Interesting videos on picture description & interaction

Here you are a couple of videos which worth a visit to check some useful expressions when discussing a topic and when describing & comparing pictures.

Describing & comparing pictures

Some ideas on carrying out conversations:

Use of English Part 1: Open Cloze

Use of English Part 1: Open Cloze

You will read a short text which a numberof gaps. For each gap you have to add the missing word. In the exam you transfer your answer to a special answer sheet. Part 1 tests your knowledge of grammar & vocabulary.

1. Parts of speech
The missing word is often (but not always) one of the parts of speech that are listed in the quiz below. Try this exercise to see how well you can identify them:


2. Pronouns/Relative pronouns
Words like 'you', 'her', 'which', 'that' are often the missing word.

3. Articles/Quantifiers
Articles, 'a', 'the' and quantifiers like, 'much', 'many', 'all', 'enough' etc. are often required.

4. Modal/Auxiliary Verbs
Verbs like 'must', 'can', 'be' and other modal or auxiliary verbs are often the missing word.

5. Conjunctions
Conjunctions (linking words) like 'but', 'and', 'yet' etc. will sometimes be the word you are looking for.

6. Prepositions
Prepositions ('in', 'at', 'on' etc.)will very often be the missing word. You may also find that either the verb or the preposition of a phrasal verb is gapped.

7. Sentence level practice
Most of the categories listed above are tested in the following exercise along with words that do not fit into these groups.


Here you are some examples:

Read the following passages carefully and then fill in the blanks with one correct or best answer.

(I)

People of the olden days seldom had feet problems. This may be due to the fact ___1___ their shoes were more comfortable. They ___2___ made from animal skin which did ___3___ harm the feet. Foot sores became ___4___ common with the discovery of wooden ___5___ cloth shoes. No account was taken ___6___ the anatomy of the right or ___7___ foot in the making of wooden ___8___. They were made clumsily or hastily. ___9___ of this, shoes caused more harm ___10___ good. Friction between the feet and the inner lining of the shoes created painful corns and bunions which sometimes resulted in deformed feet.

(II)

Many of us are still unaware of or are indifferent to the need to preserve rare species. Some people argue that species have ___1___ dying out since life began. "So ___2___ should we worry about them now ?" ___3___ ask. They calmly believe that others ___4___ take their place. What these people ___5___ not realize is that it will ___6___ millions of years before a set ___7___ species is evolved to replace those ___8___ are rapidly losing. These species are ___9___ national heritage. We should not let ___10___ die off. They should be preserved for our decendants.

(III)

The cobra is not swift in attacking as one is led to believe. It first erects the hood and ___1___ flattens the neck. A characteristic marking, ___2___ like a pair of spectacles, appears ___3___ the neck. As the cobra raises ___4___ hood, it also sways from side ___5___ side in a slow rhythmic manner. ___6___ several seconds or minutes of this, ___7___ strikes by darting its head forward ___8___ downwards and the fangs sink into ___9___ flesh of the victim. The teeth ___10___ on to the prey until it dies of the venom. The venom can kill in a few minutes.

Answers

People of the olden days seldom had feet problems. This may be due to the fact that their shoes were more comfortable. They were made from animal skin which did not harm the feet. Foot sores became more/very common with the discovery of wooden and cloth shoes. No account was taken of the anatomy of the right or left foot in the making of wooden shoes. They were made clumsily or hastily. Because of this, shoes caused more harm than good. Friction between the feet and the inner lining of the shoes created painful corns and bunions which sometimes resulted in deformed feet.

---------------------------------------------

Many of us are still unaware of or are indifferent to the need to preserve rare species. Some people argue that species have been dying out since life began. "So why should we worry about them now ?" they ask. They calmly believe that others would take their place. What these people do not realize is that it will take millions of years before a set of species is evolved to replace those we are rapidly losing. These species are our national heritage. We should not let them die off. They should be preserved for our descendants.

---------------------------------------------

The cobra is not swift in attacking as one is led to believe. It first erects the hood and then flattens the neck. A characteristic marking, just like a pair of spectacles, appears on the neck. As the cobra raises its hood, it also sways from side to side in a slow rhythmic manner. After several seconds or minutes of this, it strikes by darting its head forward and downwards and the fangs sink into the flesh of the victim. The teeth hold on to the prey until it dies of the venom. The venom can kill in a few minutes.

 

Most common mistakes in English by Spanish speakers

 

Even we understand erros as a necessary part of the learning process of language earners, here you are a couple of links that show of the most common mistakes Spanish speakers make in English (levels A2/B1):


http://www.englishcurrent.com/grammar/common-english-mistakes-quiz/

http://www.slideshare.net/iclaudius/common-mistakes

Furthermore, here you'll find a list with common mistakes. You can check your ansers by getting to the answer key below.

All the sentences contain common mistakes. Put in the correct sentences. Use uncontracted forms

EXAMPLE

– Listen!  The birds sing.– INCORRECT: Listen the birds are singing

1.  My train is leaving at 9.15 every morning. 
2. I’m working here since July.
3. We have gone to the theatre yesterday.

4. When I was a child I was loving ice cream.
5. They are not believing us. 
6. We’ll call you when we will get to the airport. 
7. Mayumi is born in Tokyo.
8. Sergey has 25 years. 
9. Do you have hot in that sweater? 
10. He can to speak four languages. 
11. Do you want speak to me?
12. I don’t want go to work today.
13. He sat in the meeting without to speak.
14. I went to the post office for buy stamps.
15. They told to me to leave.
16. I must go to the hospital yesterday.  
17. Where we can change our money?
18. Are ready the children to leave?
19. I’m no tired. 
20. Where is post office?
21. He smiled, but he didn’t say nothing.
22. They all speak English very good. 
23. My sister is doctor.
24. I’m thirsty. Is a bottle of water in the fridge? 
25. Do I must show my passport?
26. Will you like a sandwich?
27. Nobody know where she is.
28. He’s got very loud voice.
29. Most of people like her. 
30. It’s tallest building in the world.
31. Kim plays the piano very better than Henry.
32. When I saw Sue, I gave the present to herself.
33. The life is expensive in London.
34. Sorry, I haven’t got some time.
35. It is more hot today. 
36. This room is too much cold.
37. The woman which helped me is there.
38. The police is looking for him.
39. It’s nice be here with my friends.
40. Eat fruit is good for you.
41. Please listen me carefully.
42. We went at the café yesterday afternoon.
43. I don’t like very much flying.
44. This juice isn’t enough cold.
45. Please give to me your email address.
46 I worked during three hours last night.
47. I will arrive on time if I will leave home now.
48. I don’t believe anything what he says.
49. I asked her what was her address.
50. This coffee isn’t very strong, isn’t it?

ANSWER KEY

1 My train leaves at 9.15 every morning.

2 I’ve been working here since July.

3 We went to the theatre yesterday.

4 When I was a child I loved ice cream.

5 They don’t believe us.

6 We’ll call you when we will get to the airport.

7 Mayumi was born in Tokyo.

8 Sergey is 25. (OR … is 25 years old).

9 Are you hot in that sweater?

10 He can speak four languages.

11 Do you want to speak to me?

12 I don’t want to go to work today.

13 He sat in the meeting without speaking.

14 I went to the post office to buy stamps.

15 They told to me to leave.

16 I had to go to the hospital yesterday. [

17 Where can we change our money?

18 Are the children ready to leave?

19 I’m not tired.

20 Where is the post office?

21 He smiled, but he didn’t say anything.

22 They all speak English very well.

23 My sister is a doctor.

24 I’m thirsty. Is there a bottle of water in the fridge?

25 Must I show my passport? (OR Do I have to …)

26 Would you like a sandwich?

27 Nobody knows where she is.

28 He’s got a very loud voice.

29 Most of people like her.

30 It’s the tallest building in the world.

31 Kim plays the piano much better than Henry.

32 When I saw Sue, I gave the present to her.

33 The Life is expensive in London.

34 Sorry, I haven’t got any time.

35 It is hotter today.

36 This room is too much cold. (OR … much too cold)

37 The woman who helped me is there.

38 The police are looking for him.

39 It’s nice to be here with my friends.

40 Eating fruit is good for you.

41 Please listen to me carefully.

42 We went to the café yesterday afternoon.

43 I don’t like flying very much.

44 This juice isn’t cold enough.

45 Please give to me your email address. (OR … give your email address to me)

46 I worked for three hours last night.

47 I will arrive on time if I will leave home now.

48 I don’t believe anything that he says.

49 I asked her what her address was.

50 This coffee isn’t very strong, is it?

 

Format of the writing test

You know you can vist the following site:

http://www.caib.es/govern/sac/fitxa.do?estua=924793&lang=ca&codi=1002198&coduo=924793 

to check out have the Intermediate 2 test. Regarding the writing section, here you are its main features:

EXPRESSIÓ ESCRITA
 
OBJECTIUS GENERALS

Escriure textos senzills i cohesionats sobre temes generals i quotidians, o d’altres menys rutinaris d’interès
personal en els quals es demana o transmet informació; es narren històries; es descriuen experiències,
esdeveniments (reals o imaginats), sentiments, reaccions, desitjos i aspiracions; es justifiquen opinions i s’exposen plans, arguments i intencions.

PROVA DE CERTIFICACIÓ DEL NIVELL INTERMEDI Anglès

OBJECTIUS ESPECÍFICS
a) Escriure textos reals o imaginaris sobre temes quotidians o del entorn de l’alumnat que mostrin la
capacitat d’organitzar la informació, d’enllaçar amb coherència i correcció les idees i exposar-les amb
precisió utilitzant els registres adients.
b) Escriure notes personals, missatges, instruccions i anuncis que continguin detalls sobre qualsevol activitat, producte o servei, els quals siguin comprensibles per a qualsevol lector.
c) Escriure correspondència personal on es transmeten emocions, es comenten i ressalten fets o
experiències, es comuniquen notícies, es donen i justifiquen punts de vista propis.
d) Escriure correspondència formal breu i senzilla de tipus comercial o professional relativa als interessos dels aprenents, els quals hauran de produir informació objectiva al voltant de temes inclosos en el llistat de continguts temàtics.
e) Escriure ressenyes i informes senzills on es destaquen aspectes significatius i s’inclouen els detalls
rellevants establerts per la tasca que s’ha de dur a terme.
f) Mostrar un domini suficient del vocabulari i de les estructures per poder produir una àmplia varietat de textos que s’utilitzen en situacions de la vida quotidiana, encara que es donin interferències i es facin servir reformulacions o solucions alternatives quan no es coneix una expressió o un paraula.

FORMAT DE LA PROVA:
Durada de la prova: 75 min.
Valoració de la prova: 20%
Nombre de tasques: 2

Tipus de tasques:

PRIMERA PART: entre 100 i 120 paraules aproximadament.
Els examinands han de fer un escrit amb propòsit comunicatiu, el qual ha de contenir un
missatge concret i específic en forma de correu electrònic, invitació, carta formal breu o nota
informativa o amb instruccions, etc. Aquesta part inclou una única tasca obligatòria.

SEGONA PART: entre 175 i 200 paraules aproximadament.
Els examinands han de fer un escrit on mostrin la capacitat de comunicació a través de la
narració de fets, descripció de llocs i/o persones, anotacions o diaris de viatge, ressenyes
senzilles, etc. En aquesta part, els examinands han de triar només una de les 2 opcions
proposades.
No es permet l’ús del diccionari ni de cap altre instrument de consulta.
Els candidats han d’ajustar-se a la tasca i al gènere de text requerit. La seva producció ha de
ser ADEQUADA en tot moment al propòsit, intenció i registre del text.
Els candidats han d’ajustar-se a l’extensió requerida; els textos massa curts o massa llargs
poden rebre una qualificació negativa.

Some links to work on your pronunciation

Below you'll find some links to work on your pronunciation:

Intermediate and Advanced

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/

http://www.englishclub.com/esl-articles/199810.htm

http://www.englishclub.com/pronunciation/index.htm

http://www.englishclub.com/pronunciation/tongue-twisters.htm

http://www.englishclub.com/pronunciation/ws.htm 

http://www.englishclub.com/pronunciation/linking.htm

http://www.englishclub.com/esl-quizzes/pronunciation-quizzes.htm

http://www.englishclub.com/young-learners/shapes.htm

http://www.englishclub.com/young-learners/what-rhymes.htm

http://www.manythings.org/pp/

http://www.eslgold.com/pronunciation/diagnostic_exercises.html

http://www.eslgold.com/pronunciation/diagnostic_exercises.html

http://www.eslflow.com/pronunciationlessonplans.html

http://iteslj.org/links/ESL/Pronunciation/

http://eleaston.com/pr/home.html (American pronunciation)

http://www.elearnenglishlanguage.com/esl/pronunciation/pronunciation.html

http://elc.polyu.edu.hk/cill/pronunci.htm

http://www.shiporsheep.com/   Work on minimal pairs

http://www.manythings.org/pp/ Minimal pairs, American English

http://www.btinternet.com/~ted.power/l1spanish.html   Typical errors made by Spanish learners of English

http://www.youtube.com/watch?v=zmSn3AyyVs0&feature=PlayList&p=68997804A5FB3DF1&playnext=1&playnext_from=PL&index=1 This link should lead you to lots of different examples of Jennifer’s work on YouTube.

http://www.e-pron.com/

http://legacy.lclark.edu/~krauss/toppicks/pronunciation.html

http://www.englishcorner.vacau.com/pronunciation/pronunciation.html

http://www.antimoon.com/how/pronunc.htm

http://www.antimoon.com/misc/phonchart.htm (Here you can print out your chart)

http://www.philseflsupport.com/phonology.htm

http://www.englishclub.com/pronunciation/riddle.htm

Beginners and Pre-Intermediate

http://www.englishclub.com/young-learners/colours-learn.htm

http://www.marks-english-school.com/games/A-Z.html  (This is a Japanese page but provides useful practise)

http://www.englishclub.com/pronunciation/-ed.htm

http://www.englishclub.com/pronunciation/the.htm

http://www.englishclub.com/pronunciation/a-an.htm

http://eslus.com/LESSONS/PRONUNCI/PRONUNCI.HTM

http://www.audioenglish.net/english-learning/basic_countries_nationalities_pronunciation1.htm

http://www.audioenglish.net/english-learning/basic_countries_nationalities_pronunciation2.htm

http://www.audioenglish.net/english-learning/basic_countries_nationalities_pronunciation3.htm

http://www.audioenglish.net/english-learning/basic_countries_nationalities_pronunciation4.htm

http://www.audioenglish.net/english-learning/pronunciation_international_money.htm

http://www.audioenglish.net/english-learning/pronunciation_european_money_euro_cent.htm

http://www.britishcouncil.org/parents-help-pronunciation-activities.htm

Tips to pass the oral test

You'll find some tips on how to pass the oral test below (Catalan version).

La prova d’expressió oral es realitzarà de mode individual i serà monitoritzada en tot moment per membres del tribunal creat a l’EOI a l’efecte. Per tant, la interacció es realitzarà sempre amb els examinadors. En aquest sentit, el procés avaluador sol tenir una durada mitjana d’uns 5 a 7 minuts, dividits en les dues següents parts:

La prova es durà a terme de forma individual.

Abans de començar la prova, l’examinand ha de triar dos temes a l’atzar. Disposarà d’uns segons per decidir quin tema vol desenvolupar i després d’un màxim de 5 min per a la preparació de la prova.

La prova oral inclou 2 parts diferenciades: una en la qual l’examinand ha de contestar les preguntes, i una altra de monòleg. Els examinadors poden iniciar la prova amb preguntes dirigides al candidat per valorar la seva capacitat espontània d’interacció social

PRIMERA PART (interacció)

S’inclouen unes fotos acompanyades d’un màxim de 6 preguntes. L’examinand ha de contestar les preguntes.

SEGONA PART (monòleg)

El candidat ha de descriure i comparar les fotografies lliurement, sense el suport de preguntes i relacionar-les amb el tema general.

- Descripció d’una o dues fotografies. Es valorarà el mode en que l’alumne analitza els conceptes inclosos empleant el vocabulari corresponent al nivell (ex. Education –high school, degree…-), i els relaciona amb el tema de mode general.

- Resposta a preguntes: El candidat ha de respondre una sèrie de preguntes que tracten sobre diferents temes de la vida quotidiana (ex. Where do you live? Do you like your town?), totes elles referides als temes curriculars. Aquestes preguntes no van acompanyades de fotos ni d’altres suports gràfics, i no tenen perquè estar relacionades amb el tema referit a la descripció o a les altres preguntes.

Criteris d’avaluació:

Fluïdesa: La capacitat de l’alumne per produir un discurs oral adequat al nivell corresponent que sigui coherent amb la tasca i la situació comunicativa. L’examinand s’ha de fer entendre amb expressions molt breus, tot i havent-hi pauses, dubtes inicials i reformulació. S’espera l’ús de connectors senzills com but and because i la utilització de frases fetes i assajades (ex. How are you today? I’m fine, and you?).

Correcció: L’ús de les estructures gramaticals i sintàctiques ha de mostrar un grau de correcció adient als requisits del nivell. S’ha de valorar també l’esforç que fa l’alumne de fer servir estructures complexes de manera ambiciosa, encara que cometi errors.

Vocabulari i riquesa d’estructures: La varietat i precisió en l’ús del lèxic i la varietat en l’ús de les estructures corresponents a cada nivell de manera que el desenvolupament de la tasca no es vegi limitat per la manca dels coneixements lèxics necessaris, els quals inclouen principalment la capacitat per a parafrasejar eficaçment en front de les dificultats de producció.

Pronunciació: Els intercanvis comunicatius s’ha de produir de manera que l’interlocutor no tingui dificultats per entendre a l’alumne. En aquest nivell s’espera que l’alumne sàpiga pronunciar les paraules individuals de mode que siguin intel·ligibles per a un parlant de llengua anglesa nadiu. No s’esperen trets de pronunciació òptims a nivell d’entonació i de pronunciació natural del discurs.

Resposta Interactiva: La capacitat de interactuar amb altres interlocutors, mostrant un repertori d’estratègies comunicatives adequades al nivell. Així, l’examinand haurà de saber contestar preguntes i respondre a afirmacions senzilles, indicant quan comprèn una conversa.

Recomanacions:

1. A la primera part, utilitzar elements bàsics de descripció (there is/are, I can see), per ordre de rellevància (de més a manco rellevant) o topogràfic (en funció de la seva distribució a la foto), per després passar a una opinió personal.
2. A la segona, respondre les preguntes intentant que la comunicació es mantengui almenys durant algunes frases. És a dir, a la pregunta “What do you do in your free time?”, no s’esperaria “I play tennis”, sinó una resposta de l’estil “I love doing things in my free time. I like going to the cinema with my friends. Especially to see horror films. Mmmmm... and, on Fridays I play tennis and on Saturdays I watch T.V.” 
3. Fer servir la imaginació. Si heu de parlar de la vostra vida i trobau que no teniu res a dir, una mica de “creativitat” va bé; així podreu fer servir més vocabulari i estructures.

 

2015 EOI Tests

2015 EOI Tests

This year we would like to encourage our students to access a wide range of materials in order to prepare the external examinations to be held in May-June. Starting with some of the posts published for last year's call ("convocatòria"), we would like to complete an integral set of resources and make them available to you.