Continuing the series of sample writing tasks for English language examinations at B1 or B2 level, let's turn to informal or friendly letters and emails.  There are a number of informal letters that candidates are expected to know how to write, each of which focuses on a specific goal. The most common types of friendly letters or emails are: asking for information / news giving information /news asking for advice giving advice invitations accepting / refusing an invitation letters of apology congratulating someone thanking someone Many more kinds of letters/emails exist (job applications or letters of complaint), but they wouldn't fall under the category of informal writing.  In this post, the writing task requires candidates to draft a letter to a friend that gives him or her advice on a particular issue.

  This is a short letter of complaint aimed at helping ESL/EFL candidates at B2 level tackle a writing task which asks them to write a letter or email complaining about a product or service. Before you read any sample dealing with complaints, you might find it helpful to take a quick look at some useful phrases to include in these kinds of letters, which I gathered in an earlier post of mine (click on the image below) on how to write letters of complaint.

Letters of application are something everyone needs to know how to write. Whether they are sent by post (like in the good old days, when everything done needed some legwork) or via email, they are necessary gateways to landing a full-time, part-time or temporary job.  On some B2-level English examinations, most notably the FCE, now known as First for Schools, the main areas that need to be covered in such letters are five: 

  The following sample letter has been written so that exam candidates for a B2 level English examination (FCE now called First for Schools, ECCE, IELTS - 5.5 / 6.0, MSU-CELC, ESB, LRN) can get some ideas about how to organize and argue their writing.  First take a look at how to use the sample essays and letters that appear on this blog by reading the following post: What do I do with the sample writing found on this blog? Remember: such topics can also be used to start class discussions, so teachers might also want to read on to get ideas about a class activity they could set up to improve students' oral skills. This particular question has been taken from a B2-level textbook preparing candidates for the Writing section of an English-language exam (particularly the FCE, now known as the B2 First or B2 First for Schools). In particular, this question deals with a transactional letter asking for information meaning that specific aspects nee...

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...

Just like the two previous lists with topics that cover the Description section of the MSU-CELC exam in English (if you'd like to take a look, go here and here ), this list moves on to cover the next section of the exam which asks candidates to talk about an event in their lives for approximately one to two minutes. If you are an MSU-CELP candidate, feel free to go over the topics but make sure to extend your answers to cover two minutes for all questions. This narrational task requires sequencing skills in addition to the usual dose of grammatical aptitude and lexical range. In plain English, a candidate must show they know how to use a variety of grammatical concepts correctly as well as vocabulary words, and also place events in a logical order, using time expressions and sequence words like "then", "eventually" or phrases such as "in the end", "all of a sudden". Click on the image for IELTS Speaking tips

This is the second list of MSU-CELC examination description questions (Tasks 1 and 2 of the oral exam).   Twenty more questions should help keep candidates on their toes before the exam. If you missed the first post with description questions, you can read it here . This list can also be used by other learners of English to improve their speaking skills. Teachers could use it as a discussion or oral exam practice tool. If you are an MSU-CELP candidate, feel free to go over the topics but make sure to extend your answers to cover two minutes instead of one. Click on the image for IELTS Speaking tips

The following list will help candidates practice answering description questions (Tasks 1 and 2 of the MSU-CELC examination ), but can also be used by other learners of English to improve their speaking skills and teachers as a discussion or oral exam practice tool. MSU-CELP candidates could also use the same topics but should extend their answers to cover 2 minutes. Click on the image for IELTS Speaking tips How to use the list Students should time themselves and be able to continue to speak for about one minute on the following topics. By practicing regularly, they should be able to know how long their answer should be to cover the time set aside for this task.

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.

Exams which test your knowledge of the English language test oral competency in their majority. The topics on which the questions are based are numerous, so it is much more difficult to predict what candidates will be confronted with on the day of the test. However, no matter the level of the test, the awarding body or the format of the oral examination, what can be predicted is the type of question that will be asked.  In this blog post, I will deal with what I call two-sided opinion questions and the steps candidates can follow to tackle them effectively and achieve a better score than if they ha d no idea what to ex pect before entering the exam room. Examples will follow for clarification, natu rally .

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.

This poem is a classic. It is taught in English-speaking schools to demonstrate how similes work in favor of descriptions and students are often assigned to write their own poem which should include a number of similes. This is an activity I heartily applaud as it introduces poetry to a younger audience, enabling every imaginative dreamer to experiment with novel ways to express their creativity and inner world. Merriam's gift is to balance her thoughts perfectly as she weaves her argument, sweeping us with her objective and inventive comparisons, making us think this is a neutral, matter-of-fact exposition of two trees, then hitting us with an emotional viewpoint to draw the matter to a close.

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

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.

The following information can be used by any test taker, not only ECPE candidates.  Taking a C2-level oral examination is never easy. Apart from the usual stress due to lack of time allowed for reflection, uneasiness with regard to face-to-face contact and fear of making mistakes that will lead to failure, there is also the issue of ideas. Candidates often question whether on the actual day of their exam they will be clearheaded and creative enough to have something to say. Not all people are made to respond quickly. This may sound like a prejudicial statement, but experience has shown that people don't make the same connections others do when they hear a word spoken. And I say again, this is not prejudicial because it doesn't imply that someone who isn't quick to respond is slow-witted. No, it just means that different people have different processes unfolding in their minds every second they stand breathing in front of you, so it is natural that while one person...