Every problem regarding ‘the’ environment and pollution can be solved. Science is always working on new solutions , ‘and’ new suggestions for alternative means of production are frequently put on the table (good language) . The most difficult issue in this scenario is the interest s of different social groups in the world society (this is okay to mention here if it is your own idea and third point) .
The vision of profit gains must been align with environmental protecti on ve measures which is really challenging (good word) . First (why did you write ‘first’ – do you mean ‘The first’) positive changes begin with this alignment, for example, hotels proposing to clients to use the same bath towe ’l’ r while they stay s in. I t s is good for nature, and i t ( your spelling doesn’t need to be perfect in the exam, but you will lose marks if bad spelling confuses the meaning of your sentence) good for the business men (you could expand on what you mean here) .
For all other matters, conciliate (I don’t know this word. Perhaps you mean ‘finding an effective relationship between’) both aspects (does ‘both aspects’ refer to ‘the environment’ and ‘economics’) is not a simple task, more difficult than the most high tech science. Efforts for environmental purposes should focus on changing culture, values, business perspectives of profits in global society, otherwise there will ‘not’ be not enough progress.
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| 2 | Most of your content is relevant to the task. There is a strong introduction, however, not all the notes are addressed in the body of the essay. There are 47 extra words to use before reaching 190, so these could be used to talk about the other notes. There is also room to expand some of your points and explain why you made them, for example, in the first paragraph, how is it ‘ ’? |
| 3 | The overall argument is fairly easy to understand, but some of the phrases used are not specific enough, for example what does ‘ ’ refer to in the final paragraph? The main paragraph about ‘profit’ is developed quite well, it would be good if other paragraphs existed and were developed in the same way. |
| 2 | The organisation of this answer is not clear. There is a clear introduction, which is good, however, there are only two more paragraphs after this. Two of the ‘notes’ are mentioned in the introduction but ‘social groups’ is not mentioned again and ‘science’ is only mentioned in the concluding paragraph. It would be better if these two points had their own paragraphs. The conclusion could be shortened to allow this. |
| 4 | The language used is quite good. It is written in an appropriately formal style and there are some good words and phrases, for example: ’. The writing would benefit from more linking words and phrases being used. Some effort has been made to use simple and complex grammatical structures, for example ‘ ’ and while there are a few errors, these do not impede communication. |
This student got:
Communicative Achievement: 3
Organisation: 2
Language: 4
Total = 11/20
You need to get 24/40 in the Writing paper to pass at B2 level.
So if the student got 13/20 for their part 2 writing, they would pass this part of the exam.
You do not need to pass every exam paper but you need to have an average of 60% across all 5 exam papers to pass and get your B2 certificate.
If you want to find out more about how to calculate your scores, read page 4 of this document .
Try to remember the words and phrases below which you can use in B2 First essays. A good way to remember is to write them down on a separate sheet of paper. Add more words and phrases to your list and write them in the comments section at the bottom of this page! If you are unsure about what language to use in an essay, you can also ask me in the comments at the bottom of the page.
Introducing an argument or point of view
Some/Many/A few people think/feel/say that… Other people disagree/argue that…. One point of view is… The general belief is that… Most people believe that… Public opinion is divided on the topic of… It is sometimes/often said/thought/claimed that….
Giving opinions
In my opinion I am of the belief that… In contrast to …. I feel that… My personal opinion is that… It is my wholehearted/sincere opinion that…
Linking Words and Phrases
However Nevertheless In addition… Firstly…Secondly On the one hand…On the other hand… In contrast… Meanwhile Whereas
At school you have been talking about environmental issues. Your English teacher has asked you to write an essay on this topic.
Write an essay using all the notes and give reasons to support your view. (140-190 words)
The awareness of environmental problems has grown over the last few years. Do you think it’s possible for us to solve these problems?
Notes Write about: Plastic Transport ……………… (your own idea)
You should complete this online plan in no longer than 5 minutes. This is how long I recommend you plan for in the exam.
Alternatively, download and add a third paragraph to this FCE Essay plan template.
The plan below is available for paid members only. Register here >>
Here is an answer to the question above which one of my students wrote.
FCE Essay – Download This Sample Answer and correct any mistakes you find.
If you have written down the mistakes above, you’re ready to complete the assessment scale below. If you want more help with this, check out my FCE writing marking criteria page .
Complete an online version of the template below here
Download, print and complete the template below here .
Compare the mistakes you found with the ones I have written below…
At school, during ‘ science and geography ’ lesson s of science and geography , everyone studies how ‘ the’ is made natural environment ‘is made’ and how we can protect it. Despite ‘the fact’ we study the importance of environment , we don’t pay much attention to this ‘in reality’ . At the moment we are attending particular and extreme phenomena, so we are very scared and worried and we want to change. It may not be as easy as it sounds.
( I would start a new paragraph here) First ly , it is difficult to change ‘ our’ own lifestyle and habits. Change has an economic and personal cost. We don’t mind how much plastic we use every day. Plastic is everywhere: it wraps the (you don’t need ‘the’ here because we’re talking about ‘food’ in general) food, it is useful when we want to eat quickly, it is also in our clothes. The products , that don’t have plastic in their pack aging s , are more expensive ( this is a defining relative clause, not a non-defining relative clause) : . I think for example , when I buy drink s in the glass bottle s , they are very expensive. So , if I want to save money , I buy plastic bottles. Then I observe that (‘Another example that I have observed is…’) in the supermarket I can find many small food packs, also for single dose’ s/’portions’ of food’ . I don’t waste food but I pollute more ‘because of this’ . So we can find sustainable development (If you want to keep this sentence, you should explain in more detail what you mean) .
( I would start a new paragraph here) Another problem is about transport: we are all in favor that we have to use more public transport s . The problem is that too often we don’t have a good public transport service with a capillary distribution (this term is only used in specific fields of work and is not used in everyday English) . However we can ‘make an’ effort to use ‘ our’ own car ’s’ only if it is necessary.
‘The’ last thing it is about differentiated collection of waste: too few people do es it (You should remove this sentence . Don’t introduce too many ideas without developing them into detailed arguments).
I think that there are many ‘environmental’ problems but we have to stop to think that ‘these’ are only an obstacle. It is ‘ They are ’ also an opportunity. So it is important to change our mind’ set’ but we need also ‘need’ of more education in every where place ( ‘in’ school s , within famil ies y , at cinema s , etc.) about good (‘environmentally friendly’) behavior. Second ly, (I would only write this if I’ve written ‘firstly’ before it) , if the law and the penalties don’t work, probably we would change them in (‘people’s behaviour’?) ‘through’ incentives. For example , if the condo (what is ‘the condo’?) applies perfectly the rules about differentiated collection of waste it would have a discount in the invoice (I don’t understand this sentence) . Third ly , we need more investment ‘ in ’ for transport and sustainable development.
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| 1 | The writing is too long. If you write this much in the exam you will lose points because the examiners will regard the content as unimportant or irrelevant. In order to create more of a balanced argument, the introduction, conclusion and first body paragraph could all be shortened and more detail could be added to your own idea. |
| 3 | Some parts could be improved through using different expressions, for example, it would be better to say ‘ …’ rather than ‘ ’ in the second paragraph. Your main paragraphs have good structure, but sometimes the argument falls down slightly due to inappropriate word choices, e.g. ‘ ’. |
| 2 | The essay consists of two big paragraphs. It would be better to have 5 paragraphs in total. The overall structure within the two paragraphs is good, but some arguments should be shortened and others lengthened to create a greater balance. |
| 2 | The language is a little informal for an essay. The writing would benefit from fewer first person pronouns (‘ etc). There is attempt to use linking words, especially when developing points ‘ ’ but it is difficult to know which arguments these are addressing in the main body paragraphs. Some complex vocabulary has been used, e.g. ‘ The essay would benefit from a wider variety of grammar and different verb tenses. |
This student achieved:
Language: 2
Total = 8/20
So the student would need to get 16/20 for their part 2 writing in order to pass this part of the exam.
I can tell by reading this essay that the student has not prepared much for this part of the exam, so it is unlikely that they would get a much higher mark for their part 2 writing.
Wow….you’ve made it this far through the page….congratulations, you should now have a good idea how to write an FCE essay!
I hope I didn’t bore you zzzzzzzzzzz…here’s a random picture 😉
Anyway, now it’s your turn to write an essay. You can answer the question above or answer a different question. Then you have 3 options:
I’ll leave the choice up to you.
Adios amigos…don’t forget to click the Next Page >> link below 😉
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Breakout English
The essay task at Cambridge B2 First (FCE) level might be one of the first times learners encounter a truly formal writing task. At the previous level, B1 Preliminary (PET), all the writing tasks are relatively casual and informal. This is where the First Certificate writing forces candidates to prove they really know how to organise and deliver a robust formal text. However, at the end of the day, the FCE essay is a reasonably approachable task with can be overcome with a clear plan and plenty of practice. Here, we’ve got three questions on different FCE essay topics that are all common at B2 level. If you’re not sure how to write a good essay, try our how to improve an essay post.
There are quite a range of possible topics at FCE level. However, some of them lend themselves better to writing tasks than others. Remember, a writing task always needs to have elements that can be compared to each other, which can be either complimentary or contrasting.
These are some of the FCE essay topics which a most likely to come up:
It’s a good idea to look at all of these topics in depth. Study vocabulary related to the topic and consider where you stand on different issues. In a class, you can do a vocabulary lesson followed by a class debate. Then follow up the debate with an essay question on the same topic as homework.
At B2 level, exam candidates are often still crossing the boundary into being efficient user of English. While they may have a range of grammar and lexis to draw on, they may not always use it to good effect. As a teacher, you may encounter adult learners who haven’t written anything academic in decades. Likewise, you’ll find younger teens who haven’t yet had to produce a cohesive text in their academic careers.
In my experience, these are the biggest mistakes B2 level students make when writing an essay for the FCE exam:
Here are three First (FCE) essay questions. They have been designed using typical FCE essay topics for B2 level. Use them to practise and improve in preparation for the Cambridge B2 First exam.
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Fce (b2 first) writing exam (essay) – video.
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You’ll see exactly what to do at each stage in the fce writing essay section, and how to get the best possible fce score ., there are four steps to the writing process. you’ll see what to do at each step, then you’ll learn how the writing is assessed., 1. how to analyse your fce writing essay task.
First, you need to read the FCE writing essay task and identify exactly what needs to be included.
Let’s look at a sample question:
You’ve recently had a discussion in English class about society. Now your teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view.
University should be free for everyone. Do you agree or disagree? Notes 1. Taxes 2. Opportunity 3. Your own idea
So, what do you need to do? Most importantly, you need to say if you agree or disagree that university should be free for everyone.
You also need to use all the notes and give reasons for your point of view. That means your essay needs to include three central ideas: taxes, opportunity, and one other.
It also means that you need to reach a clear, justified conclusion. You can’t just say, ‘I agree’, or ‘I disagree.’ Think of it like this: you need to convince the examiner that your conclusion is correct.
You might think at this point, ‘yeah, obvious, thanks for the help, Kasia!’ Trust me; it’s harder than it sounds. Many FCE essays that we see don’t get these basic things right. It’s very easy to leave something out, or to go in the wrong direction.
Next, you’re writing this answer for your teacher so what style do you think it will be in? Formal or informal?
An essay should be formal. What does that mean?
Formal writing doesn’t use contractions, like ‘I’d’, ‘you’re’ or ‘don’t’. Write the full forms. You should also avoid using slang, colloquial vocabulary, or anything which sounds very conversational.
Next, think: what do you need to include?
You need to talk about taxes, opportunity, and you also need to add your own idea.
Even the ideas which are given to you—taxes and opportunity—are quite vague. That means you need to decide exactly what to talk about.
You also need to think about how to connect your ideas.
For example, with taxes you could say that if you pay taxes, then this should go back into society to benefit everyone. You could add to this by pointing out that having equal opportunities also benefits society. And for your own idea, you could talk about how people with higher education are more likely to be economically productive.
This is just one example, of course! There are many paths you could take.
Let’s talk about that in more detail.
Here’s what you need to do when you plan your writing for the FCE writing essay.
First, you need to decide what your conclusion is going to be. Are you going to agree or disagree that university should be free for everyone?
Decide your conclusion first, because everything else in your essay needs to lead to it.
Secondly, you need to plan how many paragraphs you’re going to have, and what you’ll put in each one.
Thirdly, you need to make sure your paragraphs are connected to your conclusion.
Let’s see an example:
Pause the video if you want some more time to read the plan.
You can see that we use the key idea of ‘education’ in the notes for each paragraph. Doing this can help you to stay focused and on-topic, because you’re connecting each paragraph back to the main idea of the question.
When you plan, make sure that each paragraph has a clear focus.
Every good paragraph starts with a topic sentence, which summarises the main point of the paragraph.
The sentences which follow are called supporting sentences. These include reasons and examples to support your topic sentence.
A good exercise during planning is to take a paragraph and think to yourself: “What’s this paragraph about?”
If you can answer that question in one simple sentence, then that’s a good sign. Hopefully, your plan is clear. However, if you can’t answer that question, that shows that your plan isn’t totally clear in your head.
Once you’ve finished your plan, you’re ready to write your answer!
In your candidate answer book, you will now write your essay.
Let’s look at a model answer:
Pause the video to read, and start again when you’re ready.
First question: have we answered the question?
Yes: the conclusion states that ‘free university benefits all members of society.’ This shows that we agree that university should be free for everyone.
Next: have we used topic sentences?
Yes, we have. The first sentence of the essay tells you what the entire essay will be about.
Then, each paragraph’s topic sentence contains a key word from our plan. We have ‘taxes,’ ‘opportunities’ and ‘economy’.
Also, the topic sentences and paragraphs all reference the idea of ‘education’, either directly or indirectly. This shows that our points are relevant and connected to the task.
So, now you’re finished, right? No–there’s one more step. This answer is not bad, but it could be better.
The final step is to check your answer.
What type of things do you think you should look for?
Grammar, of course, but what else?
Check for spelling mistakes. Check for style—have you used any conversational language which doesn’t fit the tone of an essay like this?
Check your use of linking words and phrases. Many students overuse them; don’t use a linking word like nevertheless unless you’re sure it fits.
Check for repetition of vocabulary. Could you replace any simple vocabulary with something more advanced?
Look at our model answer again:
The bold words are either mistakes, or they could be improved somehow.
How would you improve this? Pause the video while you read and decide.
The first problem is with grammar. Unless you’re talking about one specific university, you don’t use the.
Okay, what’s wrong with doesn’t? We’ve used a contraction! Don’t use contractions in your essay. So, it should be does not.
The next problem is a spelling mistake. When a word ends in ‘y’, it changes to ‘ies’ in the plural: opportunities .
Next is a punctuation mistake. There’s a comma missing. There are two clauses in this sentence and they need to be separated by a comma.
There’s nothing wrong with people with degrees but it’s quite basic. What else could you say?
You could say educated people, or even highly-educated people, either of which is slightly more elegant.
So is not a mistake, but we used so in the second paragraph already. You want to show the examiner your range of language, so here you could use something more precise like consequently.
Our conclusion is only one sentence, so let’s add an extra point. We’re still under the maximum word count. This could help us to state our opinion more clearly.
Let’s change it to:
Here’s the final version of our essay:
At this point, it’s looking good! Next, let’s focus on what you can do to produce a good FCE writing essay which will get a high score in your exam.
Your essay score is made up of four parts. For each part, you get a score from zero to five.
First there’s Content . The mark scheme says this “focuses on how well you have fulfilled the task”. In other words, have you done everything you were asked to do?
This corresponds to step one of our writing process. Analyse the task carefully and make sure you do everything it asks you to. A good tip is to underline the key words in the task to help you identify what you need to do.
Next there’s Communicative Achievement . This “focuses on how appropriate your writing is for the task”.
Have you used the correct register? Have you used contractions? Basically: does your essay look and sound like an essay?
Then we have Organisation . This looks at “how the writing is put together”. Is it logical and organised? By planning your writing carefully, it will already be organised. Remember to plan your paragraphs carefully and write a clear topic sentence at the beginning of each paragraph.
You can also use linking words and phrases to make the connections between paragraphs even clearer.
In our essay, we used many linking words, including firstly, secondly, in addition, although, consequently and in conclusion. Look through the essay again, and note how the linking words and phrases are used. Can you find any more examples of linking words in the essay?
Finally, you have Language : vocabulary and grammar. The examiners will be looking for a range of language as well as how accurate it is. In step four, you saw how checking your essay can improve your language.
Are you worried that making mistakes will affect your mark? Of course, making a lot of mistakes will lower your mark, but remember this is only one part of your score.
For B2 level, the Cambridge mark scheme says, ‘Occasional errors may be present but do not impede communication.’ That means you can still score 5 from 5, even with some small mistakes.
But, hopefully, you’ll catch most of them when you’re on step four – checking and improving your answer.
You’ve seen how to write an essay for FCE, but you can use the same process for other Cambridge exams, including the CAE and CPE when you get that far.
Good luck with your exam preparation and let us know when you pass! Thanks for watching!
Keep practicing with more Free English Writing Lessons from Oxford Online English!
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Cambridge exam preparation lessons.
B2 first writing paper.
Today we are going to practise a valuable writing skill: generating ideas and essay planning in Part 1 of the B2 First Writing exam.
Let’s first look at two examples of essay exam tasks.
The task below is taken from B2 First for Schools Handbook for teachers:
In your English class you have been talking about education. Now, your English teacher has asked you to write an essay for homework. Write your essay using all the notes and giving reasons for your point of view. Some parents teach their children at home rather than sending them to school. Is this a good or a bad thing for the children? Notes Write about: 1. having a parent as a teacher 2. making friends 3. ...................... (your own idea)
The second task is taken from First Certificate in English, Writing, Sample test 1:
In your English class you have been talking about the environment. Now, your English teacher has asked you to write an essay for homework. Write your essay using all the notes and giving reasons for your point of view. Every country in the world has problems with polution and damage to the environment. Do you think these problems can be solved? Notes Write about: 1. transport 2. rivers and seas 3. ...................... (your own idea)
Each exam task is targeted at a different age group: young people and adults. Consequently, their main theme varies, one is closer to teenagers’ expertise and interests – education and schooling, and another centres around a theme adults are more likely to easily expand on – environmental matters.
The layout of both exam tasks, their structure, is the same, though. It contains a general statement following an English class discussion. Then, there are three notes, known as content points, that must be included and well-developed throughout.
It’s worth mentioning that your own idea is not your opinion . This latest is briefly mentioned in the introduction, and backed up with a convincing explanation and a strong reason for in the conclusion.
The activity I am inviting you to join consists in brainstorming ideas for the ‘ your own idea ’ part of the task. There are ten exam tasks. Rather than thinking of just one of your own ideas for the essay exam task, it is good practice to think of a few different ones and then pick the best idea to write about. The best idea is the one which you can explain well and provide reasons for, since it mustn’t be merely mentioned, or superficially discussed. A well-developed essay is a successful one since it will be valued at a high score by Cambridge examiners.
Let’s look at the example below:
Note 3: My own idea
You can also use this activity to practise generating examples or reasons to support the main idea of each paragraph of the essay. Use the same cards, but this time focus on the ‘notes’ part of the task. Think of as many examples or reasons for the main ideas listed in the ‘write about’ part of the task. Once again, it is good practice to brainstorm a number of them and then choose the best ones, a couple for each paragraph, to include in your essays.
Note 1: having a parent as a teacher
Note 2: making friends
Note 3: taking part in team activities
If you want to find out more about writing essays for the Cambridge B2 First exam and enhance your writing skills, here are two other articles earlier posted:
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Practice your writing skills with this exam style question for part 1 of the writing paper about the problem of pollution and how it can be solved.
Write your answer in 140 – 190 words in an appropriate style using all the notes and giving reasons for your point of view.
Write about:
You need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. The texts will be from sources familiar to you such as magazines, articles, fiction and advertisements, but targeted at the interests of students. Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.
For this part, you practice vocabulary by using words with similar meanings, collocations, linking phrases, phrasal verbs, etc.
For this part, you practice grammar and vocabulary.
For this part, you practice vocabulary word-building by changing different words using a base word.
For this part, you have to express a message in different ways showing flexibility and resource in the use of language.
For this part, you practice how to understand the details of a text, including opinions and attitudes.
For this part, you practice how to understand the structure and follow the development of a text.
For this part, you practice how to find specific information in a text or texts.
B2 First Writing Section
B2 First Listening and Speaking Section
In this part you talk to the examiner about yourself and your life, e.g. your name, school, interests and future plans.
B2 Speaking Part 1 Exercise 1 B2 Speaking Part 1 Exercise 2 B2 Speaking Part 1 Exercise 3
In this part, you talk about two photos on your own which you have to compare for about 1 minute . After you have finished, your partner will be asked a short question about your photo. When your partner has spoken about their photos for about 1 minute , you will be asked a question about their photos.
B2 Speaking Part 2 Exercise 1
In this part you express ideas with your partner by looking at a discussion point that the examiner gives you.
This will be available soon.
In this part, you focus on general aspects of a topic with the examiner or you may involve your partner.
In this part, you will hear people talking in eight different situations.
Entertainment Short Conversations Talking about Sports
In this part, you will hear someone being interviewed.
Extreme Snowboarding Future Options Newly Published Book The Talent Show
In this part, you will hear five people talking about different things.
Demonstration Travel Worries
In this part, you will hear an interview.
Protecting the Environment Staying Healthy
Customs and Traditions explores how we celebrate our cultural identity across the globe.
Entertainment and Leisure explores how we spent our free time.
Environment and Nature explores the way humans and animals live, adapt and change on our planet.
Exploring how different societies create roles for people to develop their skills and knowledge.
Exploring how we learn and adjust to the world around us. .
Exploring how we experience the world through our life journeys
We also provide free resources across the full range of levels to provide the tools to communicate in English well.
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Home — Essay Samples — Environment — Pollution — “Let’s Save Our Planet!” Or The Problem Of Environmental Pollution
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Published: May 19, 2020
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Digital tools and ideas to transform education, the environment: a lesson plan for upper-intermediate students.
As I thrust this lesson plan towards my students, I realize how little I know about what some environmentally-related terms mean. I know I have heard people talking about the carbon footprint and acid rain, but honestly, I have never given it much thought. I recycle. I really try to. I don’t eat meat and try to buy local products. But thinking hard. I guess that’s it. I am drowning in eco-guilt, but this needs to change.
I have promised myself two very simple things: to use reusable shopping bags and to cut down on the minutes I spend singing in the shower. The shower thing is going to be hard. Really hard.
I have just read in the The Guardian this list with 50 easy ways to save the planet. Really, point 16 and 34 are just gross.
This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to the environment and environmental issues through a variety of engaging activities which will help them improve listening and speaking.
You can see this lesson in digital format here and you will also find it embedded at the end of this post
On the board, write I’m eco-guilty of … Ask students in pairs to discuss their environmental dirty secret and then come up to the whiteboard and write it down. Help with vocabulary and then, discuss some the eco-sins written on the board.
This is a note-taking exercise. Students listen to some more tips and write them down. Comment on the tips. Correct using subtitles.
After doing the previous activities, students will probably have learnt lots vocabulary. Yes, I know. Wishful thinking. Anyway, let’s keep trying. Draw a mind- map on the board and brainstorm newly-acquired vocabulary drilling pronunciation. Introduce some new terms if appropriate.
Here’s the vocabulary my students will need to learn and use.
An activity my students always enjoy is gallery-walking. It gives them the opportunity to get out of their seats and interact with other students in the class.
Check their answers. Play the video with the subtitles on.
In this part, students will work in pairs. Encourage the use of the vocabulary they have learned in previous exercises. Use the lists of vocabulary students wrote for the posters activity, giving each pair of students one of these lists. Ask them to swap lists as we move through the questions.
Embedded below. you will find the online lesson with the questions for discussion. Just scroll down the different activities.
Students, in pairs, talk about the topics suggested in the pictures. Brainstorm ideas for a minute or so, and ask them to speak for about 4 minutes.
There are two sets of pictures.
Photo credit: Frits Ahlefeldt – FritsAhlefeldt.com on Visual hunt / CC BY-NC-ND
I hope you have enjoyed the lesson.
Ciao. Thanks
Great ideas for my next lessons on environmental issues. Many thanks from Italy!
I am glad you and your students enjoyed it!
This lesson is food for thought for the students! My students loved it! Well done!
I am glad you found the post useful!!! Thanks for your comment!
Thank you for the great ideas on teaching environmental issues. I’m a new teacher in a private language school and the lessons are focused on speaking skills, with pre-planned topics for each lesson and each week. Your lesson plan was highly relevant as this is the topic of one of my next lessons with upper intermediate students. I also got general tips and ideas on how to revise vocabulary.
Thanks Marivi!!! 🙂
Great content, thank you so much!!!
Thanks Eliza! 🙂
Hi Cristina – I’ve really loved this lesson plan. I’m currently doing a TESOL course and this has been really helpful. I love how neatly everything has been organised and laid out. I’ll be visiting your site a lot more often now. Thanks again!
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B2 First (FCE) Practice Online
Here’s a list of essential vocabulary if you’re preparing for the Cambridge English B2 First (FCE) exam. These are excellent words and phrases that you can use in the writing and speaking papers of the exam to get top marks.
environment place where people, plants, and animals live | |
environmental relating to the environment | |
wildlife animals, birds, and plants living in their natural habitat | |
carbon footprint amount of carbon dioxide produced by a person or company’s activity |
endangered species animals or plants that may soon become extinct | |
become extinct to longer exist (plants and animals) | |
extinction a situation where an animal or plant does not exist | |
flood when a place is covered with water | |
greenhouse effect the gradual warming of the Earth due to pollution and gases | |
greenhouse gases gases, especially carbon dioxide, that cause the greenhouse effect | |
fumes gas or smoke which is usually dangerous | |
unsustainable using more of something than can be replaced naturally | |
traffic lots of cars, lorries etc using roads | |
congested roads roads which are blocked with traffic | |
overpopulation too many people in a place for the amount of food, space and resources | |
climate change changes in the planet’s weather, particularly causing it to get warmer | |
global warming the gradual increase in the earth’s temperature caused by greenhouse gases | |
emissions gas that is sent out to the air | |
pollution release of harmful materials into the environment | |
ozone layer protective layer in the Earth’s atmosphere that protects from UV radiation | |
hole in the ozone layer | |
rising sea levels the increasing level of the sea’s surface | |
carbon dioxide levels | |
deforestation process of cutting down trees in a large area | |
toxic waste poisonous waste | It is illegal for factories to dump their toxic waste in the sea |
fossil fuels fuel that comes from the ground, such as oil or coal | |
solar energy energy from the sun | |
solar panels a special panel which convert sunlight into electricity | |
solar farm a large installation of solar panels for generating electricity | |
wind energy energy from wind | |
wind turbines large constructions which convert wind into energy | |
wind farm a large installation of solar panels for generating electricity | |
nuclear energy/power energy produced by a nuclear reactor | |
natural resources materials from nature which we can use such as wood, coal, minerals, water |
environmentally friendly not harmful to the environment | |
renewable resources natural sources of energy which don’t run out, e.g. solar and wind | |
organic free from artificial chemicals, in food and animals | |
sustainable able to continue over a period of time and not harmful to the environment | |
sustainability | |
recycle / recycling use waste materials again | |
biodegradable able to break down naturally | |
green energy energy that is clean and doesn’t pollute the environment | |
conserve energy save energy | |
cut down (on) reduce, use less of something | |
reduce do less of something | |
reuse plastic bags | |
reforestation planting lots of trees to replace ones that have been cut down | |
switch off electrical equipment |
Paris Agreement international agreement between countries to make changes to affect climate change | The Paris Agreement was signed in 2016 by 196 countries. |
activist person who takes action in order to make political change | |
protest make a strong public expression of disagreement |
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IMAGES
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B2 Pollution Problems. B2 Taking a Gap Year. B2 First Writing Section. You are required to produce two pieces of writing. The first piece is compulsory and will be an essay of 140-190 words. For the second, you can choose from an article, email/letter, essay, review or report (B2 First for schools the report is replaced with a story) of 140-190 ...
FCE Essays - Sample/model answers and examiner comments. An essay is always written for the teacher. It should answer the question given by addressing both content points and providinga new content point of the writer's own. The essay should be well organised, with an introduction and an appropriate conclusion,and should be written in an appropriate register and tone
B2 First (FCE) Essay: Tips. Plan your essay before you write. Make sure you know how to comment on all the points that are asked. Invent information if you don't have any ideas. Divide the essay into paragraphs - put one answer in one paragraph. Use advanced vocabulary when you can and formal language.
Article navigation: B2 First (FCE) Essay: Example Topics / Questions B2 First (FCE) Essay: Download (PDF) An essay is a piece of writing in which you are asked to discuss a topic that might be controversial or relevant somehow. It usually follows a class discussion. The language of an English essay should be formal.Also, make sure that you justify all your ideas and that you use appropriate ...
Here's a useful structure for an opinion essay:Paragraph 1Intro. uce the topic using a general statement and give your. hether you agree or disagree with the statemen. .Paragraph 2Give the first reason to support your opinion. Provide specifi. s for your opinion, using examples if necessary.
B2 First Writing Part 1 . Teacher's notes . Aims of the lesson . to familiarise students with Part 1 of the Writing paper and give them practice at planning an essay . ... Invest ing on elect rical t ran5port would benefit the environment a lot . Even more if t h is elect ricit y came fro m
Part 1 of the writing test - there are 2 parts total. 140-190 word limit. You have about 40 minutes to plan and write your essay. You must answer a question using two notes and your own idea. The topic requires general knowledge only. The essay is always formal because it is written "for your teacher".
Each paragraph has a clear purpose: Introduction: it introduces the topic in a general way and it leads to the second paragraph (first idea). Paragraph 2: it deals with idea 1. Paragraph 3: it deals with idea 2. Paragraph 4: it deals with idea 3. Conclusion: we express our opinion to conclude and summarise the essay.
FCE Essay Question 1. Part 1 - You must answer this question. Write your answer in 140-190 words in an appropriate style. You have been discussing environmental topics in a university lecture. Your professor has asked you to write an essay. Write an essay using the notes below and give reasons to support your ideas.
The question asks you whether you agree with a statement. Your conclusion should clearly express where you stand on the issue. Don't be wishy-washy! Trying too hard - The best First (FCE) essays are simple, to-the-point, well-structured and cohesive. Your essay isn't going to change the world, so don't go overboard.
FCE (B2 First) Writing Exam (Essay) - Video. In this lesson you can learn how to write an essay for the Cambridge FCE exam, step by step. You'll see exactly what to do at each stage in the FCE writing essay section, and how to get the best possible FCE score. There are four steps to the writing process. You'll see what to do at each step ...
Welcome to our B2 Pollution in the World Article set at an Upper-Intermediate Level . This is an article discussing the causes of pollution in the world. This provides some writing and reading practice for the Cambridge English B2 First, IELTS, TOEFL and other types of exams set at this level. Activities linked to this topic: It is important ...
The environment is a popular topic in the B2 First exam where you will be expected to express your opinion on problems with environment and pollution, as well as how to solve these problems. ... This B2 First sample question for part 3 of the speaking paper is all about the environment, ...
Let's first look at two examples of essay exam tasks. The task below is taken from B2 First for Schools Handbook for teachers: In your English class you have been talking about education. Now, your English teacher has asked you to write an essay for homework. Write your essay using all the notes and giving reasons for your point of view.
Materials: The teacher's notes and student worksheets are available to download in PDF format below. Lesson plan 153.63 KB. Student worksheets 141.56 KB. In this integrated skills lesson, students will work on the topic of climate change, particularly considering how it affects the lives of inhabitants of a low-lying island in the Pacific.
Pollute. "Pollute" is a B2 level verb that is used to talk about the action of putting something into the environment… read more. Limit. At B2 level you should know and be able to use "limit" as a verb. It means to control something… read more. Come up with. "Come up with" is a B2 level phrasal verb that candidates can easily ...
Description. This lesson plan is designed to help students prepare for B2 First for Schools/C1 Advanced Reading. It can be delivered face to face or online. The 'online options' column gives teachers ideas how the stages could be adapted for teaching online. Students discuss to what extent they are affected by climate change and what ...
B2 POLLUTION PROBLEMS - ESSAY (WITH SOLUTIONS) - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document provides a writing prompt asking the student to write a 140-190 word essay about pollution problems and whether they can be solved. It gives three topics for the student to discuss: transport, rivers and seas, and energy at home.
B2 First FCE Writing B2 First, formerly known as Cambridge English: First (FCE) ... You're given an essay title and two ideas clearly linked to the title. You write an essay giving your opinions about the title, using the ideas given. ... One of the things that worries people most nowadays is the environment. In the last few decades, humans ...
3.2. ( 5) Pollution Problems continue to be a major issue in the world and this exercise for the B2 First Use of English Part 3 explains the causes and the effects on our lives. This B2 First Use of English Part 3 exercise consists of a text about problems of pollution in which there are 8 gaps. Each gap represents a missing word or phrase.
Hook Examples for Pollution Essay. The Silent Threat Above: As we go about our daily lives, a hidden danger lurks in the air we breathe. This essay unveils the pervasive issue of air pollution, its sources, and the alarming consequences it has on our health and the environment. Plastic Planet: Our oceans are drowning in a sea of plastic waste ...
Really, point 16 and 34 are just gross. This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to the environment and environmental issues through a variety of engaging activities which will help them improve listening and speaking.
General. environment. place where people, plants, and animals live. Petrol cars are having a negative effect on the environment. environmental. relating to the environment. Petrol cars are causing huge environmental damage. wildlife. animals, birds, and plants living in their natural habitat.