The document contains sample materials from a Cambridge English Advanced exam preparation book. It includes sample tasks for test takers to discuss in small groups on various topics like modern life, motivation, pride, transportation, time management, appearance, recreation, and creativity. For each topic, it provides discussion questions for test takers to consider the advantages and disadvantages or importance of different aspects related to that topic. It then provides follow up discussion questions for after the small group interaction.
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
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
IELTS Speaking Part 3 - Common Question TypesIELTSBackup
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Enhancing EML in First Year Programs - Kim Bigelow, Patsy Brackin, Kristina R...KEEN
From the 2016 KEEN Winter Conference: faculty from the University of Dayton, Rose-Hulman Institute of Technology, and Marquette University show examples of how they implement the entrepreneurial mindset in First Year Programs. Learn more at www.EngineeringUnleashed.com/keen
Effective Use of Surveys in UX | Triangle UXPA WorkshopAmanda Stockwell
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
Preparing learners for the IELTS (International English Language Testing System) exam involves focusing on several key areas, including reading, writing, listening, and speaking. Here are some tips to help learners prepare for the IELTS exam:
Familiarize yourself with the exam format: Understand the structure and content of each section of the IELTS exam. This will help you become familiar with the types of questions and tasks you'll encounter, as well as the timing and scoring.
Assess your current level: Start by assessing your current English language proficiency level. You can take practice tests or use online resources to determine your strengths and weaknesses in each skill area.
Set specific goals: Establish realistic goals based on your current proficiency level and the score you need to achieve. Break down your goals into smaller, manageable tasks to stay focused and motivated.
Build your vocabulary: Expand your vocabulary by reading a variety of materials, such as newspapers, magazines, books, and online articles. Make a habit of noting down new words and reviewing them regularly. Use flashcards or vocabulary-building apps to reinforce your learning.
Enhance your reading skills: Practice reading different types of texts, such as academic articles, essays, and news reports. Pay attention to the main ideas, supporting details, and the overall structure of the text. Improve your speed by gradually increasing the complexity and length of the texts you read.
Develop your writing skills: Practice writing essays, reports, and formal letters within the time constraints of the exam. Focus on structuring your writing, using appropriate grammar and vocabulary, and expressing your ideas clearly and coherently. Seek feedback from teachers or experienced IELTS tutors to improve your writing skills.
Hone your listening skills: Listen to a wide range of English audio materials, such as podcasts, news broadcasts, lectures, and conversations. Take notes while listening and practice summarizing the main points. Pay attention to different accents, intonation, and specific details in the recordings.
Improve your speaking skills: Engage in regular conversation practice with native English speakers or fellow learners. Join conversation groups or language exchange programs to gain confidence in expressing your ideas and thoughts fluently. Practice speaking on a variety of topics and record yourself to identify areas for improvement.
Take practice tests: Use official IELTS practice tests and sample questions to simulate the exam conditions. Time yourself to improve your time management skills and familiarize yourself with the specific requirements of each section. Analyze your performance and identify areas that need further practice.
Seek professional guidance: Consider enrolling in an IELTS preparation course or hiring a tutor who specializes in IELTS training. They can provide valuable guidance, resources, and personalized feedback to help you impro
1. Practice
8 tests
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
2. Part 3
4 minutes (6 minutes for groups of three)
Modern times
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some aspects of modern life, and a question for you
to discuss. First you have some time to look at the task.
Now, talk to each other about the advantages and
disadvantages of each aspect of modern life.
Now you have about a minute to decide which two aspects
best illustrate that modern life has both advantages and
disadvantages.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
3. What are the advantages
and disadvantages of
each aspect of modern
life?
medicine
ready meals
cars
electricity
computers and
mobile phones
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
4. Part 4
• Which aspects of life in the past, which no longer exist, do
you think were positive?
• Should developments in technology be restricted in any
way? (Why? / Why not?)
• What sort of difficulties do young people face today, but
that previous generations did not have to confront, or not
to the same extent?
• Why do older people sometimes become nostalgic about
the past?
5 minutes (8 minutes for groups of three)
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
5. Part 3
4 minutes (6 minutes for groups of three)
Motivation
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some situations where people need motivation and
a question for you to discuss. First you have some time to look at
the task.
Now, talk to each other about why people need motivation in
these situations.
Now you have about a minute to decide which situation needs
the most motivation.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
6. How important is
motivation in these
situations?
training for a
marathon
studying for
an exam
working in
an office
climbing a
mountain
working in a
factory
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
7. Part 4
5 minutes (8 minutes for groups of three)
• When do you think it is important for people to be
motivated? Are there any times when being motivated is
undesirable?
• It is often said that motivation is important in education. Do
you agree? (Why? / Why not?)
• What factors motivate people to achieve something?
• How can people motivate themselves?
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
8. Part 3
4 minutes (6 minutes for groups of three)
Pride
Now, I’d like you to talk about something together for about
two minutes (3 minutes for groups of three).
Here are some different things people are proud about,
and a question for you to discuss. First you have some time
to look at the task.
Now, talk to each other about why people feel proud
about these things.
Now you have about a minute to decide which situation
gives the most pride.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
9. Why do people feel
proud about these
things?
supporting a
sports team
a new baby
getting a
new job
winning a prize
a new car
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
10. Part 4
5 minutes (8 minutes for groups of three)
• When was the last time you felt proud of something you
had achieved?
• Do you think there are forms of pride that can be harmful?
• Would someone who never felt proud of himself or herself
be unhappy?
• Are there times when you feel proud of other people? Can
you give an example?
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
11. Part 3
4 minutes (6 minutes for groups of three)
Transport
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some different ideas for reducing the use of cars
in a city, and a question for you to discuss. First you have
some time to look at the task.
Now, talk to each other about how practical each idea is.
Now you have about a minute to decide which idea is most
likely to improve a city.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
12. How practical are these
ideas to reduce car use
in a city?
ban cars
from the city
centre
create new
cycle paths
make public
transport
cheaper
introduce a
park-and-ride
scheme
introduce a
congestion
charge
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
13. Part 4
5 minutes (8 minutes for groups of three)
• Should private cars be banned from city centres? (Why? /
Why not?)
• What do you think could be done in your area to encourage
people to use public transport?
• Some cities encourage people to take passengers in their
cars to reduce congestion. Do you think this is a good idea,
and would it work in your area? (Why? / Why not?)
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
14. Part 3
4 minutes (6 minutes for groups of three)
Time management
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some different situations where time
management is necessary, and a question for you to discuss.
First you have some time to look at the task.
Now, talk to each other about why time management is
necessary in each situation.
Now you have about a minute to decide which situation
would benefit most from better time management.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
15. Why is time
management necessary
in these situations?
training for a
marathon
meeting a
work deadline
studying for
an exam
having more
than one job
looking after
small children
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
16. Part 4
• Do you think it is a problem if someone is often late for
appointments and meetings? (Why? / Why not?)
• Which aspects of modern life, where time is managed
badly, do you find most annoying?
• Does modern life make us too anxious about punctuality?
(Why? / Why not?)
• When was the last time you were late, and what caused
you to be late?
5 minutes (8 minutes for groups of three)
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
17. Part 3
4 minutes (6 minutes for groups of three)
Appearance
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some different situations where your appearance
is important, and a question for you to discuss. First you have
some time to look at the task.
Now, talk to each other about why your appearance is
important in each situation.
Now you have about a minute to decide in which situation it’s
most important to have a good appearance.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
18. Why is a person’s
appearance important
in these situations?
meeting
someone for
the first time
your first day
in a new job
going to an
exam
going to a
restaurant
a job
interview
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
19. Part 4
5 minutes (8 minutes for groups of three)
• In what sort of situations do you think someone’s
appearance is most important?
• Do you think it is possible to ignore fashion? (Why? Why
not?)
• To what extent do you judge a person by his or her
appearance?
• How important is appearance to someone who cares what
other people think?
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
20. Part 3
4 minutes (6 minutes for groups of three)
Recreation
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some different things that people do in their
spare time, and a question for you to discuss. First you have
some time to look at the task.
Now, talk to each other about why people want to do these
things.
Now you have about a minute to decide which activity is the
most enjoyable for most people.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
21. Why do people want to
do these things in their
spare time?
paint or draw
play board
games
work in a
garden
go dancing
read books
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
22. Part 4
5 minutes (8 minutes for groups of three)
• Why do you think some people choose to do dangerous
recreational activities like mountain climbing?
• Do you think everyone needs some sort of recreational
activity? (Why? / Why not?)
• Would it be possible to encourage more children to take up
recreational activities other than sports (hobbies, such as
collecting stamps, or gardening)?
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
23. Part 3
4 minutes (6 minutes for groups of three)
Creativity
Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).
Here are some different situations where people are
engaged in creative activities, and a question for you to
discuss. First you have some time to look at the task.
Now, talk to each other about what rewards people get
when they do these things.
Now you have about a minute to decide which creative
activity is the most rewarding.
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
24. What rewards do people
get when they do these
things?
writing poetry
playing a
musical
instrument growing
flowers or
vegetables
playing with
children
designing
clothes
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning
25. Part 4
5 minutes (8 minutes for groups of three)
• How important is it for people to feel creative in some way?
• Do you feel people get a similar sense of satisfaction from
other activities?
• It is sometimes said that everyone has the potential to be
creative in some way. Do you agree? (Why? / Why not?)
Source: Cambridge English: Advanced (CAE) Book 1 CENGAGE Learning