ourselves, the listener.

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Indirect speech - reported speech - Test-English

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Reported speech - indirect speech. Reporting statements, questions and commands. Reporting verbs. English intermediate grammar exercises.

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Reported speech worksheets and online exercises

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Reported speech worksheets and online activities. Free interactive exercises to practice online or download as pdf to print.

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Reported speech exercises. Reported statements in English. Direct and indirect speech exercises for esl.

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Reported Speech - Online Exercises - English Grammar

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Reported Speech - English Grammar Exercises

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COMPUTER-BASED OR PAPER-BASED CAMBRIDGE ENGLISH EXAM - WHAT'S THE DIFFERENCE?

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1. Home

2. Take an exam

3. Cambridge English

4. Which exam?

Register for a Cambridge English computer based exam through our Online Registration System. Please register your name without an accent.

Computer based test is another way how to sit a Cambridge English exam. If you prefer using keyboard rather than a pen and paper, it is the right option for you. We regularly offer Cambridge English: B2 Firstand Cambridge English: C1 Advanced exam.

Both versions computer-based and paper-based contain the same parts and lead to the same certificate. If you succeed, you will be receiving certificate with no evidence your chosen option.

Only the speaking part is NOT taken on a computer, this component is sit with a trained examiner and another candidate. This part is usually organized on different days then the written parts.

What is the advantage of taking a test on a computer?

You can register for an exam up to 2 weeks before the test day

You result will be available just 2 weeks after the test day

The certificate will be ready 6 weeks after the test day for collection

There is no late fee for registration

During the test

If you prefer to write on a keyboard rather that using a pen and paper, it is the right option for you

The writing component has an automatic word counter

You will be provided with a piece of paper which you can use for taking a note

All components enable you to highlight any part of the text on your screen

Every candidate is provided with headphones for listening part

There is a timer on your screen which will tell you how much time you have to complete that section of the exam

There is 10 and 5 minutes warning on your screen before the end for each component

Get familiar with a computer-based test

We recommend you to watch the tutorial which tells you how these tests look like and how to answer the exam questions.

Register for a Cambridge English computer based exam through our Online Registration System. Please register your name without an accent.

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Home Take an exam Cambridge English Which exam? Register for a Cambridge English computer based exam through our Online Registration System. Please register your name without an accent. Computer based test is another way how to sit a Cambridge English exam. If you prefer using keyboard rather than a pen and paper, it is the right option for you.

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[The top picture shows a man riding a bicycle, while the bottom picture shows a man riding a motorbike.]
In one photo there are...
In the other photo there are...
[In one photo there are some wonderful, snow-covered trees while in the other photo there are cars in the background.]
In the picture above it looks as if...
In the one below it looks like...
[In the picture above it looks as if a bear is chasing the man while in the one below it looks like the man is chasing somebody else.]
Both pictures show...
In both pictures there are...
They're both quite similar because they both show...
[Both pictures show men traveling on their own.]
There are... in both photographs.
[There are men riding alone in both photographs.]
This picture shows... but that one...
[This one shows a cold country but that one looks quite hot.]
In one respect the pictures are quite similar because...
[In one respect the pictures are quite similar because the men look very fit and sporty.]
One difference between the pictures is that...
[One difference between the pictures is that we can see other cars and people in this picture.]
The biggest difference between them is that this one... but the other one...
[The biggest difference between them is that this one has a bear in it but the other one doesn't have any bears.]
This one looks more ... than that.
[This one looks more fun than that.]
Doing ... isn't so ... as...
[Riding a motorbike in a busy city isn't so healthy as riding a bike in the fresh air.]
In my opinion...
I'd say that...
I think...
It seems to me...
My view is that...
[My view is that this bear has been photoshopped into that picture. There's no way that's a real picture. It seems to me that the maker of FCE Exam Tips tried to make this more interesting by putting a bear in the photo.]
Another thing that's different is...
Something else that's different is...
[This is a cold place, whereas this place looks hot. Another thing that's different is that this motorbike looks quite old and cheap, while the bike seems quite expensive.]
They're alike in another way, too.
[Both men look strong and healthy. They're alike in another way, too - they are both adventurous and don't mind traveling alone.]

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FCE Speaking Test Part 2 Useful Phrases - FCE Exam Tips

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Do you want a list of useful phrases for the FCE speaking test? Here's a great list, but we also explain HOW to use all the sentences. Great, right?

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REPORT THIS PDF ⚐

List of Connectors PDF
List of Connectors PDF Download for free using the direct download link given at the bottom of this article.
Connectors enable us to connect words or phrases. There is a wide range of connectors and each of them has a different function. Connectors can express:

Obviously the most common of these is 'and, while the other addition connectors give a little more emphasis and are also more common in written English, especially 'moreover' and 'furthermore'. Here are some examples:

They like English and study a lot.

He's well-qualified, plus he's very charismatic.

The house is beautiful. Furthermore, the price is low.

Sport is fun. Moreover, it's a great way to socialize.

In addition to the new tunnel, the local council is constructing a bridge.

I play the piano and I also play the violin.

As well as being helpful, Carmen is very practical.

Connectors in English
Direction & Place Emphasis Time & Sequence Comparison Contrast Illustration Cause and Effect Addition
List of Connectors PDF download using the link given below.

List of Connectors PDF Download Link

REPORT THISIf the purchase / download link of List of Connectors PDF is not working or you feel any other problem with it, please REPORT IT by selecting the appropriate action such as copyright material / promotion content / link is broken etc. If List of Connectors is a copyright material we will not be providing its PDF or any source for downloading at any cost.

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REPORT THIS PDF ⚐ List of Connectors PDF Download for free using the direct download link given at the bottom of this article. Connectors enable us to connect words or phrases. There is a wide range of connectors and each of them has a different function.

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In FCE SpeakingPart 2, you are asked to compare two pictures and answer one question. Here’s the best way to do that!

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How to Calculate the Score of Your Cambridge Exam | KSE Academy®

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You still don't know how to calculate the score of your Cambridge English exam? Check out this post. I'm going to teach you exactly how to do it, step by step.

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Cambridge B2 First (FCE) - How to Write an Article

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Summary

1. Mandatory task: no

2. Word count: 140-190

3. Main characteristics: interesting, engaging, personal opinion / comment

4. Register: semi-informal to informal

5. Structure: Title/introduction, 2-3 topic paragraphs, closing paragraph / conclusion

6. Language: adjectives/adverbs, colloquial expressions, phrasal verbs, idioms, linking words, interesting grammar

7. Example:

The most useful thing I’ve ever learned

Have you ever learned something that completely changed your life? I can remember exactly how it was for me when I got interested in learning English and who helped me become the person I am today.

I had always been in love with English music and I put in some work by myself, but only when I ended up in the English class of Mr. Weiss I got completely hooked. His amazing style of teaching struck a chord and my skills skyrocketed in no time.

Feeling confident, I took the leap and moved to beautiful Australia where I was able to travel and even call it home for over seven years. And you know what?! I became an English teacher and now help people who are just like I used to be with the same passion as Mr. Weiss.

I really think that I wouldn’t be teaching English had it not been for Mr. Weiss and his inspirational lessons. So, looking back, I hope my experience inspires others to find ways to help the people around them as well.

Introduction

An article is usually written for an English-language magazine or newsletter, and the reader is assumed to have similar interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment.
from: Cambridge English First Handbook for Teachers

Articles are part of the second section of the FCE writing exam. This means, that, actually, you can decide if you want to choose this type of text or, instead, pick one of the other ones available in this part (a review, report, letter/email or, if you take FCE for Schools, a story).

Articles are interesting and engaging

You might think that I’m joking because how could writing an article be interesting and engaging? The thing is that I’m not talking about you as the writer, but about the reader. Articles are less formal than, for example, an essay or a letter of application so they are usually more interesting and engaging to read.

However, keeping this in mind, writing an article can also become more fun. If you keep thinking about what would be interesting for the reader, it is easier and more engaging for you too.

So, in this article we are going to look at similarities which we can find in almost every FCE article writing task, such as structure, requirements, useful language and other things to pay attention to. This way, I hope you will feel more confident and knowledgeable.

What a typical article task looks like

Even though there are many different topics to write articles about and they might change a lot from exam to exam, there are certain similarities that I don’t want you to miss and with a little practice you will be able to find these characteristics really fast in every single task.

Example of an FCE article writing task

When you see a task like this (and please remember this for the future) you have to check two things:

1. What do you have to include in your article?

2. Who is going to read it?

Below you can see that I have underlined the key pieces of information for you and don’t forget to do the same with every writing task you see.

OK, let’s start with what we have to include. In the box I underlined three questions we have to answer:

1. What is the most useful thing you have learned?

2. Who did you learn it from?

3. Why is it useful?

There are three topic points to write about and you will see that there are always three things that you have to include in your articles. If you can’t find three topic points, then look again because they must be there.

The second question I asked above was about who is going to read your article. In this case we are going to write for an English-language website, which means that normal people like you and me are the target readers.

In the FCE writing exam you always have to consider the reader of your texts as you have to adjust the register (formal, neutral, informal language) in your writing. With different levels of formality come different things you should or shouldn’t write, but in articles we normally expect the readers to be people like us so we can write in a more informal style.

Informal English means that you should use contractions like ‘I’m’ or ‘don’t’, colloquial words and expressions, for example, ‘awesome’ or ‘tons of’. Also, try to add some phrasal verbs because they are definitely a feature of informal language as well and last but not least, involve the reader personally by addressing them directly and even ask a question or two.

Again, always look out for three topic points to include in your article and be prepared to use informal language. If you cover all of this, you are already on a very good way to pass. However, there are still a few more things to consider.

How to organise your article

OK, we went through the first step analysing the task. Now we need to think about how we can organise the article so it is logical and with all the different parts included and well connected.

This step might be a little bit different from task to task, but, generally speaking, you can follow this process every time and you should be alright.

Can you remember the three things we have to include in our article? Yes, you can? You are a very good student 🙂 . We have to talk about what the most useful thing you’ve ever learned is (1), who you learned it from (2) and why it is useful (3).

It probably makes sense to give each of these points a paragraph in our article so we already have three sections. To me it seems as if we could use the first topic point in our introduction, which means that we don’t need a separate one, but it is always nice to have a short closing paragraph (similar to a conclusion in an essay). Adding that and a title, we end up with four paragraphs and our article would look like this:

1. Title & Introduction / Topic point 1 (What is the thing you learned?)

2. Topic point 2 (Who did you learn it from?)

3. Topic point 3 (Why is it useful?)

4. Closing paragraph / conclusion

Of course, there is always the option of separating the intro and the first topic point or combining two topic points in one paragraph and again, this depends on each task, but, in general, this is what every article looks like in the FCE exam.

Always make a plan

I can’t say it often enough, but, unfortunately, this is something that drives me crazy and a lot of students simply forget to do.

Always plan your articles before you start writing. It takes just a few minutes to create a list of paragraphs like the one above with a couple of words to remind you of what you want to write added to each heading.

There is nothing worse than writing for 25 minutes and then realising that you have to change something or move around different parts. Don’t make the same mistake and write a plan.

The different parts of an article

In this part of my post we are going to look at the different sections of an article in the FCE exam using our task from above so I can give you example paragraphs which include everything you should put in there as well if you want to become the boss of article writing.

Become a boss like the Boss Baby.

Introduction

In your introduction you always want to get the reader interested in your article. Your goal is to make the reader want to continue. As always, there are a couple of things for you to remember when you start writing:

1. Give your article a title.

2. Start with a personalised question.

3. Include the topic and give your opinion or comment on it.

An example could look like this:

The most useful thing I’ve ever learned

Have you ever learned something that completely changed your life? I can remember exactly how it was for me when I got interested in learning English and who helped me become the person I am today.

There you have it. My article has a title, which doesn’t have to be super creative, the intro includes a question as well as the topic and my comment (“…helped me become the person I am today.”) and I’ve already answered the first topic question in the task (What is the thing you learned?).

I also kept some information to myself (Who did I learn from? Why is it useful?) so the reader wants to continue. Try to keep them guessing as this can be very engaging.

Topic points

Once we have our introduction ready and our readers can’t wait to find out more, we need to think about how we can present the rest of the information.

In our plan we decided to break the topic points up into two paragraphs, but we also have to focus on the other requirements of an FCE article:

1. Stick to the topic and don’t write about unrelated things.

2. Support your answers with some examples and/or reasons.

3. Use neutral to informal language (check the section ‘What a typical article task looks like’ above to find out what that means).

4. Use other language to make your article sound more interesting (adjectives/adverbs, idioms, phrasal verbs, linking words, play with some grammar).

And with all of this in mind, I wrote these two paragraphs:

I had always been in love with English music and I put in some work by myself, but only when I ended up in the English class of Mr. Weiss I got completely hooked. His amazing style of teaching struck a chord and my skills skyrocketed in no time.

Feeling confident, I took the leap and moved to beautiful Australia where I was able to travel and even call it home for over seven years. And you know what?! I became an English teacher and now help people who are just like I used to be with the same passion as Mr. Weiss.

As you can see, I broke everything up in two paragraphs and only wrote about the questions supporting my answers. On top of that, I included a lot of useful informal language (highlighted).

Closing paragraph / Conclusion

Last but not least, we want to round off our article with a good closing paragraph. In the conclusion we want to achieve a few different things:

1. Summarise what you wrote in your article.

2. Comment on the topic or give your opinion one last time.

3. End your article in an interesting way.

The last paragraph shouldn’t be too hard to write if you’ve done a good job with your introduction and topic paragraphs. Because we have done exactly that further above in this post the conclusion becomes something like this:

I really think that I wouldn’t be teaching English had it not been for Mr. Weiss and his inspirational lessons. So, looking back, I hope my experience inspires others to find ways to help the people around them as well.

I put everything together nice and short. I summarise the points I made in the introduction and the topic paragraphs, gave my opinion (“I really think…”) and also addressed the reader directly again to end my article in an interesting way.

How your article is marked

Marking FCE writing tasks is like a science and for a lot of students it feels as if there is this big mystery and nobody really knows how it works. Actually, there are very clear rules that the examiners have to follow and the criteria are publicly available.

While it is possible to find all the information on your own I thought it would be a good idea to put everything together in an article for you. Check out how your writing tasks are marked by clicking here.

Practice makes perfect

With all this detailed information it is now time for you to get active. Look for different example tasks online and follow my step-by-step process to improve and become an expert when it comes to writing FCE articles. All you need is experience until you can find the different characteristics discussed here so you can write your texts almost on autopilot.

Please let me know if you like my post and if there are other things I can include or improve. Until then, happy practice.

Lots of love,

Teacher Phill 🙂

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Cambridge B2 First (FCE): How to Write an Article - Teacher Phill

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Summary Mandatory task: no Word count: 140-190 Main characteristics: interesting, engaging, personal opinion / comment Register: semi-informal to informal Structure: Title/introduction, 2-3 topic paragraphs, closing paragraph / conclusion Language: adjectives/adverbs, colloquial expressions, phrasal…

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How to Write a Great Article in the Cambridge B2 First Exam | Oxford House Barcelona

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Writing in your only language can be a challenge, but writing in another language can be a complete nightmare ! Where do you even begin? If you are taking your Cambridge B2 First exam you'll have to write two texts in an 80-minute period. In part 1 you must write an essay but in part ...

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How to Write an Article for FCE Writing | KSE Academy®

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In this article I teach you how to write an article for FCE Writing. Download an FCE Writing Guide (PDF) which will help you with your FCE exam.

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In the B2 First Writing Paper you could be asked to write an article about a variety of topics. However, it's often something you've recently learned to do or know a lot about. For example, the question might be about a concert you've been to recently, you favourite hobby or your hometown.

The idea is to write in a way that grabs the reader's attention and keeps them interested until the very end.

Differences between articles and essays

In an article, you need to constantly be telling the reader what you think.

The article is informal, the essay is formal and neutral.

The essay has a clear organisation, whereas the article might not.

B2 First (FCE) Article: Structure

Think of an interesting title which will make people want to read your article

Introduction
Start your article in an interesting way. You could ask the reader a question or make a strong statement.

1st body paragraph
The first paragraph should involve the reader in some way.

2nd body paragraph
Build on the interest you have raised in the first paragraph by telling the next part of the story

Conclusion
Finish the article in an interesting way. This could be humorous or thought-provoking

B2 First (FCE) Article: Writing Guide

Articles usually have a title. The title should be informative (give the reader an idea of the subject) and attractive ( make the reader want to read the article).

Title A: The Internet: A Great Invention

Introduction

The start of the article should be linked to the title, introduce the topic and engage the reader. Often, an article starts with a question that introduces the topic which will be discussed in the article.

General statement about the topic.

Start with a question, problem or quotation.

Introduction A: The Internet has changed the way we live. It started as something that we could access only through a computer, but nowadays it is everywhere, and I love it! Introduction B: Are you a busy college student? Do you struggle to keep fit and eat healthily? Don't worry! I am going to tell you exactly what you should do. Keep on reading, you will thank me later!
Paragraphs 1-2

Each should be clearly defined, not too long and clearly linked.

Describe issues in detail and use one paragraph per issue.

Use linkers, sequencing and sophisticated vocabulary.

Paragraph A1: One of the cool things about the world wide web is that you can .....Paragraph A2: However, the greatest thing about the Internet is how you can learn tons of things...

Paragraph 1B: First of all, you must start moving your body. You could go to the gym if .....
Paragraph B2:Secondly, your diet is just as important. I suppose you live on a low budget

Conclusion

An ending can state an opinion, give the reader something to think about, summarise the article or even end with a quotation.
Conclusion A: If you follow all these tips, I'm sure you will keep fit easily! And if you already tried that, let me know how you feel now Conclusion B: In conclusion, the Internet has a lot of great things. For me, the best are finding information and learning online. What about you? What are your favourite things about it?
Let's summarize! - How to write an Article?

1. Give your article a title.

2. Try and engage the reader's attention and interest. Ask questions at the beginning.

3. There should be a link between the opening sentence and the title.

4. Personalise the article using true stories or anecdotes.

5. If you decide to take a light-hearted approach or a more serious one, maintain the same style throughout the article.

6. Check your work for accuracy, punctuation and spelling.

Article could be light or serious (but should be consistent), depending on who the target reader is. May use some rhetorical questions e.g. Can you imagine a school where every student enjoys themselves?

B2 First (FCE) Article: Model Answers

Subject:

A local magazine has asked readers to write an article about their favourite things about the Internet. Write the article talking about the things you do with the Internet and recommend a website to other readers.

Write your article.

Student's FCE Article Answer:

The Internet: A Great Invention

The Internet has changed the way we live. It started as something that we could access only through a computer, but nowadays it is everywhere, and I love it!

One of the cool things about the world wide web is that you can look up anything you want and nd out the answer straight away. Isn't that fantastic? For example, imagine you are arguing with your friends about how to do something. Easy solution! Go online and find the answer.

However, the greatest thing about the Internet is how you can learn tons of things very cheaply or even for free! In fact, my favourite website is www.udemy.com,where people register to teach and learn about different things: music, website design, making apps, history, etc. So I totally recommend it to everyone!

In conclusion, the Internet has a lot of great things. For me, the best are finding information and learning online. What about you? What are your favourite things about it?

Get Your (FCE) Article Checked!
Sample papers, online practice tests & tips. Track your progress online.

Subject:
Fitness bloggers wanted!
Our fitness magazine is looking for influencers to write an article on how to stay fit when you are a college student. So if you have any cool ideas, send us an article in which you:

* Explain the type of exercise you recommend
* Recommend a healthy but cheap diet
* Give other ideas you like

Write your article.

Student's FCE Article Answer:

Keep It Healthy!

Are you a busy college student? Do you struggle to keep fit and eat healthily? Don't worry! I am going to tell you exactly what you should do. Keep on reading, you will thank me later!

First of all, you must start moving your body. You could go to the gym if you have the time. But if you're busy - you're a student, you should be busy! - don't sign up for a gym. Instead, start cycling to college and give up using elevators. You'll see how your fitness improves quickly!

Secondly, your diet is just as important. I suppose you live on a low budget, so I suggest you don't eat out much. Eating out can be unhealthy and expensive. Sogo to your local supermarket and buy healthy, inexpensive vegetables and fruit.

Finally, pay attention to how you sit when you are studying. Posture is super important to feel well, especially if you are a student or an office worker.

If you follow all these tips, I'm sure you will keep fit easily! And if you already tried that, let me know how you feel now

Get Your (FCE) Article Checked!
Sample papers, online practice tests & tips. Track your progress online.

B2 First (FCE) Article: Example topics
You see this announcement in the Leisure and Entertainment magazine. Could you live without internet for a month?
Write and tell us what difference this would make to your life.
We will publish the best article. You see this announcement in a magazine.
We invite you to write an article on 'The City of the Future'.
In what ways will Cities be different in the future? In what ways will they be the same?
The writer of the best article will receive a prize.
You have seen this notice in an international magazine.
Inventions have affected all our lives!
Write us an article about one invention, explaining why you think it is important and saying how it has affected your own life.
The best article will be published in the magazine.
B2 First (FCE) Article: Writing Checklist

After writing your text, you can check it yourself using the writing checklist below.

How to do that? Simply check your text/email by answering the questions one by one:
Content

Have I covered all the key information required by the task?

Have I written only information which is relevant to the task?

Have I developed the basic points in the task with my own ideas?

Communicative Achievement

Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?

Have I communicated a balance of straightforward and more complex ideas?

Have I used a suitable style and register (formal or informal) for the task?

Organisation

Have I used paragraphs appropriately to organise my ideas?

Have I used other organisational features appropriately for the genre of the text (for example, titles, headings, openings, closings, etc.)?

Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words, pronouns, etc. to refer to different things within the text?)

Are the ideas balanced appropriately, with suitable attention and space given to each one?

Language

Have I used a wide range of vocabulary?

Have I avoided repeating the same words and phrases?

Have I used a range of simple and more complex grammatical structures?

Have I correctly used any common phrases which are relevant to the specific task or topic?

Is my use of grammar accurate?

Is my spelling accurate?

B2 First (FCE) Article: Tips

ANSWER THE QUESTION

PLAN your article.

Give your article a title.

Ask rhetorical questions to get your readers' attention. Eg. What would the world be like without oil? What will life be like in 20 years time?

Speak directly to your readers. Eg. Let's just imagine some of the possibilities.

Give examples where appropriate.

Use humour where appropriate

Give a conclusion and summary in the last paragraph.

Finally, give your opinion where appropriate.

REVISE your article to correct mistakes

Would you pass B2 First (FCE)?
Sign up, resolve the tests and see what results you get.

B2 First (FCE) Article: Useful Phrases & Expressions

We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.

La farmacia viagra online ti dà i migliori prezzi per i farmaci generici. Breve tempo di elaborazione! Oltre mezzo milione di clienti! Pillole bonus gratuite per tutti gli ordini!

Rhetorical phrases:

Have you ever ........?
What do you think about ........?
Are you one of those people who thinks that ......?
Are you one of those people who .......?
What would life be like if ......?
Will the future bring us ..... ?

Introducing your first point:

Introducing more points:

Introducing your final points:

Introducing your opinion:

Would you pass B2 First (FCE)?
Sign up, resolve the tests and see what results you get.

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How to write an article? | B2 First (FCE) | engxam.com

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An essay is the first part of the writing and it is obligatory. You need to answer the question with between 140-190 words. In the text you need to analyse a question using different points of view. It is a semi-formal text and should be impartial until the conclusion.

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How to write a short story for B2 First for Schools Exam

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For the Cambridge: First For Schools [formerly FCE] writing exam, you might be asked to write a story in 140-190 words. Here's an example below with some tips on what to consider when writing your cool story. Cambridge have changed the format for the First Writing Exam. Cambridge First For Schools includes story writing, but Cambridge First (ie the general adult version)includes writing an essay, email/letter, a report or a review. Not a story. Check with your teacher or exam centre if you're not sure which exam you'll be taking.
The question for a Cambridge First FCE story can be worded in a few different ways. For example, you may have to answer something like this:

Here is an example. Do you think it's true..?

Cambridge First Writing: part 2 - example

Although I wasn't feeling well, somehow I managed to get onto the tram to work. Rather foolishly, I'd cooked some food the previous night with an old sauce which had gone off. Now I was paying the price. I'd seen there was a little mould on top of the carrots I was eating yet this Australian attitude came across me:

" She'll be right."

So I kept on eating. I should have known that something was up when I felt a little dizzy. On the tram I felt faint. Things got worse when the tram was re-routed about 5 minutes' walk from the school. Damn.

As I was getting off, a girl came up to me.

"Do you remember me?"

I thought it was Pavla, a student of mine, joking about her absence the week before.

"Sorry, not feeling well. I may have to cancel today's lesson."

"But..you taught me 5 or so years ago. Don't you remember?" Now I was delirious. But I did remember, slowly. It wasn't Pavla.

Looking a little perplexed, Aneta pointed in the direction of the school. Then she smiled and walked away.

Words: 185 + 5 for the title "She smiled and walked away"

Word Bank

Managed to - succeeded in after some difficulty or effort
Go off/Gone off - when food goes off, it is no longer good for eating (opposite of 'fresh')
Pay the price - if you pay the price, it means that if you do something bad or unhealthy, you'll have some negative effects as a result
Mould - yucky bacteria that grows on top of food after the food is no longer fresh 🙁
She'll be right - Aussie idiom for saying everything will be ok
Something was up - something unexpected or not normal or wrong was happening
Dizzy - when you feel the room is spinning and you feel you're losing your balance
Faint - you feel weaker and that you might lose consciousness
Delirious - you're a bit confused about things because you don't feel well
Perplexed - another word for confused, puzzled

What did you think? Yes, this was a true story! In the end I had food poisoning!

After a day or two at home, I remember going back to my other place of work and my boss was very sympathetic with my situation until I told her I was the one who did the cooking, not some dodgy restaurant!

Anyhow, you definitely won't get a topic like "the day I got food poisoning." Instead, it'll be a more general topic.

You will get asked to write a story based on a general theme or common experience. The exam question may give you the opening or closing sentence or ask you to write about a true event. Likewise, the question may ask you to be creative.

Cambridge don't want you to copy out a story but if you do a few good pieces of writing during the year, you might find that one of them may suit one the topics in the exam.

In any case the most important thing is to answer the question!

Top Tips For Writing Your Story

As part of making sure you understand the question, underline the key words.

You'll be marked on your range of grammatical and vocabulary/lexical structures, so be sure to practise these in any FCE preparation course you are doing.

Use some linking words and time phrases to 'signpost' where your story is going. ie to show you are writing an organised story use expressions such as: as soon as; after that; that's when I...; not long afterwards; some time later.

Stay within the word limit or as close as you can.

Include a title for your story.

Finally don't be afraid to show some of your personality! I've met many Czechs who don't wish to write much about themselves or who don't wish to give any 'personal information.' First, you can make things up! Second, try to show a little of who you are - isn't that why you're learning a language?

What next? Now it's your turn!

There's definitely a lot to mention about writing a story so I'll follow this up soon with more! In the meantime especially for my own students and clients, here is a topic you can write at home. Feel free to post it in the comments below:
Get Into English webzine is asking students to write a story about a time they travelled to another country. It must begin with this sentence:
"Although it was so beautiful, I knew I couldn't stay much longer."

Featured Image

by Umarkukai (licence CC by 2.0)

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"She Smiled And Walked Away" - Cambridge English: First For Schools Story Writing

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For the Cambridge: First For Schools [formerly FCE] writing exam, you might be asked to write a story in 140-190 words. Here's an example below with some tips on what to consider when writing your cool story. Cambridge have changed the format for the First Writing Exam.

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To print the story please do so via the link in the story toolbar.

Present Share

...

Tips

1. Use past tenses.

2. After the first sentence, do try to use past perfect to describe history of the story.

3. Do try to use past continuous to describe weather.

4. Do try to use a great range of vocabulary. It helps to make a good descriptive story.

5. Don't write about a topic if you don't know some specific vocabulary related to it.

6. Do use direct speech. It makes the story more interesting.

7. Do add extra detail to add to the atmosphere of the story.

8. Do try to create some suspense.

9. Do try to have a dramatic ending.

10. Do use phrases to show when things happened in your story.(e.g : while, before, after, during)

11. Double check singular and plurals.

12. A story should have

*a good plot, with a dramatic, funny or unexpected ending;

*linking words and time markers to show the order of events;

*correct use of narrative tenses.

Your English teacher has asked you to write a story in English for the magazine.
Stories wanted
Your story must begin with this sentence:

Nicholas was looking through a dictionary from his school library when he found a photo hidden between the pages.

Example
Nicholas was looking through a dictionary from his school library when he found a photo hidden between the pages. With mild curiosity he picked it up and saw a large house with an impressive garden. As he turned it over his eyes widened as he read, in faded letters, a message telling the reader to "search behind the painting of Captain Wilson, in the entrance hall". He rushed to show his best friend Charlie, who also loved a good mystery and he immediately recognised the house, which, he whispered, had been abandoned for a long time. As soon as they were out of the library they started running to the bus stop and impatiently waited for the next bus to the village. As they were getting off the bus, they nearly fell, they were so excited, and ran to the lane leading to the old house. The front door was locked but they found a way in through a slightly open window and searched for the painting. Behind it was a dusty envelope with some old bank notes. "Well, we can't buy anything with this, but I'm sure the museum will be very interested!" cried Nicholas. "We may even get a reward!"

Tips

1. Use past tenses.

2. After the first sentence, do try to use past perfect to describe history of the story.

3. Do try to use past continuous to describe weather.

4. Do try to use a great range of vocabulary. It helps to make a good descriptive story.

5. Don't write about a topic if you don't know some specific vocabulary related to it.

6. Do use direct speech. It makes the story more interesting.

7. Do add extra detail to add to the atmosphere of the story.

8. Do try to create some suspense.

9. Do try to have a dramatic ending.

10. Do use phrases to show when things happened in your story.(e.g : while, before, after, during)

11. Double check singular and plurals.

12. A story should have

*a good plot, with a dramatic, funny or unexpected ending;

*linking words and time markers to show the order of events;

*correct use of narrative tenses.

Your English teacher has asked you to write a story in English for the magazine.
Stories wanted
Your story must begin with this sentence:

Nicholas was looking through a dictionary from his school library when he found a photo hidden between the pages.

Example
Nicholas was looking through a dictionary from his school library when he found a photo hidden between the pages. With mild curiosity he picked it up and saw a large house with an impressive garden. As he turned it over his eyes widened as he read, in faded letters, a message telling the reader to "search behind the painting of Captain Wilson, in the entrance hall". He rushed to show his best friend Charlie, who also loved a good mystery and he immediately recognised the house, which, he whispered, had been abandoned for a long time. As soon as they were out of the library they started running to the bus stop and impatiently waited for the next bus to the village. As they were getting off the bus, they nearly fell, they were so excited, and ran to the lane leading to the old house. The front door was locked but they found a way in through a slightly open window and searched for the painting. Behind it was a dusty envelope with some old bank notes. "Well, we can't buy anything with this, but I'm sure the museum will be very interested!" cried Nicholas. "We may even get a reward!"

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Writing a story. Tips 1. Use past tenses. 2. After the first sentence, do try to use past perfect to describe history of the story. 3. Do try to use past continuous to describe weather. 4. Do try to use a great range of vocabulary. It helps to make a good descriptive story.

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Paper 2 Writing - Part 2

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An informal letter or email

is usually between people who know each other fairly well. In addition to giving news, they are often used to request information, congratulate people, give advice and ask questions. There are a lot of similarities between informal letters and conversation. Informal letters ask a lot of questions, show interest and enthusiasm, and imagine a lot of shared information.

In many exam questions, you will be told what to include in your reply. Make sure that your reply answers any questions that you were asked in the task and takes into account any additional information that you have been told to mention. It is important that you include these in order to get a good grade.

How to write informal letters or emails

Salutation or Greeting

Start with followed by the first name of the person to whom you are writing. In emails, you can also start with (and the person's name). Dear Ben, or Hi Ben,
(Don't forget to use only the first name of the person you are writing to and notDear Mr John, which is never used, or Dear Mr John Brown, which sounds too formal.)

Informal letters sometimes have a comma after the person's name, and the letter starts on the line below. The important thing is to be consistent with the style that you choose to use (so if you use a comma after the person's name at the start of the letter, use a comma after the closing statement at the end).

Body
Openings
When writing an informal letter, you are usually replying to another letter. You would normally start with a greeting, then acknowledge the letter to which you are replying. It is often a good idea to acknowledge some key information given in the original letter too. You can also make a comment on your own reply.
Useful phrases for the opening

How are you? / How have the family been? / I hope you are well.

Thank you / Many thanks for your (recent/last) letter / postcard.

It was good / nice / great to hear from you again.

I was so surprised to hear that...

I'm sorry I haven't written / haven't been in touch for such a long time.

It's ages since I've heard from you. I hope you're well / you and your family are well.

How are things? / How's it going?

Other useful phrases Referring to news

Great news about ... Glad to hear that ... Sorry to hear about ...
Giving news

Listen, did I tell you about ...? You'll never believe what ...

Oh, and another thing ... This is just to let you know that ...

I thought you might be interested to hear about / know that ...

By the way, have you heard about / did you know that ...?

I'm writing to apologise for missing your party but I'm afraid I was with flu.

I'm really sorry that I forgot to send you a birthday card but I was busy with my new job.

Invitations

I'm / We're having a party on Friday 19th and I / we hope you'll be able to come.

Would you like to come / go to see 'Room With a View' with me at the weekend?

I was wondering if you'd like to go to the theatre / come on holiday with us.

Could you let me / us know if you can come / you'd like to join us?

Thank you very much for your invitation. I'd love to come.

Thank you for asking / inviting me to ... but I'm afraid I won't be able to ...

I'm writing to ask for your help / you (if you could do me) a favour.

I wonder if / I was wondering if you could help me / do me a favour.

I hope you don't mind me asking but could you (possibly) ...?

I'd be very / really / terribly grateful if you could ...

Thank you / Congratulations / Good Luck

I'm writing to thank you for your hospitality / the wonderful present.

It was so kind of you to invite me to stay with you.

I really appreciated all your help / advice.

Congratulations on passing your exams / your excellent exam results!

I wish you good luck / Good luck in / with your exams / your driving test / your interview.

Don't worry, I'm sure you'll do well / pass.

Do be on time, won't you, and don't forget to ...

Making suggestions and recommendations

Why don't you ...? / Maybe you could ...? / How about ...?

You can't leave New York without (...doing sth)

I'm sure you will enjoy (...doing sth). If you like, we can ...

Do visit ... / Don't forget to ...

Closing

The end of your letter is as important as the beginning. There are some standard ways of finishing an informal letter or email.

Give a reason why you're ending the letter: Anyway, I must go and get on with my work! / I guess it's time I got on with that studying I've been avoiding.

Send greetings and/or make reference for future contact: Give my love / regards to... / Say hello to... / Anyway, don't forget to let me know the dates of the party. / I'll try and phone you at the weekend to check the times. / We must try and meet up soon. / I can't wait to hear from you / Look forward to seeing you again / Hope to hear from you soon / See you soon / Write soon

Closing statement such as Love, Lots of love, All the best, Take care, Best wishes, should be written on a new line. If you used a comma after the opening greeting, use a comma here too.

Signing off: Your first name then follows on another new line.

Additional information on how to end a Letter o Email
Other things to consider
Range: It is important that you use grammatical expressions and vocabulary appropriate to the level of the exam. Even if there are no mistakes in your writing, you will not be able to get a good grade if you use only the language and vocabulary that you learnt at elementary level. Even in informal writing, there is a good range of language you can use (conditional sentences, a range of perfect and continuous tenses, indirect questions...)

Informal language, including phrasal verbs, informal vocabulary ( "I guess you loved the pics "), contractions, question tags.

Simpler sentence structure: I'll be late for the party. It's because of my French exam.

Connectors: All good writing makes good use of connectors. However, many of the connectors you have learnt for other styles of writing are inappropriate in an informal letter or email. For informal writing, you need to use some of the connectors that are more specific to spoken language.

To introduce a topic: Well, you'll never guess who I bumped into yesterday. / I know how much you love tennis, so I've got us some tickets to Wimbledon. / By the way, did you know that John's got a new job?

To go back to a previous topic: Anyway, as I was saying earlier, I really wasn't very happy there. / Now where was I? Oh yes, I nearly forgot, Mary asked me tell you about the cinema.

To introduce surprising or bad news: Actually, he came to the party after all. / I'm really sorry but I can't make it. / To tell you the truth, I don't really like sports much.

To summarise what you've already said: Anyway, we had a really nice time in the end. / Well, to cut a long story short, we didn't get there on time.

Model questions and answers

Informal email/letter 1 - Model question
TASK
You have received this email from an English-speaking boy called Simon.
Hello,
I would like to get to know someone from your country and a friend has told me that you would like to practise your English. Perhaps we could email each other. Could you tell me a bit about yourself and your family? Could you suggest how we might meet sometime in the future?
Thanks,
Simon

Write your email in 140-190 words in an appropriate style.

Informal email/letter 1 - Model answer

Hello Simon,

I'm glad you're interested in my country. As your friend said, I'd like us to email each other to help me improve my English.

Let me start by telling you a bit about myself and my family. My name's Ivo and I live in Kutna Hora, which is about 45 minutes from Prague by car. I used to work for a medical company but now I'm learning to be a salesperson. In the future I want a job where I can travel for my work. I've already been to a few places in Europe but I've never been to an English-speaking country.

I live at home with my parents, which is convenient as I don't have to do much housework and my meals are cooked for me. My younger brother is studying at university. Although he's four years younger than me, we get on quite well. We both enjoy snowboarding and music.

What about you? Have you ever been to the Czech Republic? It would be great if you could come over one day and we could fix up a meeting. Why don't you let me know your plans?

Anyway, I must go and get on with my work! Looking forward to hearing from you soon.

Best wishes,

Ivo

Informal email/letter 2 - Model question
TASK
You have received this email from your English-speaking friend, Jean.
I hear you organised a surprise birthday party for your mother. I'd love to hear about it. What kind of party did you organise? Who did you invite? How did it go? Do tell me.
Love,
Jean

Write your email in 140-190 words in an appropriate style.

Note: The following model answer includes some notes to help

Informal email/letter 2 - Model answer

Open with an informal greeting
Hi Jean,

Start your reply by referring to the sender's email/letter
Good to hear from you again. I hope you're still enjoying your job.

Give reason for replying
I'm glad you asked me about the party I planned for my mother's birthday. Well, I have to say it was a fantastic success. I told my mother we were taking her out for a quiet meal at a local restaurant with just the family, but in fact I'd hired a large room in a hotel and invited all her old friends!

Start a new paragraph as the topic has changed slightly
Use an informal linking word/phrase
Anyway, I picked my mother up and told her I'd changed my mind. We were going to have a meal in a hotel. You should have seen her face when she walked into the room and everyone cheered! She just couldn't believe it and burst into tears. Then the party got going and it didn't finish until four in the morning. We were absolutely exhausted, but my mother had had a wonderful time.

When you close, make an excuse to finish
Must dash now - I've got to go to college. Hope to hear from you .

Make sure you finish with an informal phrase
Love,

Tania

(2) Use some exclamation marks (but not too many) to express emotion
(3) Use a range of appropriate vocabulary and informal expressions
(4) Short sentences are acceptable

Semi-formal email/letter 3 - Model question
TASK
Your recently helped organise a college ski trip and you have received this email from a parent of one of the students who went.
I understand you were one of the organisers of our son's ski trip. I have to say my husband and I were extremely dissatisfied with the arrangements. My son has informed us that the ski slopes were poor, the lessons were fewer than promised and the accommodation was inadequate.
Can you please give us a satisfactory explanation?
Yours sincerely,
Nora White

Write your email in 140-190 words in an appropriate style.

Note: As you are writing to a parent the register of this letter should be semi-formal, which is characterized by:

The use of less colloquial language - e.g. Thank you very much for your letter (instead of: Thanks a million for your letter.)

Less frequent use of short forms, phrasal verbs and idioms - e.g. I am writing to request information about... (instead of: I thought I'd drop you a line to ask about...)

A polite, respectful tone - e.g. I was wondering if you had ... (instead of: Do you have...)

Semi-formal email/letter 3 - Model answer

Dear Mrs White,

First, let me apologise for any disappointment your son experienced on our ski trip. It is true that there were several concerns. Since we had been led to believe by the company that there would be sufficient slopes for both beginners and advanced skiers, we were extremely upset when this turned out not to be the case. It was also unfortunate that lack of snow meant that artificial snow had to be used instead.

As for the question of lessons, if you look at the letter we sent you, you will see that only five one-hour ski-lessons were included in the price and that extra hours would have to be paid separately.

In relation to accommodation, I am not quite sure what you are referring to. I know that in one room there were not enough beds but this was not the case in your son's room.

We would like to assure you that we take all complaints seriously. We have already decided that next year we will change the company and the location for our trip and we hope that your son will consider joining us again.

Yours sincerely,

Waylon Smithers

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FCE - informal letter/email * Learning English

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Paper 2 Writing - Part 2 Would you like the content of this page in pdf format? Contact me and I'll tell you how to get it. An informal letter or email is usually between people who know each other fairly well. In addition to giving news, they are often used to request information, congratulate ...

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How to Write an Informal Email for FCE Writing | KSE Academy®

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If you're about to sit your FCE exam, this post is for you. I will teach you how to write an informal email for B2 First and how to nail your exam.

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How to write a report for the New FCE exam? Here's a sample topic that has been divided into paragraphs and each of the sections explained.

You must answer this question.

Your college has been asked to accept a group of 50 students from another country for two weeks. You have been asked by your principal to find out what the advantages and disadvantages would be of accepting this group. Is it a good idea?

Write your report to the principal in 140- 190 words in an appropriate style on the separate answer sheet.
Sample answer: Report on Proposed Visit by 50 Overseas Students Introduction The purpose of this report is to consider the advantages and disadvantages of accepting a large group of students from overseas for two weeks. I have discussed the issue with all the senior members of college staff.
You start with Paragraph 1- Introduction
In the introduction you :

- use headings - this makes it easier to find the main info

- state the aim of the report and where you got/ collected the information

- don't begin with Dear Sir/ Madam - it's not a letter
Phrases you can use in the introduction:
* This report is intended to show / discuss / outline ...

* The aim / purpose of this report is to ...

REMEMBER : It's a formal piece of writing that means: use a formal, neutral style: no contractions, no colloquial language, no direct questions, no informal punctuation such as exclamation marks.

All those I interviewed believe that for students this would be an exciting opportunity to explore a foreign culture, both in the classroom and socially. Overall, they thought the visit would be stimulating for the college at a quiet time of the year.

In the 2nd Paragraph you :

- balance the positive and negative points fairly

- you can use numbering or bullet points to highlight main points

- use a range of specific vocabulary or set phrases e.g. Some thought this was ...../ other students said they preferred...

- don't use a lot of adjectives and dramatic language. A report gives factual information

Phrases you can use to in the 2nd and 3rd paragraph:

Another option would be to ...

Another point to consider is hat ...

Alternatively.... Moreover. / Furthermore.

Apart from this / In addition to this

I would strongly / highly recommend ...

My first / second recommendation would be to ..

It would be (highly) advisable to ...

If my recommendations are followed, then ...

The best solution / ideas would seem to be ...

I would suggest the following: ... might like to consider the following:

The following are highly recommended: 1..... OR 2. ..........

They gave/ suggested the following reasons:

They made the following points: 1....2...

It appears that the majority of ...

The only problem is that ... .

Most ...(students seem) ... .

Disadvantages
Some members of staff are concerned that: 1 there would be insufficient seating in the library at bus times; 2 the visitors might be more interested in enjoying themselves than studying; 3 the restaurant queue would be very slow at lunchtime.

In the 3rd Paragraph you :

- balance the positive and negative points fairly

- you can use numbering or bullet points to highlight main points

- use a range of specific vocabulary or set phrases e.g. Some thought this was ...../ other students said they preferred...

Clearly, the group might cause some practical difficulties but on the whole everyone thought that the visit should seen as an opportunity not to be missed.

In the last paragraph you :

- give the recommendations

- express opinions impersonally

Phrases you can use to end the letter

Concluding and making recommendations

All things considered, ...

We have no hesitation in recommending... .

Over to you:

A group of students from Australia are going to visit your town or city next month as part of an exchange visit. Their teacher has asked you to write a report about shopping in your town / city, including the following information:
* local specialities which the students could buy as souvenirs

* the best places for teenagers to go shopping

* cheap cafes or restaurants where the students could eat.

Write your report in 140- 190 words in an appropriate style on the separate answer sheet.

Here's the next task you can do:

Your teacher wants to recommend a television programme for students who are learning your language.

Write a report on a television programme which you know well, saying why you think it would be helpful and interesting for foreign learners.

Write your report in 140- 190 words in an appropriate style on the separate answer sheet.

Points to remember:
Organise your ideas into a clear report: either rely on paragraphing or use subheadings (or both).

Briefly introduce the programme, include its title and say what it is about.

Mention a few things about the programme that support your recommendation from the foreign learner's point of view.

When writing the answer to any task, check that you have paid attention to the following points. Make sure you:

- think about who your reader is and what they want to know

- begin with an introduction explaining the purpose of the report

- address all of the points in the instructions

- organise your ideas clearly, with headings if appropriate

- include a personal recommendation if you are asked for one.

- use a variety of formal expressions and structures

- use the correct number of words

- check your work for accuracy

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How to write a report for the New FCE exam? Here's a sample topic that has been divided into paragraphs and each of the sections explained.

You must answer this question.

Your college has been asked to accept a group of 50 students from another country for two weeks. You have been asked by your principal to find out what the advantages and disadvantages would be of accepting this group. Is it a good idea?

Write your report to the principal in 140- 190 words in an appropriate style on the separate answer sheet.
Sample answer: Report on Proposed Visit by 50 Overseas Students Introduction The purpose of this report is to consider the advantages and disadvantages of accepting a large group of students from overseas for two weeks. I have discussed the issue with all the senior members of college staff.
All those I interviewed believe that for students this would be an exciting opportunity to explore a foreign culture, both in the classroom and socially. Overall, they thought the visit would be stimulating for the college at a quiet time of the year.
Disadvantages
Some members of staff are concerned that: 1 there would be insufficient seating in the library at bus times; 2 the visitors might be more interested in enjoying themselves than studying; 3 the restaurant queue would be very slow at lunchtime. Clearly, the group might cause some practical difficulties but on the whole everyone thought that the visit should seen as an opportunity not to be missed.
Over to you:

A group of students from Australia are going to visit your town or city next month as part of an exchange visit. Their teacher has asked you to write a report about shopping in your town / city, including the following information:
* local specialities which the students could buy as souvenirs

* the best places for teenagers to go shopping

* cheap cafes or restaurants where the students could eat.

Write your report in 140- 190 words in an appropriate style on the separate answer sheet.

Here's the next task you can do:

Your teacher wants to recommend a television programme for students who are learning your language.

Write a report on a television programme which you know well, saying why you think it would be helpful and interesting for foreign learners.

Write your report in 140- 190 words in an appropriate style on the separate answer sheet.

Points to remember:
Organise your ideas into a clear report: either rely on paragraphing or use subheadings (or both).

Briefly introduce the programme, include its title and say what it is about.

Mention a few things about the programme that support your recommendation from the foreign learner's point of view.

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How to write a report for the New FCE exam? Here's a sample topic that has been divided into paragraphs and each of the sections explained. You must answer this question. Your college has been asked to accept a group of 50 students from another country for two weeks.

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Paper 2 Writing – Part 2 Would you like the content of this page in pdf format? Contact me and I’ll tell you how to get it. A report is usually written for a superior (e.g. a teacher) or peer group (e.g. members of an English club). Candidates are expected to give some factual information ... Read m…

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How To Write a Report: Cambridge B2 First | Oxford House Barcelona

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Excited to learn how to write a first-rate report? Good. We're here to help you every step of the way and make sure you leave that Cambridge B2 First exam full of confidence that you've passed.

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You have to make your writing plan. Spend around 5 minutes to make your plan which consists of an introduction, main body and recommendation.

Choose a fact so that the person who reads it will get the information about report.

- Don't begin and end your report with Dear Sir/Madam, like a letter.

- Do say how you collected the information

- Do use headings because this makes it easier for the reader to find the main information.

- Do include two or three points under each heading. Make sure all your points fit with the headings.

- Do use a range oft specific vocabulary or set phrases (e.g. some thought this was a good idea... /other students said they preferred...)

- Don't use lots of adjectives and dramatic language as you do in a story. A report gives factual information.

- Don't include irrelevant details or description.

- Do express opinions impersonally. Don't express recommendations or opinions until the conclusion.

- Check your tense forms, the spelling, singular/plurals

-------------------------

You have to make sure that your language is formal.

- The aim of this report is to...

- This report is intended to...

- Most people seem to feel that...

- Several people said/told me/suggested/thought that...

- The gave/suggested the following reasons:

- They made the following points: 1... 2 ...

- I would therefore recommend (that we expand the library/installing a new coffee machine)

- It would seem that (banning mobile phones) is the best idea.

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You have to make your writing plan. Spend around 5 minutes to make your plan which consists of an introduction, main body and recommendation. Choose a fact so that the person who reads it will get the information about report. - Don't begin and end your report with Dear Sir/Madam, like a letter.