Bilingüe First Certificate Class: FCE Paper Based: Use of English

TASKS FOR TODAY:

Friday

1) Check the grammar review about rephrasing sentences, very short and very useful.
2) Structure Practice 5: Rephrasing (30 min.)
3) Vocabulary Practice 5 (25 min.)
4) Activity 11 (15 min.)
5) Listening Practice 9 (20 min.)
6) Reading Practice 5: Celebrating (30 min.)

Until now, you all have over 70/100 in your scores, but remember that when you are doing the actual exam, you have a time limit, try to finish these activities above a little faster than usual just to see how you do them and if there is any difference or not.

FCE Paper Based: Use of English

Part One: Open Cloze

Read the following extract from a brochure giving advice on taking an examination. For questions 1-12, type the word which best fits in each space. Use only one word in each space.

(0) to

Exam Tips
When the day comes give yourself plenty of time (0) ... do everything: have breakfast but don't drink (1) ... much; go to the toilet; arrive on time, but not too early or you will find yourself getting more and more nervous while you wait to start. Try not to talk (2) ... the exam before you go in.

In the exam, calm (3) ... down by breathing deeply and thinking positively. Read (4) ... exam questions carefully and underline all of the key instruction words (5) ... indicate how the questions should (6) ... answered. If possible start with the ones (7) ... can do easily to give you confidence. Remember what you've learnt from practising questions and doing mock exams previously and plan your use of time. Don't panic (8) ... everyone around you seems to start writing furiously straight away and don't be tempted to follow their example.

Finally, after the exam, don't join in a discussion about (9) ... everyone else did, (10) ... you want to frighten yourself, and drain your self-confidence for the next exam. Above (11) ..., remember that exams are not designed to catch you out, (12) ... to find out what you know, what you understand and what you can do.

Part Two: 'Key' Word Transformation

For questions 1-8, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

1. I want to go to university this year.
INTERESTED
I ........................................ to university this year.

2. "Have you been on holiday recently, Jane?" asked Tony.
BEEN
Tony asked Jane ........................................ on holiday recently.
3. I was too tired to go to the party.
THAT
I was ........................................ I couldn't go to the party.

4. There's no point asking Lynda to help as she's really busy.
WASTE
It's ........................................ asking Lynda to help as she's really busy.

5. The union claims its members will only return to work if the company agrees to a meeting.
NOT
The union claims its members will ....................................... the company agrees to a meeting.

6. I'm sure it was Ana I saw in town as I recognised her coat.
MUST
It ........................................ Ana I saw in town as I recognised her coat.

7. We demanded to see the hotel manager to make our complaint.
SEEING
We ........................................ the hotel manager to make our complaint.

8. The boss wouldn't object to you going early today.
OBJECTION
The boss would not ........................................ you going early today.

Part Three: Word Formation

Read the text and then write the correct form of the word in CAPITALS to complete the gaps. There is an example at the beginning.

Example: 0 natural

Food Production
In the not-too-distant past farm animals were able to
live (0) ... lives in what we would now term	NATURE
'free-range' conditions. Such farming methods however,
(were not able to supply the rapidly growing (1) ...	POPULATE
of the world and the increasing demands on food
(2) ... In order to cope with this rising demand, factory	CONSUME
farming methods were introduced along with the (3) ...	DEVELOP
of genetically engineered (4) ... hormones, which	GROW
resulted in a massive increase in food (5) ...	PRODUCE
However, these developments in the use of factory
farming and drug (6) ... have led to a widespread	TREAT
feeling that animals are being caused a lot of distress
and that the quality of the food itself suffers as a
consequence. Certainly, many people (7) ... with the idea	AGREE
of keeping animals in one building for their entire (8) ...	EXIST
and argue that more emphasis should be given to (9) ...	ALTERNATE
farming methods. A growing number of people are
choosing to eat organic food, supporting farmers who use
free-range methods, a system which has proved to be
both (10) ... and more humane.	ECONOMY

Part Four: Multiple Choice Cloze

For Questions 1-12, read the text below and decide which answer A, B, C or D best fits each space.

Example: (0) A situation B place C position D site

Environmental Concerns
Earth is the only (0) ... we know of in the universe that can support human life. (1) ... human activities are making the planet less fit to live on. As the western world (2) ... on consuming two-thirds of the world's resources while half of the world's population do so (3) ... to stay alive we are rapidly destroying the (4) ... resource we have by which all people can survive and prosper. Everywhere fertile soil is (5) ... built on or washed into the sea. Renewable resources are exploited so much that they will never be able to recover (6) ... We discharge pollutants into the atmosphere without any thought of the consequences. As a (7) ... the planet's ability to support people is being (8) ... at the very time when rising human numbers and consumption are (9) ... increasingly heavy demands on it.
The Earth's (10) ... resources are there for us to use. We need food, water, air, energy, medicines, warmth, shelter and minerals to (11) ... us fed, comfortable, healthy and active. If we are sensible in how we use the resources they will (12) ... indefinitely. But if we use them wastefully and excessively they will soon run out and everyone will suffer.

Although

Still

Yet

Despite

continues

repeats

carries

follows

already

just

for

entirely

alone

individual

lone

only

sooner

neither

either

rather

quite

greatly

utterly

completely

development

result

reaction

product

stopped

narrowed

reduced

cut

doing

having

taking

making

natural

real

living

genuine

hold

maintain

stay

keep

last

stand

remain

Writing

For these activities, write your posts on our virtual class (www.edmodo.com).

class code: 5ktwgd

Check the example article and write your own, when you are done, send it to the class (bilingüeFCE). Read a couple of your classmates articles and write some comments.

Enjoy!

Writing Practice 1:

Task Type: Article

Question
You have seen the following announcement in an international magazine for 16-25 year olds:

'Young people are spending more time each day on their computers than watching television. Is this a change for the better?'

We are interested in your views on this topic. You can contribute to the debate by sending us a short article with your opinion.

Write your article for the magazine (around 120-180 words).

What you need to do to pass

This is the checklist to understand what the examiner wants you to do:

Content Should evaluate the use of the computer compared to television but also give own opinion. May refer to the situation in a specific country.
Range Language of description/fact and opinion. Vocabulary relating to computers (e.g. world wide web/internet, email, 'surfing the net' etc.)
Organisation The article should be in two or three paragraphs. If a particular country is being discussed this should be stated in the first paragraph. The overall opinion could be stated in the final paragraph.
Register Semi-formal or informal.
Target reader Would be informed and would learn about the writer's views on whether young people should spend their time on the computer, watching TV or doing other leisure activities.
Language accuracy Should not contain major errors that lead to misunderstandings or that irritate the reader.

Ideas for writing
Ask yourself the following questions to help you get started:

Do you think it is better for young people to spend time on their computers instead of watching television? Start your article by listing some of the benefits of using a computer compared to watching TV:
You can surf the internet to find out information of your choice - not so with TV
It's more sociable than TV - you can make contact with people through email or discussion groups
Are there any arguments that can be made against computers?
Too much choice compared to TV?
Not as relaxing as TV - you have to think too hard
Can be expensive if you spend too much time on the internet
You spend time on your own instead of with the rest of the family
Should young people be doing other things with their leisure time apart from being on a computer or watching TV? Make a list of two or three things (sport, seeing friends, etc) that they could also do.
What is your opinion overall? Make sure that this will be clear to the reader.

Drafting and proofreading your work
You should look at your first draft of the task and decide:

Have you answered the questions?
Will the reader be clear about your opinion?
Is the layout and organisation appropriate?
Is the language correct with a good range of structures?
Will the reader enjoy reading your work?
Is the style OK?
Will it have a positive effect on the reader?

If the answer to any of these questions is 'no' you will need to do some more drafting!

Writing Practice 2:

Task type: Discursive composition

Question
In your English class you have been discussing the pros and cons of different types of transport. For your homework your teacher has asked you to write a composition giving your reaction to the following statement:

"Cars should be banned from the centres of all major cities."

Write your composition on our edmodo virtual class (around 120-180 words). Check the example with the comments.

Writing Practice 4

Task type: A formal letter

Question
You are reading an English language magazine and you see details of a language school that you are interested in.

LEARN ENGLISH AT YOUR OWN PACE!

If you would like to study English on a course that has been specially designed to meet your needs and interests, then contact the Principal of the Effective Learning School giving details of your:

Motivation for studying English; length of time studying English; strengths and weaknesses in the language
Preferred start date and length of course
Hobbies and interests

We will contact you once we have received your details in order to arrange a programme of study for you.

Check the example on our edmodo class and write your letter to the Principal of the school. (around 120-180 words).

Speaking

FCE Speaking Test: Key Facts

Duration: Approximately 14 minutes.
Participants: Candidates interviewed in pairs. (In threes for the final session at a centre with an odd number of candidates). Two examiners are present. One examiner (the interlocutor) carries out the interviewer whilst the second (the assessor) focuses on the candidate's performance.
Format: There are four parts to the test.

FCE Speaking Test: Part 1 (Interview)

Tests ability to: use language for social purposes, e.g. making introductions, answering questions about yourself.

Part 1 of the FCE Speaking test lasts about 3 minutes. The examiner will ask some 'getting-to-know-you' questions perhaps to find out where you come from, your interests, your family or your studies etc.

Example Questions

Q: Where are you from?
Q: Tell me something about your family.
Q: What did you enjoy most when you were at primary school?
Q: Do you have any plans for a holiday this year?
Q: Do you play any musical instruments?

Tips!

Giving full answers to the examiner's questions will help get the interview off to a good start.

1) Avoid giving short, uncommunicative replies.
Q: Tell me something about your family.
A: I live with my mum, dad and sister and brother. (Don't stop there!) My sister's younger than me and still goes to school. My brother works as a computer technician.

2) Avoid short, 'yes', 'no' answers to closed questions. (These are questions beginning 'Have you ...', 'Do you ...', 'Is it ...' etc which can be answered simply with a yes or no answer).
Q: Do you have any plans for a holiday this year?
A: Yes. (Don't stop there!) If I get the chance I'd like to visit my friend in Germany. We haven't seen each other for a while and I'm really looking forward to seeing him and getting to know Germany.
Q: Do you play any musical instruments?
A: No. (Don't stop there!) We had music lessons when I was at school but I was never very good.

3) Offer examples to help you explain a statement.
Q: Why are you preparing for the FCE exam?
A: No reason really. (Don't stop there!) I enjoy learning English and I think it would be good to have a qualification to show my level.

FCE Speaking Test: Part 2 (Long Turn)

Tests ability to: speak at length coherently, use language to describe, compare and contrast and comment upon a topic.

Part 2 of the FCE Speaking test lasts between 4 minutes (6 minutes for groups of three). The examiner gives you two photographs and your partner a different pair of photographs. You have to speak about your two photos without interruption for about 1 minute and also answer a question about your partner's photographs when he or she has finished their long turn.

Example Task

The interview will begin with the examiner saying something like:

Q: In this part of the test I'm going to give each of you two photographs. I'd like you to talk about your photographs on your own for about 1 minute and also to answer a short question about your partner's photographs.
Q: (Candidate A), here are your photographs. They show people participating in sporting activities.
Q: I'd like you to compare the two photographs and say why sport is important to people.
Q: All right?

Notice there are TWO instructions here: first to 'compare' the two photographs and also 'to say why' sport is important to people. In Part 2 candidates need to show they can compare but also give an opinion.

The examiner will then ask Candidate B a short question about these photographs.
Q: Thank you (Candidate A). (Candidate B) which sport would you most like to try?

Candidate B will then do their long turn with a different set of photographs and at the end, Candidate A will be asked a short question.

Tips!

1. Listen to the instructions carefully and make sure you know what you have to talk about. If you don't understand the instructions you should ask the examiner to repeat them:
"Excuse me, could you say that again?"
"I'm sorry, but would you mind repeating that?"

2. The question will help you with the structure of your talk.
A) Start with a general summary of the topic:
'These two photographs show people involved in a sport.'
B) Then move on to a comparison of the two pictures, using words to help explain the comparison:
Both photographs were taken outside and each of the people are concentrating hard on what they're doing. 'The top photo shows a woman rock climbing whilst the bottom photo is of a young skating ... It looks like the woman is out in the natural world whereas the boy is in a man-made skating park ..... etc.'
C) Finally give your opinion with examples, again using signposting words and expressions to help the examiner follow your argument.
'In my opinion, sport is important for people in lots of ways. For example, it's a way to keep fit of course, but we also meet new people and can get a lot of enjoyment from a sport ... etc.'

4. Practise making short one-minute talks as often as possible to get an idea for how long 1 minute feels like. Time yourself and ask a friend for feedback.

FCE Speaking Test: Part 3: (Collaborative Task)

Tests ability to: use language to discuss, express an opinion, to agree and disagree, speculate and evaluate etc.

In Part 3 of the test, which lasts about 3 minutes, the examiner will give both candidates instructions and a set of visuals and the candidates will have to try to reach some form of agreement.

Example Task

The examiner will say something like:

Q: Now, I'd like you to talk about something together for about 3 minutes.
Q: I'd like you to imagine that you are planning a week-long touring holiday with your partner around the country that you're studying in. You want to see as much as possible but don't want to spend too much money on transport. Look at the types of transport shown in the photographs.
Q: First talk to each other about how useful each of these forms of transport might be for your holiday. Then decide which one would be best.
Q: All right?

Notice there are TWO instructions here: first to talk about each form of transport then to 'decide' which one is best for your holiday. This means you have to do more than just describe the different forms of transport. You also have to show you can work with your partner to try to reach some form of agreement. You don't have to reach agreement but you must at least work towards this.

Tips!

It will help both yourself and your partner if you work together collaboratively on this task.

1. Be prepared to ask your partner for his or her opinion rather than simply stating your own. For example:
'What do you think?'
'How about you?'
'Do you think ...?'

2. Listen carefully' to what your partner says and respond to comments he or she makes to help the discussion flow. For example:
'Do/Have/Are you?'
'Don't/Haven't/Aren't you?'
'Do you think so?
'Really?'

3. If you disagree try expressing this politely. For example:
'I see what you mean but ...'
'I can see your point but ...'
'But don't you think ...'

4. Use expressions to allow yourself time to think. For example:
'That's a good question.'
'Well, let me think ...'
'It's difficult to say ...'

5. You'll possibly find you don't understand something your partner has said. If this happens, take control with simple questions like those below to help you deal positively with the situation. This will also give you the chance to impress the examiner with your communication skills.

A) If you didn't quite understand a word or phrase just say something like:
"Sorry but could you explain what you mean by ........" or
"I haven't come across that word/expression before. Could you explain what you mean?"

B) If you didn't hear or didn't understand something your partner has said, ask them to repeat it:
"Sorry, I didn't catch that. Could you say that again?"
"Excuse me. Could you repeat that?"

C) Alternatively, you might want to confirm what you think your partner said so you could say something like:
"Do you mean ........"
"When you say ........, are you asking/do you mean ........?"

FCE Speaking Test Part 4: (Discussion)

Tests ability to: use language to express and justify an opinion, to agree and disagree etc.

In Part 4 of the test, which lasts about 4 minutes, the examiner will join both candidates in a discussion about the general topic that appeared in Part 3.

Example Questions

Q: Which sports are popular with young people in your country?
Q: Some people say people don't participate in sport as much as they should. Do you think this is true?
Q: Do you think team sports are more fun than individuial sports

Tips

1. Again, as with earlier sections of the test, avoid short, 'yes', 'no' answers to the examiner's questions.

2. Continue to work with your partner. Respond constructively and show interest in things he or she says.

These mistakes were found by teachers when they were correcting FCE written papers or checking the speaking tests, so pay close attention ...
WRONG	RIGHT

Past Perfect Simple	DIRECT SPEECH: He said, "I had gone to bed very early". REPORTED SPEECH: He said he had gone to bed very early.
Conditional	DIRECT SPEECH: They said, "We would like to visit Venice". REPORTED SPEECH: They said they would like to visit Venice.
Past of Intention	DIRECT SPEECH: She said, "I was going to win". REPORTED SPEECH: She said she was going to win.
OTHER AUXILIARY VERBS
Some auxiliary verbs have a past tense, and in these cases they go "one tense back" in reported speech. Remember that they can also be replaced by their similars with able to (in the case of "can") or have to (in the case of "must"):

could	DIRECT SPEECH: He said, "I could fly because the weather was fine". REPORTED SPEECH: He said he could fly because the weather was fine.
ought to	DIRECT SPEECH: They said, "We ought to pay him a better salary". REPORTED SPEECH: They said they ought to pay him a better salary.
used to	DIRECT SPEECH: She said, "I used to live in London". REPORTED SPEECH: She told me she used to live in London.

TASKS FOR TODAY:

FCE Paper Based: Use of English

Food Production