FCE word distinction

FCE   word distinction

1.      If a watch /clock says 11.50 at 12 o’clock , then it is 10’ slow ; if it says 12.05, it is 5’ fast .

If it gets faster every day ,it gains (; if it gets slower every day , it loses (time) .When one puts it to the right time , one sets it .-> I set my watch by the radio

2.      To set an example -> Drink your milk and set a good example to your sister.

To give an example -> large animals ,for example , elephants

3.      Hardly /scarcely/ barely……… When,   No sooner ….than ,  Not only …but

 +  inversion

Hardly/ scarcely/ barely  ever/ any/ at all

4.      Meat : Cow->beef , pig - pork -ham, calf -veal , lamb -lamb

5.      (BRE )to hire things for short time -> let’s hire a car for the weekend,

To  rent things for a longer period -> you rent a house /flat and the owner lets it out.

To Hire/appoint people ->we are going to appoint a new history teacher.

 But in AME rent for  all the above and the owner rents them out .  Buses /ships/ aircraft are chartered.

6.      To cheat  at cards /in an exam/ on sb /sb out of sth

To deceive     an audience /the enemy

7.      Delicate  flavor /stage/ child

Slim  chance / hope/ figure/ child

8.      Rare   = uncommon and perhaps valuable things->rare species of birds

Scarce = uncommon useful things that we are short of ,perhaps only temporarily -> parking spaces are scarce on Sundays.

9.      Shape  one’s character / an object

Form   a plan/ an impression/ a habit / an idea/ the basis

10.   Clear  sky/ water / instructions/ voice

Clean water / wound / room

11.   Precious  jewelry(= loved) / metals/ stone / stone/ time

Valuable  advice / jewelry (=expensive) / time

12.   Replace  = take the place of -> I’ve replaced the old sofa with a new one

Substitute  =  put in the place -> they substituted Garry for John in the team.

13.   Imaginative = good at producing new ideas -> an imaginative child

Imaginable = that can be thought/ imagined->  Computers now allow us to do things that were hardly imaginable only a few years ago.

Imaginary  = unreal -> the story is set in an imaginary world.

14.   A flock of birds, a pack of wolves/dogs , a swarm of bees / flies/ insects / tourists, a school of whales, a fleet/a shoal  of fish , a herd of cows / cattle

15.   False smile/ promise/ teeth/ friend/ address

Artificial flowers/ limbs

Fake smile / address/ painting

16.   Earn  a living/ money/ a wage/ approval/ a reputation

Gain  weight / attention/ approval/ a reputation/ respect/ knowledge/ experience/ time/ admission to the university

Win  money/ a bet / a race / approval/ at cards/ the war/ a prize/ a cup/ $100/ a shield

Beat an opponent / an enemy/  a rival

17.   Refuse  an invitation/ an offer/ help/ sb permission

Deny  a charge / oneself sth / sb permission

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correlative conjuctions

Adjectives easily confused

 Adjectives easily confused

Fat vs.  thin:          people/animal s->   a fat/thin man , a fat / thin girl, a fat / thin cat

Fat for a few names of things -> a fat book/dictionary

Thick vs. thin: usually apply to things -> A thick book, thin material

Thick = stupid (for people ) -> Some people are really thick.

Tall vs.  short: for people’s height -> A tall / short boy

Tall vs. small: buildings, mountains, trees etc. -> A tall / small block of flats, pine etc

High vs. low: buildings, things, sound -> A high /low building, a high / low stool, a high / low voice, a high / low note,  a high mountain ,a  low hill

Long vs. Short : length, time ,distance -> a long /short skirt / time/ walk

Loud vs. soft -> a loud /soft knock on the door

Hard vs. soft -> a hard /soft apple, a hard / soft mattress

Old vs. young: people -> an old man/a young teacher

Old vs. new: things -> an old/ new handbag, an old/ new house

New= a newcomer -> a new boss, a new secret

Large vs. big vs. great : people /things

Large/big:  for size -> a large / big man, a large / big box

Great:  for importance -> a great professor, a great idea / a great monument

Small vs. little : small opposite of big  -> a small / little boy, a small/ little  house

Little: quantifier a little sugar, or to express love, pity, etc -> your sweet little baby

Better vs. worse -> ‘How’s Liz? She’s much better / nearly well.’

‘How’s Bob?’ ‘He’s still ill- much worse.’

Elder / eldest vs. younger/ youngest: used for people in a family -> my elder brother / my youngest son.

Old-older- oldest : for people / things -> my older brother/son, my oldest child, the oldest tree in the garden etc.

HAPPY EASTER!

prepositions

PREPOSITIONS

Adjective + of

An adjective paired with the preposition of can identify causes of mental and physical states (e.g., fear, exhaustion, anxiety, etc.) or offer descriptions for actions and people.

afraid of, frightened of, scared of, terrified of

“Sam is afraid of dogs.” “Many kids are frightened of clowns.” “Are you scared of airplanes?”

“The poor baby was terrified of her crib.”

kind of, nice of, sweet of, thoughtful of

“How kind of you to come early.” “That was nice of your sister to treat us to dessert.”

“It’s very sweet of John to send a gift.” “It is thoughtful of passengers to thank their drivers.”

odd of, strange of

“How odd of that man to wear sunglasses inside.” “It’s strange of you to change your mind like that.”

proud of “Mom told me she is proud of my accomplishments.”

rude of “I thought it rude of her to interrupt me.”

smart of “That’s very smart of you.”

sick of, tired of

“I am so sick of doing laundry every week.” “Olivia confessed that she is tired of dating Mike.”

silly of , stupid of        “It was silly of me to assume I was right.”  “How stupid of that boy to drop out of high school.”

Adjective + to

When paired with an adjective, the preposition to can describe behaviors, states, or connections between things and people.

accustomed to “He quickly became accustomed to city life.”

addicted to “I think I'm addicted to action movies.”

committed to, dedicated to, devoted to

“She is committed to the art of dance.” “How dedicated to your studies are you?”

“Lucy is devoted to her family.”

friendly to, good to, kind to, nice to

“Henry is friendly to everyone.” “Was she good to you?” “You should always be kind to others.”

“Mrs. Roberts was nice to the cashier.”

Married/engaged  to “Cassie is married to Nick.”

mean to, rude to, unfriendly to

“Don’t be mean to your classmates.” “The couple was rude to the waitress.”

“A lot of cats are unfriendly to humans.”

opposed to “I am opposed to these changes.”

similar to “His idea is similar to mine.”

Adjective + about

The preposition about typically accompanies emotive adjectives in regards to specific situations or events.

angry about, furious about, mad about

“My neighbor is angry about the loud music we played last night.”

“That woman is furious about having to wait in line.”

“You’re always mad about something.”

anxious about, nervous about, stressed about, worried about

“Joe is anxious about studying abroad next semester.”

“She seemed nervous about the test.”

“Rachel is stressed about finding a job.”

excited about “I am excited about a new book that’s coming out soon.”

happy about “Aren’t you happy about the way things turned out?”

sad about, depressed about

“She might be sad about her grades.” “Bobby was depressed about his parents’ divorce.”

sorry about “I’m sorry about yesterday.”

upset about “He’s probably upset about losing the soccer match.”

Adjective + for

For can be used with adjectives to demonstrate purpose or reason.

“Texas is famous for rodeos.”

“Australia is known for its large kangaroo population.”

“Coach Brown is responsible for the football team.”

For may also be used to emphasize someone’s feelings toward a specific event, thing, or person. This combination follows the basic form feel/be + adjective + for + someone/something. For example:

“Marianne feels bad for her coworker.” “Kyle is happy for his brother.”

“The company felt hopeful for the future.”

Adjective + withprepositions

When used with an adjective, the preposition with can indicate the cause of an emotional state or a connection between things or people.

angry with, furious with

“Nicole is angry with her mother.” “I heard he’s furious with you!”

annoyed with, fed up with, bored with

“I’m annoyed with this traffic.” “She’s fed up with having to clean toilets all day.”

 “It’s hard not to be bored with long lectures.”

content with, fine with, OK with ,pleased with

“Taylor was content with moving to Chicago.” “I’m fine with having to rewrite the introduction.”

“Are you sure you’re OK with this?” “We are very pleased with the number of donations we received.”

disappointed with, displeased with

“Molly seems disappointed with her performance.” “The boy’s parents are displeased with his behavior.”

 With may also be employed in passive sentences to describe the states of people or things:

“Paris is especially crowded with tourists in the summertime.”

“The cake is filled with fresh blueberries.”

“The piñata is stuffed with hundreds of pieces of candy.”

Adjective + at/by

Most adjectives that take the preposition at can also take the preposition by. When combined with adjectives, these prepositions illustrate causes for specific reactions or emotional responses. By can be used in place of at only because these sentences require passive voice.

“The man was amazed at/by the number of people offering to help him.”

“She was astonished at/by the movie’s poor ratings.”

“I’m shocked at/by his behavior.”

“Flight attendants were surprised at/by the plane’s abrupt landing.”

At can also describe skills and abilities when paired with positive and negative adjectives, such as good/bad and wonderful/terrible. In this case, by cannot be used in place of at, as the sentences are not passive. For example:

✔ “James is good at playing the guitar.” (correct)

✖ “James is good by playing the guitar.” (incorrect)

✔ “I’m terrible at golf.” (correct)

✖ “I’m terrible by golf.” (incorrect)

Adjective + in

Some adjectives can be paired with the preposition in to show connections or relationships between people and things. “Bernard is interested in joining the school band.”

“Is she involved in politics?”

Adjective + from

Adjectives taking the preposition from can emphasize a point of opposition or the result of an action. For example:

“Turquoise is different from blue.” (point of opposition)

“We were protected from the storm.” (point of opposition)

“I became tired from studying all night.” (result of an action)

Adjectives with multiple prepositions

Many adjectives can be paired with multiple prepositions. While some prepositions may change the meaning of a sentence, others can behave interchangeably

(such as at and by). Here are some sentence pairs that use different prepositions but have identical meanings:

“She’s very sorry about the mistake.”

“She’s very sorry for the mistake.”

“Mark is disappointed with the decision.”

“Mark is disappointed in the decision.”

In some cases, however, the prepositions are not interchangeable and can only be used to describe specific nouns or gerunds. For example, when paired with  adjectives, with and for generally refer to people, whereas about usually refers to things, events, or gerunds:

“I’m so happy for them.” (people)

“I’m so happy about the wedding.” (thing/event)

“Dad is angry with Elizabeth.” (person)

“Dad is angry about Elizabeth’s sneaking out.” (gerund)

WRITING FOR ECCE

The Michigan ECCE exam requires candidates to write either a letter or an essay. This must be completed in 30 minutes and needs to be approximately one page long. The candidates can write in ink or in pencil.

The topic is given in the form of a prompt (announcement, extract from a newspaper or magazine). The letter or essay is to be discursive in one of three types: opinion, for and against (or advantages / disadvantages) or solution to a problem. The style is usually formal or semi-formal but it may also be informal.

opinion

Plan for Essay

Paragraph 1 Clear, general statement related to the subject. The writer’s own personal opinion.

Paragraph 2 The writer supports his / her opinion with reasons  and / or  examples.

 Paragraph 3 The opposite viewpoint together with its weaknesses
 Paragraph 4 Summary of the writer’s opinion.

Phrases to use

A)      Formal

 Paragraph 1

 It is often suggested / said / argued / claimed that… Some / Many / A great number of people agree with this / believe this is true. Others / Other people disagree / have the opposite viewpoint. I (definitely) feel / believe that… In my opinion / view… I strongly disagree that…

Paragraph 2

First of all, / Firstly, / In the first place, First and foremost,… This is because / due to the fact that… Secondly,… A good reason for this is… A further reason is that…

Furthermore,…  For example… In addition,…    This can be shown… Finally, / Lastly,…

Paragraph 3

 On the other hand, / However, / many others / other people claim / believe / argue that… Moreover, it is said that…  Nevertheless,… Although this may be true / I agree with this to a certain extent,… Last but not least, although / while / whereas some people consider…, it cannot be denied that…

Paragraph 4

In conclusion, / To sum up, / All in all, / On the whole, it can be seen that… I myself believe / am convinced that…

B)      Informal

Paragraph 1

 Lots of people / Many people say / believe / think that Others don’t agree / have a different opinion / see it in a different light. If you ask me, I think that It’s all a question of what we should do about

Paragraph 2

One reason why I believe that is What’s more, Not only that, There’s another reason too.

A last point is Last but not least,

Paragraph 3

 As for those who think that … Others, though, think that… I agree up to a point, but…

Paragraph 4

 To round off what I said, … Let’s put it this way. There’s … What it all boils down to is that …

Example

Rubric

 Read the magazine article below, which appeared in “Parents and Teens” magazine.

Statistics show that the number of teenagers at Senior High School who are working in part-time jobs is on the increase. This is viewed in a negative light by schools because the teachers claim that the students should be spending as much time as possible on schoolwork with a view to going to university. Other people, however, think that it is useful for teenagers to get a taste of working life because it helps them to grow up faster.

What is your opinion? Should teenagers be allowed to have a part-time job while they are still at school or is it spoiling their chances of acquiring a university degree and a bright future?

Model Essay

Nowadays, more and more teenage school-goers are doing part-time jobs. Opinions on this are divided but I strongly believe that the positive effects outweigh the disadvantages. Firstly, by working, adolescents learn new skills that are not taught in school. Secondly, they gain experience and self-assurance, both of which will help them when they go out into the world to earn their own living. They also learn to appreciate the value of money and become more independent, due to the fact that they do not need to ask their parents for pocket money. Finally, they become responsible, which causes them to mature more quickly and have a better understanding of the adult world. On the other hand, many people regard teenage jobs as unnecessary and even detrimental. They believe that the students should focus on their school work and that they will be too tired to fulfill their potential if they spend part of their day at work. However, parents and teachers can help by encouraging and supporting the teen-workers to give them a sense of achievement and the satisfaction that their efforts are being acknowledged. All in all, I’m convinced that part-time work for teenagers can only be viewed as positive, provided they can combine their working life and their school work satisfactorily.

for and against

Plan for Essay

Paragraph 1

 Clear, general statement related to the subject with both  viewpoints mentioned

 Paragraph 2

 Points agreeing with the subject (for) with justifications,  reasons and / or examples.

 Paragraph 3

Points disagreeing with the subject (against) with  justifications, reasons and / or examples

Paragraph 4

Summary of both viewpoints, for and against. Comment on the issue Writer’s opinion (optional)

Phrases to use

A)      Formal

 Paragraph 1

Nowadays, / It is a generally accepted fact that… / It is often said that… / There is… However, while there are reasons why this is a good idea, there are also some disadvantages to be considered.

 Paragraph 2

As regards the advantages of…, first of all, / first and foremost, … This is because / owing to the fact that… Secondly,… For example,… A third reason is that… because… Lastly, … This can be seen from…

Paragraph 3

 On the other hand, / In contrast, / However,… Firstly,… This is shown by… Furthermore,… such as / like… In addition, we mustn’t forget that… Finally,…

Paragraph 4

 In conclusion, / To sum up, / All in all, / Generally speaking,… / As far as I am concerned,…

B)      Informal

 Paragraph 1

Lots of people / Many people say / believe / think that… Even so, there are some disadvantages, too.

Paragraph 2

 On the upside, If we look at the good side,

Paragraph 3

As for the downside / disadvantages, That’s because…

Also, … Lastly, we mustn’t forget that …

Paragraph 4

 On the whole, / Basically, we can say that… It’s generally true then that… We can safely say then that… but… As for me, I think…

Example

Rubric

 Read the newspaper article and then do the task below.

The Express

Technology – Good or Bad? A recent survey has shown that in spite of the tremendous benefits that technology has brought to our lives, many people are alarmed about the equally enormous drawbacks. There is no doubt that technology has made our lives easier but on the other hand, we’re also feeling the harmful effects of its rapid development.

The newspaper is asking the readers to write an article on “The Advantages and Disadvantages of Technology”. Write the article giving your opinion with examples.

Model Essay

It is generally accepted that technology has improved our lives in many ways. However, it has also created problems. As regards the advantages of technology, first of all, it has provided us with instant communication. Secondly, computers can store thousands of files, which are available at the click of a button. Another advantage is our easy access to all kinds of information and services, including online shopping. Finally, robots are used for dangerous missions, from bomb disposal to the exploration of planets. Thus, they not only help to save human lives, but also to unravel the mysteries of the universe. Other mechanisms perform intricate operations skillfully without the intervention of the surgeon. In contrast, technology is not without drawbacks. Firstly, the processing of products and air travel damage the environment. In addition, nuclear weapons can cause irreparable damage. Furthermore, everyday use of technology has caused us to become isolated, as we often communicate by means of the Internet or text messages. Last but not least, robots have taken over many jobs, leaving people unemployed and dissatisfied with their lives. To sum up, technology benefits mankind, but also presents problems. However, its progress is unlikely to be halted and in my opinion, we should enjoy its advantages and try as far as possible to limit its damaging effects on the Earth and its inhabitants.

solution to a Problem

Plan for Essay

Paragraph 1

Clear, general statement regarding the problem(s)

 Paragraph 2

The causes of the problem(s)

 Paragraphs 3 and 4

Suggestions Possible consequences Paragraph 5 Brief summary with or without the writer’s opinion.

Phrases to use

 A) Formal

 Paragraph 1

It has recently been suggested / announced that… / Following a report by…, / We have recently been informed that… I am / Many people are concerned about…

Paragraph 2

 This has come about / been caused by… Although this is clearly a serious / an extremely serious situation, there are ways to overcome the problem.

Paragraph 3

 First and foremost, the authorities / the government / parents / the citizens of our town / we / we ourselves should take steps to… In this way… It would / might also be a good idea to… in order to… A further suggestion is to…

Paragraph 4

Another way to solve the problem of… is by…  As a result, the… would… An alternative solution might be to… The effect of this would be… Finally, you / we might also consider… (letter)

Paragraph 5

As can be seen, / As we can see, there are ways to improve the situation…  If these measures / steps are taken, the problem(s) will probably / is / are likely to be resolved. I hope you will consider my suggestions. (letter)

Informal

Paragraph 1

Did you know that…? I’ve just heard that…

Paragraph 2

This has happened because… It’s serious but there are ways to solve it.

Paragraphs 3 and 4

It might be a good idea to… Another thing might be to…

I don’t know why they don’t… Why has nobody thought of…?

Paragraph 5

 So, there are ways, after all, to… So, there’s no excuse for… All told, …

Letter to a newspaper

Example rubric

Read the newspaper article below. Then write a letter to the editor of the newspaper giving your opinion and suggesting ways in which to solve the problem.

The Globe The number of car accidents recorded over the summer period (June through August) of this year have mainly been shown to involve young drivers aged 18 to 20. The accidents have been attributed to speeding, careless driving and lack of experience. Therefore, the government has called upon the local authorities to find ways to inform youngsters of the hazards of driving irresponsibly.

Model Essay

Dear Editor,  I read the report in your newspaper, “The Globe”, concerning the high accident rate among young drivers aged 18-20. I am writing to give my opinion about why this happens and offer some suggestions to combat the problem.  Apparently, the causes of the accidents are excessive speed and carelessness, which can be put down to inexperience and ignorance of the terrible consequences. Another cause is the fact that young people love excitement and like to impress their peers, which can lead to reckless driving.  One solution would be to inform the students at school through talks and videos showing interviews with accident victims. This would make the youngsters more aware of the dangers of driving irresponsibly.  Furthermore, a 30-minute lesson each week on general road safety and what to avoid when driving would be both interesting and useful for the students, possibly saving lives or injuries in the future.  Another suggestion might be to make the punishments for dangerous driving more severe. For example, a much heavier fine and the confiscation of the driver’s license for at least a year would be effective deterrents.   If these measures were taken, I believe that the accident rate among young drivers would be greatly reduced.

Yours sincerely, Pat Harwood

letters

For letters, paragraph one must contain a reason for writing and the last paragraph must address the recipient with reference to effects, consequences or action to be take in the future. e.g. Let me know what happens (informal) I hope these suggestions will be considered. (formal)

The following greetings and endings must be used:

Informal

Dear Mary, Yours, John

Semi-formal

 Dear Mr / Mrs / Miss / Ms Smith, Yours sincerely, / Yours truly, John Brown

Formal

Dear Sir / Madam / Sir or Madam, Yours faithfully, John Brown

Phrases to use Informal Letters – suggestions

 Paragraph 1: I was sorry to hear that ... / Perhaps I can be of some help Paragraph 2:  You say that ... / It seems that / as if ...

Paragraphs 3 & 4: Why don’t you ...? / How about ...? / Have you thought about ...? / You could also ... That’d mean that ... / If I were you, I’d ... because ...

 Paragraph 5: I hope I’ve helped. Let me know what you decide.

 Ending