When we want to either recommend a specific person or course of action for a B2 or C2-level English examination we have to be clear that we don't confuse these types of letters or emails with the typical, business recommendation letters prospective employers or administration offices at universities might require candidates to give. At the exam you are about to sit, you will probably be required to play the part of someone who has been asked to a)  nominate a peer for a position at school or at a club, or put someone's name forward for an award that is to be given or b) suggest, among many other things, the best place to go on holiday or some activities that should held during a specific event which is set to take place, how to spend money at one's disposal, and so on. The following post should help you organize such a letter or email (even an oral statement, if necessary) as well as give you some useful phrases you should keep in mind when writing your...

Describing a person is a basic skill required when speaking a language which is why English tests contain both oral and written tasks that ask candidates to talk about a person they know or admire, someone who influenced them or is a close friend.  If you are simply learning English to be able to communicate, the list that follows will help improve your vocabulary.  For those preparing to take an English exam, the difference between a good answer and an exceptional one is vocabulary. Saying a person is "nice" and "kind" is not that bad, but using words like "trustworthy" or "demure" will certainly give you points for lexical range. Teachers can distribute the following list, ask students to find the meanings of words and make sentences with them. Those who want to improve their English on their own can translate the words into their own language and practice using them with a speaking partner.

The following are topics teachers and students can use to practice writing for exams, as homework assignments, longer research projects, even as discussion topics or debates. This list is int ended for high school or university students , but may al so be used by adults who are l earni ng E nglish as a foreign language.  F or those preparing to tak e an English exam (IELTS, CPE, ECPE, ESB, L RN, MSU -CELP, TOE FL, etc.) , these are typical questions that may be foun d in C1 and C2-level assessments (advanced or profi ciency level) . For more practice, find lists 1 and 2 here and here . 

Depending on the English exam you're taking, the oral component will include questions that deal with things you already know about because the question will ask for information based on what you do, or about things that have to do with the country or city you live in. As you already know from my blog post IELTS Speaking: The Basics (even though the post deals with the IELTS exam, the main ideas stated also refer to oral exams administered by other examination boards), examiners are looking for variety in grammatical structures and vocabulary as well as good, long answers that show you feel comfortable expressing yourself in English.   The following list deals with a number of topics that could crop up during the oral examination and has therefore been divided into topic categories. Each category is followed by a short list of words that can be used to either add somewhat more advanced vocabulary to your answers or give you ideas how to develop your answer. For instan...

After Part 1 of the oral exam (find a list of questions here ), Part 2 of the IELTS exam requires candidates to talk for about two minutes on a topic given by the examiner.  This blog post will provide you with a series of questions that could be asked at this stage of the test.  Make sure you've read IELTS Speaking:The Basics so your answers will make it possible for you to score higher.  After the questions, read some tips on how to answer your question for Part 2.

Seeing as the World C up is a major obsession for people of all nations and all ages, it's a good t ime as ever to refresh or learn a few football (or soccer, if some of you prefer ) phrases used i diomatically in everyday speech in Engl ish .

As part of the series of blog posts on letter/email writing (read the previous one on letters of complaint here ), the present post will turn towards formal letters giving information and making suggestions. Such letters, like letters of complaint, fall under the category of transactional letters. The list of useful phrases for such letters can be used for tasks you have to write as part of an English examination (FCE, CPE, IELTS, to name a few), but in addition to this, can improve your speaking skills any time you are asked to give information or suggest a few things in a polite fashion.  First of all, let's take a quick look at how a letter which provides information is organized.

The following are key points to remember about a formal, academic piece of writing, whether it is for an exam or an assignment, an essay or a letter.  There are conventions that need to be followed so here is a short list of things to keep in mind when writing to someone who is not an acquaintance or the finished work counts towards a grade.

Whether it's to complain about something you bought or a service you found was unsatisfactory, as part of your job or because you are preparing to take an exam in English at B2 or C2 level, it is a fact that you should know the basics about writing or even orally expressing your dissatisfaction.  The following post should help you organize your letter or email (even an oral statement, if necessary) as well as give you some useful phrases you can use.

The following are topics teachers and students can use to practice writing for exams, as homework assignments, longer research projects, even as discussion topics or debates. They have been divided into categories. 

In Task 1 of the Academic IELTS exam, candidates are asked to summarize a diagram, graph, table or chart of some sort (oftentimes more than one) in a descriptive text of at least 150 words.  As previously mentioned in my blog post IELTS: How To Grade Your Writing , examiners are looking for a wide lexical range, which in layman's terms means vocabulary. They want to see that a candidate can use a variety of words or phrases to navigate through a factual, academic description. Therefore, a selection of words are bound to be required by candidates so that they can clearly present the most important facts seen in the rubric (i.e. the question given).  In the case of process descriptions , this selection of words is not easy to pinpoint. The only phrases that may be of use for students are ones that have to do with 

As mentioned in my previous blog post concerning the Speaking component of the IELTS, the first part of the oral exam consists of general questions about you, your work or studies, your free time activities, family, home and neighborhood, and the like. This post lists a number of typical questions that could land at your feet on the day you present yourself before the examiner.  Don't panic, don't mumble, don't have prepared answers memorized. Just reply honestly having thought about what your answer should include (so memorize key words if you like, but not complete sentences) and also answer at length. Remember, the more you make the examiner work, the lower your grade. Show you can speak fluently and can express your thoughts clearly. Here is a first list of different questions you could be faced with:

Please read the first two paragraphs from Grammar: The Subjunctive by way of introduction to this series of blog posts regarding grammar. I nversion is yet another grammatical construction that shows a more advanced knowledge of the English language. It usually appears in grammar textbooks the year before and during which a candidate is set to sit a B2-level examination (IELTS 5.5-6.5, FCE, ECCE, MSU-CELC, ESB, LRN) but mo re often than not is not very well grasped by students, making it a rarely tested item at th is level.  If candidates are likely to encounter a single question whi ch tests inversion on a B2 test , meaning that they are not expected to have mastered it, they are most certainly expected to have learnt it well enough at C2 level to not only recognize it in a sentence, but use it as well in both the oral component of the test and as part of any writing task they are required to produce.

Studyi ng Engl ish g rammar is seldom exciting. Nevertheless, it is something that s tudents who are preparing to sit an Engl ish examination at B2 level need to do as the exam (be it the ECCE, MSU-CELP, L RN, ESB, or FCE F i rst 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 M...

Students of English who are preparing to sit an examination at C2 level often worry, amongst a million other things, about grammar. Whether the exam consists of a separate section that tests grammar or not, there is little doubt that the textbooks used in preparation for the exam include individual sections that explain a grammatical construct with subsequent exercises to consolidate a student's understanding. The following list is one that should serve as a basis  for candidates and teachers. If a C2 exam candidate is able to outline the rules that apply to each and every element on this list, then they will be able to 

When analyzing stories, certain key terms must be taken into account. In the previous list of literary terms , the variety of concepts presented are used not only to explain stories but also poems. I n addition to this, a number of other words were incl uded in the list that could be seen as pertinent to a class discussio n on a text.  This time round, however, the list will deal with key notions exclusively associated with stories . By looking at each main category, readers can evaluate works by authors and be able to elaborate on the stories themselves, either in w rit ing or orally . It is therefore vital for anyone involved in th e process of critically assessing literary work s, to keep these terms in mind so as to be able to write or speak ab out them in an academic environ ment ; h eck, even over a cup of coffee with f riends at a social gathering.   Note to teachers:  Naturall y, teachers should ha nd this list to students and cover each concept at ...

The following is a list of terms used in Literature along with definitions. The list is by no means comprehensive.