This document provides guidance on how to pass the writing section of the Cambridge First Certificate Exam. It outlines the format of the exam, including two parts - one requiring a 120-150 word letter/email, and the other allowing a choice between longer writing tasks. Scoring is based on structure, organization, grammar, vocabulary and awareness of the situation and reader. The document advises planning answers, using paragraphs, and revising work to do well. It also provides sample questions and phrases to use for different writing tasks.
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
The document outlines several activities to help students practice distinguishing and pronouncing the /s/ and /θ/ sounds in English. Students will participate in tongue twisters, question/answer worksheets, role plays demonstrating potential misunderstandings caused by confusing the sounds, and listening exercises to identify words containing /s/ or /θ/. The goal is to improve students' ability to think about and produce the different sounds through engaging multi-step activities done individually and in groups.
What do you remember? Basic English RevisionPaula Gómez
This document contains 20 English language exam questions testing a variety of grammar concepts. The questions cover topics such as verb conjugation, opposites, plurals, possessives, comparative and superlative adjectives, prepositions, and subject-verb agreement. Students must fill in blanks, choose the correct answers, write out answers, and identify errors to complete the questions.
This document provides information and examples to help with key word transformation exercises for the Cambridge English: First exam. It begins by outlining the steps to complete keyword transformations and the types of grammatical structures that may be required, including passive forms, conditionals, reported speech, phrasal verbs, and more. Various chapters then provide lists and examples of different grammatical structures and vocabulary that commonly appear in keyword transformations, such as speculative language, time expressions, conditionals, verb patterns, idioms, and set phrases. Practice exercises are included at the end to help students apply what they've learned.
Formal emails use standard English words, complete sentences without contractions or abbreviations, and passive voice. Informal emails use colloquial language, contractions, abbreviations, active voice, emoticons, and informal words like "gonna" instead of formal words like "to request". The document provides examples of formal versus informal language that can be used in emails.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
This document provides useful language for formal letters, essays, articles, proposals, reports and reviews for FCE and CAE exams. It includes phrases for introducing and supporting opinions, making statements, listing arguments, describing ideas and examples, evaluating ideas, dismissing contrary arguments, making recommendations, and summarizing. It also provides language for part 1, 2, 3 and 4 of the speaking exam, including introducing yourself, describing photos, communication tasks, and discussion.
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
The document outlines several activities to help students practice distinguishing and pronouncing the /s/ and /θ/ sounds in English. Students will participate in tongue twisters, question/answer worksheets, role plays demonstrating potential misunderstandings caused by confusing the sounds, and listening exercises to identify words containing /s/ or /θ/. The goal is to improve students' ability to think about and produce the different sounds through engaging multi-step activities done individually and in groups.
What do you remember? Basic English RevisionPaula Gómez
This document contains 20 English language exam questions testing a variety of grammar concepts. The questions cover topics such as verb conjugation, opposites, plurals, possessives, comparative and superlative adjectives, prepositions, and subject-verb agreement. Students must fill in blanks, choose the correct answers, write out answers, and identify errors to complete the questions.
This document provides information and examples to help with key word transformation exercises for the Cambridge English: First exam. It begins by outlining the steps to complete keyword transformations and the types of grammatical structures that may be required, including passive forms, conditionals, reported speech, phrasal verbs, and more. Various chapters then provide lists and examples of different grammatical structures and vocabulary that commonly appear in keyword transformations, such as speculative language, time expressions, conditionals, verb patterns, idioms, and set phrases. Practice exercises are included at the end to help students apply what they've learned.
Formal emails use standard English words, complete sentences without contractions or abbreviations, and passive voice. Informal emails use colloquial language, contractions, abbreviations, active voice, emoticons, and informal words like "gonna" instead of formal words like "to request". The document provides examples of formal versus informal language that can be used in emails.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
This document provides useful language for formal letters, essays, articles, proposals, reports and reviews for FCE and CAE exams. It includes phrases for introducing and supporting opinions, making statements, listing arguments, describing ideas and examples, evaluating ideas, dismissing contrary arguments, making recommendations, and summarizing. It also provides language for part 1, 2, 3 and 4 of the speaking exam, including introducing yourself, describing photos, communication tasks, and discussion.
This document provides information about a teacher's book for a course to prepare students for the Cambridge English: First (FCE) examination. It describes the features and components of the course. The teacher's book contains an answer key, suggestions for classroom use, exam advice and sample writing answers. The accompanying DVD-ROM includes photocopiable activities, progress tests, and listening scripts. The course aims to systematically develop all four language skills to ensure students are fully prepared to take the FCE exam.
This presentation provides an overview of the IELTS Listening test, test hints and strategies. Online IELTS teachers can use this to teach students, and students can use this to prepare for the test.
TEACHING PRONUNCIATION LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
1. The lesson plan teaches 5th grade students about minimal pairs (words that differ by only one sound like glass-grass) through a 40 minute activity using a video, flashcards, and worksheets.
2. Students will first watch a video on minimal pairs pronunciation and then practice identifying and saying the words.
3. An interactive game using PowerPoint will help students further practice the minimal pairs.
4. Students will be divided into groups to complete worksheets that reinforce the minimal pairs through a puzzle and coloring activity, developing their pronunciation and social skills.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
The document discusses three levels of reading comprehension:
1. Literal comprehension involves directly understanding facts and details stated in the text.
2. Inferential comprehension requires reading between the lines to understand implied meanings using context clues.
3. Evaluative comprehension examines how the text contributes to the overall message and relates to one's own experiences and opinions.
The document provides an overview of the Step Up to Writing program and how it supports English learners in developing their writing skills. It discusses using direct explicit instruction, modeling, and scaffolding techniques adapted to students' levels of English proficiency. Teachers demonstrate how to differentiate instruction for beginning and intermediate English learners using sensory tools, graphic organizers, and a gradual release of responsibility approach from highly structured to more independent writing. The goal is to build students' oral language and writing muscles step-by-step.
This document provides information and tips about the Aptis Speaking test. It is divided into 4 parts that make up the total 12 minute test. Part 1 involves answering personal information questions. Part 2 involves describing a picture, giving an opinion, and comparing the picture to one's own situation. Part 3 involves describing and comparing two contrasting pictures and answering questions of increasing difficulty. Part 4 involves discussing a personal experience or opinion related to a topic, with preparation and response times provided. The document provides sample questions, examples of responses, and tips for speaking clearly, staying on topic, and using the full response time.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
This document provides an overview and strategies for the IELTS speaking test, which is divided into three parts involving answering questions on familiar topics, speaking for 2 minutes on a given topic, and participating in a discussion. The document outlines the requirements, procedures, and strategies for each part of the test, emphasizing the importance of giving expanded responses through techniques such as dividing answers into multiple parts or providing specific examples.
Opinion+essays+paragraph+structure+&+useful+expressionsCecilia Fc
The document provides steps and examples for writing an opinion composition. It outlines organizing ideas into an opening paragraph stating the topic and opinion, body paragraphs developing ideas that support the opinion, and a conclusion paragraph summarizing the opinion. It also gives expressions to introduce opinions, sequence ideas, and conclude the composition in 3 well-organized paragraphs.
This document provides an overview of a grammar textbook for beginning English learners. It has the following key points:
- The textbook contains tightly focused lessons on core grammar concepts like parts of speech, with nearly 70 exercises for practice. Examples are provided for every topic and concise explanations are supplemented with additional tips.
- Younger beginning and intermediate students will benefit from this step-by-step approach to English grammar fundamentals. The lessons make it easy to locate skills for reinforcement or intervention.
- The textbook serves as an ideal supplement for language arts programs, whether for native English speakers improving their skills or English language learners starting to learn English.
This document contains worksheets for grammar exercises. Worksheet 1 has exercises on writing sentences using "He's in" or "She's in" and "I've got" or "haven't got" when describing class schedules. Worksheet 2 continues with similar exercises describing activities with "I'm doing" or "I'm not doing". The worksheets provide contexts to practice using correct grammar for locations and activities.
This document provides an introduction to the structure and content of Module 10 of the That's English coursebook. It explains that each unit follows the same basic format, beginning with a video section to develop listening comprehension skills, followed by reading, language study, speaking and writing activities to practice other skills. The introduction emphasizes developing a balanced approach to learning grammar alongside communicative skills. It encourages students to engage actively with all elements of the course and not be afraid of making mistakes. Repeated exposure to language through a variety of interactive tasks is emphasized as the best way to improve English ability.
This document provides a lesson on using adverbs of frequency to describe daily routines and schedules. It includes exercises for students to complete sentences about typical weekday and weekend activities using adverbs like "always", "usually", and "sometimes" paired with time expressions. Sample activities discussed include waking up, having meals, leaving/arriving home, watching TV, and going to bed. The purpose is to help students practice and learn how to talk about how often they do things using adverbs of frequency in their sentences.
The document discusses paragraph structure and organization. It defines a paragraph as a group of related sentences that develop one main idea. A paragraph contains three types of sentences: a topic sentence, supporting sentences, and a concluding sentence. The number of sentences is less important than developing the main idea clearly. A topic sentence introduces the main idea or subject of the paragraph and guides the structure and content of the supporting sentences. Supporting sentences provide examples, details, facts, or other information that supports and explains the topic sentence. A concluding sentence wraps up the key points and main idea discussed in the paragraph.
The document provides instructions and sample tasks for Part 3 of the Cambridge First Certificate in English (FCE) Speaking exam. In Part 3, candidates are given photos or pictures related to a topic and must:
1) Discuss each photo/picture in turn, expressing and justifying opinions to their partner.
2) Come to an agreement with their partner about a decision related to the topic, such as selecting the best two photos.
The document provides sample examiner instructions, topics, photos, and guidance on justifying opinions, involving their partner, and reaching an agreement.
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin, using cryptography to allow transactions to be securely recorded and verified in a decentralized database. It has now expanded beyond cryptocurrencies to include applications in areas like finance, law, and government where there is need for a secure and decentralized record of transactions and information.
This document provides an overview and instructions for the First Certificate in English (FCE) examination. It outlines the exam structure and content, including the five exam papers: Reading, Writing, Use of English, Listening, and Speaking. For each paper, it describes the format, tasks, and goals of the assessment. It provides sample exam papers and answers to demonstrate the question types. The document is intended to help teachers prepare candidates for the FCE exam.
This document provides information about a teacher's book for a course to prepare students for the Cambridge English: First (FCE) examination. It describes the features and components of the course. The teacher's book contains an answer key, suggestions for classroom use, exam advice and sample writing answers. The accompanying DVD-ROM includes photocopiable activities, progress tests, and listening scripts. The course aims to systematically develop all four language skills to ensure students are fully prepared to take the FCE exam.
This presentation provides an overview of the IELTS Listening test, test hints and strategies. Online IELTS teachers can use this to teach students, and students can use this to prepare for the test.
TEACHING PRONUNCIATION LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
1. The lesson plan teaches 5th grade students about minimal pairs (words that differ by only one sound like glass-grass) through a 40 minute activity using a video, flashcards, and worksheets.
2. Students will first watch a video on minimal pairs pronunciation and then practice identifying and saying the words.
3. An interactive game using PowerPoint will help students further practice the minimal pairs.
4. Students will be divided into groups to complete worksheets that reinforce the minimal pairs through a puzzle and coloring activity, developing their pronunciation and social skills.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
The document discusses three levels of reading comprehension:
1. Literal comprehension involves directly understanding facts and details stated in the text.
2. Inferential comprehension requires reading between the lines to understand implied meanings using context clues.
3. Evaluative comprehension examines how the text contributes to the overall message and relates to one's own experiences and opinions.
The document provides an overview of the Step Up to Writing program and how it supports English learners in developing their writing skills. It discusses using direct explicit instruction, modeling, and scaffolding techniques adapted to students' levels of English proficiency. Teachers demonstrate how to differentiate instruction for beginning and intermediate English learners using sensory tools, graphic organizers, and a gradual release of responsibility approach from highly structured to more independent writing. The goal is to build students' oral language and writing muscles step-by-step.
This document provides information and tips about the Aptis Speaking test. It is divided into 4 parts that make up the total 12 minute test. Part 1 involves answering personal information questions. Part 2 involves describing a picture, giving an opinion, and comparing the picture to one's own situation. Part 3 involves describing and comparing two contrasting pictures and answering questions of increasing difficulty. Part 4 involves discussing a personal experience or opinion related to a topic, with preparation and response times provided. The document provides sample questions, examples of responses, and tips for speaking clearly, staying on topic, and using the full response time.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
This document provides an overview and strategies for the IELTS speaking test, which is divided into three parts involving answering questions on familiar topics, speaking for 2 minutes on a given topic, and participating in a discussion. The document outlines the requirements, procedures, and strategies for each part of the test, emphasizing the importance of giving expanded responses through techniques such as dividing answers into multiple parts or providing specific examples.
Opinion+essays+paragraph+structure+&+useful+expressionsCecilia Fc
The document provides steps and examples for writing an opinion composition. It outlines organizing ideas into an opening paragraph stating the topic and opinion, body paragraphs developing ideas that support the opinion, and a conclusion paragraph summarizing the opinion. It also gives expressions to introduce opinions, sequence ideas, and conclude the composition in 3 well-organized paragraphs.
This document provides an overview of a grammar textbook for beginning English learners. It has the following key points:
- The textbook contains tightly focused lessons on core grammar concepts like parts of speech, with nearly 70 exercises for practice. Examples are provided for every topic and concise explanations are supplemented with additional tips.
- Younger beginning and intermediate students will benefit from this step-by-step approach to English grammar fundamentals. The lessons make it easy to locate skills for reinforcement or intervention.
- The textbook serves as an ideal supplement for language arts programs, whether for native English speakers improving their skills or English language learners starting to learn English.
This document contains worksheets for grammar exercises. Worksheet 1 has exercises on writing sentences using "He's in" or "She's in" and "I've got" or "haven't got" when describing class schedules. Worksheet 2 continues with similar exercises describing activities with "I'm doing" or "I'm not doing". The worksheets provide contexts to practice using correct grammar for locations and activities.
This document provides an introduction to the structure and content of Module 10 of the That's English coursebook. It explains that each unit follows the same basic format, beginning with a video section to develop listening comprehension skills, followed by reading, language study, speaking and writing activities to practice other skills. The introduction emphasizes developing a balanced approach to learning grammar alongside communicative skills. It encourages students to engage actively with all elements of the course and not be afraid of making mistakes. Repeated exposure to language through a variety of interactive tasks is emphasized as the best way to improve English ability.
This document provides a lesson on using adverbs of frequency to describe daily routines and schedules. It includes exercises for students to complete sentences about typical weekday and weekend activities using adverbs like "always", "usually", and "sometimes" paired with time expressions. Sample activities discussed include waking up, having meals, leaving/arriving home, watching TV, and going to bed. The purpose is to help students practice and learn how to talk about how often they do things using adverbs of frequency in their sentences.
The document discusses paragraph structure and organization. It defines a paragraph as a group of related sentences that develop one main idea. A paragraph contains three types of sentences: a topic sentence, supporting sentences, and a concluding sentence. The number of sentences is less important than developing the main idea clearly. A topic sentence introduces the main idea or subject of the paragraph and guides the structure and content of the supporting sentences. Supporting sentences provide examples, details, facts, or other information that supports and explains the topic sentence. A concluding sentence wraps up the key points and main idea discussed in the paragraph.
The document provides instructions and sample tasks for Part 3 of the Cambridge First Certificate in English (FCE) Speaking exam. In Part 3, candidates are given photos or pictures related to a topic and must:
1) Discuss each photo/picture in turn, expressing and justifying opinions to their partner.
2) Come to an agreement with their partner about a decision related to the topic, such as selecting the best two photos.
The document provides sample examiner instructions, topics, photos, and guidance on justifying opinions, involving their partner, and reaching an agreement.
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin, using cryptography to allow transactions to be securely recorded and verified in a decentralized database. It has now expanded beyond cryptocurrencies to include applications in areas like finance, law, and government where there is need for a secure and decentralized record of transactions and information.
This document provides an overview and instructions for the First Certificate in English (FCE) examination. It outlines the exam structure and content, including the five exam papers: Reading, Writing, Use of English, Listening, and Speaking. For each paper, it describes the format, tasks, and goals of the assessment. It provides sample exam papers and answers to demonstrate the question types. The document is intended to help teachers prepare candidates for the FCE exam.
The document is an email from Students' World conducting a survey of its members. It asks members to provide information in three areas: 1) materials they use to help learn English, any coursebooks used and opinions on them; 2) study tips or suggestions that helped improve English; 3) how they found out about Students' World and why they decided to join. It requests permission to publish the responses on the website.
The letter is from Katrina inviting her friend Roger to stay with her over the holidays. She thanks him for his previous letter and says they are looking forward to his visit. Katrina describes their usual quiet holiday activities of relaxing at home and going for walks. She invites Roger to go skiing in the mountains with them and visit local restaurants during his stay. Katrina reminds Roger to bring warm clothes for the cold December weather.
The document provides guidance on writing skills and different genres of writing. It discusses how to motivate students to write, including generating ideas and organizing thoughts. It also provides an example writing prompt asking the reader to reply to an email from a friend visiting next month. Key elements to consider for the email response include content, length, style, organization, register, and complexity/range of language.
This document discusses an open educational project called WIHEA that aimed to take risks, share lessons, and promote open practice. The project team used shared courses and online groups through Warwick's learning platform and Google Apps to design a self-directed, wandering approach to learning called "flâneurism." By clicking links and exploring serendipitously, students developed digital literacies while mediating a cultural transition. The outcomes emphasized process over product and interest-led learning. Going forward, the project aims for even closer collaboration and embedding the approach more broadly.
This document defines and provides the pronunciation for several types of natural disasters: avalanche, hurricane, cyclone, earthquake, tsunami, tornado, forest fire, blizzard, drought, flood, and monsoon. It explains that an avalanche is a large mass of snow falling down a mountain, a hurricane is an extremely violent wind or storm, and a cyclone is a violent tropical storm where the air goes round and round. Earthquakes cause the ground to shake, tsunamis are huge waves caused by earthquakes that flow onto land, and tornadoes are tall columns of air spinning very fast. Forest fires are big fires that can destroy trees and houses, blizzards are very bad storms with snow and strong winds
Online Intercultural Exchange provides opportunities for students to develop transversal skills like navigating tools, managing identity, and understanding language and cultural differences through online interactions with others from different backgrounds. It involves information exchange, collaborative tasks, and comparative analysis activities. Frameworks have been developed for badging achievements in online intercultural exchange, drawing from typologies of telecollaborative tasks and the learning process.
Un día típico de una bibliotecaria incluye pasar la mañana entre libros y ordenadores en el trabajo, ir a la biblioteca para jugar juegos y organizar lecturas, y pasar las tardes estudiando inglés, asistiendo a cursos o visitando la biblioteca pública. Por las noches, lee un rato antes de dormir ya sea con un libro físico o en un ebook, y revisa sus redes sociales.
Amelia Earhart was born in Kansas in 1897. She became the first woman to fly solo across the Atlantic Ocean in 1932. Earhart also founded The Ninety-Nines, an organization for female pilots, in 1929. In 1937, Earhart embarked on a flight to circumnavigate the globe, but disappeared over the central Pacific Ocean near Howland Island during the final leg of the journey, despite extensive search efforts. Neither Earhart nor her plane were ever found.
This document provides guidance for writing for the First Certificate exam. It outlines the structure and content requirements for Part 1 and Part 2 of the exam. For Part 1, test takers must write either a formal or informal letter. Examples of letter styles, structures, and purposes are provided. For Part 2, test takers must choose between writing an article, essay, report, or review. Each genre is described in terms of appropriate style, content, and organization. Sample language for different parts of the texts is also included to help guide test takers' writing.
Este documento describe a siete defensores de los derechos humanos: Nelson Mandela, Mahatma Gandhi, Martin Luther King Jr., Madre Teresa de Calcuta, Kofi Annan, Malala Yousafzai y Óscar Arias. Resalta sus contribuciones a la lucha por la igualdad, la justicia y la paz, incluyendo el trabajo de Mandela para desmantelar el apartheid, los métodos no violentos de Gandhi para resistir el dominio británico, y los esfuerzos de King y Arias para promover los derechos civiles
This document discusses telecollaboration and online intercultural exchange for language learning. It identifies existing activities in computer-mediated communication, barriers to mainstreaming online exchange, and resources and research to support practitioners. Finally, it provides recommendations for facilitating the embedding of online intercultural exchange as part of an internationalized student experience, including acceptance of new communication modes, support for virtual mobility models, and incentives for student participation.
This document provides 4 links to resources for practicing and improving writing skills. The links are to the British Council website with writing skills exercises, English for Everyone with writing practice topics, Florida International University's ESL site for learner writing resources, and the University of Bristol's grammar exercises page focusing on writing.
The document contains questions about using songs, rhymes and chants for language learning purposes. It asks about the benefits of using these tools, provides examples of different types like nursery rhymes, choosing rhymes and clapping rhymes. Links are included to YouTube videos demonstrating some popular rhymes like "Twinkle Twinkle Little Star" and "London Bridge is Falling Down." Additional online resources for finding more rhymes and games are also listed.
Mark Twain was an American author born in 1835 in Missouri. He had experiences working as a steamboat pilot and journalist that influenced his writing. Two of his most famous works were The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, which drew from his experiences growing up in Hannibal, Missouri and working on the Mississippi River. These novels typified Twain's style of writing realistically about things he knew firsthand. Even when writing other works set in different time periods and places, like The Prince and the Pauper, Twain drew from his own experiences of boys gradually losing their innocence.
The summary provides the key details of the letter in 3 sentences:
The letter applies for a Saturday job at Music Mania that was advertised. It discusses the applicant's interest in music and customer service experience. The letter encloses the applicant's CV and expresses availability and thanks.
This document provides information about writing for the FCE exam, including tips and sample questions. It discusses the different types of writing tasks in the exam, such as writing formal and informal letters and emails, stories, articles, essays, reports and reviews. Useful phrases are provided for each writing type, along with sample questions modeling the different tasks. The document aims to help students improve their writing skills and pass the Cambridge First Certificate exam.
Academic And General Task 2 How To Write At A 9 LevelSara Alvarez
This document provides guidance on how to write an effective essay for the IELTS Task 2 writing section. It outlines the key components of an essay, including an introduction with a thesis statement, body paragraphs with topic sentences and supporting examples, and a conclusion. The document emphasizes structuring the essay with clear and cohesive sentences organized into paragraphs to fully address the essay question. It also stresses the importance of practicing regular essay writing and receiving feedback to achieve success on the IELTS exam.
This document outlines the development of a writing curriculum called the Writing I.Q. Program. It was created to be a strengths-based approach that builds on existing best practices. The program focuses on improving the impact of content and quality of language in student writing. It involves teachers exploring local practices, identifying key resources, critiquing samples, and creating a common Writing I.Q. Guide and Assessment Tool. The goal is for teachers to think of themselves as writing coaches rather than judges to better support students throughout the writing process. The content of the program draws from the author's experience teaching writing and providing teacher training.
Wjec gcse exam prep higher paper unit 2Emma Sinclair
The document provides guidance for students taking the WJEC GCSE Higher Tier English exam. It explains that Paper Two will assess writing skills through two non-fiction writing tasks worth 20 marks each. Students will have one hour to complete both tasks and should spend around 30 minutes on each. The tasks will require students to write texts such as letters, articles, or reports for a specific audience and purpose. Students will be assessed on their ability to communicate clearly and engage the reader, organize their writing cohesively, and use accurate grammar and punctuation. The document provides tips on planning, structuring responses, and using language techniques to achieve a high grade.
This document provides guidance and templates for writing personal and business letters. For personal letters, it outlines the standard format which includes a heading with the date, a salutation, body, complimentary closing, and signature. It also provides examples of friendly letters and other types of personal letters. For business letters, it describes the essential parts and common formats, and provides examples of different types of business letters like requests, inquiries, orders, and complaints. It aims to teach learners how to properly structure both personal and business letters.
Mid Term Assignment - Develop Your Interview Questions and SurDioneWang844
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Written assignment (Individual)
Activity brief
BRM 221 – Research Methods II Online campus
Professor: Dr. Hasan Evrim Arici | [email protected]
Description There are two tasks:
Please select your potential and Dissertation Topic and:
Task A: Please develop and upload a well-structured interview that
will enable you to gathering valuable data for your research. You
should develop 9 to 12 questions that you feel will assist you to
meet your Research Objectives and answer your Research
Question(s). It is suggested that you link your interview questions to
your Research Objectives.
Task B: Please develop and upload a well-structured Survey /
Questionnaire (12 - 15 questions) that will enable you to gathering
valuable data for your research. It is suggested that you link your
survey questions to your Research Objectives.
Format This activity must meet the following formatting
requirements:
• Font size 12
• Word Limit: N/A
• Double-spaced
• Harvard Referencing System
• pdf only
Due date Date: 23rd August 2021 at14:00h CEST
Weight towards
final grade
This activity has a weight of 40% towards the final
grade.
Assessment
criteria
Credit will be given for evidence of:
• Library/Internet based research. Try to use
a mixture of resources - books, articles as
well as the internet.
• Understanding of the issues raised by the
questions.
• Concise and clear presentation.
Acknowledge any quotes, ideas or
arguments that are not your own using the
Harvard system.
• Originality and a critical and questioning
approach.
The rubric below provides additional information
on how your work will be marked.
Good luck!
Goal(s) The assignment is designed to provide learners the opportunity to
demonstrate their ability to develop effective and well-structured
interview questions that will enable them to gather the required data
qualitative and quantitative data for their research. The goal of this
assignment is to monitor student learning and provide ongoing
feedback.
Learning
outcomes
• Introduce students to research philosophies, and how to
apply them effectively in their research;
• Introduce students to the theory and practice of quantitative
and qualitative research methods;
• Guide students how to choose the appropriate research
designs/methods;
• Introduce students to the different methods of quantitative
and qualitative methodologies in research;
mailto:[email protected]
Rubric: written assignment
Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69
Knowledge &
Understanding
(20%)
Student demonstrates
excellent understanding of
key concepts and uses
vocabulary in an entirely
appropriate manner.
Student demonstrates
good understanding of the
task and mentions some
relevant concepts and
demonstrates use of the
relevant vocabulary.
Student understands the
task and ...
This document provides an overview of the contents of a GMAT study guide for the Reading Comprehension and Sentence Correction sections. It outlines six sections for Reading Comprehension that cover principles, styles, subjects, processes, question types, and test points. It also outlines fourteen sections for Sentence Correction covering topics like subject-verb agreement, modification, parallelism, pronouns, and sentence structure. The document aims to help students learn test prep strategies for these sections by organizing the content numerically based on section numbers.
This document provides information about the writing section of the Cambridge First Certificate Exam (FCE). It summarizes that the writing paper has two parts, with Part 1 requiring a 120-150 word letter or email response, and Part 2 allowing the test taker to choose one of four questions to answer in 120-180 words. Answers are assessed based on structure, organization, grammar, vocabulary, and awareness of the purpose and audience. The document emphasizes the importance of planning, using paragraphs, and revising answers to do well on the exam.
Georgia Common Core Coach, CCGPS Edition, Composition, Level ITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
The first two lessons of Georgia Common Core Coach, CCGPS Edition, Composition provide the foundation for the remaining lessons. With the first lesson walking students through the writing process from start to finish, and the second lesson taking them through the entire research process. The second unit of the book offers lessons on specific writing types that are outlined in the Common Core Georgia Performance Standards.
The document provides guidance on preparing for the Writing Part 2 section of the Cambridge C2 Proficiency exam. It discusses the various task types that may be included, such as articles, reviews, letters, and reports. It emphasizes the importance of understanding the purpose, target reader, and writer's role specified in each question. Preparation tips are given for each task type, including reading examples, developing vocabulary, and understanding appropriate structure. Candidates are advised to choose tasks that interest them and to carefully read the context of each question before planning their response.
This document provides instructions and guidelines for writing a thesis using Microsoft Word. It discusses the required structure and content of a thesis, including an abstract, introduction, conclusion and references. It also provides information on formatting requirements, such as margins and styles. The template uses styles to automatically generate tables of contents, cross-references and numbered headings. Instructions are included on how to use the template file to start a new document or migrate an existing one.
The document provides materials for a course to prepare students in Costa Rica for the country's English graduation exam, including:
- 14 lesson plans covering topics like sports, food, art, democracy, and careers
- Practice tests and materials to help students improve their reading comprehension, grammar, and test-taking skills
- The authors thank the individuals and organizations who helped create the guide to support Costa Rican students in expanding their educational opportunities.
This document discusses writing performance objectives for instructional design. It defines key components of objectives, including specifying skills, knowledge, attitudes to be taught; determining instructional strategies; and establishing criteria for evaluating student performance. The development of objectives involves considering verbs that describe observable behaviors and carefully deriving those behaviors. An example objective template is provided that includes the behavior, condition, and criteria. The purpose of objectives is to prevent gaps in instruction and indicate what students will know. The process of writing objectives involves editing goals, writing terminal and subordinate objectives, and evaluating objectives through test items.
Department of Mechanical and Construction Engineering FacultLinaCovington707
This document provides assessment information and requirements for a module on People in Project Management. It outlines two summative assessments: a peer review assignment with two steps worth 10% and an academic paper worth 90%. The academic paper requires students to discuss Belbin's Team Roles Theory and a randomly assigned people and behavior domain, using literature sources. It provides word counts, submission deadlines, grading criteria, and referencing guidelines for the assessments.
This document provides instructions and materials for learning how to operate a presentation package. It contains 5 learning outcomes covering creating presentations, customizing basic settings, formatting presentations, adding slideshow effects, and printing presentations. Each learning outcome includes information sheets, operation sheets, activity sheets, and checklists to guide students through hands-on learning activities. Upon completing all the activities and assessments, students will have the skills needed to effectively operate a presentation package.
5 core topics in ielts speaking part 2 (1)GoldenIELTS
This document provides an overview and sample cue cards for the IELTS Speaking Part 2 exam. It is divided into 5 topics: People & Animals, Favorites, Places, Experiences & Events, and Others. Each topic contains 8-10 sample cue cards with descriptions of people, items, events, etc. that students may be asked to speak about. The purpose is to help students prepare responses and practice their speaking skills for different topics they could encounter in the IELTS Part 2 exam.
Comm 102 Education Organization-snaptutorial.comrobertlesew4
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers/PPT for each Assignment
COMM 102 Week 1 Communication Basics Worksheet (2 Set)
COMM 102 Week 1 DQ 1
COMM 102 Week 1 DQ 2
COMM 102 Week 1 DQ 3
COMM 102 Week 1 Assignment Effective Listening
COMM 102 Week 2 DQ 1
COMM 102 Week 2 DQ 2
COMM 102 Week 2 DQ 3
COMM 102 Week 2 Assignment Interpersonal Communication
CER 6647 V1c JUL20_Teacher Guide for Writing A2 Key for Schools.pdfSonsolesMollinedo
This document provides guidance for teachers on assessing writing skills for the Cambridge English A2 Key for Schools exam. It discusses key terminology used in language assessment. It explains the Cambridge English Writing Assessment Scale which examines content, organization, and language. Tips are given on formative assessment including teacher, peer, and self-assessment. Sample classroom activities are outlined to help learners understand the assessment criteria and provide feedback to improve writing skills. The goal is to prepare learners for the writing tasks in the A2 Key for Schools exam.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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
1. 1 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
FCE Paper 2 Writing
How to pass the Cambridge First Certificate Writing Section
2. 2 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
To navigate through this e-book, either click on the contents page links
or use the bookmarks menu in Adobe Acrobat Reader.
CONTENTS
CONTENTS .................................................................................................................................................................. 2
1. Introduction ............................................................................................................................................................. 3
Who is this book for?................................................................................................................................................. 3
What’s in the FCE writing exam? ............................................................................................................................... 3
How is the exam assessed? ...................................................................................................................................... 4
4 essentials for good answers.................................................................................................................................... 5
2. Writing formal letters or emails............................................................................................................................... 6
Introduction (Writing formal letters and emails) ........................................................................................................... 6
Useful phrases (Writing formal letters and emails) ...................................................................................................... 6
Sample questions (Writing formal letters and emails).................................................................................................10
3. Writing informal letters and emails ........................................................................................................................12
Introduction (Writing informal letters and emails)........................................................................................................12
Useful phrases - (Writing informal letters and emails).................................................................................................12
Sample Questions - (Writing informal letters and emails) ...........................................................................................13
4. Writing stories ........................................................................................................................................................16
Introduction and tips (Writing Stories)........................................................................................................................16
Useful phrases (Writing Stories)................................................................................................................................16
Sample questions (Writing Stories) ...........................................................................................................................17
5. Writing articles........................................................................................................................................................19
Introduction and tips (Writing articles)........................................................................................................................19
Useful phrases (Writing articles)................................................................................................................................19
Sample questions (Writing articles) ...........................................................................................................................20
6. Writing essays ........................................................................................................................................................21
Introduction and tips (Writing essays)........................................................................................................................21
Useful Phrases (Writing articles) ...............................................................................................................................21
Sample Questions (Writing articles) ..........................................................................................................................22
7. Writing reports........................................................................................................................................................24
Introduction and tips (Writing reports)........................................................................................................................24
Useful phrases (Writing reports)................................................................................................................................24
Sample questions (Writing reports) ...........................................................................................................................25
8. Writing reviews.......................................................................................................................................................26
Introduction and tips (Writing reviews).......................................................................................................................26
Useful phrases (Writing reviews)...............................................................................................................................26
Sample questions (Writing reviews) ..........................................................................................................................28
9. Finally......................................................................................................................................................................29
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
3. 3 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
1. Introduction
Who is this book for?
This book is simply for students who want good marks in the writing section of the Cambridge First
Certificate Exam. It is also useful for any intermediate or advanced student who would like to
improve his or her writing.
It is also for teachers. Use it exactly as you like. Forward it to students. Print it out. Use it in class.
It’s completely up to you.
I hope it works.
Enjoy your English and every success with exams.
Alan Bray
www.brays-ingles.com
Santander, October 2010
P.S. You can find other free materials to help you prepare for the B2 upper intermediate level (FCE)
at the following website: www.brays-ingles.com
What’s in the FCE writing exam?
From 2008 FCE Writing paper has two parts:
• Part 1 (Question 1) is a compulsory task. You write 120 – 150 words.
• Part 2 (Questions 2 – 5) is made up of four questions from which candidates choose one.
Question 5 has one task on each of the two set texts. You write 120 – 180 words.
You are given 1 hour 20 minutes and write your answers in a question-paper booklet.
Part 1
In Part 1, you are asked to write either an email or a letter, basing your answer on input material
which comes from a variety of sources such as emails, letters and advertisements. There may
also be added visual support in the form of photos and timetables with prompts which provide
the basis for the reply.
These prompts require you to respond to an invitation, give or request information, express
an opinion, give reasons for doing or not doing an activity, express preference or ask a question.
You are expected to show awareness of the target reader and write in an appropriate style.
As this question is worth half the marks it is very important to improve your letter/email writing skills.
Introduction
4. 4 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Part 2
In Part 2, you choose from a variety of tasks. These may include:
a letter
an article
an essay
a report
a review
a story.
Questions 2-4 are general questions, based on a range of topics, such as health and fitness,
sport, music and so on.
Questions 5a and 5b are based on two set texts. There will be one question on each
of the set texts.
Task types for the set text options are as for Questions 2-4 with the exception of a story.
Each writing task in Part 2 has a context, a purpose for writing and a specified target reader.
You are expected to show that you are aware of the kind of writing required to accomplish
a task, and must be able to demonstrate appropriate use of one or more of the
following functions: describing, explaining, expressing an opinion, giving information, narrating.
How is the exam assessed?
Answers are assessed using both a general mark scheme, which is used for all the questions,
and a separate task-specific mark scheme for each question. The criteria used to assess the
candidates’ answers in the general mark scheme include:
• range of structure, vocabulary and expression
• effectiveness of organisation, including paragraphing and linking devices
• accuracy of grammar and spelling
• awareness of the situation and target reader.
Introduction
5. 5 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
4 essentials for good answers
1. Answer the question
2. Plan
3. Use paragraphs
4. Revise your work
Make sure you answer the question exactly and no more.
It is essential to plan your writing. This should take at least 10 minutes to plan for each question.
In a relatively short piece of writing you will need 4 or 5 paragraphs. The first paragraph
will be your introduction. Paragraphs 2, 3 and perhaps 4, will contain the body of your
answer, and the last paragraph your concluding comments.
Allow at least 5 minutes for each question to check your answer. Look out for silly
mistakes with tenses, word order, spellings etc.
Introduction
6. 6 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
2. Writing formal letters or emails
Introduction (Writing formal letters and emails)
Writing formal letters is a necessary skill that you need for most
ESL or EFL exams at Intermediate Level and above.
Examples:
You are given an article to read from a newspaper.
You write to the newspaper disagreeing with the article.
You write to complain about something.
You write making suggestions about something.
You write requesting information.
You write giving information.
You write requesting permission.
Useful phrases (Writing formal letters and emails)
a) Writing formal letters generally:
Greetings:
Dear Sir
Dear Madam
Dear Sir/Madam
Dear Mr Brown
Dear Ms Jones etc.
Reason for writing:
I am writing in response to your article/advertisement/letter
I am writing with regard to your article/advertisement/letter
I am writing regarding your article/advertisement/letter
I am writing on behalf of
Ending the letter:
I look forward to receiving your reply
I look forward to your reply
I look to hearing from you
I am, yours faithfully (if you don't know the name of the person you are writing to)
I am, yours sincerely (if you know the name of the person you are writing to)
Yours faithfully
Yours sincerely
Writing formal
letters or emails
7. 7 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
b) Writing formal letters to complain:
Reason for writing:
I am writing in order to complain about
I am writing to complain about
Introducing the complaint:
Firstly
In the first place
First of all
My first complaint is
The first problem is
The first thing I would like to draw your attention to is
My first concern is
Introducing further complaints:
Secondly
In the second place
Not only …….but also
In addition
In addition to this
Added to this
…….was also unacceptable
Demanding action:
I suggest that you replace the item
I therefore suggest that I be given a full refund
I would be grateful if my money was refunded
I would be grateful if you could give me a full refund
Ending the letter:
I look forward to hearing from you
I look forward to receiving a full refund
I look forward to receiving a replacement
I look forward to receiving your explanation
c) Writing formal letters to make suggestions:
Reason for writing:
I am writing to suggest
I am writing to arrange
I am writing to offer suggestions
I am writing make arrangements
Making first suggestion:
Writing formal
letters or emails
8. 8 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
My first suggestion is
First of all I suggest
I would like to suggest
Making further suggestions:
Another possibility is
A further possibility is
I further suggest
I would further suggest
Secondly
Offering a choice:
Would you therefore mind choosing between ….?
Either……or
You might choose either ……. or
d) Writing formal letters to request information
Reason for writing:
I am writing to receive further information about
I am writing to enquire about
I am writing to receive more detailed information about
I am writing to receive further details about
Requesting first piece of information:
The first thing I would like to know is
First of all I would like to know
I wonder if you would mind telling me first of all ….?
Requesting further information:
Could you also tell me….?
Could you also inform me ….?
Would you also mind informing me ….?
Would you also mind telling me ….?
Do you know ….?
I would also like to know if
I would also like to know whether
I hope you might also let me know about …
Thanking for information:
I would like to thank you in advance for this information
Thanking you in advance for this information
Thanking you in advance
Writing formal
letters or emails
9. 9 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
e) Writing formal letters to give information:
Reason for writing:
I am writing to inform you about
I am writing to provide you with information about
I am writing to let you know that
Providing first point:
The first thing I would like to inform you of is
The first thing I would like to tell you is
The first thing I wish to inform you of is
I would like to begin by informing you
Providing further points:
I would also like to let you know that
I would also like to inform you that
You might also find the following information useful
It might also be useful for you to know that
Another piece of information that might be useful
Ending the letter:
If you require further information, please do not hesitate to as
If I can be of further assistance, please do not hesitate to ask
I will willingly provide further information on request
I am at your disposal should you require further information
I am at your disposal should you need further assistance
Please do not hesitate to ask should you require further information
f) Writing formal letters to request permission
Reason for writing:
I am writing to ask permission to
I am writing to ask permission for
I am writing to request permission to
I am writing to request permission for
I am writing to ask if I might
Making first request:
Firstly I wonder if you would
First of all I wonder whether you would mind
The first request I would like you to consider is
Making further requests:
Writing formal
letters or emails
10. 10 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
I would be grateful if you would also consider
I wonder if it might be possible for me to
I would also like to request permission for
I would also like to request permission to
Thanking for permission
Many thanks for kindly considering my requests
Thank you for considering my requests
Sample questions (Writing formal letters and emails)
1. You are helping to organise a visit to an English Language Academy in Manchester.
You have received a letter from John Webster, the director of the Academy. Read the
letter and the notes you have made. Then write a letter to Mr Webster using all your notes.
I am very glad to see that you are coming to our academy in July. I am sure you
will all have a very enjoyable time and that you will learn a lot of English.
You can either stay all together in a youth hostel, or individually with local families.
Please tell me which you would prefer.
Tell me something about your group so that I can organise interesting spare time
activities. What sort of things do they like doing?
Please ask if you need any further information.
Yours sincerely,
John Webster
Your notes:
Paragraph 1 – learning a lot of English is very important because …..
Paragraph 2 – say which you prefer, and why.
Ask what the weather's like in Manchester and what clothes you will need.
Write your letter in 120-150 words. You must use grammatically correct sentences
with accurate spelling and punctuation in a style appropriate for the situation.
Writing formal
letters or emails
11. 11 | www.brays-ingles.com
FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
2. Write 120-150 words in an appropriate style.
You have just returned from a trip to Canada. You flew there and back with Maple Air. You
decide to write to the airline to complain about your flight and ask for some money back.
Read the advertisement and the notes you made and then, using the information, write a
letter to the airline. You may add other relevant points of your own.
FLY MAPLE AIR TO CANADA
We offer:
3 flights a day
wide, comfortable seats
friendly, well-trained staff
a good choice of food – special diets no problem
the latest in-flight entertainment
Phone 0179 765893 now or see your travel agent for more details.
Your notes:
Late boarding
Staff quite rude
No vegetarian food for me
Old film
Write your letter of complaint. Do not include any postal addresses.
3. Your parents have seen the following advertisement:
IVY GRANGE HEALTH FARM
A marvellous experience and wonderful opportunity to get you fit.
Individualised health and fitness programmes in a charming rural setting.
They want you to send an email to ask for further details including answers to the
following questions:
Write an email in 120-180 words in an appropriate style
Drinking allowed?
Any trips?
What type of exercise?
Where?
Places available in August?
How much for a week?
Writing formal
letters or emails
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
3. Writing informal letters and emails
Introduction (Writing informal letters and emails)
Writing informal letters and emails involves writing letters or emails to friends or relatives.
When writing an informal letter or email our language is more relaxed and we are able
to use abbreviations which is rare in other forms of English writing, except perhaps
when using direct speech.
Look also at Writing Formal Letters and Emails and compare.
Useful phrases - (Writing informal letters and emails)
Informal Letters - Greetings:
Dear Jim
Hello Jim
Hi Jim
Informal Letters - Introductory paragraph:
Sorry I haven't written for ages
Sorry it's taken me so long to write
How's it going?
How are you?
How are things with you?
How are things?
An informal letter referring to good news:
Glad to hear about
I'm really glad to hear about
I'm very happy to hear about
I was very happy to read about
Great news about your
An informal letter referring to bad news:
I'm extremely sorry to hear about
I'm very sorry to hear about
Sorry to read about
Its very sad to hear about your
I can't tell you how sad I am that
Writing informal
letters or emails
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Informal letters - Introducing points
By the way
Did you hear about
Did you see
Have you seen
Tell me about
Oh, another thing
Ending an informal letter or email:
Well, time to go
Well, it's time to go
Well, got to go
Well, time to close
I've got to leave off now
Write soon
Make sure you write soon
Love
Lots of love
All my love
Will write again soon
Look after yourself
Take care of yourself
All the best
Everything good
Sample Questions - (Writing informal letters and emails)
1. Write 120-150 words in an appropriate style
Your Scottish friend, Maggie, has sent you an email asking you to help her organise
a special surprise birthday party for her brother Rupert. Read Maggie’s email
and the notes you have made. Then write an email to Maggie using all your notes.
We must make sure that Rupert doesn't know we are planning this surprise.
I'm not sure how many people to invite but our house is definitely too small.
Do you think we should book the Royal hotel for the evening and have the
party there? You know that Rupert is very keen on music so we could hire
a live band.
I've also been wondering what we could all buy as a present. What do you think?
Could you come the day before the party to help with preparations.
There's a lot to plan so I'd really like your help.
Can you suggest something else that will really make the party special?
All for now, best wishes,
Anne
Writing informal
letters or emails
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Your notes:
Paragraph 1 - Royal Hotel sounds OK but very expensive
Paragraph 2 - Rupert really enjoys fishing
Paragraph 3 - Sorry, busy that day.
Paragraph 3 - Something else - Yes, how about ….
Write your email. You must use grammatically correct sentences with accurate
spelling and punctuation in a style appropriate for the situation.
2. Write 120-150 words in an appropriate style.
You are studying in Britain and you've recently received a letter from a friend, Susan,
who is interested in in arranging a day trip for a group of students. Read Susan's letter,
the advertisement and the notes you have made. Then write a letter to Susan,
using all your notes.
….. and the students in my class are really interested in going on a day trip.
I know you went on a boat trip with your class recently. Could you tell me
what it was like and whether you'd recommend it?
Susan
Castle and Lake Boat Trips
Departures 9 a.m. or 11 a.m. daily
Lunch at restaurant
Afternoon at lake with choice of water sports
Reasonable prices with reductions for groups
Your notes:
Earlier boat less crowded
Take a packed lunch because ……..
You must try ……..(watersport)
Group minimum is 15
Write your letter. You must use grammatically correct sentences with accurate spelling and
punctuation in a style appropriate for the situation.
Writing informal
letters or emails
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
3. Your friend, Jim, has written you an email, part of which says:
My parents have given me some money for passing my exams. I don’t know
whether to spend it on going to watch United in Madrid, or whether I should
save up a bit more and buy some clothes. What do you think?
Write an email in reply in 120-150 words.
Writing informal
letters or emails
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
4. Writing stories
Introduction and tips (Writing stories)
ANSWER THE QUESTION
PLAN your story.
REVISE your story to correct mistakes.
Give your story a title.
Make sure you have at least 4 paragraphs.
Paragraph 1 – background information.
Paragraphs 2 and 3 the main part of the story.
Paragraph 4 – EITHER the climax or key moment of the story OR what
happened after the climax.
Don't change the words you are given at all.
Read the words you are given carefully. Sometimes you can choose
whether to start or finish with the words. At other times you have no choice.
Use past continuous for background information.
For example – It was raining heavily as we left the house….
Use past perfect before the main events of the story.
but Anne had kindly lent me her umbrella.
Use simple past for the main events. There wasn't a single person on the street.
Try to include some direct speech.
You can use contraction (haven't, couldn't etc).
But a story should not be as informal as an email to a friend, for example.
Useful phrases (Writing stories)
Time phrases:
It all began
Shortly afterwards
Meanwhile
Not long afterwards
Some time later
Later that day
A little later
Finally
In the end
Eventually
Phrases for dramatic effect:
Suddenly
All of a sudden
Without warning
Out of the blue
Writing stories
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Just at that moment
Quite unexpectedly
As if from nowhere
Direct speech:
“…..”, said Fred
“…..”, shouted Fred
“…..”, screamed Fred
“…..”, whispered Fred
“…..”, announced Fred.
”…..”, thought Fred
“…..”, cried Fred
“…..”, promised Fred
Concluding stories:
When it was all over
Looking back now
In retrospect
In the end
After all that had happened
Sample questions (Writing stories)
1. Your teacher has asked you to write a story for a student magazine.
The story must begin with the following words.
Simon opened the door and knew immediately he had made a mistake.
Write your story in 120-180 words for in an appropriate style.
2. You have been asked to write a story for a competition.
The story must begin with the following words.
It was five o'clock in the morning when there was a knock at the door.
Write your story in 120-180 words in an appropriate style.
3. Your teacher has asked you to write a story for a college magazine.
The story must begin with the following words.
It was very exciting but I wouldn’t like to do it again.
Write your story in 120-180 words in an appropriate style.
Writing stories
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
4. Your teacher has asked you to write a story for a student magazine.
The story must begin with the following words.
I knew I had to leave that city as soon as I possibly could.
Write your story in 120-180 words in an appropriate style.
5. You have entered a competition to write a story.
The rules say it must end with the following sentence.
Suddenly, I woke up and realised it had all been a fantastic dream.
Write your story in 120-180 words in an appropriate style.
Writing stories
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
5. Writing articles
Introduction and tips (Writing articles)
ANSWER THE QUESTION
PLAN your article.
Give your article a title.
Make sure you have at least 4 paragraphs.
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.
Useful phrases (Writing articles)
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:
Firstly
In the first place
First of all
The first thing to consider is
One thing to consider is
To begin with
Introducing more points:
Secondly
Another consideration
Yet another consideration
Another thing to consider is
Added to that
Apart from that
In addition to this
Writing articles
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Introducing your final points:
In conclusion
To conclude
To sum up
So
Introducing your opinion:
I think
In my opinion
Personally I believe that
In my view
If you ask me
To my mind
My personal opinion is
Sample questions (Writing articles)
1. You see this announcement in your school's English language magazine.
New Clubs after School
Your school wants to start some new after school clubs. Chess, table-tennis, judo,
guitar playing and cookery have been suggested as possible clubs. What do you think?
Tell us which one of these five ideas you like best and why.
Make one other suggestion for a new club and explain why it would be a good idea.
Write your article in 120-180 words in an appropriate style.
2. 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.
Write your article in 120-180 words in an appropriate style.
3. 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.
Write your article in 120-180 words in an appropriate style.
Writing articles
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
6. Writing essays
Introduction and tips (Writing essays)
ANSWER THE QUESTION
PLAN your essay
REVISE your essay to correct mistakes.
4 or 5 PARAGRAPHS, with Introduction and Conclusion
The first paragraph should be a general introduction to the subject
Develop your arguments in the middle paragraphs
Give reasons to support your argument
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.
Useful Phrases (Writing articles)
Presenting two advantages or disadvantages together:
not only … but … also
not only … but also
Presenting two opposing views:
on the one hand, on the other hand
Expressing Contrast:
nevertheless
even so
even though
however
in spite of
despite
but
although
Writing essays
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Expressing results:
because of this
therefore
thus
as a result
for this reason
consequently
Giving examples:
such as
like
for example
for instance
Expressing the opinion of someone else:
some people say
some people say that
many people say
many people say that
people often say
it is said
it is said that
according to
Sample Questions (Writing articles)
1. You have done a project on transport in your English class. Your teacher has
asked you to write an essay giving your opinions on the following statement.
Because cars are so convenient public transport has no future.
Write your essay in 120-180 words in an appropriate style.
2. You have had a discussion on fashion in your English class. Your teacher has
asked you to write an essay, giving your opinions on the following statement.
Young people never want to dress the same as their parents
Write your essay in 120-180 words in an appropriate style.
Writing essays
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
3. You have had a discussion on the media's treatment of famous people in
your English class. Your teacher has asked you to write an essay, giving your
opinions on the following statement.
Famous people such as footballers, film stars and politicians, deserve to
have a private life without journalists constantly following them.
Write your essay in 120-180 words in an appropriate style.
Writing essays
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
7. Writing reports
Introduction and tips (Writing reports)
ANSWER THE QUESTION
PLAN your report.
Make sure you have at least 4 paragraphs.
Every paragraph should have a heading which explains what the paragraph is about.
You first paragraph heading will be INTRODUCTION and your last, CONCLUSION
Always start with To: E.g. To: Ms Jones
Put From: on the line below and then add your name.
Put Subject: on the next line. Choose a heading that describes clearly what the report is
about.
You do not need to put the date but you can if you want to.
Use formal language.
Do not use contractions.
Try to make recommendations in the final paragraph.
REVISE your report to correct mistakes.
Useful phrases (Writing reports)
Introductory Information:
To:
From:
Subject:
Date:
Headings - to include:
Introduction:
Subject of each paragraph:
Conclusion or recommendation(s):
Introductory Paragraph
As requested I have …..
This involved visiting …….
This involved looking at …….
This involved investigating …..
My findings are outlined below.
My findings are presented below.
I outline my findings below.
Recommending:
I would like to suggest ……
Writing reports
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
I would like to recommend ……
I therefore suggest ……
I therefore recommend ……
I therefore suggest that we do not ……
I therefore recommend that we do not ……
I therefore do not suggest ……
I therefore do not recommend ……
I therefore recommend ……
I believe we should recommend ……
I believe we should not recommend ……
You may wish to consider ……
Sample questions (Writing reports)
1. You help out at a music festival which is held in your town every year.
This takes place outdoors over one weekend. The organisers want to improve
the festival and so have asked you to write a short report.. You should comment
on the site, the programme, the food and other facilities, the cost and anything
else you consider relevant.
Write your report of 120-180 words in an appropriate style.
2. Some American students are on an exchange programme with your college
for a month. The college has asked you to write a report on entertainment in your
area for the teacher who is in charge of the group. You should give advice on such
things as types of entertainment, venues and prices.
Write your report of 120-180 words in an appropriate style.
3. Your headteacher (or University Chancellor) has sent you a letter explaining that
the government is awarding 50, 000 euro grants to organizations which are making big
efforts to become greener.
He asks you to tour the school (or university) to see what can be done to make the building
more environmentally friendly.
Then he wants you to write a report describing the current situation and making
recommendations on how improvements can be made.
Write your report in 120-180 words in an appropriate style.
4. You belong to a youth club which is subsidised by the village council.
The youth club leader has asked you to write a report on the activities of the club
to help the council decide whether or not they will increase the small grant they
give every year.
Write your report in 120-180 words in an appropriate style.
Writing reports
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
8. Writing reviews
Introduction and tips (Writing reviews)
ANSWER THE QUESTION
PLAN your review.
Make sure you have at least 4 paragraphs.
Choose an appropriate title.
The introduction will talk about what's being reviewed.
Use a relaxed, friendly, chatty style.
You can use contractions such as I'm, I've etc..
Use a new paragraph for each point you want to make.
Give your opinion.
In the concluding paragraph give your opinion.
Useful phrases (Writing reviews)
What I liked
What I liked most was …..
The thing I liked most was ….
I was pleasantly surprised by …..
….. would appeal to …..
If you get a chance to ….
What I disliked
What I disliked most was …..
I was disappointed by ……
I was disappointed with …..
I was very disappointed by …..
I was very disappointed with ….
Reviews of books:
main character
is set in
comedy
science fiction
thriller
romance
comedy:
author
written by
chapter
factual
fiction
unbelievable
Writing reviews
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
bestseller
chapter
ending
Reviews of films, tv programmes, plays:
lead role
star role
star
star actor
star actress
starring
secondary role
He plays a …….
She plays a …….
written by ….
is set in …..
based on a true story …..
believable
true to life
not very believable
far-fetched
comedy
romance
science fiction
ending
Reviews of hotels, restaurants, etc:
location
service
setting
attractive setting
disappointing setting
owned by
run by
head chef (restaurant)
waiters (restaurant)
staff …….
staff at reception …….(hotel)
hotel facilities ….
reasonable prices …..
good value for money …..
excellent value for money …..
expensive
a bit expensive
overpriced
not worth the money
poor value for money
always fully booked
book in advance
Writing reports
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
Sample questions (Writing reviews)
1. Your teacher has asked you to write a review for a book you have read
recently. The best reviews will go in the school magazine. Review the book
giving your opinion and saying whether or not you would recommend it.
Write your review in 120-180 words in an appropriate style.
2. Your teacher has asked you to write a review for a film you have seen
recently on DVD or at the cinema. The best reviews will go in the school
magazine. Review the book giving your opinion and saying whether or not
you would recommend it.
Write your review in 120-180 words in an appropriate style.
3. At school you are building a tourist website in English. Your teacher has
asked you to write a review of a restaurant you have eaten at in your town.
Review the restaurant giving your opinion and saying whether or not you
would recommend it.
Write your review in 120-180 words in an appropriate style.
Writing reports
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FCE Paper 2 Writing
How to pass the Cambridge
First Certificate Writing Section
9. Finally
We at Brays hope that the information you have read helps you master
the English language.
The fact that you have read this far should prove useful. But, obviously, the more you write,
the better you become, especially if you have a good teacher to guide you.
To get the best from what you have read you need now to go to the next important stage:
Select a question!
Answer it
Ask a tutor to guide you through the correction
Repeat the process
Repeat again and again
The more practice and guidance you have, the better you will become.
If you don´t have someone with a high level to guide you then contact us. We will be happy
to revise your work and set you on the right path.
Remember also that there are lots of help on our website to help you improve your English.
Click here for free online materials.
Click here (Spanish) or Click here (English) to buy a Complete FCE Course.
Every success with your exams and in life.
Enjoy your English,
Alan Bray
Finally