Adverbs of Frequency

FCE Speaking Test

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 peopleand 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.

From: Splendid Speaking

http://www.splendid-speaking.com/exams/fce_speaking.html

Fun

Get Over | Phrasal Verb

 Interesting!! Have a look!!

HOW TO WRITE AN ARTICLE

Type of article

- informal to neutral

* It depends on what magazine it is for (ex : young people magazine : more informal, business/travel magazine : more neutral)

* Do not use formal expressions (ex : Besides, moreover, likewise.. /I would like to give an opposite idea..)

Basic advice

- It should be interesting and catch the reader’s attention.

- Do not just copy sentence from the task.

- Use informal language to involve the reader (ex : Once Carnival starts, the whole town goes crazy!)

- Don’t forget to express your opinion (ex : I love the giant street dolls.)

Structure

1. Heading : think of an interesting title.

2. Introductory paragraph linked to the title : to make the reader interested in the topic, try to use a question.

3. One or two more paragraphs : develop your main points.

4. A final paragraph : summarise the main points and give your concluding opinion or express your feelings.

Useful language:

Involving the reader

1. Are you thinking of (getting married in the near future)?

2. I’m sure you’ll agree (it was a great idea.)

Developing your points

1 . Let’s start with (why it is so important to take plenty of exercise).

2. Another advantage (of using a computer is that..)

3. On top of that,…

Giving your own opinion

1. I think that/In my opinion (traditional celebrations are very important).

2. It seems to me that (people are much more aware of the importance of a good diet nowadays.)

FCE Listening BOARDING SCHOOLS

Click on the image to try a listening exercise.

Celebrity chef Jamie Oliver helps launch cooking class program at Stanford

(Subtitles available)

Most cancers 'bad luck', says US research

2 January 2015 Last updated at 14:09 GMT

New research has suggested that most types of cancer are the result of bad luck, rather than an unhealthy lifestyle or genetic factors.

The study, by scientists in the US, found two-thirds of cancers such as liver, pancreatic and thyroid, were caused by random mutations as cells divided.

The team said the best way to tackle such cancers was through early detection.

Adam Brimelow reports.

Read more

Most cancer types 'just bad luck'

New Year's resolutions difficult to keep

Click on the image to listen to this article.

New Year is when we make plans to change our life over the next twelve months. A professor said: "January 1 is a 'magical' date and a vow made on this day is much more powerful than one made on August 26." Most of our promises to quit, start or change things are usually broken by January 31st. They are usually the same resolutions that were not fulfilled from previous years. People tend to make the same resolutions even though they cannot keep them.

Around 45 per cent of us make resolutions. The most common ones are to lose weight, volunteer, quit smoking, save money, and get fit. Others include eating healthier food and drinking less alcohol. Most of us do not stick to these. A study found that 71 per cent of us stick to them for the first two weeks. This goes down to 50 per cent after six months. Most people give up because they lack willpower. They 'escape' by thinking they will 'try again next year'.

2. SYNONYM MATCH:Match the following synonyms from the article.

1.	start	a.	widespread
2	forthcoming	b.	regrettably
3.	vow	c.	yearly
4.	unfortunately	d.	promise
5.	hard	e.	approaching
6.	common	f.	shows
7.	fit	g.	get out
8.	reveals	h.	tough
9.	annual	i.	in good shape
10.	escape	j.	beginning

From: Breakingnewsenglish.com

Exceptional Use of 'Do' or 'Did' (to add emphasis)

You have probably learned that the auxiliary verbs 'do' and 'did' are not used in positive sentences - for example: He went to the store. NOT He did go to the store. However, in order to emphasize something we feel strongly these auxiliary verbs can be used as an exception to the rule.

Examples:

No that's not true. John did speak to Mary. 
I do believe that you should think twice about this situation.

Let´s call the whole thing off!

Listen to this song, it shows some of the differences in pronunciation between American and British English.

Fast Food Could Make Children Perform Worse in School

New study shows that kids who eat the most fast food have lower test scores in science, math and reading

A new study shows that children who regularly eat fast food don’t perform as well as their fellow students in school.

“Research has been focused on how children’s food consumption contributes to the child-obesity epidemic,” Kelly Purtell of Ohio State University, who led the study, told the Telegraph. “Our findings provide evidence that eating fast food is linked to another problem: poorer academic outcomes.”

The study, published in Clinical Pediatrics, measured the fast-food consumption of 8,500 American 10-year-olds and then reviewed their academic test results three years later. The children were a nationally representative sample and researchers took into account more than two dozen factors other than fast food that could skew the results.

Among those who ate fast food on a daily basis, the average science score was 79, as compared with 83 for those who never ate fast food. Similar results were discovered for reading and math.

[Telegraph]

From: Time Magazine

The Best Christmas Of All

MERRY CHRISTMAS AND A HAPPY NEW YEAR!
from What's up? School of English.
Hope you all have a great time with family and friends.

Modal Perfect - Modal verbs 7

All modal perfect auxiliary verbs refer to the past.

FORM: Modal + Have (Infinitive) + Past Participle

1. must have done = we are almost sure something happened in the past

• Jane wasn't feeling well yesterday. She must have caught a cold.
• Bill didn't answer the phone when I called him. He must have fallen asleep.

2. can't have done = we are almost sure something did not happen in the past

• She can't have forgotten to send you an invitation. I gave her your address.
• They can't have gone to bed late. They were very tired.

3. may / might / could have done = it is possible that something happened in the past but we aren't sure.

• Laura hasn't arrived yet. She may/might/could have missed the bus.
• I didn't see Paul at work. He may/might/could have been ill.

4. could have done = we had the ability to do something in the past but did not do it.

• You could have told us about the new project!
• She could have called me when she arrived but she forgot.

5. should have / ought to have done = (a) it was the right thing to do but we didn't do it. (b) we expected something to happen but it didn't.

• You should have told him the truth.
• They ought to have received the cheque by now.

6. would have done = we wanted to do something but we didn't do it in the end.

• They would have emailed you but the Internet was down yesterday.
• I would have bought that DVD but I didn't have enough money.

7. needn't have done = it wasn't necessary to do something but we did it.

• You needn't have gone to the supermarket. I've already done the shopping.
• The weather was warm and sunny. I needn't have taken an umbrella.

Modal Perfect Quiz

Lack of necessity - Modal verbs 6

Necessity Quiz

Prohibition and Permission - Modal verbs 5

Permission, prohibition and obligation Quiz

Deduction and possibility - Modal verbs 4

Possibility/ Probability Quiz

Obligation and advice- Modal verbs 3

Obligation and advice

Ability - Modal verbs 2

Can, could and be able to Quiz

Modal verbs 1

Modals are special verbs which behave irregularly in English.
Here are some characteristics of modal verbs:

• They never change their form. You can't add "s", "ed", "ing"...
• They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
• They are used to indicate modality allow speakers to express certainty, possibility, willingness, obligation, necessity, ability.

Use of modal verbs:

Modal verbs are used to express functions such as:

1. Permission
2. Ability
3. Obligation
4. Prohibition
5. Lack of necessity
6. Advice
7. possibility
8. probability

 Here is a list of modals with examples:

Modal Verb	Expressing	Example
must	Strong obligation	You must stop when the traffic lights turn red.
	logical conclusion / Certainty	He must be very tired. He's been working all day long.
must not	prohibition	You must not smoke in the hospital.
can	ability	I can swim.
	permission	Can I use your phone please?
	possibility	Smoking can cause cancer.
could	ability in the past	When I was younger I could run fast.
	polite permission	Excuse me, could I just say something?
	possibility	It could rain tomorrow!
may	permission	May I use your phone please?
	possibility, probability	It may rain tomorrow!
might	polite permission	Might I suggest an idea?
	possibility, probability	I might go on holiday to Australia next year.
need not	lack of necessity/absence of obligation	I need not buy tomatoes. There are plenty of tomatoes in the fridge.
should/ought to	50 % obligation	I should / ought to see a doctor. I have a terrible headache.
	advice	You should / ought to revise your lessons
	logical conclusion	He should / ought to be very tired. He's been working all day long.
had better	advice	You 'd better revise your lessons