In the minds of ESL exam candidates, e ssay writing is one of the most daunting tasks they are required to complete, regardless of the level of the exam, the administering body or the ease with which they themselves use the language. The same applies to students who are asked to write an essay by their teachers at school. In the previous sample essays posted on the blog, the main point I stress is the need to become acquainted with this form of writing (as opposed to writing a letter, review or report, for instance), to get a feel of what authorial voice is and how to organize and progressively express the arguments you wish to make in a coherent manner. Unfortunately, the best way to prepare for exam writing or learn how to write good essays for school is to read as many essays from as many sources as possible, then write as
Studying English grammar is seldom exciting. Nevertheless, it is something that students who are preparing to sit an English examination at B2 level need to do as the exam (be it the ECCE, MSU-CELP, LRN, ESB, or FCE First for Schools) is likely to include a separate section entirely devoted to it.
Regardless of the test's format, proper use of the English language in writing and speaking is required for a candidate to achieve a passing score, so careful and organized study of grammar is needed, no matter what.
Which is why the following list was drawn up for both teachers and students. If a B2 exam candidate is able to outline the rules that apply to each and every element on this list, then passing the exam should not be an issue. The reason for this is because they will be able to
a) recognize the grammatical construct examined in a particular question of the exam (for instance, in the multiple choice questions of the grammar section of the ECCE or MSU-CELC, or in the Use of English section of the FCE/B2 First for Schools) and answer the question by recalling the rules which apply
b) use the more complex B2 grammatical constructs, incorporating them in the Speaking section of the exam (the oral component, in other words) or Writing section, which will result in a higher mark.
In short, this is a checklist for students and teachers. Going over each section will consolidate knowledge and
a) steer candidates away from pitfalls in the grammar section
b) encourage systematic use of the principles behind each unit in speaking and writing so that they become second nature.
As the blog grows, explanations and exercises for each of these points will be uploaded.
1) parts of speech
2) tenses
3) nouns (countable / uncountable) + verb agreement
4) pronouns
5) modals + modal perfect
6) articles
7) demonstratives
8) quantifiers
9) adjectives + adverbs
10) comparatives / superlatives
11) prepositions
12) connectors
13) conditionals
14) gerunds – infinitives
15) relative clauses, relative pronouns
16) passive voice
17) reported speech (indirect speech)
18) inversion
19) subjunctive
20) wishes
21) question tags
22) causatives
23) special forms:
- used to, be used to, get used to
- whose, who's
- too, very, enough
- so, such
- each, each of, each other, every
- all, whole
- either, either of, neither, neither of
- would rather, had better, prefer
- it's (high/about) time
- as if/as though