Scarica test simulazione b2 forniti dal prof per il conseguimento dell'esame cambridge first. e più Prove d'esame in PDF di Lingua Inglese solo su Docsity! 1 Cambridge B2 (FIRST): Reading and Writing Reading & Use of English Part 3 What do you have to do in part 3? Word formation. You get a text with eight gaps. For each gap you get one word which you have to change so the grammar and meaning fit in the sentence. Here you have to show how well you know word families and if you can change words by using prefixes and suffixes (Prefixes are little syllables you put at the beginning of a word like un-, in-, over-, etc. while suffixes go at the end of a word, for example -tion, -able, etc.). 2 At the very top there is always an example for you. The example is the gap in the text with number 0. A lot of students get confused because they try to put the first answer in gap 0. Ignore that and start with number 17. I have seen many people getting zero marks because they made this tiny but terrible mistake. Reading & Use of English Part 3 tests your knowledge of word families, which are groups of words that all come from the same word stem. Here is an example for you: word stem noun plural noun verb adjective negative adjective adverb use use, usage, user uses, users use, reuse useful, usable useless, unusable usefully From the stem (in grammar books you might also see the term ‘root’) ‘use’ we can make a noun, verb (and all verb forms), adjective, adverb, negative forms, plurals and many others. You have to decide which of all these family members needs to go into the gap to make the sentence grammatically correct and to give it the appropriate meaning for the given context. Part 3 belongs to the Use of English portion of the exam paper together with parts 2 and 4. It is really important for you to understand the structure of Reading & Use of English so you can prepare properly with the right strategy and plan for each part. The 3 most difficult things about this part? Like in any other part of the FCE exam candidates struggle with certain things in Reading & Use of English Part 3, so I thought it would be a good idea to give you the three most common problems and then show you how to deal with them. 1. Candidates don’t know how to do the task There is one problem that always comes up in my preparation classes so please read the next sentence carefully. In Reading & Use of English Part 3, the words on the right always belong in the gap that they are next to. You don’t have to choose the gap for each words. Only worry about the correct form of each word. There are no secrets to this. Just put each word in the gap in the same line of the text without mixing them up and you’ll be fine. It’s that easy. 2. Candidates don’t know word families Word families are the key to good marks in this part. Therefore, make sure that you study them from the beginning. I always see crazy word monsters in practice exams because students didn’t study enough so they are forced to guess wildly. You don’t want to be one of them. You want to be a pro so start early and create habits. In the next section I’m going to give you some useful tips on how to do that so keep reading. 5 The 3 most difficult things about this part? Reading & Use of English Part 4 is one of the most difficult parts of the whole FCE exam as I always see the majority of my students struggling with it. Luckily, their problems are very similar so I picked out the three most common ones so you won’t make the same mistakes. 1. Candidates don’t know how to do the task This task has some very specific requirements that candidates often forget when they are taking the exam. It is really important to keep these criteria in mind so you won’t lose marks just because of a small mistake. In the example below you can see one complete sentence and a second one with a gap. Your job is to fill in the gap in the second sentence so both of them have the same meaning (or at least the most similar meaning possible). You have to write between 2-5 words in the gap, not more and not less. The word in capital letters is the given key word which you have to include in your 2-5 words without changing it. So, before we move on to the next problem, here are the rules of the task again: 1. The two sentences have to have the same or, at least, the most similar meaning possible. 2. You have to write between 2-5 words in the gap, not more and not less. 3. You must use the key word in the gap and you cannot change it in any way. 4. Don’t worry if it feels like a lot of information. In the tips & strategies section I’m going to show you a full and detailed example on how to do all of this. 2. Candidates don’t know enough grammar and vocabulary This is the one problem that you can definitely fix yourself. Study your grammar and vocabulary to prevent yourself from having panic attacks. The more confident you are in your language development, the calmer you will be in the exam. Don’t leave this to chance, start working on it now. 3. Candidates have problems with time management This problem is very common in Reading & Use of English and not really specific to this part. You only get 75 minutes for seven parts plus transferring your answers onto the answer sheet so you should definitely have your strategies ready to go. Tips for reading part 4 …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 6 FIRST Reading part 3: word formation 01.Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. Agriculture in Australia Traditionally, Australia was for producing wheat and FAME wool, but times have changed in years, with many RECENTLY farmers to be more diverse in their ELECT crop and livestock range. It is now quite common to see farms with more exotic fruit and vegetables. Farmers are to LIKE sell their produce locally nowadays, but rather to the factories in the cities. As a result, farms are now large-scale PRODUCE where thousands of tonnes of crops are cultivated. Another aspect that is different nowadays is . In the IRRIGATE past, farmers would just flood the fields but now it is common to see sprinkler everywhere. This means that more water SYSTEMATIC is conserved, which has been helpful with the drought that has severely impacted the of the farms in the MAJOR southern states of the country. 02.Use the word given in capitals to form a word that fits in the gap in the same line. Beavers After the recent floods, conservationists are calling for beavers to be reintroduced to Britain. You may wonder how animals that build dams prevent floods when (1) the opposite is true. SURE However, beavers construct dams in upland areas, creating small pools and (2) that retain water and release water to DIVERT lowland areas much more (3) .GRADUAL 7 Until the 16th century, Beavers lived wild in parts of Britain, but they were hunted to (4) for their fur. However, recently EXTINCT (5) British wildlife organisations have applied to VARY reintroduce beavers to the countryside. Along with their potential value in flood prevention, they would create wetland habitats and promote (7) . TOUR But such measures are (8) . Beavers recently CONTROVERSY reintroduced to Estonia have flooded large areas of forest and (9) land, and this, in turn, has damaged crops. As a AGRICULTURE result, it has been necessary to cull beavers when the population becomes too large. 03.For questions 1- 8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. EXAM DESCRIPTION About Fish and Aquariums There are more than 200,000 species of fish inhabiting many (1) ... waters. New species of fish are discovered every year. From the deepest part of the seas thousands of feet down in total (2) ..., to the beautiful aqua-blue waters of the coral reefs, to the streams, lakes, and ponds of freshwater found throughout the world, fish have adapted an incredible variety of life-forms, styles, and (3) ... . The group of aquatic animals we call fishes has evolved for over 400 million years to be the most (4) ... and diverse of the major vertebrate groups. Forty-one percent of the world's fish species inhabit only fresh water. This is pretty (5) ... considering that fresh water covers only 1 percent of the world's surface. As you probably already know salt water covers 70 percent of the earth's surface. So the number and (6) ... of fresh water species to marine or saltwater species is all the more mind-boggling. While they inhabit the smallest amount of water, they have, in fact, adapted to a much (7) ... range of habitats and to a greater variety of water conditions. Let's take a closer look at the unique adaptations of fish that have allowed them to live so (8) ... in the medium we call water. 10 06.For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. EXAM DESCRIPTION 1) It wasn't Mark that you met in the shop. HAVE It Submit Mark that you met in the shop. 2) She was just going to have her breakfast when the phone rang. ABOUT She was just Submit breakfast when the phone rang. 3) Steve didn't manage to complete his work. FAILED Steve Submit his work. 4) How long has she been studying English? BEGIN When Submit studying English? 5) George wrote his last novel five years ago. WAS It Submit George wrote his last novel. 6) Nobody took any notice of his bad behaviour. ATTENTION Nobody Submit his bad behaviour. 07.For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. EXAM DESCRIPTION 1) Was it necessary for her to spend so much money on it? HAVE Did 11 Submit spend so much money on it? 2) She's driving too fast for me to keep up with her. ENOUGH She Submit for me to keep up with her. 3) Susan and Frank don't like each other. WELL Susan and Frank don't Submit with each other. 4) It's possible that he hasn't been informed about his uncle's death. MIGHT He Submit informed about his uncle's death. 5) Mark is very patient, he'll never give up. TOO Mark is Submit give up. 6) I'm sorry I didn't go to college. REGRET I Submit to college. Grammar Review (DIFFERENT) ... species of fish inhabiting many different waters. New species of fish are discovered every year. From ...↑_ _ _ _ DIFFER => DIFFERENT | VERB => ADJECTIVE ENT => SUFFIX (IN ADJECTIVES) that is or does something. (INDEPENDENT/SILENT/EFFICIENT). Examples: 12 1). We had a difference of opinion. DIFFER + ENCE => NOUN 2). Dogs and cats may behave differently. DIFFERENT + LY => ADVERB 3). John is indifferent to other people's suffering. IN + DIFFERENT => ADJECTIVE (DARKNESS) ... of feet down in total darkness to the beautiful aqua-blue waters of the coral reefs ...↑_ _ _ _ DARK => DARKNESS | VERB => NOUN NESS => SUFFIX (IN NOUNS) state : condition : quality. (FRESHNESS/FITNESS/SADNESS) Examples: 1). The sky darken and it started to rain. DARK + EN => VERB 2). His hair was a darkish brown colour. DARK + ISH => ADJECTIVE 3). The house was in total darkness. DARK + NESS => NOUN (BEHAVIOURS) ... life-forms, styles, and behaviours. The group of aquatic animals we call fishes has ...↑_ _ _ _ BEHAVE => BEHAVIOURS | VERB => NOUN OUR => SUFFIX (IN NOUNS) state, condition, or activity.(LABOUR/FAVOUR/GLAMOUR) Examples: 1). The boy was punished for misbehaviour. MIS + BEHAVIOUR => NOUN 2). The headmaster praised the good behaviour of the pupils. BEHAV + IOUR => NOUN 3). There are a lot of children with behavioural difficulties. BEHAV + IORAL => ADJECTIVE (NUMEROUS) ... years to be the most numerous and diverse of the major vertebrate groups ...↑_ _ _ _ NUMBER => NUMEROUS | NOUN => ADJECTIVE OUS => SUFFIX (IN ADJECTIVES) having the nature or quality of. (POISONOUS/MARVELLOUS/FABULOUS) Examples: 1). The files are in numerical order. NUM + ERICAL => ADJECTIVE 2). The girls in the team outnumber the boys. OUT + NUMBER => VERB 3). Her faults are too numerous. NUM + EROUS => ADJECTIVE (AMAZING) ... water. This is pretty amazing considering that fresh water covers only 1 percent of the ...↑_ _ _ _ AMAZE => AMAZING | VERB => ADJECTIVE ING => SUFFIX (IN ADJECTIVES) used to make the present participle of regular verbs. (LOVING/SATISFYING/INTERESTING) Examples: 1). To my amazement she suddenly stood on her head. AMAZE + MENT => NOUN 2). Amazingly, Gina finished medical school in two years. AMAZ + INGLY => ADVERB 3). Glasgow is an amazing city. AMAZ + ING => ADJECTIVE (VARIETY) ... the number and variety of fresh water species to marine or saltwater species is ...↑_ _ _ _ VARY => VARIETY | VERB => NOUN TY => SUFFIX (IN NOUNS) Latin origin, denoting quality, state. (UNITY/PLURALITY/EQUALITY) Examples: 1). Various people have told me about her. VARI + OUS => ADJECTIVE 2). The engine works at a variable speed. VARI + ABLE => ADJECTIVE 3). There's a great variety of experience in this job. VARI + ETY => NOUN 15 GERUND Our company is on the point of going bankrupt. => Our company is on the verge of going bankrupt. BE + ON THE VERGE OF + GERUND FAILED TO COMPLETE ACHIEVEMENT FAIL + TO + INFINITIVE => to not succeed in achieving something. Similar Conversions Susan managed to beat him at tennis yesterday. => Susan succeeded in beating him at tennis yesterday. SUCCEED + IN + GERUND He failed to get into art college. => He didn't manage to get into art college. MANAGE + TO + INFINITIVE John didn't manage to write the essay for tomorrow. => John wasn't able to write the essay for tomorrow. BE + ABLE TO + INFINITIVE DID SHE BEGIN PRESENT PERFECT CONTINUOUS => PAST SIMPLE HOW LONG (HAVE YOU) => WHEN (DID YOU) Similar Conversions When did you leave university? => How long ago did you leave university? WHEN + PAST SIMPLE => HOW LONG AGO + PAST SIMPLE When did you leave university? => How long is it since you left university? WHEN + PAST SIMPLE => HOW LONG IS IT SINCE + PAST SIMPLE When did you begin playing football? => How long have you been playing football? PAST SIMPLE => PRESENT PERFECT CONTINUOUS FIVE YEARS AGO WHEN | FIVE YEARS AGO THAT CLEFT SENTENCE Cleft sentences are used to help us focus on a particular part of the sentence and to emphasise what we want to say. Similar Conversions Jim took Pam to the theatre last week. => It was Jim who took Pam to the theatre last week. EMPHASIS ON THE SUBJECT Jim took Pam to the theatre last week. => It was last week when Jim took Pam to the theatre. EMPHASIS ON THE ADVERBIAL Jim took Pam to the theatre last week. => It was Pam that Jim took to the theatre last week. EMPHASIS ON THE OBJECT PAID ANY ATTENTION TO/PAID ATTENTION TO IDIOM Pay attention to => to watch, listen to, or think about someone or something carefully. Similar Conversions Boys, listen carefully to what I'm saying! => Boys, take notice of what I'm saying! TAKE NOTICE OF (IDIOM) Boys, listen carefully to what I'm saying! => Boys, pay attention to what I'm saying! PAY ATTENTION TO (IDIOM) Boys, listen carefully to what I'm saying! => Boys, concentrate on what I'm saying! CONCENTRATE ON (VERB + PREPOSITION) SHE HAVE TO STRONG OBLIGATION HAVE TO is used for facts, not for personal feelings. Similar Conversions It's forbidden to park in here. => You mustn't park in here. MUSTN'T + BARE INFINITIVE Is it necessary for you to write the report for tomorrow? => Do you have to write the report for tomorrow? HAVE + TO + INFINITIVE There's no need to go there. => You don't need to go there. NEED + TO + INFINITIVE 16 IS NOT DRIVING SLOWLY ENOUGH | ISN'T DRIVING SLOWLY ENOUGH COMPARISON (DEGREE) TOO | ENOUGH are used with adjectives and adverbs. Too means more than necessary, and it precedes the adjective. Similar Conversions She is too young to drink alcohol. => She isn't old enough to drink alcohol. TOO + ADJECTIVE => NOT + ADJECTIVE + ENOUGH Tom is more handsome than Mark. => Mark isn't as handsome as Tom. MORE + ADJECTIVE + THAN => NOT AS + ADJECIVE + AS I've never seen such a bad film before. => It's the worst film I've ever seen. IT'S + SUPERLATIVE ... EVER ... GET ON WELL PHRASAL VERB GET ON WELL WITH sb => if people get on, they like each other and have a friendly relationship with each other. Similar Conversions She stopped smoking when her baby was born. => She gave up smoking when her baby was born. STOP => GIVE UP I can't bear that noise any longer. => I can't put up with that noise any longer. BEAR => PUT UP WITH I know that she's lying but I will learn the truth. => I know that she's lying but I will find out the truth. LEARN => FIND OUT MIGHT NOT HAVE BEEN POSSIBILITY (PAST) MIGHT + HAVE + PAST PARTICIPLE Similar Conversions Perhaps he will work a lot. => He may work a lot. PRESENT INFINITIVE Perhaps she will be watching TV. => She might be watching TV. PRESENT CONTINUOUS INFINITIVE Perhaps Alan was ill yesterday. => Alan may have been ill yesterday. PERFECT INFINITIVE TOO PATIENT TO | TOO PATIENT TO EVER COMPARISON (DEGREE) TOO + ADJECTIVE + TO + VERB Similar Conversions She is too young to drink alcohol. => She isn't old enough to drink alcohol. TOO + ADJECTIVE => NOT + ADJECTIVE + ENOUGH Tom is more handsome than Mark. => Mark isn't as handsome as Tom. MORE + ADJECTIVE + THAN => NOT AS + ADJECIVE + AS I've never seen such a bad film before. => It's the worst film I've ever seen. IT'S + SUPERLATIVE ... EVER ... REGRET NOT GOING | REGRET NOT HAVING GONE VERB PATTERN REGRET + GERUND Similar Conversions Would you like to go to the cinema with me? => Do you fancy going to the cinema with me? WOULD LIKE TO + INFINITIVE => FANCY + GERUND Could you help me with that suitcase? => Would you mind helping with that suitcase? COULD + INFINITIVE => WOULD ... MIND + GERUND She prefers reading books to watching films. => She prefers to read books rather than watch films. PREFER + GERUND + TO + GERUND Vocabulary Review a bite to eat (phr) 17 abandon (v) abruptly (adv) absent-minded (adj) abstract (adj) abusive (adj) access (n) accuse of (v) achievement (n) aching (adj) acknowledgement (n) acquire (v) activist (n) adaptation (n) addicted to (adj) addictive (adj) additional (adj) admire (v) admission (n) adoptive (adj) adrenalin (n) adulthood (n) aerial (n) aging (n) aisle (n) alarming (adj) alien (n) alike (adv) allegedly (adv) alley (n) alongside (adv) aloud (adv) alternate (adj) amateur (n) ambitious (adj) anaemic (adj) analysis (n) ancestor (n) ancient (adj) angel (n) ankle (n) announce (v) annual (adj) anthropologist (n) anticipate (v) antisocial (adj) apart (adv) ape (n) apparatus (n) apparent (adj) appeal to (v)