Tag Archives: poziom 2

Conjunctions – introduction to compound and complex sentences

FANBOYS conjunctions: for, and, nor, but, or, yet, soConjunctions – introduction

Whenever you want to show your proficiency in writing or speaking you should demonstrate that you are capable of writing longer, more complex sentences. It is not possible without a proper conjunction though. Putting two ideas from seperate single sentences into one sentence requires from writers/speakers to use conjunctions. Today, I will present the basic set of conjunctions to use to make logical connection between the ideas you want to sell. This basic set, often described as a mnemonic FAN BOYS, Continue reading “Conjunctions – introduction to compound and complex sentences” »

Adjectives and adverbs – usage

Reading comprehension test on level 2 according to STANAG 6001Last week I conducted a lesson where I tried to explain the difference in use of adjectives and adverbs and their changeable role in a sentence. Since I’m trying out some online apps, I decided to use HotPotatoes software to prepare an online exercise illustrating the different use of both parts of speech. You can download this exercise from the download manager below and/or do it here, online.

Adjectives vs adverbs

some theory prompts

Adjectives normally describe nouns or pronouns, e.g.

He is a good boy.

In case of verbs related to our senses, they may serve as adverbs as well and then they describe verbs, e.g.

Coffee smells good.

It sounded nice to the ear.

look, feel, be follow the same rule.

Exception: I’m so sick that I cannot taste well. (the act of tasting food, not a taste of food)

Averbs normally describe verbs, sometimes adjectives, e.g.

He was completely lost.

He performed well on the exam.

They may play the role of adjectives as well, e.g.

I do not feel well.

Adjectives or adverbs – exercise

Fill in all the gaps with the proper form from brackets. 

  1. They ____________ [logical / logically] defined the terms. The proposal sounded_______ [logical / logically].
  2. They __________ [quick / quickly] adjusted the fees. They adapted _________ [quick / quickly] to a new situation.
  3. He measured the distance ____________ [exact / exactly]. It proved to be a __________ [perfect / perfectly] exact measurement.
  4. The smell of the wound was ____________ [awful / awfully]. The wound was _________ [awful / awfully] infected.
  5. It was a dangerous area to cross. The crowd was _____________ [dangerous / dangerously] hostile and the napalm smelled ___________ [dangerous / dangerously].
  6. The cannonade sounds ____________ [beautiful / beautifully]. We heard it ___________ [perfect / perfectly] from the distance.
  7. The commander was a very __________ [sensible / sensibly] person. He acted very ____________ [sensible / sensibly].
  8. The student wrote too ___________ [slow / slowly] on the exam. He always writes _________ [slow / slowly]. I didn’t know he was that _________ [slow / slowly].
  9. Talk ________ [soft / softly] or don’t talk at all. The music played ________ [soft / softly].
  10. Jake knows the enemy very ______ [good / well]. He always commands us ______ [good / well].
  11. You must do the exercises _________ [regular / regularly]. Only __________ [regular / regularly] exercises can bring desired effects.
  12. The rifles were ________ [good / well]. The commander said that the training was _________ [good / well] done.
  13. He cleared the gun __________ [careful / carefully]. He was a very ___________ [careful / carefully] soldier.
  14. He did not pass the course as ___________ [easy / easily] as he thought he would.
  15. I find this exercise very ___________ [interesting / interestingly]. It was __________ [interesting / interestingly] designed.

Interactive version of this exercise is here. You can do that online and get the feedback instantly.
You can also download it with the answers from the box below.

Car-related vocabulary – follow on

Military English exercise. A crossword on vocabulary related to cars.Vehicle-related vocabulary – a crossword

If you did the previous exercises (link here), you will be able to do this refreshing exercise – the crossword with all entries taken from the previous lesson. Hidden answer will tell what will be the subject of the next exercises to prepare you for better handling of speaking tasks on level 2-3-4.

 

12
13
18
2 14
4 6 9 11 15
1 7 8
10 16 17 19
5
3
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Entry definitions:

  1. Feature important for the family cars
  2. Old model, but with new elements, upgraded
  3. Uses satellites to position in space
  4. This type of vehicle can roll easily
  5. Prevent heavy injuries in case of crash
  6. Rotate around a given axis
  7. That type of vehicle can move on land and water as well
  8. Not wheeled vehicle, but with wheels
  9. Individually prepared according to customer’s wishes
  10. How far your car can go
  11. Not self-propelled and not pushed but still moving
  12. How fast you can gain speed
  13. Prevents backbone injuries when accidents happen and increases comfort of driving
  14. The more spacious the car is it is bigger
  15. All terain, cross-country
  16. You pour gas there when refuelling
  17. Military vehicle with great ambush protection and resistance to mines explosions
  18. How long an item can resist damage or remain unchanged
  19. Anti-lock braking system

Speaking on level 2

Level 2 speaking task

Another exam set from the oral part of the level 2 English exam. It consists of examinee’s sheet with a task and a corresponding examiner’s sheet which contains some data you will be required to ask about. This time the examination set is followed by my guidaince and set ot tips how to approach this kind of task. Use my hints to improve your performance and gain more points during exam. Good luck! Continue reading “Speaking on level 2” »

Level 2 speaking

Level 2 speaking task

This is an example of the exam set you may encounter during oral part of your level 2 English exam. It consists of examinee’s sheet with a task and a corresponding examiner’s sheet which contains some data you will be required to ask about.

(L2/S/002)

CANDIDATE’S ROLE

The examiner is your foreign friend
who has just taken part in a language course in England.
You would like to take this kind of course next year and you need some information.

Ask about:

– where in England – how long?
– want to go – price?
– problem – only £900 – cheaper course?
– lessons – days / hours?
– course – difficult?
– any homework after classes?
– contact – how if decide?

You speak first, “I’ve heard you’ve been on a language course in England.”

 

EXAMINER’S ROLE

You are the candidate’s foreign friend who
who has just taken part in a language course in England.
You give him / her information about it.

Say – course in Brighton – three weeks
– price £1200
Suggest taking a two-week course – cheaper
Inform – lessons every day morning 9 -12 / afternoon 1-3
– hard course / high level
– much homework / little free time
Promise to give the e-mail address of the school.

The candidate speaks first by saying: “I’ve heard you’ve been on a language course in England.”

You can expect some of these additional questions to appear during the conversation:

1.  Why are you learning English?
2. Tell me about the best training course you have ever taken part in?
3. What are the advantages and disadvantages of learning a foreign language abroad?
4. Do you think knowledge of English is important nowadays? Why?

Reading test – level 2

Below, you’ll find a level 2 (SLP 2222) reading comprehension test. It’s a courtesy of CKEJO MON. The answer key is given at the end of the test.

READING test, level 2

(L2/R/005)

Task One

Read the text and choose the right answer.

The Big Biggs

In 1963 Ronald Biggs, together with other gang members, stole £2.6 million from a mail train, the equivalent of around £40 million today. After being convicted and jailed, Biggs escaped from prison on 7 July 1965. He then fled to Paris, where he acquired new identity papers and underwent plastic surgery. Continue reading “Reading test – level 2” »