My two previous posts explained how to deal with two distinct types of oral examination questions as part of English-language certification qualifications. The first post gave some tips how to describe a person, place, object or activity while the second how to narrate past experiences or any kind of situations one may have had to deal with.     Though these types of questions are typically part of the English oral examination for the Michigan State University (MSU) certificate at C2 level, this as well as the two previous posts can be used to train candidates of other English-language examinations, be they B1, B2, C1 or C2-level exams. Based on experience, I have seen that helping a candidate develop fluency requires building up their ability to narrate and describe, so whether they are sitting the IELTS or CPE, the ECPE or LRN, LRN, TOEFL, BULATS, TIE, ECCE, FCE and so many others that are out there on the market, knowing how to describe and narrate is a must.   T...

In my last post , I talked about how to deal with oral exam questions that asked candidates of English-certification exams -- such as the the Michigan State University (MSU) exam -- to describe someone or something. The post and questions that accompanied it were meant to help C2-level candidates, but the same questions could easily be used to get B2-level exam takers to speak more. This post now deals with narrations, that is, questions which require candidates to speak about a past experience, a situation they had to endure or they enjoyed. As I said in my last post, the questions that follow can be used by students and teachers alike as discussion starters, so even if you are not planning to sit an exam, you might find this article useful in terms of improving your English. Prepare vocabulary associated with the topic, or think about using linking words to sequence your ideas. These are just two of the "activities" teachers can promote as they discuss these questi...

The English oral examination for the Michigan State University (MSU) certificate at C2 level is a straight-forward affair if you know ahead of time what it is examiners might ask. This applies to all Speaking components of English-language certificate exams which means that the more varied the types of questions a candidate has knowledge of in advance, the more likely he or she is to stumble upon a similar question on the actual day of the test. Thinking about what answers could be given ahead of time and jotting down some ideas in note form lets candidates worry about finding the right words to use during the exam instead of searching for things to say, arguments to give, examples to support an opinion which they might even not have at that particular moment. This post therefore is not only geared towards those taking the MSU exam, but for candidates preparing for the IELTS, CPE, ECPE, ESB, LRN, TOEFL, PTE, BULATS, TIE, and similar tests whose list will doubtless increase with...

This is the third sample report (Task 1) which follows IELTS guidelines for the Writing section of the Academic Module.  The graph in this case deals with three categories of gas emissions that contribute to air pollution. It is a longer report than what a candidate would have time to draft (230 words approximately), but the reason for this is to give candidates more words to underline and add to their list of phrases to use in such types of writing tasks.   You can begin by reading my post 

This is the second sample report (Task 1) which follows IELTS guidelines for the Writing section of the Academic Module. 

This, I hope, is the first of several sample reports to come. They follow the guidelines for the IELTS Task 1 writing section which asks candidates to write a summary of data presented in a graph or diagram.  Task 1 can therefore be seen as consisting of two subcategories of tasks:  a graph, chart, table or a diagram, map, image showing a process or object In this series of reports, I'll focus on the first type which deals with graphs so that candidates can see how facts can be grouped together and presented in an orderly manner.  You can begin by reading my post  

Please note that the following questions are not only for those sitting the IELTS examination. Teachers, students or anyone who wants to improve their spoken English can use them to practice speaking. All you have to do is practice with a tutor or speaking partner, or even by yourself. Use a stopwatch to time your answers -- a reasonable answer should last 2-5 minutes.  For IELTS test takers, this is the fifth list of cue card questions, so if you haven't seen the previous lists, here are the links:  10 More IELTS Cue Card Questions (part 1) 10 More IELTS Cue Card Questions (part 2) 10 More IELTS Cue Card Questions (part 3) 10 More IELTS Cue Card Questions (part 4) Remember to limit your answers to 2 minutes. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips.

Please note that the following questions are not only for those sitting the IELTS examination. Teachers, students or anyone who wants to improve their spoken English can use them to practice speaking. All you have to do is practice with a tutor or speaking partner, or even by yourself. Use a stopwatch to time your answers -- a reasonable answer should last 2-5 minutes.  For IELTS test takers, this is the fourth list of cue card questions, so if you haven't seen the previous lists, you can find them here (part 1) , here (part 2) and here (part 3) . Remember to limit your answers to 2 minutes. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips.

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor or even practice with the help of a stopwatch by timing your answer. A reasonable answer should last about 2-5 minutes. For those preparing for the IELTS exam, this is the third list of cue card questions for Part 2 of the Speaking component. You can find the first list here and the second one here . Practice these questions by timing yourself and sticking to 2 minutes for each topic.

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor or even practice with the help of a stopwatch by timing your answer. A reasonable answer should last about 2-5 minutes. For those preparing for the IELTS exam, this is the second list of cue card questions for Part 2 of the Speaking component. You can find the first list here . Practice these questions by timing yourself and sticking to 2 minutes for each topic. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips. You can find more information about the Speaking exam if you also read Useful Vocabulary Words for Speaking Exams   IELTS Speaking: Part 1 Sample Questions (List 1)   IELTS Speaking: The Basics

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor. For those taking the IELTS exam, please read the tips for Part 2 of the oral component of the test here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips. You can find more information about the Speaking exam if you also read  Useful Vocabulary Words for Speaking Exams   IELTS Speaking: Part 1 Sample Questions (List 1) IELTS Speaking: The Basics

Before you work on these questions, read Job Interview Questions: How to Prepare  This is the fifth set of questions. Work through each question carefully. The space provided between questions is there so you can note down what you think you should include in your answer.

Before you work on these questions, read Job Interview Questions: How to Prepare  This is the fourth set of questions. Work through each question carefully. The space provided between questions is there so you can note down what you think you should include in your answer.

Before you work on these questions, read Job Interview Questions: How to Prepare  This is the third set of questions. Work through each question carefully. The space provided between questions is there so you can note down what you think you should include in your answer.

Before you work on these questions, read Job Interview Questions: How to Prepare  This is the second set of questions. Work through each question carefully. The space provided between questions is there so you can note down what you think you should include in your answer.

Before you work on these questions, read Job Interview Questions: How to Prepare  This is the first set of questions. Work through each question carefully. The space provided between questions is there so you can note down what you think you should include in your answer.  Once you go over the whole list on this page, practice answering once more after you have studied your notes.  If you are satisfied with your answers, move on to the next set of questions here .  

If you haven't already done so, before you read this sample essay please read What do I do with the sample writing found on this blog?   The following is a sample essay based on the Examination for the Certificate of Proficiency in English (ECPE) writing section. The question can be found on page 12 of the old ECPE Book 1 Practice Examinations textbook published by the Hellenic American Union (date of publication 2012, now no longer in circulation).   Here’s the topic:   Should the use of human embryos be permitted in medical research aimed at curing life-threatening diseases, such as cancer and heart disease? Discuss, using examples to show how society would or would not benefit from this type of research.