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B2 First is a test of all areas of language ability.

The updated exam (for exam sessions from January 2015) is made up of four papers developed to test your English language skills. You can see exactly what's in each paper below.

The Speaking test is taken face to face, with two candidates and two examiners. This creates a more realistic and reliable measure of your ability to use English to communicate.

The formats below are the same for both the paper-based and computer-based exams.

Reading and Use of English (1 hour 15 minutes)
See sample paper

Shows you can deal confidently with different types of text, such as fiction, newspapers and magazines. Tests your use of English with tasks that show how well you can control your grammar and vocabulary.

2 parts

Requires you to be able to produce two different pieces of writing, such as letters, reports, reviews and essays.

Requires you to be able to follow and understand a range of spoken materials, such as news programmes, presentations and everyday conversations.

Speaking
(14 minutes per pair of candidates; 20 minutes per group of three)
See sample paper

4 parts

Shows how good your spoken English is as you take part in conversation by asking/answering questions and discussing topics. Your Speaking test will be face to face with one or two other candidates and two examiners. One of the examiners (who could be online, examining remotely) talks to you and the other examiner listens. This makes your test more realistic and more reliable. Examiners may use their mobile phones for entering marks using an app.

openbook What's in the Reading and Use of English paper?

The B2 First Reading and Use of English paper is in seven parts and has a mix of text types and questions.

For Parts 1 to 4, you read a range of texts and do grammar and vocabulary tasks.

For Parts 5 to 7, you read a series of texts and answer questions that test your reading ability and show that you can deal with a variety of different types of texts.
Summary

Length of texts:

About 2,200 words to read in total.

Texts may be from:

Newspapers and magazines, journals, books (fiction and non-fiction), promotional and informational material.

Part 1 (Multiple-choice cloze) Part 2 (Open cloze) Part 3 (Word formation) Part 4 (Key word transformations) Part 5 (Multiple choice) Part 6 (Gapped text) Part 7 (Multiple matching)
compose What's in the Writing paper?

In the two parts of the B2 First Writing paper, you have to show that you can write different types of text in English.
Summary

Time allowed:

1 hour 20 minutes

Number of questions:

Part 1: one compulsory question, Part 2: one question from a choice of three

Types of task:

Articles, email, essay, letter, report, review.

Part 1 (Compulsory question) Part 2 (Situationally based writing task)
playlist What's in the Listening paper?

The B2 First Listening paper has four parts. For each part you have to listen to a recorded text or texts and answer some questions. You hear each recording twice.
Summary

Time allowed:

About 40 minutes

Recordings may be from:

Monologues: answer phone messages, radio broadcasts and features, news, public announcements, stories and anecdotes, lectures and talks; or interacting speakers: conversations, interviews, discussions, radio plays.

Part 1 (Multiple choice) Part 2 (Sentence completion) Part 3 (Multiple matching) Part 4 (Multiple choice)
megaphone What's in the Speaking paper?

The B2 First Speaking test has four parts and you take it together with another candidate.

There are two examiners. One of the examiners asks you questions and gives you the booklet with things to talk about. The other examiner listens to what you say.
Summary Part 1 (Interview)

What's in Part 1?

Conversation with the examiner. The examiner asks questions and you may have to give information about your interests, studies, career, etc.

What do I have to practise?

Giving information about yourself and expressing your opinion about various topics.

How long do I have to speak?

2 minutes

Part 2 (Long turn)

What's in Part 2?

The examiner gives you two photographs and asks you to talk about them. You have to speak for 1 minute without interruption and the interlocutor then asks the other candidate to comment on your photographs for about 30 seconds.
The other candidate receives a different set of photographs and you have to listen and comment when they have finished speaking. The question you have to answer about your photographs is written at the top of the page to remind you what you should talk about.

What do I have to practise?

Talking on your own about something: comparing, describing, expressing opinions, speculating.

How long do I have to speak?

1 minute per candidate

Part 3 (Collaborative task)

What's in Part 3?

Conversation with the other candidate. The examiner gives you some material and a task to do. You have to talk with the other candidate and make a decision.

What do I have to practise?

Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

How long do we have to speak?

3 minutes (a 2-minute discussion followed by a 1-minute decision-making task)

Part 4 (Discussion)

What's in Part 4?

Further discussion with the other candidate, guided by questions from the examiner, about the topics or issues raised in the task in Part 3.

What do I have to practise?

Expressing and justifying opinions, agreeing and/or disagreeing.

How long do we have to speak?

4 minutes

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What is in the B2 First (FCE) exam? Information about the Reading, Writing, Listening, and Speaking papers for computer and paper-based tests.

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Look at these examples to see how the present perfect simple and continuous are used.

We've painted the bathroom.
She's been training for a half-marathon.
I've had three coffees already today!
They've been waiting for hours.

Try this exercise to test your grammar.

Grammar test 1

Grammar B1-B2: Present perfect simple and present perfect continuous: 1

Read the explanation to learn more.

Grammar explanation

We use both the present perfect simple ( have or has + past participle) and the present perfect continuous ( have or has + been + -ing form) to talk about past actions or states which are still connected to the present.

Focusing on result or activity

The present perfect simple usually focuses on the result of the activity in some way, and the present perfect continuous usually focuses on the activity itself in some way.

Ongoing states and actions

We often use for, since and how long with the present perfect simple to talk about ongoing states.

How long have you known each other?
We've known each other since we were at school.

We often use for, since and how long with the present perfect continuous to talk about ongoing single or repeated actions.

How long have they been playing tennis?
They've been playing tennis for an hour.
They've been playing tennis every Sunday for years.

Sometimes the present perfect continuous can emphasise that a situation is temporary.

I usually go to the gym on the High Street, but it's closed for repairs at the moment so I've been going to the one in the shopping centre.

Do this exercise to test your grammar again.

Grammar test 2

Grammar B1-B2: Present perfect simple and present perfect continuous: 2

Language level

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Do you know the difference between We've painted the room and We've been painting the room? Test what you know with interactive exercises and read the explanation to help you.

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PRESENT PERFECT or PRESENT PERFECT CONTINUOUS? | the difference

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Present perfect simple - Use

Grammar chart

We use the present perfect simple with past finished actions or experiences when we don't mention or we don't know when they happened. And we also use the present perfect simple to ask or talk about situations that started in the past and have not finished.

Present perfect continuous - Form

We form the present perfect continuous with the present perfect simple of be + the -ing form of the main verb.

Present perfect continuous - Use

Grammar chart

Actions from the past till now - duration

We use the present perfect continuous with action verbs (dynamic verbs) to talk about situations that started in the past and have not finished or have just finished.

There is often a present result from doing these actions.

We can use the present perfect continuous to talk about continuous or repeated actions or situations from the past till now.

For, since, how long, lately, all day/week/month/etc.

We can use for, since, how long, lately, all day/week/month/etc. to ask or say how long a situation has been happening.

Present perfect simple or continuous?

Situations that started in the past and still continue

We can use the present perfect simple and the present perfect continuous to talk about situations that started in the past and still continue. But we must use the present perfect simple with non-action verbs (stative verbs), and we normally use the present perfect continuous with dynamic verbs (although the present perfect simple is also possible.)

We use the present perfect continuous (and NOT simple) with dynamic verbs for situations that started in the past and still continue when we want to emphasise how long the situation has lasted.

Finished and unfinished situations

We use the present perfect simple for finished actions in the past when we don't say when. We use the present perfect continuous for actions or situations that maybe have not finished or that maybe have finished (very recently)

Actions with present results

We can use present perfect simple and present perfect continuous for actions with present results. We use the present perfect simple if the present results come from completing the action.

Look how nice my car looks. I've washed it. (=The car looks nice because I have finished washing it.)

Something is different in this house. Have you painted it? (=The house looks different because you have completed the action of painting it.)

We use the present perfect continuous if the present results come from the process of doing the action.

Sorry I'm so sweaty. I've been washing my car. (=I am sweaty because of the physical activity that washing the car involves.)

How come you are so dirty? Have you ? (=You are dirty because of the process of painting.)

How long vs how many/much

We use the present perfect continuous to talk about the duration of an action, i.e. about how long we have been doing something. And we use the present perfect simple to talk about how many things or how much of something we have done.

I've written twenty e-mails. (I'm talking about how many emails I've written.)

I've been writing emails for hours. (=I'm talking about how long I have spend writing emails)

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Present perfect simple and present perfect continuous - Test-English

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Present perfect simple and present perfect continuous. I have done vs I have been doing. B1 - English intermediate grammar exercises.

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Min 0.33-2.55

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Your browser does not support mp4 or webm

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Brainscape: The Best Flashcards App | Make Flashcards Online

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Brainscape’s spaced repetition system is proven to DOUBLE learning results! Find, make, and study flashcards online or in our mobile app. Serious learners only.

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Connectors in English Grammar: Simple Guide to Learn the Use of Linkers

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Connectors are an important component in English grammar. It’s important to learn how to use them in a sentence. Click here to learn about connectors in English grammar.

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This is a short introduction for the students on the correct use of the verbs do and make

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SMASH English - Cambridge English Exam Preparation

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How to PASS B2 First LISTENING Part 2 - B2 First (FCE) Listening Exam

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How to teach FCE Listening Part Two gapfill tasks - UsingEnglish.com

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Exam tips and stimulating classroom activities for the Cambridge First Certificate Listening Part Two fill the gaps task.

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Guess the Movie: Emoji Quiz | Britannica

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Take this Entertainment & Pop Culture quiz at Encyclopaedia Britannica to test your knowledge of movies.

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Take this Entertainment & Pop Culture quiz at Encyclopaedia Britannica to test your knowledge of music and artists from 2010 to 2019.

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Comparatives and Superlatives of Adjectives

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Comparatives and Superlatives are special forms of adjectives. They are used to compare two or more things. Generally, comparatives are formed using -er and superlatives are formed using -est. This page will explain the rules for forming regular comparatives and superlatives, and also show some basic ways of using them.

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Learn about comparative and superlative adjectives and do the exercises to practise using them.

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The aim of this activity is for the students to practice their listening and speaking skills. It is suitable for any level, groups of 2 and more students. It is best used to create interest in the lesson topic or to close the class.

The Task

The most important step is deciding on the video. I have recently found AJ+ to be an excellent source of interesting, thought-provoking, and informative short videos. You might choose a video that ties in with your lesson topic or simply a clip you think is going to interest your students.

Play the video, twice if necessary, and ask your students to note down 3 things they found particularly interesting. Tell them not to worry about taking extensive notes, keywords will suffice. Allow them some time after playing the video to decide/work on their notes.

While the videos are playing, you might put some interesting vocabulary items on the board to discuss with your students later and encourage them to use it during the next stage of the activity.

Next, pair the students up and ask them to share their 3 interesting pieces of information with their partner. They should take turns telling each other why they thought these particular ideas were interesting. They also need to find out their partner's opinion about at least one of the points in their notes. Allow enough time for your students to share their thoughts and opinions.
Finally, ask each pair to share one of the following with the group:

an idea they both agreed was interesting/ shocking/ thought-provoking

an idea they didn't see eye to eye about

Personal Experience

This activity is a great energiser for the beginning of the lesson especially when students talk to a different partner each time. Sharing one's thoughts with others resembles real-life communication where the purpose is to compare ideas or simply tell the other person what we were thinking. It encourages active listening, interaction, and naturally generates discussion.
Here are my three favourite videos: The Free Food Cafe A Library for Homeless People Indigenous People Run Their Own Cellular Network

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Note down, pair, share listening and speaking activity

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The aim of this activity is for the students to practice their listening and speaking skills. It is suitable for any level, groups of 2 and more students. It is best used to create interest in the lesson topic or to close the class. The Task The most important step is deciding on the video.

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Wordwall - Crea mejores lecciones de forma más rápida

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Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

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Wordwall - Crea mejores lecciones de forma más rápida

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Wordwall - Crea mejores lecciones de forma más rápida

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Compare travelling by train/by car, Tell about the (cold) place in your country, Tell about the (expensive) thing you have.

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Do vs Make - What's the difference?

Do and make are two English verbs which are often confused. There are, however, some important differences which can help us choose the right verb.

When to use do

We use do in collocations associated with tasks, duties, obligations, and routine or repetitive activities. Do usually refers to the action of performing these activities, while make generally refers to the result.

Do is usually used in collocations referring to the following topics:

➪ Study and work:

➪ Housework and repetitive tasks:

➪ Good or bad actions:

➪ Sports, hobbies, and self-care:

When to use make

We often use make when we talk about the creation or production in a process. Do usually refers to the action, to the process of doing something, whereas make refers to the result of that action. For example, if you make dinner, the result is pasta.

Make is usually used in collocations referring to the following topics:

➪ Food and drink preparation:

➪ Arrangements and decisions:

➪ Speaking, sounds and relationships:

➪ Money:

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Do vs Make - What's the difference? - Test-English

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Learn when to use 'do' or 'make' in English with three exercises and a clear explanation with examples and a grammar chart.

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Usa encuestas en vivo, cuestionarios, nubes de palabras, preguntas y respuestas y más para obtener información en tiempo real, independientemente de si estás a distancia o cara a cara

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FCE Reading and Use of English Part 1 Tips - ESL Teacher 365 - B2 First

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Learn about the Cambridge B2 First (FCE) Reading exam part 1. What’s on this part of the FCE exam, tips for improving, and a sample test.

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The Netherlands

Welcome to the Netherlands, a tiny country that only extends, at its broadest, 312 km north to south, and 264 km east to west - (1) ... the land area increases slightly each year as a (2) ... of continuous land reclamation and drainage. With a lot of heart and much to offer, 'Holland,' as it is (3) ... known to most of us abroad - a name stemming (4) ... its once most prominent provinces - has more going on per kilometre than most countries, and more English-speaking natives. You'll be impressed by its (5) ... cities and charmed by its countryside and villages, full of contrasts. From the exciting variety (6) ... offer, you could choose a romantic canal boat tour in Amsterdam, a Royal Tour by coach in The Hague, or a hydrofoil tour around the biggest harbour in the world - Rotterdam. In season you could visit the dazzling bulb fields, enjoy a full day on a boat, or take a bike tour through the pancake-flat countryside spiced with windmills. The possibilities are countless and the nationwide tourist office, which is on hand to give you information and (7) ... reservations. You'll have (8) ... language problems here, as the Dutch are true linguists and English is spoken here almost universally.

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B2 First examination preparation. Multiple Choice Cloze section. Free practice tests and exercises for intermediate students of English.

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B2 First
For each question, choose which of the four possible answers fits the space best and write THE CORRECT LETTER into the empty box. Also think about why the other three answers are not possible.

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Test Prep: B2 First (First Certificate in English) | Multiple Choice Cloze Exercise 1 | esl-lounge Student

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B2 First For each question, choose which of the four possible answers fits the space best and write THE CORRECT LETTER into the empty box. Also think about why the other three answers are not possible.

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Practice Test: Reading - Part 5 | B2 First (FCE) | engxam.com

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In Part 5, you read a text and then answer six multiple-choice questions about it. Each question gives you four options to choose from. Only one is

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Island Life

We live on the island of Hale. It's about four kilometres long and two kilometres wide at its broadest point, and it's joined to the mainland by a causeway called the Stand - a narrow road built across the mouth of the river which separates us from the rest of the country. Most of the time you wouldn't know we're on an island because the river mouth between us and the mainland is just a vast stretch of tall grasses and brown mud. But when there's a high tide and the water rises a half a metre or so above the road and nothing can pass until the tide goes out again a few hours later, then you know it's an island.

We were on our way back from the mainland. My older brother, Dominic, had just finished his first year at university in a town 150 km away. Dominic's train was due in at five and he'd asked for a lift back from the station. Now, Dad normally hates being disturbed when he's writing (which is just about all the time), and he also hates having to go anywhere, but despite the typical sighs and moans - why can't he get a taxi? what's wrong with the bus? - I could tell by the sparkle in his eyes that he was really looking forward to seeing Dominic.

So, anyway, Dad and I had driven to the mainland and picked up Dominic from the station. He had been talking non-stop from the moment he'd slung his rucksack in the boot and got in the car. University this, university that, writers, books, parties, people, money, gigsâ€¦. And when I say talking, I don't mean talking as in having a conversation, I mean talking as in jabbering like a mad thing. I didn't like it ... the way he spoke and waved his hands around as if he was some kind of intellectual or something. It was embarrassing. It made me feel uncomfortable - that kind of discomfort you feel when someone you like, someone close to you, suddenly starts acting like a complete idiot. And I didn't like the way he was ignoring me, either. For all the attention I was getting I might as well not have been there. I felt a stranger in my own car.

As we approached the island on that Friday afternoon, the tide was low and the Stand welcomed us home, stretched out before us, clear and dry, beautifully hazy in the heat - a raised strip of grey concrete bound by white railings and a low footpath on either side, with rough cobbled banks leading down to the water. Beyond the railings, the water was glinting with that wonderful silver light we sometimes get here in the late afternoon which lazes through to the early evening.

We were about halfway across when I saw the boy. My first thought was how odd it was to see someone walking on the Stand. You don't often see people walking around here. Between Hale and Moulton (the nearest town about thirty kilometres away on the mainland), there's nothing but small cottages, farmland, heathland and a couple of hills. So islanders don't walk because of that. If they're going to Moulton they tend to take the bus. So the only pedestrians you're likely to see around here are walkers or bird-watchers. But even from a distance I could tell that the figure ahead didn't fit into either of these categories. I wasn't sure how I knew, I just did.

As we drew closer, he became clearer. He was actually a young man rather than a boy. Although he was on the small side, he wasn't as slight as I'd first thought. He wasn't exactly muscular, but he wasn't weedy-looking either. It's hard to explain. There was a sense of strength about him, a graceful strength that showed in his balance, the way he held himself, the way he walkedâ€¦.
(Source: FCE Handbook. Reproduced with permission from Cambridge English)

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Created with Hot Potatoes by Half-Baked Software, registered to Flo-Joe.

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

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We live on the island of Hale. It's about four kilometres long and two kilometres wide at its broadest point, and it's joined to the mainland by a causeway called the Stand - a narrow road built across the mouth of the river which separates us from the rest of the country.

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VOCABULARY IN USE - ACTIVITIES AND INTERESTS | ENGLISHREVEALED

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Vocabulary for B2 First. Free exercises for lower-intermediate and intermediate students of English. Improve your skills with EnglishRevealed.

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Wordwall - Crea mejores lecciones de forma más rápida

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Cartas al azar - Reparte tarjetas al azar de un mazo barajado.

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Does vacation make you more productive? | CNBC Explains

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Pack your bags because... We’re going on holiday! Use this template to create a guide in which you can plan your trip in detail by adding all the relevant information, places of interest and documentation necessary for your getaway. Now all you have to do is enjoy.

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Answer:

The most useful thing I have ever learned

The most useful thing i have learned is surely speaking English. I've been studing English for nine years till now. I used to take regular classes in these language which i found very interesting. Also, i learn English in school, my teacher is awesome but strict, so i have to study constantly. But most of all, i learn English, watching movies, TV shows. Allso cartoons when i was younger. When i came across a movie which was subtitled i turned the subtitle off. I enjoy wathing TV and movies on English.

English is the most spoken language across the world. It is studied all over the world. In order to get in a conversation with a stranger from other country, you need to speak English. I'm a swimmer, so i go on competissions in many countries, and in all of those countries i speak English. I want to study abroad when i finish highschool, so i'll defenetly need English.

All in all, i enjoy speaking it, writing it, and I'm very glad I got to learn it, i find it very useful.

Comments:

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Articles - examples & model answers | B2 First (FCE) | engxam.com

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Articles - examples & model answers | B2 First (FCE) FCE Example Article: Topic (Learning) You see this announcement on an English-language website. Articles wanted The most useful thing I have ever

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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?

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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

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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

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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:

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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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Past Continuous + Simple Past with when and while worksheet

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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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Wordwall - Crea mejores lecciones de forma más rápida

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when my favorite song came on. - I was listening to the radio..., when another car hit us and we crashed! - We were driving to the beach....

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Used To for present habits. SS create the sentence with "used to + ing".

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When do I use ‘travel’, ‘trip’ and ‘journey’?

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In this episode of The Coffee Break English Show we talk about the words ‘travel’, ‘trip’ and ‘journey’ and explain when and how to use them.

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Try this free exercise about time prepositions

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Look at these examples to see how we use at, in and on to talk about time.

Try this exercise to test your grammar.

Grammar test 1

Grammar A1-A2: Prepositions of time - 'at', 'in' and 'on': 1

Read the explanation to learn more.

Grammar explanation

We use the prepositions in, on or at to say when something happens.

We usually use at with clock times and mealtimes.

We also use at with some specific phrases such as at the weekend and at night.

We can also say on weekends or on the weekend. This is more common in American English.

We say at night when we mean all of the night. But we say in the night when we want to talk about a specific time during the night.

We use at with Christmas and other holidays that last several days.

We usually use in with parts of the day and longer periods of time such as months, seasons and years.

We usually use on with days and dates.

Do this exercise to test your grammar again.

Grammar test 2

Grammar A1-A2: Prepositions of time - 'at', 'in' and 'on': 2

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Do you know how and when to use at, in and on to talk about time? Test what you know with interactive exercises and read the explanation to help you.

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Classroom Jeopardy Review Game | Buzzer Mode | Factile

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He always gets up ___ seven am, Our flight leaves London ___ the second of July, Sharon's birthday is __ January, What time did you get home __ last night

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Past Perfect Simple - Past Perfect Continuous

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Past Perfect Simple - Past Perfect Continuous

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Past perfect simple or past perfect continuous?

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Past perfect simple or past perfect continuous? - gramática inglés y uso de palabras en “English Grammar Today” - Cambridge University Press

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Full B2 First (FCE) Listening Test 65 with Answers

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Listening B2, FCE for schools, Sample 2015 2, Part 1

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Past Perfect Simple vs Past Perfect Continuous

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Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

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Past Perfect and Past Perfect Continuous Tense worksheet

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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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Reported Speech — Present Simple — Exercise 2 | English Grammar Exercises

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English Grammar Exercise: Reported Speech — Present Simple | Change the direct speech into reported speech.

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When we report something, we may need to make changes to:

She said, "I saw Mary yesterday."

She said she had seen Mary the day before.

He said: "My mother is here."

He said that his mother was there.

Don't confuse time with tense. "Tense" is the grammatical form of the verb that in the reported clause we sometimes shift back (backshift). "Time" refers to the actual time that something happens, such as "today" or "now" or "5 weeks ago".

Time words

If we report something around the same time, then we probably do not need to make any changes to time words. But if we report something at a different time, we need to change time words. Look at these example sentences:

He said: "It was hot yesterday." → He said that it had been hot the day before.

He said: "We are going to swim tomorrow." → He said they were going to swim the next day.

Here is a list of common time words, showing how you change them for reported speech:

today

that day, on Sunday, yesterday

tonight

that night, last night, on Sunday night

tomorrow

the next day/ the following day, on Sunday, today

yesterday

the day before/ the previous day, on Sunday

last night

the night before/ the previous night, on Sunday night

this week

that week, last week

last month

the month before/ the previous month, in May

next year

the following year, in 2014

two minutes ago

two minutes before

in one hour

one hour later

Place words

If we are in the same place when we report something, then we do not need to make any changes to place words. But if we are in a different place when we report something, then we need to change the place words. Look at these example sentences:

He said: "It is cold in here." → He said that it was cold in there.

He said: "How much is this book?" → He asked how much the book was.

Here are some common place words, showing how you change them for reported speech:

Contributor: Josef Essberger

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When we report something, we may need to make changes to: time (now, tomorrow); place (here, this room)

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Backshift in Reported Speech | Learn English

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We sometimes change the tense of the reported clause by moving it back one tense. For example, present simple goes back one tense to past simple. We call this change ‘backshift’.

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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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Look at these examples to see how third and mixed conditionals are used.

We would have walked to the top of the mountain if the weather hadn't been so bad.
If we'd moved to Scotland when I was a child, I would have a Scottish accent now.
If she was really my friend, she wouldn't have lied to me.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Do you know how to use third and mixed conditionals?

Third conditionals and mixed conditionals

Conditionals describe the result of a certain condition. The if clause tells you the condition ( If I hadn't been ill) and the main clause tells you the result ( I would have gone to the party). The order of the clauses does not change the meaning.

If I hadn't been ill, I would have gone to the party.
I would have gone to the party if I hadn't been ill.

Conditional sentences are often divided into different types.

Third conditional

The third conditional is used to imagine a different past. We imagine a change in a past situation and the different result of that change.

If I had understood the instructions properly, I would have passed the exam.
We wouldn't have got lost if my phone hadn't run out of battery.

In third conditional sentences, the structure is usually: If + past perfect >> would have + past participle.

Mixed conditionals

We can use mixed conditionals when we imagine a past change with a result in the present or a present change with a result in the past.

1. Past/Present

Here's a sentence imagining how a change in a past situation would have a result in the present.

If I hadn't got the job in Tokyo, I wouldn't be with my current partner.

So the structure is: If + past perfect >> would + infinitive.

2. Present/Past

Here's a sentence imagining how a different situation in the present would mean that the past was different as well.

It's really important. If it wasn't, I wouldn't have called you on your holiday.

And the structure is: If + past simple >> would have + past participle.

Do this exercise to test your grammar again.

Language level

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Do you know how to use third conditionals and mixed conditionals? Test what you know with interactive exercises and read the explanation to help you.

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Exercises Explanation Downloads

Third conditional - past unreal situations

Exercise 1

Choose the correct form to make third conditional sentences.

Third conditional - Grammar Chart

If clause and main clause

We use if + past perfect to talk about an imaginary or hypothetical situation in the past. And we use would have, could have or might have + past participle in the main clauseto talk about the result or consequence of that imaginary situation.

If the jacket had been a bit cheaper, I might have bought it.

Comma

As with all conditional types, we use a comma after the if-clause when it goes at the beginning of the sentence, but we don't use a comma when the if-clause goes at the end.

Unless

We can also use unless in conditional sentences to mean if ... ( not)

I wouldn't have arrived on time unless I had taken a taxi.

= I wouldn't have arrived on time had if I n't taken a taxi.

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Information about the third conditional, including lots of practice exercises.

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Share 0 Tweet 0 Share 0 Pin 0 Chance Occasion Opportunity and PossibilityBusiness is often all about getting a chance or having the opportunity to succeed. Sometimes, on occasions you are given the possibility of meeting some really wonderful people and make great connections. As you can see, the words, chance, occasion, opportunity and possibility […]

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