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.
Some tips to help people who want to pass the PET speaking test. First, there are some advice on how to take the examination; then, there is a description of what each part consist of; finally, there are some useful words and expressions to help you to do each part.
Some tips to help people who want to pass the PET speaking test. First, there are some advice on how to take the examination; then, there is a description of what each part consist of; finally, there are some useful words and expressions to help you to do each part.
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
PICTURE DESCRIPTION
autor: ntque hoi thi nhung gio giang hay
describiendo foto en ingles
describir foto en ingles
describiendo fotos en ingles
describir fotos en ingles
describiendo fotografia en ingles
describir fotografia en ingles
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
PICTURE DESCRIPTION
autor: ntque hoi thi nhung gio giang hay
describiendo foto en ingles
describir foto en ingles
describiendo fotos en ingles
describir fotos en ingles
describiendo fotografia en ingles
describir fotografia en ingles
Continuous Delivery with Jenkins and Wildfly (2014)Tracy Kennedy
A presentation on a continuous delivery pipeline that leverages Jenkins Enterprise, Jenkins Operations Center, Nexus, HAProxy, and Wildfly. Pipeline components run in Docker containers along with SkyDock/SkyDNS for service discovery and NSEnter for command-line access to containers.
DockerCon EU 2015: Continuous Integration with Jenkins, Docker and ComposeDocker, Inc.
Presented by Sandro Cirulli, Platform Tech Lead, Oxford University Press
Oxford University Press (OUP) recently started the Oxford Global Languages (OGL) initiative (http://www.oxforddictionaries.com/words/oxfordlanguages) which aims at providing language resources for digitally under represented languages. In August 2015 OUP launched two African languages websites for Zulu (http://zu.oxforddictionaries.com) and Northern Sotho (http://nso.oxforddictionaries.com). The backend of these websites is based on an API retrieving data in RDF from a triple store and delivering data to the frontend in JSON-LD.
The entire micro-service infrastructure for development, staging, and production runs on Docker containers in Amazon EC2 instances. In particular, we use Jenkins to rebuild the Docker image for the API based on a Python Flask application and Docker Compose to orchestrate the containers. A typical CI workflow is as follows:
- a developer commits code to the codebase
- Jenkins triggers a job to run unit tests
- if the unit tests are successful, the Docker image of the Python Flask application is rebuilt and the container is restarted via Docker Compose
- if the unit tests or the Docker build failed, the monitor view shows the Jenkins jobs in red and displays the name of the possible culprit who broke the build.
A demo of this CI workflow is available at http://www.sandrocirulli.net/continuous-integration-with-jenkins-docker-and-compose
Rise of the Machines - Automate your DevelopmentSven Peters
When we talk about automation in software development, we immediately think of automated builds and deployments. We may also be using scripts to help make our daily work easier. But this is really just the beginning of the rise of the machines.
I show you how leading developers in our industry are using open source and commercial tools for automating much more. They've got "robots" for monitoring production servers, updating issues, supporting customers, reviewing code, setting up laptops, doing development reporting, conducting customer feedback -- even automating daily standups. In what instances is it useful to automate? In what cases does it not make sense? Automation prevents us from having to do the same thing twice, helps us to work better together, reduces workflow errors and frees up time to write production code. Plus, as it turns out, spending time on automation is fun! Don't be afraid of robots in software development, embrace them! Even if I save you just half an hour a week, this talk will be a beneficial investment of your time.
Bamboo is a continuous integrations server from Atlassian. But Bamboo is much more than that. See, how a modern CI-Server goes further with automated building, testing, deploying, and releasing of your software.
Atlassian faces the same issues as any other software company in the world. The battle for continuous integration glory is fought every day, and at stake is nothing less than our development and delivery speed. Join us to find out how we do it at Atlassian, powered by Bamboo. Because in the Game of Codes, you win... or you die.
I have evidence that using git and GitHub for documentation and community doc techniques can give us 300 doc changes in a month. I’ve bet my career on these methods and I want to share with you.
expression asking and giving opinion .this content for grade xi . Would you mind to share your idea? 1. What do you think about it? 2. Would you give any comment? 2. What do you think I should do? 3. Do you want to share an .Do the preparation exercise first. Then watch the video and follow the instructions to practise your speaking. Preparation. Are the comments negative or .Do the preparation exercise first. Then watch the video and follow the instructions to practise your speaking. Preparation. Are the comments negative or .Soal Asking Giving Opinion 2
Indah : Look at the Views. what do you think about the river?
Andil : I Think ………..
a. It is amazing
b. I can Do Nothing
c. Yes. good
d. I can swim
e. We go fishing
Soal Asking Giving Opinion 3
Wina : I’ve Problem with my mobile Phone. what’s your Idea?
Sina : ……………
Wina : that’s good Idea.
a. I Think you should buy the new one
b. How A pity you are.
c. That’s not my Business
d. Making a call is easy
e. I don’t know nothing
Soal Asking Giving Opinion 4
Kano : How do you feel the temperature here?
Andi : …………..
Bina : I think so. We need to open all windows
a. So hot here.
b. Good Job.
c. Yes I Believe
d. nice weather
e. good weather
Soal Asking Giving Opinion 5
Sista: ……… about the math test?
Marda: It’s too hard to do. I couldn’t answer number 3.
a. In your opinion
b. Would you agree that ………….
c. What do you think
d.I believe
e. When do you attend
Soal Asking Giving Opinion 6
Arbi: ………..
Sita: I love it
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Speaking part 3
1. FCE PAPER 5.
SPEAKING TEST.
PART 3: COLLABORATIVE TASK
2. FCE. PAPER 5. SPEAKING, PART 3:COLLABORATIVE TASK
(3 minutes)
COLLABORATIVE TASK: DISCUSS A VISUAL, EXPRESSING AND JUSTIFYING
OPINIONS, EVALUATING AND SPECULATING, IN ORDER TO WORK TOWARDS
A NEGOTIATED DECISION.
PROCEDURE
- THE EXAMINER GIVES YOU A PAGE WITH A NUMBER OF PICTURES ON IT AND ASKS YOU TWO
QUESTIONS
-TO DEAL WITH THE FIRST QUESTION, YOU HAVE TO DISCUSS EACH OTHER OF THE PICTURES IN
TURN
-TO DEAL WITH THE SECOND QUESTION, YOU HAVE TO DISCUSS AND REACH A DECISION
3. FCE. PAPER 5. SPEAKING, PART 3:COLLABORATIVE
TASK in 4 STEPS
COLLABORATIVE TASK: MAIN STEPS
0- begin asking your parter if he wants to start o you will do it.
Well, we have to decide…/shall I start/ do you want to start?
1-Choose one picture in turns and talk about it taking into account the FIRST question
asked by the examiner which is written on top of the visuals.
I think/ I believe/In my opinion/in my eyes/ as I see it/ ….
2-Justify your choice and ask/ involve your partner to agree or disagree.
What do you think?/ do you think I’m right?/ Do you agree?/How do you see it?
That’s a good idea/ absolutely!/ you’re totally right/you’ve got a point
3-Keep the conversation moving. It is important for you and your partner to work together
and take turns to speak.
Let’s look at the next one/shall we move to this picture?/what about the next
suggestion/this idea/picture?
4. After going through all the photographs or pictures, reach a decision together.
All right, we have to decide…../ All right, which (MORE SUGGESTIONS ON SLIDE 10)
4. SITUATION:
Now, I’d like you to talk
about something
together for about three
minutes.
Here are some different
activities that students
do after school.
•First, talk to each other
about it might be
important to do these
activities after school.
•Then decide which two
activities are not
important for students to
do after school.
5. SITUATION:
Now, I’d like you to talk
about something
together for about three
minutes.
Here are some different
things that people might
want to take with them.
•First, talk together
about which things you
would like to take with
you on a school trip for
a week.
•Then decide which two
things would be the
most important thing to
take with you.
6. FCE. PAPER 5. SPEAKING, PART 3:COLLABORATIVE TASK
(3 minutes)
SITUATION:
I’d like you to imagine that your college has organized a photography competition
about the surroundings of the cities. A number of photographs have been previously
chosen.
•First, talk to each other about what each entry show and how effective is each
photograph in showing “perfect surroundings”.
-Then, decide which photograph should win the competition and which should come
second.
INVOLVING YOUR PARTNER:
-What do you think…?
-Do you agree (with me)?
-What about this picture…?
-I think…burt about you?
KEEPING THE DISCUSSION MOVING:
-What about this picture? What do you think?
-Don’t you think…?
-Let’s move on the next picture/ second question
-Shall we move on the second picture/second
question?
AGREEING:
-You’re right/that’s right
-I (quite, totally) agree
-That’s true/ a good idea
-Sure!
DISAGREEING:
-I’m not sure. I think…
-Maybe/perhaps, but/ however
-I don’t really agree/ I disagree. I think/
believe
7. SPEAKING, PART
3. Outdoors
activities.
In this part of the text I want you to discuss together.
I’m going to explain a situation to you. You are in charge
of a group of teenagers on holiday, and you have to
choose two actyivities for them. Talk to each other about
advantages and disadvantages of each of these
activities in this situation. Then decide which two
activities should be chosen.
AGREEING:
-If we have to choose…..I’d
suggest…
-I agree on this…
-I believe that the best
choice is
EXPRESSING
PERSONAL OPINION
- I THINK
-I BELIEVE
-IN MY EYES
-I’VE GOT THE
IMPRESSION THAT
-I GUESS/
ASSUME/SUPPOSE
8. SPEAKING, PART 4. Outdoors
activities.
-Do you prefer team sports or individual sports? Why?
-What skills do team sports require? Why?
-Why do you think some people are good at sports and others
aren’t?
9. SPEAKING, PART
3. Film Day.
In this part of the text I want you to discuss together.
I’m going to explain a situation to you. Your school is
organising a Film Day for students. Talk to each other
about the type of film that would appeal to students.
Then decide which two types of film should be shown
on Film Day.
10. SPEAKING, PART 4. Film Day.
-Do you prefer watching films on television or in the cinema? Why?
-Do you think watching a film in a cinema creates a special
atmosphere? Why?
-Why do you think some films are still popular a long time after they
were made?
11. SPEAKING, PART 3.
Environmental problems.
In this part of the text I want you to discuss
together.
I’m going to explain a situation to you. The
children in a school class are preparing
posters to raise environmental awareness
in their area. Talk to each other about each
image. Then decide which two of these
pictures would be the most useful for the
children’s posters.
12. SPEAKING, PART 4. Environmental
Problems.
-Are school clubs and societies, such a photographic club and a
computer club, useful for pupils? Why (not)?
-Should schools try to become active parts of the local community?
Why (not)
-How can schools raise people’s environmental awareness?
14. CREDIT
CARD
PRICE/ PRICE
TAG
CASH SHOPPING LIST
TROLLEY
CHECK OUT
SHOP SHELVES
SHOP
ASSISTANT/
CUSTOMERS
A
BARGAIN/DISCOUN
T
STALL
SHOPPERS
MARKET
15. SHOPPING: ACTIONS
PEOPLE QUEUEING AT
THE CHECKOUT
TRYING CLOTHES PAYING AT THE
CHECKOUT
PEOPLE WALKING
AROUND THE STALLS
16. SPEAKING, PART 3
INTERLOCUTOR:
Now, I’d like you to talk about something
together for about three minutes.
Here are some pictures of different kinds of
business.
First, talk about how useful these ideas
would be for attracting customers. Then
decide which three ideas the department
store should choose for this purpose.
SPEAKING, PART 4
INTERLOCUTOR to candidate B
•Which idea from an academy will attract you if
you wanted to learn a second language?
•How important do you think facilities are in a
department store?
•If you were the manager of a shopping centre,
what would you offer your customers?
17. INTERLOCUTOR:
Now, I’d like you to talk about something together for about three
minutes. Here are some pictures of different shops. Your friends
want to go shopping, but they don’t have too much time for it.
First, talk about which shops they should visit during a shoping
morning . Then decide which three shops they could go in this
limited time.
18. GIVING ADVICE/ GIVING ADVICE/SUGGEST MAKING DECISIONS
- I THINK YOU SHOULD
- WHY DON’T YOU…?
- YOU COULD…
- IT’S/IT COULD BE A GOOD IDEA TO
- I THINK THE BEST IDEA IS…
- I THINK THAT THE RIGHT THING TO DO IS
- I THINK……..IS THE BEST
You and your friend want to go on an adventure
holiday this summer. First, Talk together about the
different kinds of adventure holidays you’d like to do.
Then, decide which one you will do in the summer.
- Climbing
- Cycling
- Fishing
- Trecking
-
Swimming
- Canoeing
• What different kinds of adventure holidays you’d like to do?
• Which one will you do in the summer?
19. SPEAKING, PART 3
A friend of yours wants to take up a new hobby, but she doesn’t know what to do. Talk
together about which hobbies she could take. Then, decide which is the most appropriate for
her.
20. FCE. PAPER 5. SPEAKING, PART 2:PHOTOGRAPHS
(4 minutes)
SITUATION:
I’d like you to imagine that your company
has invited you and a workmate to an
exciting safari in Africa.
-First, talk to each other about the things
you will need to tke to your trip. .
-Then, decide which item you are not
going to take because you won’t need it. .
21. FCE. PAPER 5. SPEAKING, PART 2:PHOTOGRAPHS
(4 minutes)
SITUATION:
I’d like you to imagine that you are talking with a colleage
different forms of communication.
-First, talk to each other about the advantages and
disadvantages of all these forms of communication. . .
-Then, decide which form of communication is best for
personal communication.
22. FCE. PAPER 5. SPEAKING, PART 2:PHOTOGRAPHS
(4 minutes)
SITUATION:
I’d like you to imagine that you have two teenagers who want a
pet. You all live in a flat.
-First, talk about the advantages and disadvantages of
having each animal.
-Then, decide which would be the most suitable. .
23. FCE. PAPER 5. SPEAKING, PART 2:PHOTOGRAPHS
(4 minutes)
SITUATION:
I’d like you are discussing with your partner about different jobs.
-First, talk about which job would be difficult to do without
proper training.
-Then, decide which job would be easiest to do.