English Today

FCE Tips - Part 4: Paper 5 - Speaking

A. What's in the Speaking Test?

• Part 1: conversation with the examiner in which you give personal information and opinions.
• Part 2: you compare 2 photographs and answer a question.
• Part 3: you discuss some pictures with the other candidate and reach a decision.
• Part 4: further discussion  with the examiner about the task from Part 3

Time: 15 minutes per pair of candidates

Your speaking is assessed on:

• grammar and vocabulary
• discourse management (= development of ideas)
• pronunciation
• interactive communication
• global achievement

 

B. General Tips for Speaking

• Don't worry if the examiner stops you before you have finished everything that you want to say. You and your partner will be given the exact time set out in the test.
• Always speak clearly so that the examiner can hear you and understand what you say.
• Don't worry if you make some grammatical mistakes. That's only a part of the assessment.
• Do NOT prepare sentences or short speeches before the test!!  Just react naturally to what your partner and the examiner say to you.
• Do NOT write anything down as part of your preparation for the test. Remember! This is a speaking test.
• In Part 2 and Part 3, the task is written at the top of the page, but if you aren't sure what to do, ask the examiner to repeat the instructions before you start. You can also check what you have to do with your partner.
• Don't try to talk all the time. Don't interrupt your partner while they are speaking. Wait till they have finished.
• Do NOT use slang e.g. I'm a bit pissed off with school. Say something like: I sometimes find school boring
• Last but not least, relax, don't be too nervous and enjoy the experience!

SOURCE: The Official Top Tips for FCE - Cambridge ESOL Examinations - UCLES 2008

FCE Tips - Part 3 - Paper 4 - Listening

 

A. What's in the Listening Paper

• Part 1: 8 short listening texts with 1 multiple-choice question for each (1 mark for each correct answer)
• Part 2: a longer listening text with 10 sentence-completion questions(1 mark for each correct answer)
• Part 3: 5 short listening texts to match to a series of statements (1 mark for each correct answer)
• Part 4: a longer listening text with 7 multiple-choice questions (1 mark for each correct answer)

Time: approximately 40 minutes (including 5 minutes to copy your answers onto the answer sheet.)

B. General Tips for Listening

• Use the time you have to read through the questions. Underline key words so that you know exactly what you are listening for. Remember! No one is asking you to understand every single word spoken!
• You hear the instructions on the recording. Always listen carefully and read the question at the same time, as they give you the context and the topic.
• If you are not sure of an answer, mark those that you think are possible. Use the second listening to confirm your choice.
• Use the second listening to confirm your answers even if you are sure you are right. Don't stop listening!
• Make sure you write clearly when transferring your answers onto the answer sheet. You have plenty of time to do this.
• Write only the missing word or short phrase on the answer sheet in Part 2, and don't rephrase it.
• Don't choose an answer based on a single word or phrase in Parts 1, 3 and 4. Concentrate on the overall meaning of what you hear. 

SOURCE: The Official Top Tips for FCE - University of Cambridge ESOL Examinations - UCLES 2008

FCE Tips - Part 2: Paper 2- Writing

 

A. What's in the Writing paper?

• Part 1: One compulsory question - a transactional email / letter which could be formal or informal. You read some material and then you write an email / letter using all the notes on the task.
• Part 2: One question from a choice of four, including an article, email (usually informal), essay (opinion composition), report, review and story.
• Time: 1 hour 20 minutes

(Each Part carries 20 marks.)

 

B. Useful Tips for Writing

• Before you start writing, highlight or underline the key words in the task.
• It is important to know what kind of writing you are required to produce, what style you should be using and what layout is appropriate.
• In Part 1 check and double check that you have included all the notes.
• In Part 2 read all the questions carefully before you decide which one to do. Choose to answer the one you feel you are especcially good at.
• Practise writing things in different ways using a range of tenses and vocabulary.
• Last but not least, remember to plan what you write, and read it through afterwards to check that you have not made any mistakes. 

 

SOURCE: The Official Top Tips for FCE - University of Cambridge ESOL Examinations - UCLES 2008

 

 

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IGCSE ESL Past Exam Papers - Reading and Writing - May / June 2011-Answer Key

Download Igcse-readingandwriting-may-june2011-answer0001

IGCSE ESL Past Exam Papers - Listening - May / June 2011

Here is the test. You must have Adobe Reader to download this file.

Download Igcse-listening-may-june2011

And here is the recording. Click on the mp3 files to listen. Please follow instructions and listen to each track twice only.

 

Download 01 - Track 0.mp3 (2208.9K) Download 02 - Track 1.mp3 (13863.6K) Download 03 - Track 2.mp3 (14114.2K) Download 04 - Track 3.mp3 (15045.6K) Download 05 - Track 4.mp3 (14824.4K) Download 06 - Track 5.mp3 (12135.4K)

The answer key will be posted on Sunday, May 6 2012.

World Food Maze.pdf

Download World Food maze

IGCSE - Summary Writing

What to Expect

In Exercise 5 of the IGCSE Reading & Writing Paper, you will have to read a text and provide a summary based on specific issues of the text relating to the task.

Example:

Read the following article about the jaguar, and then write a summary about why the jaguar needed help and how the species has been preserved in Belize. Your summary should be about 100 words.

Summarising is an excellent way of making sure that you understand and remember what you have read. The practice of summarising a text from notes you have made is a useful safeguard against the temptation to use the words of the original or lift chunks of language.

A good summary:

• conveys the information in fewer words
• expresses the content in fewer sentences
• omits information of little importance
• leaves out details and examples
• departs from the vocabulary and structure of the original text
• doesn't include your own opinions or feelings

To write a good summary follow these steps:

• Read the task carefully and underline what exactly you are required to summarise.
  

• Scan the text (read it quickly) to get the general meaning and underline or highlight the main points relating to the task.
• Read the text again and make notes of the main points.
• DO NOT look at the original text and write out your summary based on your notes.
• Don't forget to use linking words!!! ( First, secondly, finally, however, moreover, in addition etc)
• Read through your summary making sure you have not copied in extent from the original text or included irrelevant points. You can use words or short phrases from the original text but your summary must be your own writing!
• DO NOT exceed the word limit!

You can summarise ideas in different ways:

1. Through Vocabulary:

We spoke to the man who was wearing a white coat and a stethoscope = We spoke to the doctor

2. Through ellipses:

Sometimes, we can leave out words such as a subject or a verb provided that the meaning is clear.

Baby chickens are very sweet when they hatch = Chicks are sweet when hatched.

3. Through generalisation:

She went to the market and bought apples, bananas and oranges = She bought fruit at the market

4. Through shorter constructions:

Despite the fact that it was raining, I still went out. = Despite the rain, I went out.

5. Through rejection of unimportant details:

A few years ago, you could buy a property for next to nothing. Nowadays, however, many families can't even afford to buy a small flat. = Property is more expensive than it used to be.

NOW YOUR TURN!

Summarise the following passages:

(a) There was a heavy snowstorm and the two men, who were very good mountain climbers, climbed up to the highest peak in order to rescue the men who had been trapped at the top of the mountain and, in so doing, risked their lives.

(Write about 20 words)

(b) Although the town had been warned about the hurricane, the authorities did not have enough time to evacuate the residents from their homes. For this reason, there were more casualties than they  had expected.

(Write about 20 words)

( c ) People should not kill each other because they have to respect the sanctity of life. Neither should they be prejudiced against a person's race or faith. Every individual has a right to free thought.

(Write about 15 words)

Suggested Answers:

(a) The expert mountain climbers risked their lives in the snowstorm to rescue the trapped men at the peak.

(b) Despite the hurricane warning, there was not enough time to evacuate the residents. Therefore, there were more casualties than expected.

( c ) People should respect human life as well as a person's race and religion.

SOURCE: Reaching Out by Koula Afrodisi and Anthi Kyriacou - Hillside Press

Examiners' Tips For IGCSE English as a Second Language (0510)

Download Examiner Tips for IGCSE E2L S04

Punctuation: The Comma That Kills!

Photo Credit

 

The Use of the Comma

• To separate a vocative from the remainder of a sentence:

Patricia, we very much doubt whether it can be done.

• To separate a parenthetical clause from the remainder of a sentence:

Arthur, absent-minded as usual, had forgotten the invitation.

• To separate direct speech from its reporting verb and other words:

"Sit down", she said quietly, "and listen to what I have to say."

• To separate items in a list of enumeration:

Robert ordered half a loaf of fresh bread, some local butter, some cheese, a large onion, and a pint of beer. (the final comma can be omitted)

I don't know when he will come, how he will come, with whom he will come, or whether he will come at all!

BUT somethimes the presence or absence of a comma changes completely the meaning of a sentence:

The twins, Mary and Helen, went home early. (two people)

The twins, Mary, and Helen went home early. (four people)

Let's eat grandpa!!!

Let's eat, grandpa.

• To separate an adverbial clause from a main clause:

As soon as he arrives, give him this note.

If you want any help, just let me know.

• To distinguish a non-defining (parenthetical) relative clause from a defining one:

The animals, which had not been brought under cover, were killed by the sub-zero temperatures. (= all the animals)

The animals which had not been brought under cover were killed by sub-zero temperatures. (= only some animals - the ones that had not been brought under cover)

• After each of two or more adjectives or prepositions:

She is a clever, but a self-opinionated, woman.

• To indicate the omission of a part of a sentence:

Molly and Carol will go with Philip in the Mazda; you and John, with me in the Bentley!

(omitted: will go)

 

 

Simple Past - Test 1 - False Beginners - Answer Key

 

A.  Write the simple past of the following verbs.

Infinitive (Basic Verb)	Simple Past
Watch	watched
Clean	cleaned
Stop	stopped
Arrive	arrived
Return	returned
Cook	cooked
Walk	walked
Visit	visited
Work	worked
Look	looked
Like	liked
Iron	ironed
Play	played
Study	studied
Love	loved
Open	opened
Start	started
Water	watered
Climb	climbed
Stay	stayed
Call	called
Kiss	kissed
Tidy	tidied
Wash	washed

 

B. Put the verbs in brackets into the simple past.

Yesterday, my family and I ---visited---------- (visit) my grandparents. My mother (help) ----helped-------- my grandmother with the housework. My father (clean) ----cleaned--------- the windows outside. My brother and I ---watched------ (watch) cartoons on TV and later we --played----------- (play) outside in the garden. We ---climbed---------- (climb) the tree to our tree-house. We --stayed-------- (stay) there all afternoon. Then our mother ---called------ (call) us because it was time to go home.  We ---arrived------- (arrive) home at 8 o’clock. Father --looked------- (look) for the key. He --opened---- (open) our front door and we all -walked----(walk) inside.

 

C. Fill in the blanks.

Infinitive (Basic Verb)	Simple Past
Be	was / were
Break	Broke
Buy	Bought
Come	Came
Cut	Cut
Catch	Caught
Drink	Drank
Drive	Drove
Eat	Ate
Have	Had
Lose	Lost
Make	Made
Read	Read
Meet	Met
Put	Put
Teach	Taught
Run	Ran
See	Saw
Tell	Told

  

D. Choose the right verb, put it in the simple past and fill in the gaps.

write, drink, do, see, buy, sit, go, drive, be, tell, come, take, meet

 

Yesterday morning, we ---went------- to the market. We -took---- our shopping bags. Father ----drove---- us there in his car. At the market, Mother --bought------ some fruit and vegetables. I ---saw------ some birds and wanted to buy one. Mother ----told------- me they --were------ too expensive. Then, we --met----- some friends and we all ----went------- to a café. We --sat----- at a table outside and I --drank------ some orange juice. Then  Mum and I -came----- home. In the afternoon, I ----did----- my homework and --wrote----- a letter to my grandparents.

 

E.  Make the following sentences negative.

1.  Vince was ill yesterday.

--------Vince wasn't ill yesterday-----------------------

2. Terry forgot his homework.

----Terry didn't forget his homework--------------

3.  Emily saw Vince with a girl.

-----Emily didn't see Vince with a girl-------------

4. Sue played badminton last night.

----Sue didn't play badminton last night-----------------------

5. Casey and Terry went to the cinema.

-----Casey and Terry didn't go to the cinema ---------------------------

6. I had salad for lunch.

------I didn't have salad for lunch-------------------------------------

7. We were late for the train.

-------We weren't late for the train---------------------------------

8. I did my homework last night.

----I didn't do my homework last night---------------------------------------

9.  Mum drove us to school.

------Mum didn't drive us to school.----------------------------

10.  He put his passport in his pocket.

--------He didn't put his passport in his pocket---------------

 F. Now write six things that you did and six things that you didn’t do yesterday. Each time you must use a different verb.

Example:

I  went to the theatre yesterday. I didn’t go to the cinema.

Suggested Answers:

1. I read a book yesterday. I didn't watch TV.

2. I went to the cinema yesterday. I didn't play tennis.

3. I had pasta for lunch yesterday. I didn't eat fish.

4. I called my friend yesterday. I didn't text him.

5. I worked hard yesterday. I didn't meet my friends.

6. I got up late yesterday. I didn't water the flowers.