MONÓLOGOS DE B2 DE LA EOI

FCE SPEAKING TEST PART 1 EXAMPLES

FCE SPEAKING TEST PART 1 EXPLANATION

SPEAKING TEST FCE

PART 1 In this part of the test you will answer a few questions on personal topics such as: your home your daily routines your family your studies your free time the reasons you learn English the type of things you like to read the type of food you like to eat your favourite type of music etc. USEFUL LANGUAGE Communicative strategies: Sorry, can you say that again? Sorry, I didn´t quite catch that. Would you mind repeating that, please? Do you mean...? well, that´s an interesting question. Giving personal information I have two siblings and we all get on very well. That´s why... My house is rather small, just... but I love it because... Although I have lots of friends/family, I don´t see them very often because... To be honest, I´m not very good at... Responding to question about everyday life and interests I´m studying ...now, but I´d really like to... in the future. I used to be very keen on … but now... I don´t like ...really, though I wnjoy... My favourite time to … is … because... I´m not very sure what I´ll do, but I may decide to … TIPS Avoid making basic grammar mistakes. Think about the verb tense you are going to use: is the question about the past, present or the future? Activate the vocabulary area of the question. If the question is about TV programmes, think of comedies, soap operas, news, quizzes, etc. Speak clearly so that your partner and the two examiners can understand everything you say.

MONÓLOGOS C1 ESCUELA OFICIAL DE IDIOMAS

A continuación tenemos los contenidos marcados para el exámen C1 de Escuela Oficial de Idiomas:

1. Identidad personal: dimensión física y anímica.
2. Vivienda, hogar y entorno.
3. Alimentación. Salud y cuidados físicos.
4. Relaciones personales y sociales.
5. Trabajo y actividades profesionales.
6. Educación y actividades académicas.
7. Ocio. Viajes, alojamiento y transporte.
8. Compras y actividades comerciales.
9. Bienes y servicios.
10. Economía e industria.
11. Gobierno, política y sociedad. Información y medios de comunicación.
12. Cultura y actividades artísticas.
13. Religión y filosofía. Geografía, naturaleza y medio ambiente.
14. Ciencia y tecnología.   

Para ir seguros al examen sería interesante que os preparaseis diferentes monólogos de los topics.

A continuación os dejo un modelo de examen con la información necesaria para prepararlo:

ESQUEMA DE UN MÓNOLÓGO

Para la parte oral disponemos de 10 minutos de preparación, tiempo en el que debemos estructurar el monólogo y el diálogo.

El monólogo debe constar de, al menos las siguientes partes:

• INTRODUCCIÓN que consiste en enumerar los temas que vamos a desarrollar en el monólogo. 

• DESARROLLO en el que desarrollaremos las dos, tres o cuatro ideas mencionadas en la introducción.
• CONCLUSIÓN en la que resumiremos nuestra intervención muy brevemente, dejando clara nuestra opinión sobre el tema.

EXAMPLE

INTRODUCTION

I am going to talk about EDUCATION.

I´ve divided my monologue in three main parts.
Firstly, I am going to talk about the differences between private and state schools.
Secondly, I am going to talk about the thing I would change in our present education system and finally, I am going to talk about my experience at school.

BODYOn the one hand, private schools ...

For example...
Moreover...

On the other hand, state schools ...
For instance ...
What´s more, ...

All things considered, I would change in our present education system ... because...

Furthermore,my experience at school was...

CONCLUSIONTo sum up, ...

MORE CONNECTORS

To state personal opinion:

 In my opinion, My opinion is , In my view, From my point of view, (Personally) I believe /think , I feel very strongly that, It seems /appears to me that, As far as I am concerned, The way I see it, As I see it, To my mind, I totally agree/disagree with you, I am totally against/in favour of/for…

To show attitude:

Strictly speaking (hablando con propiedad), Broadly speaking (en términos generales), Generally speaking, In general, Roughly speaking (aprox), Seriously speaking, To be frank, Frankly speaking, To be honest, Honestly, To be precise, Precisely, Admittedly, Understandably, To my surprise, Surprisingly, Personally (speaking), Naturally, Confidentially, Surely, Undoubtedly, Obviously, Perhaps, Maybe, Quite likely/probably, Apparently, Presumably (probablemente), (Un)Luckily,(Un)Fortunately,

To list advantages/disadvantages

 One / Another / An additional /A further / One other / One major / The main / The greatest /The first advantage of… / The first disadvantage / drawback of… The pros and cons of…

To show cause

 Because…, Due to the fact that…, Since…,/As…, For this reason, This is (the reason) why…, Therefore,

 To show purpose 

…to…, … so that…, … so as to / in order to…

To add more points. To show sequence. To conclude:

BEGINNING:
First(ly), First of all, In the first place, To start/begin with, 
CONTINUING:
 Secondly, After this/that, Then, Next, Thirdly, Moreover, Furthermore, What is more, Even more, Besides, Also, Apart from this, In addition to this, Additionally, In this way, Or rather (o mejor dicho), Better still, Worst still, As it was previously stated, too/as well.
CONCLUDING:
Finally, Lastly, Last but not least, All in all, Taking everything into account, On the whole, All things considered, In view of this, In all eventualities (en cualquier caso), Anyway, At any rate (en cualquier caso), After all, In conclusion, To sum up, To summarise, As a summary,

To give examples and to explain 

For example, For instance, eg., …such as…, …like…, In particular, especially, above all, particularly, Likewise, ie., That is to say, In other words, Namely, Indeed, In fact, As a matter of fact, Actually (de hecho),

To show contrast 

However, Yet, Nevertheless, Nonetheless, But…, Although…, Even though…, In spite of (-ing, the fact that)…, Despite (-ing, the fact that), On the contrary, Otherwise, Meanwhile, On the one hand,…on the other hand, On the positive side,…On the negative side,

To show consequence/result

 Therefore, So, Consequently, As a consequence, As a result, For this reason, Thus (así), This/That is why…, Because of this, In view of this, Finally, Lastly, Last but not least, All in all, Taking everything into account, On the whole, All things considered, In view of this, In all eventualities (en cualquier caso), Anyway, At any rate (en cualquier caso), After all, In conclusion, To sum up, To summarise, As a summary,

A CONTINUACIÓN, TENÉIS DIFERENTES ACTIVIDADES QUE OS DARÁN INFORMACIÓN Y REPASO DE VOCABULARIO ESPECIFÍCO PARA PODER ELABORAR EL MONÓLOGO.

Readings con información imprescindible para elaborar el monólogo:

READING 1:

Enlace para el siguiente reading.

What are some Alternative Punishments to Prison?

When considering the state of modern prisons in America, it’s easy to start thinking about alternative punishments for several reasons. In August 2013, The Washington Post reported that the United States prison population topped 2.4 million, and it cost about $21,000 per year to house a federal inmate at a minimum-security prison. At that time, federal prison costs were expected to take up about 30 percent of the Justice Department’s total budget by 2020. Housing criminals is expensive, time-consuming and arguably ineffective in the long run. Not every person who commits a crime needs to spend a decade or more locked away without recourse, and today’s prison systems are overcrowded at best in most areas. Is there a better way to deal with criminal activity?

Traditional Alternatives to Prison

Traditional punishment alternatives include restitution, in which responsible parties pay for damages caused by their actions; community service, in which a debt to society is paid through public works like picking up trash from the side of the road; and mental health counseling or rehabilitation, in which criminal offenders receive help in an attempt to reduce their desire to commit crimes. These and other similar methods work sometimes, but studies consistently show that most criminals continue to commit crimes once they leave prison. In fact, some prison inmates continue to commit crimes behind bars.

Education and preventive measures may be the answer. Some cities host youth prevention programs, which can reduce the likelihood that teens who commit juvenile crimes end up in adult prisons later in life. At the adult level, church ministries and other educational programs may help inmates understand the implications of their crimes so that they avoid them in the future. Offering inmates a way out and opportunities to stay on track could work to lower the crime rate. Additionally, reduced sentencing for minor offenses might mitigate the problem with today’s prison system. Punishments should fit the crime, but enthusiastic prosecutors combined with emotionally-charged situations can lead to excessive sentencing for first-time offenders.

Creative Problem-Solving

Traditional alternatives aren’t the only option when it comes to rethinking the prison system in America. One of the earliest forms of punishment actually serves as a creative alternative to traditional sentencing, rehabilitation and other methods for correcting criminal behavior: public shaming. According to Lawyers.com, the idea behind public shaming is “to teach wrongdoers a lesson through embarrassment or humiliation.” Back in the old days, wrongdoers were locked up in town stocks in the center of the village so that everyone could see and acknowledge the criminal and his crime.

Today, the stocks have been replaced with creative problem-solving. For example, a judge in Massachusetts forced a polluting riverboat company to advertise their crime in the paper. Public shaming is usually reserved for businesses because it has the biggest impact; assigning humiliating tasks and hefty fines to large corporations has the twofold effect of correcting the criminal behavior and warning others against similar actions.

There’s no clear answer for why some alternatives to prison work and why others fail. However, attempting to reduce the prison population not only benefits taxpayers, but it also helps people behind bars learn from their mistakes and move forward to become better members of society. Alternative punishments offer a win-win solution to the problem of expensive and overcrowded correctional facilities.

READING 2

Enlace para el siguiente reading.

You probably wouldn’t think of the legal system as a creative place.  Judges, however, have been handing out more unusual sentences these past few years. Such punishments have ranged from ordering a man to buy his wife flowers to forcing a young person to wear a sign outside a store he had stolen from. The latest case in this growing trend comes from Judge Scott Johansen, who allowed a mother to cut off her daughter’s ponytail in his courtroom in exchange for a lighter community service sentence for the thirteen year old.

The incident began when the daughter and a friend met a 3 year old toddler at a local McDonalds in Utah. The older girls then went out, purchased some scissors and then returned to forcibly cut the toddler’s ponytail off. The toddler’s mother, Mindy Moss, brought suit against the girls, who each received a sentence of thirty days in juvenile detention and two-hundred and seventy-six hours of community service. Judge Johansen then offered to lower the community service to one-hundred and fifty hours if Valerie Bruno, the thirteen year old’s mother, would use a court scissor to cut off her daughter’s ponytail in an “eye for eye” style of justice. A few days later Bruno filed a complaint over Johansen’s offer.

The case has stirred some discussion over the use of “creative” punishments to shame offenders, particularly juvenile offenders. Although the Constitution bans “cruel and unusual” punishments, most of these creative sentences handed by judges aren’t cruel. None of the punishments physically harm the offender, but they do publicly shame the person such that he or she might never do it again. In the ponytail case, the punishment emphasized to Bruno how the toddler felt at having her lock of hair forcibly cut off. Such creative sentencing may have a greater impact on defendants then a normal punishment would.

Opponents would counter that the implementation of such unusual punishments undermines the creditability of the legal system by giving the appearance of an abuse of judicial authority. Although creative sentencing like “ponytail for a ponytail” are legal, defendants may not recognize this fact and feel that the judge is singling them out for a particularly embarrassing punishment. Some criminals will receive regular sentences while others will not, a break from the equal protection of the law promised by the 14^th Amendment.

Since these imaginative sentences are handed out at the discretion of a judge, there aren’t many guidelines for such punishments. The defendant, even with the help of an attorney, will not be able to predict such a punishment is coming until it is announced. Although such penalties are presented as options, the courtroom is designed to enhance a judge’s prestige and authority. As Bruno stated in her complaint, defendants can easily be pressured and intimidated into agreeing with any absurd judgment.

Punishments in the criminal justice system are carried out because of two principles: retribution and rehabilitation. The former is the “eye for eye” approach which seeks to restore to the victim, or failing that, inflict an equal amount of loss on the perpetrator. Retribution also serves as a deterrent to other criminals, as the harshness of the punishment may force criminals to reconsider their actions. Rehabilitation however, seeks to educate the criminal so that he or she may understand why their actions are wrong. By doing so, criminals may become productive citizens again. Applying “normal” punishments like juvenile detention to every case may not yield the results of either philosophy. Designing a specific penalty for a specific crime may serve society better then throwing every rule breaker in prison.

Some equality is absent in the use of these sentences, but that loss of equality is based upon the specific crime, not factors such as race, gender or religion. Furthermore, the equality lost is in the aftermath of a guilty verdict, not the procedure. As long as the defendant is given a fair trial with all due process, the sentencing, as long as it’s not cruel and unusual, can be applied in a manner which furthers society’s interests. As to the use of judicial authority to intimidate defendants into accepting these bizarre castigations, defendants could be informed of their rights before a trial, in the same way that police officers read a person’s Miranda rights before an interrogation. Although some minor adjustments may be required, creative sentencing is an excellent way to carry out the criminal justice system’s goals.

FCE MODELO DE EXAMEN

Cambridge tiene un nuevo modelo de examen de FCE.


http://www.cambridgeenglish.org/exams/first/

MODELO DE EXAMEN FCE FOR SCHOOLS

A continuación tenéis un enlace a un modelo de examen de FCE for Schools, es decir, sólo pueden presentarse a éste los menores de edad.


http://www.cambridgeenglish.org/images/cambridge-english-first-for-schools-handbook-2015.pdf

TALE OF TWO BRAINS

Uno de los  "topics" para el "speaking" tanto de B1 and B2 es:

Differences between men and women. 

How roles have changed for men and women?

Este divertido monólogo os inspirará para coger ideas!

CONECTORES ÚTILES PARA WRITING Y SPEAKING

WRITING AND SPEAKING FOR INTERMEDIATE STUDENTS

LINKING WORDS

• AND
• IN ADDITION, BESIDES, FURTHERMORE → Para añadir una idea a lo dicho: ADEMÁS.
• AS WELL AS: añadir ideas a otras anteriores: ASÍ COMO.
• BUT
• BECAUSE, DUE TO.
• SO, AS A RESULT: para explicar el resultado o la consecuencia de algo: ASÍ QUE.
• OR
• ON THE ONE HAND, ON THE OTHER HAND
• HOWEVER, NEVERTHELESS: SIN EMBARGO
• ALTHOUGH
• DESPITE THE FACT THAT, IN SPITE OF + NOUN or VERB in -ing, DESPITE + NOUN or VERB in -ing: A PESAR DE.

SEQUENCING

• FIRST, FIRSTLY (more formal), FIRST OF ALL: PRIMERO → para indicar el orden de situaciones, cosas o listados.
• AT FIRST → IN THE BEGINNING → cuando queremos hacer contraste:
• He called for help. No one heard him at first, but eventually one girl came to help him.
• THEN, NEXT, AFTER THAT: seguimos con la secuencia: ENTONCES, DESPUÉS.
• AS SOON AS: TAN PRONTO COMO
• BEFORE: ANTES O ANTES DE.
• AFTER: DESPUÉS DE
• LATER: MÁS TARDE.
• FINALLY, EVENTUALLY: FINALMENTE.
• AS A CONCLUSION, TO SUM UP: EN CONCLUSIÓN

SYNTAX TIPS

• Utilizaremos las oraciones de manera sencilla y construiremos por cada idea una oración sencilla.
• Utilizaremos la subordinación:
• Oraciones temporales con when y while.
• Oraciones de relativo.
• Oraciones condicionales.
• Reported Speech.
• Pasiva.
• Oraciones de finalidad con to.
• Oraciones causales: because, due to.
• Oraciones consecutivas: as a result, so.

USUAL MISTAKES

• Los sujetos no se suelen omitir.
• No se usan contracciones en escritos formales.
• Concordancia entre el sujeto y el verbo.
• Los adjetivos no tienen plural.
• Detrás de una preposición puede ir un verbo y éste irá en -ing.
• Evitar las repeticiones innecesarias.

MONÓLOGOS B1 EOI

La parte oral de B1 de la EOI consiste en un monólogo de 3 o 3 minutos y medio de duración sobre uno de los temas incluidos en los contenidos del nivel y en una conversación con un compañero 5 o 6 minutos de duración.


Para esta parte nos dan 10 minutos de preparación, tiempo en el que debemos estructurar, sobretodo, nuestro monólogo, ya que éste requiere:

• INTRODUCCIÓN que consiste en enumerar los temas que vamos a desarrollar en el monólogo. 

• DESARROLLO en el que desarrollaremos las dos, tres o cuatro ideas mencionadas en la introducción.

• CONCLUSIÓN en la que resumiremos nuestra intervención muy brevemente, dejando clara nuestra opinión sobre el tema.

A continuación tenéis un esquema para uno de los topics más comunes en el examen:

INTRODUCTION 

I am going to talk about EDUCATION.
Firstly, I am going to talk about the differences between private and state schools.
Secondly, I am going to talk about the thing I would change in our present education system and finally, I am going to talk about my experience at school.

BODY

On the one hand, private schools ...
For example...
Moreover...

On the other hand, state schools ...
For instance ...
What´s more, ...

All things considered, I would change in our present education system ... because...

Furthermore, my experience at school was ...

CONCLUSION

To sum up, ...

Speaking for B2 in EOI

La primera parte del Speaking para la escuela oficial de idiomas es un monólogo en el que tendremos que hablar sobre el tema que nos den durante 5-6 minutos. Para su preparación nos dan 10 minutos, por tanto debemos suponer que quieren que nuestro monólogo esté estructurado en contenido, conectores, vocabulario adecuado y gramática.

Aquí tenéis un posible esquema organizativo para preparar el monólogo. Es similar al que utilizaríamos para preparar una OPINION ESSAY.

• INTRODUCTION
• PARAGRAPH 1
• Introduce the subject and state your opinion clearly.
• “I strongly believe”
• MAIN BODY
• PARAGRAPH 2
• First viewpoint and reasons/examples:
• In the first place (…) For example, (…). Moreover.
• PARAGRAPH 3
• Second viewpoint and reasons/examples
• Furthermore, (…)
• PARAGRAPH 4
• Opposing viewpoint and reasons/examples
• On the other hand, (…). For instance, (…). In addition to this, (…)
• CONCLUSION
• FINAL PARAGRAPH
• Restate your opinion, using different words.
• All things considered, it seems to me that (…)

(The number of paragraphs in the main body depends on the number of viewpoints included).

Si tenemos tiempo es muy aconsejable prepararnos los monólogos antes de acudir al examen. Los temas son muy variados, pero es posible que el que nos toque sea muy similar a alguno de los que aquí os paso.

1.

A.

Prepare and deliver a monologue about the importance of languages nowadays. Explain whether you think that Spanish is more important than English or vice versa and provide arguments that support your opinion.

B.

Prepare and deliver a monologue about the importance of languages nowadays. Explain whether you think that tourists should always make an effort to learn the language of the country they travel to, providing arguments that support your opinion.

C.

Prepare and deliver a monologue about how good you are as a language learner. Explain your learning style (skills and experience) and the activities you do to improve your learning process. Provide examples that support your exposition.

2.

Prepare and deliver a monologue about the roles of men and women nowadays. Explain whether you think that there is a specific role for men/women and provide arguments that support your opinion.

3.

Prepare and deliver a monologue about a problem in your community that affects you and your friends. Explain the problem and suggest some solutions to it, providing arguments that support your opinion.

4.

Prepare and deliver a monologue about this issue: “Some parts of the world are determined to save the planet. In contrast, there are others which do not seem to care what becomes of it”.

Explain what your position is, providing arguments that support your opinion, and suggest what you think should be done about it.

5.

Prepare and deliver a monologue about how immigration may affect jobs, housing, medical services and/or education in your community. Explain what your position is, providing arguments that support your opinion, and suggest what could be done in the future.

6.

Prepare and deliver a monologue about the importance of age gap in relationships. Explain whether you think that a big age difference can be a problem for a couple and provide arguments that support your opinion.

7.

Prepare and deliver a monologue about the importance of Cooking / Dieting / Nutrition for young people. Explain whether you think these should be a compulsory subject at school and provide arguments that support your opinion.

8.

Prepare and deliver a monologue about the best way to promote a business. Explain whether you think the Internet and web pages are the best way to do it and provide arguments that support your opinion.

9.

Prepare and deliver a monologue about children’s behaviour nowadays. Explain whether you think strict discipline is good to prevent unruly behaviour both at home and at school and provide arguments that support your opinion.

10.

Prepare and deliver a monologue about online dating. Explain whether you think online dating is the best option to find a partner and provide arguments that support your opinion.

11.

Prepare and deliver a monologue about student workers. Explain what you think about studying and working at the same time in the real world today and provide arguments that support your opinion.

12.

Prepare and deliver a monologue about space missions nowadays. Explain whether you think the resources employed on space missions are a waste and provide arguments that support your opinion.

13.

Prepare and deliver a monologue about religion nowadays. Explain whether you think religion is necessary or useful at present times and provide arguments that support your opinion.

14.

Prepare and deliver a monologue about the different ways in which rich and famous people can and should contribute to a better world. Explain what your position is, providing arguments that support your opinion.

15.

Prepare and deliver a monologue about adoption. Talk about what you think the most important issues are, taking into account the changes in current society, especially same sex couples. Explain what your position is, providing arguments that support your opinion.

16.

Prepare and deliver a monologue about the problem of drinking among youth. Explain what you think, providing arguments that support your opinion, and suggest some solutions to this problem.

17.

Prepare and deliver a monologue about your experience with books. Explain what you think about reading and about e-books. Provide arguments that support your opinion.

18.

Prepare and deliver a monologue about the homeless. Explain what you think about the homeless in your community and what could be done about them. Provide arguments that support your opinion.

19

Prepare and deliver a monologue about a turning point in your life or a major decision you had to make in your life. Explain what happened and the outcomes of your actions. Provide examples that support your exposition.

20.

Prepare and deliver a monologue about a favourite place for you. Describe its location, why you like it so much and whether it brings any memories.

21.

Prepare and deliver a monologue about a treasured possession that you have. Explain its background, its characteristics, why you value it so much and whether it brings any memories.

22.

Prepare and deliver a monologue about an awkward moment or embarrassing situation in your life. Explain what happened and the outcomes of your actions. Provide examples that support your exposition.

SPEAKING FOR FCE

Para empezar con buen pie la PART 1 del FCE, debemos contestar correctamente las preguntas que nos formulan. Tendrán muy en cuenta la precisión gramatical.

Os dejo una actividad ejemplo de lo que podría ser esta PART 1.

Mandadme respuestas!!! ;)

ACTIVITY:

Read the following extract from a Part 1 interview. Find and correct six more mistakes with verb tenses.

EXAMINER: Do you live near here?

STUDENT: Yes, I am living here since I was six years old. Have been

EXAMINER: Where did you live before that?

STUDENT: My parents are from the north and they have lived there when they first got married.

EXAMINER: Is that a nice place to live?

STUDENT: Yes, I think so. There are a lot of things for young people to do like skiing and other kinds of winter sports.

EXAMINER: Is yours a large or a small family?

STUDENT: Quite large actually. I am having two brothers and a sister.

EXAMINER: Are they older or younger than you?

STUDENT: They are all older.

EXAMINER: What do they do?

STUDENT: They are all studying at university for several years now. The eldest, Alberto, is studying Law and both Alessandro and Rafaella are studying engineering.

EXAMINER: Tell me what subject you enjoy most at school.

STUDENT: I´ve always been liking all my school subjects but my favourite is art. I want to be a graphic designer.

EXAMINER: What do you do during a typical weekend?

STUDENT: On Friday night, I am going out with friends. On Saturdays I am normally playing football with a local team but lately I have been having some trouble with a knee injury so I haven´t played so much.

TIPS FOR FCE SPEAKING PART

A continuación os paso los consejos a seguir para salir con una sonrisa del "speaking" para el FCE.

PART 1

Esta parte es individual, aunque tendrás a tu compañero al lado. 
El tiempo verbal es muy importante, por tanto presta atención al utilizado por el examinador y trato de utilizar el más apropiado.
Intenta lucirte en el vocabulario necesario sobre el tema que te pregunten.
Por ejemplo, sin te preguntan:

Which is your favourite programme?
Trata de recordar: comedies, soap operas, news.

PART 2

Esta parte es individual, aunque tendrás a tu compañero al lado.
Tenemos 1 minuto para comparar la foto y responder a la pregunta, así que esta parte debe estar muy preparada.

Empieza comparando ambas fotos, sin describir, sólo lo necesario para dar nuestras razones. Compara las personas que veas en las fotos, si las hay, el lugar, y la situación mostraza. Da tu opión personal sobre la situación.

A continuación responde la pregunta que te platean sobre las fotos, siempre especulando, así que utiliza los verbos modales de probabilidad, perhaps, maybe, probably, seem to be, look like; y por supuesto, I think, I suppose, etc.

Recuerda que para todo ello, tienes 1 MINUTO.

Cuando tu compañero termine su exposición, responderás una pregunta sobre el tema de tu compañero. Calcula que deberás responder con, al menos, 3 oraciones largas.

PART 3

Esta parte es una conversación con tu compañero.
Consiste en dos partes, que son las preguntas que debéis responder.
no describas las fotos.
Responde a tu compañero antes de cambiar de tema. Recuerda que es una CONVERSACIÓN.
No importa que no comentes todas las fotos.
Envuelve a tu compañero, preguntándole su opinión.
Se trata de que alcancéis un acuerdo, pero, no lleguéis a una decisión demasiado pronto.

PART 4

Las respuestas deben ser más largas.
Utiliza tus opiniones y sentimientos.
Siempre debes dar razones a tu opinión.
Podrás responder a lo que tu compañero comenta, así que préstale atención.

SPEAKING FOR FCE

Es la parte de Speaking la que más miedo nos da, ya que los nervios y una falta de preparación pueden estropear el examen.

Aquí os dejo en qué consiste la prueba:

PART 1 (3 minutos)

En esta parte os harán preguntas personales de vuestra vida diaria, ciudad, trabajo, hobbies, etc.
Las respuestas deben ser cortas, y gramaticalmente correctas, prestando mucha atención a los tiempos verbales.
 Algunos ejemplos:

PART 2 (1 minuto + 20 segundos)

En esta parte hablareis individualmente durante 1 minuto haciendo una comparación sobre dos fotografías y respondiendo una pregunta sobre ellas.
Tras el turno de vuestro compañero, respondereis a una pregunta sobre el tema de vuestro compañero durante 20 segundos.

Aquí os paso el ejemplo:

PARTE 3 (3/4 minutos)

En esta parte, discutiréis con un compañero sobre varias fotografías relacionadas con el mismo tema.
Aquí os dejo un ejemplo:

PARTE 4 (3/4 minutos)

 En esta parte, formaréis parte de una discusión respondiendo más ampliamente sobre los temas de la parte 3. También podréis responder a lo que vuestro compañero comente.

Aquí os dejo un ejemplo:

 El total de la prueba, incluyendo la participación de vuestro compañero es de 15 minutos.