Essay writing FCE
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The document provides advice on writing an essay for the FCE exam. It recommends: - Organizing the essay with an introduction, conclusion, and 3 body paragraphs addressing the prompts. The introduction should state the topic and give an overview, while the conclusion can include the writer's opinion. - Using a formal, impersonal tone and one's own words as much as possible. Suggestions include varying sentence structures, using linking words, and cohesive devices. - Developing each main idea in a separate paragraph with supporting details like examples or questions. The essay should guide the reader logically to the conclusion.
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This document discusses eight different ways to teach comparative adjectives in English. The methods include using examples, personal stories, quizzes, speaking tasks, presenting rules directly, having students reconstruct passages, reading comprehension, and practice exercises. For each method, the document outlines the aim, procedures, and requests commentary. It provides various active and engaging approaches to teaching comparative adjectives.
Unit 1 - KB1
The document instructs someone to tidy up by putting their chair under the table, throwing rubbish in the bin, and asks if they can come in, go to the toilet, and borrow a rubber.
KB1 - Unit 2
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Unit 3 - KB1
The document appears to be an image search result for the term "train clipart" as it returned clipart images of trains. No other textual content or context is provided about the intended use of the train clipart images.
Unit 6 - KB1
The document outlines the weekly schedule for a preschool classroom. It states that each week one student will be the teacher's helper and can bring in a toy to show the other students. It also lists sensory activities asking students what they can smell, see, touch, and hear. Songs and videos are included for the students.
Unit 6 - KB1
The document describes a back and forth conversation where a student claims to have a certain eye or hair color like blue eyes or purple hair, but is told by others that their eyes or hair is actually brown. Each time, the student is asked to go to the front of the class if they have the color they stated, but it is revealed that their eyes or hair is actually brown, until finally a student accurately identifies themselves as having blonde or long hair.
Unit 8 KB1
The speaker lists the items of clothing they have, including long red trousers, a blue T-shirt, yellow socks, an orange jacket, and a short green skirt.
KB1 - Unit 8
This document appears to be counting various items of clothing. It asks how many of several types of clothing are present, including skirts, trousers, shoes and socks. For skirts and socks it provides counts, but does not give the specific numbers.
Unit 9 KB1
This document lists various activities like playing the piano, swimming, riding a bike, and playing basketball but is missing additional details about each activity or how the activities are related.
KB1 Unit 10
The document describes different modes of transportation with each line featuring a question about what someone is doing followed by an answer providing the specific vehicle being used such as flying a plane, driving a bus or lorry, riding a bike, and walking.
Unit 11 KB1
This document describes a game where students pass a ball in a circle when music plays, and when the music stops the person holding the ball must say what activity the next slide shows. The slides depict various everyday activities like drawing, reading, sitting, listening to music, driving, washing fruit, brushing teeth, washing hands, and playing tennis.
Unit 12 Kids´Box 1
The document describes an activity where students stand in a circle and pass a ball while music plays. When the music stops, the student holding the ball must say a sentence about an action using the pronouns "they", "she", or "he". Example sentences are provided like "They are playing tennis" that describe different activities. A YouTube link is also included for a song about foods children like and dislike.
Ready for first coursebook (2015) unit 2 14
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Essay writing FCE
- 1. Writing an essay - FCE The essay should be well organised, with an introduction and an appropriate conclusion and should be written in an appropriate register and tone.
- 2. Exam Advice • Rephrase language in your own words where possible. • Use modal verbs and passive forms. • Try to use a wide range of vocabulary within the topic. • Make your writing impersonal.
- 3. • While it is possible to argue only one point of view (i.e. either agreeing or disagreeing on a topic) as long as you bear in mind the other point of view and back up your points, it is probably easier to have a balanced discussion comparing advantages and disadvantages, or ideas for and against a topic.
- 4. Ideas need to be expressed in a clear an logical way, and should be well organised and coherent. It is advisable to use up to 5 paragraphs: • Introduction • Prompt 1 development + reason(s)/example(s) Prompt 2 development + reason(s)/example(s) Prompt 3 development + reason(s)/example(s) • Conclusion (you may include your opinion here)
- 5. • Varying the length of the sentences, using direct and indirect questions and using a variety of structures and vocabulary may all help to communicate ideas more effectively. • The correct use of linking words and phrases (e.g. but, so, however, on the other hand, etc.) and the appropriate use of cohesive devices (e.g. using pronouns for referencing) is especially important in essays.
- 6. Hints • [PLANNING] - Use the question to help you plan but try to avoid copying phrases from the input in Part 1. Use your own words. • [INTRODUCTION and CONCLUSION] - Effective introductory and concluding paragraphs - In the introduction, state the topic clearly, give a brief outline of the issue, saying why it is important or why people have different opinions about it. - DO NOT express your opinion at the beginning of your essay (develop you essay in such a way that it guides the reader to the conclusion you draw). - DO give your opinion in the final paragraph. • [SECOND and THIRD PARAGRAPHS] - Structure your argument. - Each new paragraph has one main idea, stated in a topic sentence. - Include relevant details to support the main idea: these might include examples, rhetorical questions (do no overdo it), controversial or surprising statements... • [GENERAL] - DO use a relatively formal register and an objective tone. Do not be too emotional. - In the exam, allow yourself time to check your grammar, spelling and punctuation thoroughly.
- 7. Linking words and phrases
Editor's Notes
- http://www.examenglish.com/FCE/Cambridge_First_writing_part1.htm
- Objective First
- http://www.rubenvalero.com/english/content/fce-essay
- https://fceclass.files.wordpress.com/2014/01/samples-essay-and-report-2014.pdf
- http://www.rubenvalero.com/english/content/fce-essay