Informal Speaking

01. Watcha = What (do) you
02. Cudja = Could you
03. Gimme = Give me
04. Ain't = Am/Is/are/have/has not
05. Wanna = Want to
06. Gonna = Going to
07. Gotta = Got to
08. I dunno = I do not know
09. What y'up to = what are you up to
10. Where y'off to = Where are you off to
11. Gotcha = I (have) got you
12. Lemme go = Let me go
13. Kinda/sorta = kind/sort of
14. 'tis/'tisn't/'twas/'till = It is/It is not/It was/It will
15. Let's/'n/'em/ya = Let us/and/them/you
16. Shoulda/Coulda = Should/Could + have
17. Shouldna/shouldn't've/Should've = Should not have/idem/Should have
18. Woulda/Mighta/Musta = Would/Might/Must + have

Reading Strategies - FCE

GENERAL

1. If you don't know why you chose that answer, you're probably wrong.
2. Read the Tip Strip and use these tips for all exercises that you do of this type.

KEYWORDS

1. Read the text carefully - don't worry if you don't understand every word.
2. Underline KEYWORDS in the Question then find the part of the text where the Answer is and underline to words there.
3. You need to look for the MEANING. The words in the Question and Answer won't be the same, you'll need to find the SYNONYMS; similar words or phrases / expressions with similar meanings.
4. Underline the reason for your answers - you should put the number of the Question beside the words which you underlined.

DECIDE WHAT IS MISSING

1. Try to answer the Question (or complete the sentence) before you look at the options.
2. What type of word is missing? What part of grammar? Adjective, noun, number, etc.
3. Is it a verb tense? Is there an article, auxiliary verb or participle missing?
4. Conjunctions: and, or, but, if, though, etc.
5. Relative pronouns: that, which, who, where, when, etc.
6. Prepositions of place: under, over, up, down, on, in, etc.
7. Phrasal verbs: the verb part or the prepositional part?
8. Prepositional verbs: listen to, want to, love to, have to, and so on....
9. Pronouns: this, that, these, those, what can all be considered pronouns or determiners (such, also) "a" , "the".
10. Comparatives: (not) as big as, as tall as, smaller than,
11. Linkers!
    
12. The answer must fit grammatically. SEE NOTETAKING TIPS.

TOPIC and LANGUAGE LINKS

1. Topic and Language links come before and after each sentence.
2. eg a pronoun must take the place of a noun that was mentioned before, or rather it links back.
3. If "the" is used, it normally links back to some specific word, eg: "I bought A car. THE car is red." Definite article links back to indefinite article.
4. Firstly, secondly, finally, etc are all words that indicate sequence.
   
5. Then, so, because of this, all indicate sequence.
6. However, Despite, In spite of, But all indicate CONTRAST and SEQUENCE.
7. Look for the linking words.

Speaking • Parts 1-4

Question 1-4 Time allowed 00:14 There are four parts to the test. Click on the Useful language link below to see a range of words and expressions to help you prepare for each part of the test. Go to the My Tests page if you would like to print a copy of the test.

Useful language Part 1: Useful language My name / surname is ...

I live in / near ...

I like living there because ...

I live in a flat / apartment.

I live in a detached / semi-detached / terraced house.

I live in a bungalow.

I like -ing at home because ...

I’d like to live in ... because ...

I’ve been studying English for ...

I find ... easy / difficult because ...

It’s easy / difficult to practise because ...

I’ll use English for ... in future.

I have lots of / a few / not many friends.

I met ... when ...

My friends live ... I like ... because ...

My favourite place is ... because ...

I like / don’t like new places because ...

I’d like to ... because ...

I’d rather ... I prefer ... because ...

Part 2: Useful language

Photo 1: restaurant, smart, expensive, exclusive, fashionable, dinner, meal, formal, well-dressed people, waiter

Photo 2: meal, informal, lunch, plastic tableware, fast food, relaxed, casual

Photo 3: street market, flea market, open-air, stall, clothes, T-shirts, bags

Photo 4: smart shop, boutique, retailer, dress shop, clothes, jeans, jackets, tops

They’re enjoying ... because ...

The food is ...

They’re relaxing. People like / prefer (type of shop) ... because ... ... are cheaper / more expensive / better quality / more fashionable.

You can find bargains in ...

Part 3: Useful language television, computer, phone, washing machine, cooker, oven, fridge ... is useful / necessary / essential because ... ... is too ... for a holiday home. big / small / expensive to run

good for passing the time I need ... because ... I couldn't do without ...

Part 4: Useful language I’d like ... because I wouldn’t like ... because ...

People do / don’t need a holiday because ...

In (name of country) people usually have (type of holiday).

Holidays are for ...

People go / don’t go abroad on holiday because ...

The tourist industry is ... sightseeing / relaxing / walking / camping / beach / active / cultural holidays

I agree / think so too.

I disagree / don’t think so either.

What do you think?

What’s your opinion / view?

INFORMAL LETTER
Dear (first name),

Beginnings
Thank you/Many thanks for your (recent/last) letter/postcard.
It was good/nice to hear from you recently.
I’m sorry I haven’t written/been in touch for such a long time.
It’s ages since I’ve heard from you. I hope you’re/you and your family are well.

Asking
Hi! How are the things? How are you? How’s it going?

Referring to their news
Great news about … Glad to hear that … Sorry to hear about …

Giving news
Listen, did I tell you about … You’ll never believe what …
Oh, and another thing … This is just to let you know that …
I thought you might be interested to hear about/know that …
By the way, have you heard about/did you know that …

Apologies
I’m writing to apologise for missing your party but I’m afraid I was with flu.
I’m really sorry that I forgot to send you a birthday card but I was busy with my new job.
If you let me know where you bought it/how much it cost I’ll gladly pay for it/replace it.
Please let me know how much the bill is and I’ll gladly pay it.

Invitations
I’m/We’re having a party on Friday 19th and I/we hope you’ll be able to come.
Would you like to come/go to see ‘Room With a View’ with me at the weekend.
I was wondering if you’d like to go to the theatre/come on holiday with us?
Could you let me/us know if you can come/you’d like to join us?
Thank you vary much for your invitation. I’d love to come.
Thank you for asking/inviting me to … but I’m afraid I won’t be able to …

Requests
I’m writing to ask for your help/you (if you could do me) a favour.
I wonder if/I was wondering if you could help me/do me a favour.
I hope you don’t mind me asking but could you (possibly) …?
I’d be very/really/terribly grateful if you could …

Thank you
Congratulations
Good Luck

I’m writing to thank you for your hospitality/the wonderful present.
It was so kind of you to invite me to stay with you.
I really appreciated all your help/advice.

Congratulations on passing your exams/your excellent exam results!

I wish you good luck/Good luck in/with your exams/your driving test/your interview.
Don’t worry, I’m sure you’ll do well/pass.
Do be on time, won’t you, and don’t forget to …

Making suggestions and recommend.
Why don’t you …? Maybe you could …? How about …?
You can’t leave New York without doing sth
I’m sure you will enjoy doing sth If you like, we can …
Do visit somewhere Don’t forget to do sth (Imperative -> Strong Recommendation)
I’m told that … People say that … (If you heard sth is good)

Endings
Give my love/regards to … Say hello to … Hope to hear from you soon.
See you soon! Write soon. Once again, thank you for all your help.

Signing off
Love,
Lots of love,
Yours,
Best wishes,

First name

FORMAL LETTER

Dear Mr/Ms (surname), Dear Sir/Madam/Sir or Madam,

Reason for writing
I am writing to …
I am writing with regard to …
I am writing on behalf of …

Asking questions
I would be grateful if …
I wonder if you could …
Could you …? Could you tell me something about …?
I would particularly like to know …
I would be interested in having more details about …

Referring to their letter
As you started in your letter, …
Regarding … Concerning … With regard to …

Complaining
I am writing to complain about …
You said … but in fact what happened …
We were supposed to stay with British families whereas we actually stayed in a guest house.

Closing
If you require any further information, please do not hesitate to contact me.
I look forward to hearing from you.
Please contact me if you have any further questions.

Signing off
(If Dear surname) Yours sincerely,
(If Dear Sir/Madam) Yours faithfully,
Yours,

First name + surname

Remember that in formal letters we use

• Formal vocabulary, usually not using phrasal verbs
  (‘Tolerate’ instead of ‘put up with’)
  


• More complex sentence structure
  (Knowing what a good reputation the restaurant has, I was disappointed with the service)
  


• Punctuation using semi-colons
  The library offers no facilities for borrowing videos; this is because of the high cost involved
  

Remember that in informal letters we use:

• Informal vocabulary, including phrasal verbs
  ‘go on’ instead of ‘cont


• Simpler sentence structure
  I’ll be late for the party. It’s because of my French exam.


• Punctuation using exclamation marks
  If you’d been at the wedding, you’d have loved the food!

LETTER OF APPLICATION

Dear Mr/Ms (surname), Dear Sir/Madam/Sir or Madam,

Reason for writing
I am writing to apply for the post/position of …
… as advertised in …
I am writing with reference/in response to your advertisement, which I saw …
I am writing in connection with your advertisement in the Daily Star on May 11th …
With reference to your advertisement …

Experience
Qualifications
CV
I gained some experience while …
I am currently working as …
I have been working for … for the last four years.
I worked part-time for three years as …
At the moment I am employed by …
My qualifications include …
I have a diploma in …
I graduated from Barcelona University last year with a degree in …
Please find attached my CV
As you can see from the attached CV …

Endings
Please do not hesitate to contact me if/should you require further information.
I look forward to hearing from you.
I am available for interview at your convenience.
I shall be available for interview any day apart from Wednesdays.

Signing off
(If Dear surname) Yours sincerely,
(If Dear Sir/Madam) Yours faithfully,
Yours,

First name + surname

REPORT

Initial information
To:
From:
Subject: or Re:
Date:

Introduction
As requested, I did/have done sth
I summarise below/Below is a summary of the most important relevant points as well as some recommendations.

Findings or Important points

1. …

2. …

3. …

Useful phrases
In relation to …
In contrast with …
As far as … is concerned …
In spite of …
In an attempt to …

Conclusion or recommend.
Having considered the options, …
I would like to suggest/recommend …
I therefore suggest/recommend …
You may wish to consider …

ARTICLE

Heading
Freezing! (dramatic)
My Lone Walk to the North Pole (a summary)
Rescue from the rapids (a summary)
What’s the big idea? (a question)
Seven banks a day are robbed in LA (a surprising)
You’re already well equipped to prevent crime (a surprising)

Opening
Did you know …?
What would you do if …?

General Structure
Give your article a heading or headline which makes the subject clear and also catches the reader’s attention.
Divide the article into paragraphs to help the reader follow the argument.
Begin with an interesting introduction – an example, perhaps, or a question.
End with an overall comment or concluding.

STORY

Beginnings and endings
A narrative needs an interesting beginning to catch the reader’s attention and encourage him or her to read on, and a clear ending to round the story off satisfactorily. A weak beginning or ending can spoil the effect of the story, so it’s worth spending time working out how to start and finish.

Verb tenses
We use:
The simple past to describe the main events:
I ran to answer the phone but it stopped ringing as I picked up the receiver.
The past continuous to set the scene:
It was raining heavily as we set off.
The past perfect to describe events which happened before the main events:
When I got on the bus all the seats had been taken.
Preset participles to show two actions which are linked:
Noticing that she looked lost, I asked if I could help.
Perfect participles to show that one action was complete before another started:
Having reported my stolen passport to the police, I returned sadly to the hotel.

Time Links
before …. then … at first, … next …
later … during … after that … afterwards …
when … finally, … as soon as … eventually, …
immediately … in the end, … once …
A few days earlier … Just after that … Some time later …
Following the accident … Later on …

Adding variety and interest
Try to use different adjectives to convey the atmosphere. For example, if you want to convey the idea of fear, you could use frightened, terrified, scared.

Varying the length of sentences can be effective.
Use direct speech occasionally for dramatic effect (remember to use inverted commas correctly: “No,” he yelled, “don’t touch that switch!”)

DISCURSIVE

Making points
Many people feel that ...
First and foremost, ...
It is widely believed that ...
It would be ideal if ...
Another argument in favour is ...
It is clear from the facts that ...
The benefits of ... outweigh the disadvantages.
On the whole, I think ...

Contrasting points
On the other hand ...
Other people think ...
An opposing argument is ...

Giving opinions
I personally feel that ...
I find it hard to see why ...
I certainly don't believe that ...
It is difficult to believe that ...
I object to the cloning of animals.

Organising and linking your ideas
First of all, … Secondly, … In addition, …
Moreover, … Furthermore, …
So … As a result, … Therefore, …
However, … On the one hand … on the other hand …
On the whole … While it is true to say …
Finally, … To summarise, … In conclusion

http://saintjohnfirstcertificate.blogspot.com/2007/04/writing-samples.html

The best way to revise for the Writing PAPER

The Writing paper is paper 2 of the FCE exam and it lasts 1 hour and 20 minutes. In this paper you have to complete 2 writing tasks.

Task 1 is compulsory - you have no choice and you have to write about 120-150 words. This sounds a lot but if we say sentences are about 10 words long then it's only about 12-15 sentences. If you have average handwriting it's also only about 12 lines. A piece of cake. In task 2 you have a choice of 4 possible tasks and you have to write just a bit more 120-180 words. I recommend that you try to write at least 150 as it is difficult (but not impossible for a skilled writer) to complete the task and impress the examiner in task 2 if you only write 120 words. Generally time shouldn't be a problem for you in this part of the exam if you have had plenty of practice before the exam.

In task 1 you will be asked to write either a letter or an email. They give you some material to read and you must respond to that material with your letter or base your letter on the material given. For example, you might have to respond positively to an invitation, give or ask for information, express an opinion, give reasons for doing or not doing an activity or convey a preference. It's really important to show that you understand the reasons you are writing and to whom.

n Task 2 you could be asked to write an article, an essay, a letter, a report, a review or a story in questions 2-4. They are based on general topics such as health and fitness, sport, music and so on.

What are the examiners looking for?

The examiners are highly trained and have many criteria for marking your writing. As a general summary they are looking at the following aspects:

- Content - have you included what you are asked to include - not just part of the required content, but all of it? This is where writing a plan really helps. It takes just 3 minutes but can save you time when you are writing and help you not to miss important information. There's an example at the bottom of the article.

- Organisation and cohesion - is it organised? Are all the ideas linked together? Does it read like 1 piece of writing or lots of little bits thrown together? Paragraphs!!! (Generally speaking 3 is minimum and more than 5 would probably be an exaggeration). If you have written a good plan this part shouldn't be a problem for you.

- Appropriacy and format - if it's a letter, does it look like a letter? if it's a report, does it look like a report? E.g. A letter starts with Dear , a report doesn't. This also includes 'register' - this means the level of formality of language - if you are writing to a friend you should write more informally, if you are writing to someone in authority you should use a more formal style.

- Range - this is the area you really show off in. You must show that you know a variety of grammar structures and vocabulary. This will also make your work more interesting for the reader.

- Accuracy - mistakes!! Try not to make them! Spelling, punctuation, wrong vocabulary, grammar mistakes. When you check your work I think it's a good idea to check at least 3 or 4 times, but each time you check for something different. E.g. many people have problems with a/the - so check your work by looking at the nouns and seeing if you have the right article or no article. Tenses are tough in English, so check through your work by looking at the verbs. Spelling could be another check. What about checking to find ways to improve your range(see the point above)?

- Target reader. When he or she is checking your work, the examiner puts himself in the position of the target reader and wants to see what impression you make. Does your letter, email, article, essay etc have the right effect on the reader. For example if you are asked to write a letter of complaint don't be too critical and aggressive because this would have a rather negative effect on the reader in real life and you may not get what you want - compensation etc. Remember the Brit's are generally a polite lot. So if you do the same in the FC exam the examiner puts himself in the position of the target reader and will give you a lower mark because of the bad effect on the target reader.

PLAN before you write

Question: You have just come back from a holiday which was a disaster. The hotel was a building site although the brochure had shown only beautiful pictures. The hotel workers were rude. The food was disgusting. The flights were late and there was no airport transfer. Write a letter of complaint.

Para 1. Intro: I am writing to complain . (general introduction)

Para 2. Organisational problems - Flights, brochure - what they had promised

Para 3. Problems in the hotel - food, service

Para 4. What do I want? Compensation (be realistic!) Ending comment - I look forward to receiving your reply

As you can see preparing a very simple plan will help you with several of the points above - it's logically organised, I can see the paragraphs, I have included all the information necessary and I have given myself a start and a finish in a formal style which should help me continue in this style. This kind of simple plan takes just a couple of minutes. Also I think this will help me write better because my brain doesn't now need to think about the content and organisation so much - I can concentrate on just writing really good English! Write a plan!! Please!!

My other piece of advice is practise, practise, practise! Most students don't like writing but it's one of the best ways to work on your general level of English. When you are preparing for the exam practise using more complicated structures and use a dictionary or a thesaurus to find and use more 'advanced' vocabulary. In the exam you can't use dictionary, but you can when you are studying. Give your work to your teacher to check - generally teachers love proactive students. When it is checked re-write it with the teacher's suggestions or, if they just marked the bad bits, try to correct it yourself and show it to your teacher again.

An important last question: What if I write too much? Try to shorten it - although if you make a plan you will probably be OK. If it is too long, though, the examiner draws a line where you hit the word limit and only marks this part. However, if there is relevant material after the line you are given some credit.

If you write too little then you probably haven't answered the question fully and your chances of passing are quite slim. You also lose marks in proportion to how much shorter you writing is than the required length.

http://angielski.gazeta.pl/angielski/1,103249,6774055,FCE___The_best_way_to_revise_for_the_Writing_paper.html

Paper 2 Writing

1. You must answer this question. Write your answer in 120-150words in an appropriate style.

You have received an email from your English-speaking friend, Jennie, who is planning to visit your country. Read Jennie's email and the notes you have made. Then write an email to Jennie, using all your notes.

From: Jennie Stewart

Sent: 20th June 2008

Subject: visit to your country

Clara and I have decided to spend our holidays getting to know your country. We are coming in September. Will you be there*? It would be great if we could do something together. We want to visit many places, even if they are far from the capital. What's the best way to travel long distances without spending too much**? We'll have only three weeks because we have to be back for the start of term. Can you tell me what part of your country we should definitely see***? Finally, I would like to know more about accommodation we can afford. Are there any places where young people can stay cheaply****?

Love

Jennie

NOTES:

* No, because ...

** Suggest ...

*** Yes, say which and why

**** Yes, give details

Sample answer:

Dear Jennie

What great news! I would have loved to be here to see you, but I'll be on holiday myself in September. If had known, I would have gone on holiday in August.

Anyway, I can give you all the information you need, and I'll start with transport. In this country, if you don't want to spend a lot of money, it is best to travel by coach. Trains are very fast, but they are also more expensive.

If I were you, I'd definitely go to Scotland and see the Highlands. The scenery of mountains and lochs is fantastic. It will also be a good break if you are visiting lots of busy cities.

Your best chance of staying in places cheaply is to go to Youth Hostels, but remember it is a good idea to book early. There are also nice Guest Houses outside big cities.

Part 2

Write an answer to one of the questions (2, 3, 4 or 5) in this part. Choose the question you intend to answer by clicking on it. Write your answer in 120-180 words.

2. You have seen an announcement in an international magazine:

My Best Childhood Memory

Tell us about an unforgettable experience in your childhood and say why it is so important to you.

The best article will get a book prize.

Write your article.

Sample answer:

My best childhood memory

When I was very young I used to visit my grandfather every weekend and during the holidays. He used to read me lovely stories from a collection of books he himself had read when he was a child. I loved those stories because they were so different from the stories in television cartoons and the books had beautiful illustrations.

One day my grandfather phoned me and said that he had a really special story to read me. I couldn't wait for the weekend, and at last Saturday came and I went to his house. We sat down in the garden and he opened a big notebook and began to read the story. It was about a girl who was seven years old and was called Lisa, like me! My grandfather had written the story himself, and it was the most beautiful story I had ever heard.

I still have the story, and one day I shall read it to my own grandchildren.

3. You recently saw this notice on a website called Music Today:

Write a review for us!

Have you seen a live music performance recently? If so, could you write us a review? Include information about the musicians, the venue and the audience and say whether you'd recommend the performance to other people.

The best reviews will be published on the website.

Sample answer:

Marissa at the Dome

Fado is a Portuguese rhythm and nobody sings it like Marissa, who was simply marvellous last night. The concert was at the Dome theatre and all the tickets had been sold out months ago. The theatre was packed with people of all ages and Marissa didn't disappoint anyone. She sang songs from her new album but also some old favourites we were all hoping to hear.

It was wonderful to see her, in her long dress, moving to the rhythm of fado, apparently enjoying the experience as much as her audience was. The musicians who accompanied her, and who travel everywhere with her, were brilliant as well.

At the end she received a standing ovation and had to come back to sing again because the audience didn't want to let her go. She promised everyone that she would come back next year.

I recommend Marissa to all music lovers, even if they do not understand a word of Portuguese. Her voice is capable of transporting one to another world.

4. Your teacher has asked you to write a story for an international magazine. The story must begin with the following words:

When Paul heard a noise in the garden, he got up to look out of the window.

Write your story.

Sample answer:

When Paul heard a noise in the garden, he got up to look out of the window. It was getting dark and he couldn't see very well, but he stayed by the window. Soon he heard the same kind of noise again, perhaps a bit louder, and this time he was sure it was coming from the shed at the bottom of the garden. He decided to go and have a look.

He opened the kitchen door and walked slowly across the lawn, trying not to make any noise. What if it was a burglar waiting for it to get dark? What if the burglar pushed him down? The more he thought about it, the more frightened Paul got.

He opened the shed door a little, but he could not see anything. Suddenly, something pushed the door open with great force. A big cat ran past Paul and climbed up the nearest tree. Paul was shaking and smiling. The cat had managed to get in the shed through a crack, but had then been unable to find the way out.

5. Answer one of the following two questions based on your reading of one of these set books.

FCE - The best way to revise for the Reading paper

http://angielski.gazeta.pl/angielski/1,103249,6723974,FCE___The_best_way_to_revise_for_the_Reading_paper.html

If you find some new or more difficult words it's worth making a table like this, putting your new word in the right column and then getting a dictionary to help you fill in the rest of the word family:

Noun	Abstract noun	Person noun	Verb	+ Adjective	- Adjective
x	employment	employer	employ	employed	unemployed
x	x	employee	x	employable	unemployable

This kind of table is really easy to do in Excel - when you finish a page print it off and revise in your free time, in the bus, wherever and whenever you can. This will increase your vocabulary and you are also practising for the word formation exercise in the Use of English paper (Paper 3).

It's also worth creating an extra column for any phrases, idioms or collocations you can learn. Collocations are kind of word partnerships and are tested in the Use of English paper - again you can find some nice examples in the book which I'm sure you have started reading.

But what about studying specifically for the Reading Paper? Well the first thing is to actually practice the tasks in the exam - try to do it with a stopwatch and not spend more than 12 minutes on each part. The reading paper is the 1 paper where many students complain of a lack of time. If you stick to 12 minutes per part then you'll have plenty of time left at the end to complete any parts you hadn't managed to do earlier and also to check your answers.

Practice reading for gist - reading the piece in just 60-90 seconds to get a general idea of what it's about - this will help save you time when you are answering the questions because you will know exactly where to look for your answers - so you don't need to read the whole piece in depth. This is especially necessary during the 1st and 3rd parts of the paper.

Part 1 of the Reading paper is multiple-choice and here are some things to think about when doing this exercise. Firstly read the question carefully and then read it again to make sure that you are actually answering the question and not just choosing an answer which seems to appear in the text. Another tip is to look out for synonyms of words and phrases in the text as well as make sure you know what the referencing words are actually referring to. Try the following exercise where you have to underline the synonyms for the words and phrases below the text:

A clown who fell off a 3 metre platform and broke a bone in his foot has been banned from wearing oversize shoes in his act by health and safety officers. He is apprehensive about the fact his costume won't be so impressive and won't have such an impact on the audience.

too big

performance

not allowed

extraordinary

attire

Reference words like he, she, the, them, that and others are really useful guides to help us in part 2. This is where we must put missing sentences into the gaps in the text. Try this exercise which illustrates one way to help us make the right choices - understanding how reference words work. In this text you have to draw a line from the underlined reference word to the word it is referring to.

Another interesting story is about an Irish student who fooled the world by making up quotes supposedly said by the recently deceased Maurice Jarre - The French composer of music for films like Dr Zhivago and Dead Poet's Society. He put his own made up quote on Wikipedia on the Maurice Jarre page - twice it was rejected, but the 3rd time it stayed. This was then used by many of the world's newspapers in theirobituaries of the composer.

Other important words are linking words - for example 'and' suggests addition of an idea, 'however' suggests contrast. These words can really help us get the answers in part 2. Try to put the linking words in the correct spaces in the text.

_____ ___ the current economic crisis there have been a lot of jobs lost in the City - ie the business part of London. ___ __ ________Gordon Brown is trying to encourage them to change careers ______ become teachers by offering 6 month teacher training courses for the best candidates. ___________ teaching unions are going crazy about this short period of training. _________ it could be a cheeky plan to get these top managers into head teacher positions within 4 years of completing teacher training.

Due to

As a result

and

consequently

however

The final part of the Reading Paper is multiple matching where you get 15 questions and you have to match various parts of the text to each question. This is where skim reading comes in really handy - reading the text quickly will help you find where the answers are in no time at all. Because there are 15 questions people often spend too long on this part - don't! 12 minutes maximum.

The last bit of advice is that you must remember that when you are doing the exam you should always be able to justify your answer from the text - you shouldn't need to 'guess'.

FCE Reading Exercises

http://www.internetenglishlearnonline.com/blog/fce-reading-gap-fill-a-dogs-life/

http://www.englishspeaker.com/index%20-%20FCE.html

http://www.englishspeaker.com/tests/fce/reading/new%20fce%20test%20000%20reading.pdf

http://www.englishforjapanese.com/tests/Cambridge/fce/reading/000-01%20read.pdf

http://www.usingenglish.com/comprehension/first+certificate+in+english.html

Phones and the net

RU OK? - Are you OK?
Y NY? - Yes and you?
OK CU2DAY? - OK. See you today?
NO 2MORO WER? - No. Tomorrow. Where?
@J'S. CUL8TR - At John's. See you later.
LUV B - Love Bob.
F2T? - Free to talk?
N. WER RU? - No. Where are you?
@ WK. NU? - At work. And you?
@ HM. CU L8TR? - At home. See you later?
Y. WEN? - Yes. When?
@7. TA4N. CU - At 7 o'clock. That's all for now. See you.
OK. B4N. - OK. Bye for now.
These emoticons are a way of adding emotion to your emails! This shorthand can express emotions in your text and also save on typing time!


Other phrases - for email or phone:
LOL - laughed out loud
BTW - by the way
IMO - in my opinion
IMHO - in my humble opinion
TTFN - ta ta for now [bye for now]

ACTIVE AND PASSIVE TENSES CHART

http://www.english-zone.com/verbs/pssvchrt.html

SIMPLE PRESENT and SIMPLE PAST The active object becomes the passive subject. am/is/are + past participle was/were + past participle
Active: Simple Present The movie fascinates me. The movie bores Jack. The movie surprises them.	Passive: Simple Present I am fascinated by the movie. Jack is bored by the movie. They are surprised by the movie.
Active: Simple Past The movie bored me. The movie fascinated Jack. The movie surprised them.	Passive: Simple Past I was bored by the movie. Jack was fascinated by the movie. They were surprisedby the movie.

PRESENT and PAST CONTINUOUS (PROGRESSIVE) Passive form: am/is/are + being + past participle was/were + being + past participle
Active: Present Continuous I am helping Shannon. June is helping Su and Ling.	Passive: Present Continuous Shannon is being helped by me. Su and Ling are being helped by June.
Active: Past Continuous I was cleaning the bathroom. They were cleaning the bedroom. Susan was cleaning the kitchen and patio.	Passive: Past Continuous The bathroom was being cleaned by me. The bedroom was being cleaned by them. The kitchen and patio were being cleaned by Susan.

PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT Passive form: have/has been + past participle had been + past participle
Active: Present Perfect I have mailed the gift. Jack has mailed the gifts.	Passive: Present Perfect The gift has been mailed by me. The gifts have been mailed by Jack.
Active: Past Perfect Steven Spielberg had directed the movie. Penny Marshall had directed those movies.	Passive: Past Perfect The movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall.
Active: Future Perfect John will have finished the project next month. They will have finished the projects before then.	Passive: Future Perfect The project will have been finished by next month. The projects will have been finished before then.

FUTURE TENSES Passive forms: will + be + past participle is/are going to be + past participle
Active: Future with WILL I will mail the gift. Jack will mail the gifts.	Passive: Future with WILL The gift will be mailed by me. The gifts will be mailed by Jack.
Active: Future with GOING TO I am going to make the cake. Sue is going to make two cakes.	Passive: Future with GOING TO The cake is going to be made by me. Two cakes are going to be made by Sue.

PRESENT / FUTURE MODALS The passive form follows this pattern: modal + be + past participle
Active: WILL / WON'T (WILL NOT) Sharon will invite Tom to the party. Sharon won't invite Jeff to the party. (Sharon will not invite Jeff to the party.)	Passive: WILL / WON'T (WILL NOT) Tom will be invited to the party by Sharon. Jeff won't be invited to the party by Sharon. (Jeff will not be invited to the party by Sharon.)
Active: CAN / CAN'T (CAN NOT) Mai can foretell the future. Terry can't foretell the future. (Terry can not foretell the future.)	Passive: CAN / CAN'T (CAN NOT) The future can be foretold by Mai. The future can't be foretold by Terry. (The future can not be foretold by Terry.)
Active: MAY / MAY NOT Her company may give Katya a new office. The lazy students may not do the homework. MIGHT / MIGHT NOT Her company might give Katya a new office. The lazy students might not do the homework.	Passive: MAY / MAY NOT Katya may be given a new office by her company. The homework may not be done by the lazy students. MIGHT / MIGHT NOT Katya might be given a new office by her company. The homework might not be done by the lazy students.
Active: SHOULD / SHOULDN'T Students should memorize English verbs. Children shouldn't smoke cigarettes.	Passive: SHOULD / SHOULDN'T English verbs should be memorized by students. Cigarettes shouldn't be smoked by children.
Active: OUGHT TO Students ought to learn English verbs. (negative ought to is rarely used)	Passive: OUGHT TO English verbs ought to be memorized by students.
Active: HAD BETTER / HAD BETTER NOT Students had better practice English every day. Children had better not drink whiskey.	Passive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children.
Active: MUST / MUST NOT Tourists must apply for a passport to travel abroad. Customers must not use that door.	Passive: MUST / MUST NOT A passport to travel abroad must be applied for. That door must not be used by customers.
Active: HAS TO / HAVE TO She has to practice English every day. Sara and Miho have to wash the dishes every day. DOESN'T HAVE TO/ DON'T HAVE TO Maria doesn't have to clean her bedroom every day. The children don't have to clean their bedrooms every day.	Passive: HAS TO / HAVE TO English has to be practiced every day. The dishes have to be washed by them every day. DOESN'T HAVE TO/ DON'T HAVE TO Her bedroom doesn't have to be cleaned every day. Their bedrooms don't have to be cleaned every day.
Active: BE SUPPOSED TO I am supposed to type the composition. I am not supposed to copy the stories in the book. Janet is supposed to clean the living room. She isn't supposed to eat candy and gum. They are supposed to make dinner for the family. They aren't supposed to make dessert.	Passive: BE SUPPOSED TO The composition is supposed to be typed by me. The stories in the book are not supposed to be copied. The living room is supposed to be cleaned by Janet. Candy and gum aren't supposed to be eaten by her. Dinner for the family is supposed to be made by them. Dessert isn't supposed to be made by them.

PAST MODALS The past passive form follows this pattern: modal + have been + past participle
Active: SHOULD HAVE / SHOULDN'T HAVE The students should have learned the verbs. The children shouldn't have broken the window.	Passive: SHOULD HAVE / SHOULDN'T HAVE The verbs should have been learned by the students. The window shouldn't have been broken by the children.
Active: OUGHT TO Students ought to have learned the verbs. (negative ought to is rarely used)	Passive: OUGHT TO The verbs ought to have been learned by the students.
Active: BE SUPPOSED TO (past time) I was supposed to type the composition. I wasn't supposed to copy the story in the book. Janet was supposed to clean the living room. She wasn't supposed to eat candy and gum. Frank and Jane were supposed to make dinner. They weren't supposed to make dessert.	Passive: BE SUPPOSED TO (past time) The composition was supposed to be typed by me. The story in the book wasn't supposed to be copied. The living room was supposed to be cleaned by Janet. Candy and gum weren't supposed to be eaten by her. Dinner was supposed to be made by them. Dessert wasn't supposed to be made by them.
Active: MAY / MAY NOT That firm may have offered Katya a new job. The students may not have written the paper. MIGHT / MIGHT NOT That firm might have offered Katya a new job. The students might not have written the paper.	Passive: MAY / MAY NOT Katya may have been offered a new job by that firm. The paper may not have been written by the students. MIGHT / MIGHT NOT Katya might have been offered a new job by that firm. The paper might not have been written by the students.

Parts of a car

http://www.englisch-hilfen.de/en/words/car.htm

Number	english
0	rear window
1	number plate license plate (AE)
2	boot (BE) trunk (AE)
3	bumper
4	stop light break light (AE)
5	reversing back-up light (AE)
6	front wheel; front tyre front tire (AE)
7	(out) side mirror, side-view mirror, outside rear-view mirror
8	door
9	door handle
10	side window
11	exhaust (pipe)

Number	english
12	fog-light
13	headlight
14	windscreen windshield (AE)
15	rear-view mirror
16	bonnet (BE) hood (AE)
17	indicator turn signal (AE) blinker (informal)