FCE topics: 2 education

contents

education

Reading task

Word formation

Speaking

Vocabulary

Writing

Grammar review

Phrasal Verbs

work

Reading task

education

B2 First multiple- task

word formation

education

___________ Media Literacy to Win the Fight Against_____________

strong

inform

If the world is going to stop deliberate or ____________ misinformation and its insidious effects, we need to ________ expand and accelerate our counterattacks, particularly human-centered ________ focused on improving people's media and information literacy

intention

radical

solve

one word gap

The deliberate 1)___ unintentional spread of misinformation, 2)______capturing widespread public attention, remains as rampant as 3)_____, showing up recently in the form of false claims about COVID-19 vaccines, the Capitol riot, and many other topics. This “infodemic” is polarizing politics, endangering communities, weakening institutions, and leaving people unsure what to believe or 4) ______ to trust. It threatens the foundations of democratic governance, social cohesion, national security, and public health. Misinformation is a long-term problem 5)_____ demands long-term, sustainable solutions as well as short-term interventions. We've seen a number of quicker, technological fixes that improve the social media platforms that supply information. Companies 6)_____ Facebook and Twitter, for example, have adjusted their algorithms or called 7)_____ problematic content. We've also seen slower, human-centered approaches that make people smarter about the media they demand to access online. Evidence-driven educational programs,8)____ instance, have made people better 9)__ discerning the reliability of information sources, distinguishing facts 10)______ opinions, resisting emotional manipulation, and being good digital citizens.

It hasn't been 1)____. If we're to stop misinformation and its insidious effects, we need to radically expand and accelerate our counterattacks. It will take all 2)______ of society: business, nonprofits, advocacy organizations, philanthropists, researchers, governments, and more. We also need to 3)___ our efforts. For too long, too many resources and debates have focused on changing the technology, not educating people. This emphasis on the supply side of the problem without a similar investment in the demand side may be a less effective use of time and energy.4)______ technology-centered, self-policing solutions—filtering software, artificial intelligence, modified algorithms, and content labeling—do have the ability to 5)_______ changes quickly and at scale, they face significant ethical, financial, logistical, and legal constraints.

multiple choice

1) a) yet b) enough c) ago d) good

2) a) sectors b) zones c) parts d) types

3) a) pair b) balance c) mix d) equalize

4) a) When b) Despite c) So d) While

5) a) make b) do c) have d) take

multiple choice

a) Even brief exposure to some training can improve competencies in media literacy

b) but we have to work smarter and faster or risk losing an ever-intensifying fight.

c) They not only demonstrate a much deeper and longer-lasting impact, but also may be easier and cheaper to implement than commonly believed.

d) Even when they are working alone, people tend to cluster together, which is a particular problem during the pandemic, when social distancing is the rule of the day

e) Media literacy programs can also be affordably and extensively delivered through schools.

f) Additionally, research shows that some of the most commonly employed methods for combatting misinformation on social media

work

Word Formation

Education vocabulary word formation Complete First Unit 5 Make variations on the words below, e.g. other parts of speech. Each must be one word (not compound nouns etc split into two words) and be at least slightly different from the words given. Even small changes are fine.

education

academyassist attend certify doctor enter graduate lecture multiply

nation qualify revise scholar school second studytake tutor

education

education

work

Speaking task

education

Aim: Education and work things in common Try to find things that are the same between you and your partner which match the topics of jobs and studies. As you are quite different, you’ll have to ask some more unusual questions and include the past and future!

education

Past

Present

Future

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Vocabulary

education

Brainstorming Education VocabularyBrainstorm at least three things into each of the categories below. Educational institutions

• Qualifications
• Punishments
• Rooms and buildings
• Things connected to money
• People
• Collocations with “test” and “exam”
• Things which are different in British and American English (including because the
• educational systems are different)
• Abbreviations (= short forms) of education vocabulary
• Opposites
• Words which have similar but different meanings

work

Writing

How to write an article in three simple steps You’ve got the question in front of you, so now it’s time to start writing your article, right? Wrong! If you do that, you’ve missed an essential stage: planning. You can compare writing an article to preparing your favourite meal. No good tortilla de patatas was ever made without carefully preparing the ingredients first. It’s exactly the same with your writing – only, you’ll need fewer onions. Time management is also important. You only have about 40 minutes total so you need to plan your time carefully.

education

education

Step 1: Make a plan (10 minutes)

education

Think about the question Really focus on the question. Decide who your role model is. Is he or she a sporting hero you really admire? Or someone closer to home? It could be a family member that you look up to or a person in the community who’s done something amazing. Think about why they inspire you and make some notes on your ideas.

Think about the toneConsider the best blogs you read on the internet. Are they relaxed and friendly? Or do they sound like boring school essays? The truth is most articles are quite conversational. They are somewhere between semi-formal and informal. They are often informative, whilst entertaining and engaging the reader. You can also try to add some humour in too!

Step 1: Make a plan (10 minutes)

education

Think about the structureStructuring your article is key and there’s normally more than one way to do it. Decide which structure makes sense for the question. Try to keep it logical and include different ideas in different paragraphs.

Here’s an example structure: Paragraph 1 Introduction Start with a catchy opening line to hook the readers. Then introduce your role model. Paragraph 2 – Describe what makes them special Giving examples and developing your answer. Paragraph 3 – Why you chose them as your role model This should be like a conclusion and give the reader a lasting comment or a question to think about.

Step 1: Make a plan (10 minutes)

education

Note: For many articles four paragraphs will be more appropriate – it depends on the question you are given. Linkers are a fantastic way to organise your ideas. Experiment with some of these in your next article: For a start… Not to mention… On top of that… So… *Remember, you don’t need headings or titles in the article it should read as one continuous piece of work.

Step 1: Make a plan (10 minutes)

education

Think about vocabulary Brainstorming vocabulary is a great way to get your ideas flowing. What are some great words related to the topic? List some adjectives for being a good role model. Pick out some verbs related to motivation or any good nouns or collocations you think would work. Throw some phrasal verbs and idioms in there too! Here’s an example for the question above:

education

Step 1: Make a plan (10 minutes)

education

Note: For many articles four paragraphs will be more appropriate – it depends on the question you are given. Linkers are a fantastic way to organise your ideas. Experiment with some of these in your next article: For a start… Not to mention… On top of that… So… *Remember, you don’t need headings or titles in the article it should read as one continuous piece of work.

Step Two: Write it (25 minutes)

education

An interesting introduction is the key to a first-rate article. You want to capture your audience’s attention whilst making it clear what it’s going to be about. Start with an opening line that sets the tone of the topic. Try to catch the attention from the first word. Here’s an example: Firefighters and superheroes are obvious role models. But sometimes the person that inspires us the most is so much closer to home. I have never had a favourite singer or sports star but my father has always been an important inspiration for me. Next, think about the original question. What makes your role model special? Remember to keep it interesting and include some personal feelings. Use exclamation marks like this: One of the things that makes my father so special is that he always does everything for his family, and he’s an excellent listener too. Whenever we have a problem he’s always there for us. Not to mention the fact that he’s also really fun-loving! If there’s a party, my dad is the first person on the dancefloor.

Step Two: Write it (25 minutes)

education

But only include one or two exclamation marks in the article or they’ll lose their impact. Finally you want to tackle the last question. Why did you choose him as your role model? A great technique here would be to address your reader personally and even include a rhetorical question at the end. This gives them something to think about. A little bit like this: I think my father is the best role model because he is the most hardworking person I know. He has a really difficult job as a doctor and is always saving lives. That’s so inspiring for me! I really look up to him and he really pushes me to be the best I can be. Wouldn’t you want a role model like my dad?

Step Three: Check it (5 minutes)

education

Everything has come together and you’ve got your final article. Now you can sit back, relax and put your feet up until the examiner says stop. Wait, not quite! You’re missing the last important step. Always check your writing. You’d hate for all your hard work to be wasted at the last moment. Here are some things to check for.

• You included everything in the question
• You’ve used a variety of sentence lengths
• The spelling is correct It’s personal and engaging
• You haven’t repeated the same vocabulary too often
• It’s not too formal

What are the examiners looking out for?

education

To get the very best results, you need to know what the examiners are looking out for when they are marking your writing. These are the four most important things to consider:

a/an, the, no article

exercise Beginner

1. My mother is ___ English teacher. I am ___ student. When I get home from school, I watch ___ programs on TV. That's ___ best part of my day. ___ programs I watch are for ___ children. I am ___ child, so I think they are funny. 2. I'm ___ little excited because it's ___ Friday today. There are ___ lot of good shows on TV today. ___ one I usually watch at 3:30 is about ___ animals. Also, I'm excited because my mom is making ___ rice for dinner tonight. 3. Later, after eating dinner and doing my homework, I go to my room and read ___ book for 30 minutes. Then I turn off ___ light and go to ___ bed.

Use a/an

First mention We use a/an when we mention something for the first time. I saw an old woman with a dog in the park. Jobs and descriptions We use a/an to talk about people’s jobs or to say what kind of person or thing something/somebody is. Paula is a teacher. Paris is an interesting city. When I was a teenager, I enjoyed sleeping. Note that you cannot use singular countable nouns alone (without a, the, my etc.) I don’t have a driving license (NOT I don’t have driving license) This hotel doesn’t have a spa. (NOT This hotel doesn’t have spa.)

Use the

Second mention We use the when we mention something for the second time. A man and a woman sat in front of me. The man was British, but I think the woman wasn’t. Specific things We use the to talk about specific things or people; when it’s clear which things or people we are talking about. ‘Where are the kids?’ ‘They’re in the garden.’ (=We know which kids and which garden.) Can you open the door? (=We know which door.)

Use the

There is only one We use the when there’s only one of something. This company is very profitable. The manager must be really good. I’d like to live in this country, but not in the capital. The moon looks beautiful today. Common places in town With places in a town where we commonly go (the park, the cinema, the doctor, etc.) I’m going to the bank. I found Peter at the station. I’m at the library.

Use the

Superlatives We use the before superlative adjectives. This is the best restaurant in town. Musical instruments We use the before names of musical instruments. Margaret plays the guitar and I play the flute.

Use no article

General meaning We do not use an article before plural or uncountable nouns to talk about something in general. I don’t drink milk. Women drive more cautiously than men. Compare: I love music. (=Music in general.) I loved the music at the party. (=Specific music.) Children are often difficult. (=Children in general.) They are a nice family. The children are very funny. (=The children in that family.)

Use no article

Meals We do not use an article before names of meals: breakfast, lunch, dinner. Dinner is served at 8. I always have breakfast with my children.

Years, months and days We do not use an article before names of years, months and days of the week. Friday is my favourite day of the week. I think 2020 will be an excellent year.

Use no article

TV We do not use an article with TV (when used as a broadcasting service, NOT as an appliance) I saw it on TV. I don’t watch TV. But: Turn off the TV. I’ve bought a new TV.

Names of languages and school subjects We do not use an article before names of languages and school subjects. He doesn’t speak English. I study biology.

Use no article

Next, Last We do not use an article before next and last + time expression (when they mean before or after now). The meeting is next Thursday. I saw him last week. Compare: Last year we spend one week in London (Last year= the year before now). We really loved London.The last day we were really sad. (The last day= the last day of that trip. NOT the day before now)

exercise Intermediate

4. Moving to ___ United States was ___ most exciting thing I have ever done. I moved last year to ___ New York. New York is ___ exciting city, full of ___ adventure. In fact, I met ___ famous actor on ___ bus yesterday! 5. Today, I have ___ job interview at ___ financial company. ___ company has ___ offices all over ___ world. I'm not sure that I have ___ skills to get hired. I hope so. ___ company's office is on ___ Main Street. That's ___ same street my friend works on. If I get hired, I could meet him after ___ work for drinks. That would be great. He's from ___ Scotland. He works 8 hours ___ day, 5 days ___ week. 6. I have two brothers. One, Greg, is still in ___ college, and ___ other, Mike, has already graduated. Mike is ___ kind of guy that is very serious. I don't remember ___ last time I saw him. It may have been in ___ August. He was wearing ___ red sweater. It matched his ___ red hair. 7. After ___ dinner, I usually wash ___ dishes. My wife hates doing it. I waste a lot of ___ water when I do it. That's bad for ___ environment, I think. 8. We live near ___ sea. ___ most houses in this area are expensive.

exercise Advanced

9. I have ___ uncle who lives in ___ home for ___ elderly. He is ___ honest man. He used to be ___ FBI agent. He once saved ___ one-year-old boy from ___ fire. He has many interesting stories. 10. He told me that he once met ___ alien from ___ space. This alien didn't need ___ oxygen to live; it didn't have ___ nose. That's ___ hard story to believe. I'm not sure he was telling me ___ truth. Maybe he isn't so honest, after all. 11. ___ stress can make ___ life unpleasant. In ___ day, I work at ___ office. ___ people I work with are busy, and ___ work we do isn’t easy. When I drive to ___ work, usually ___ highways are really busy. If there's ___ accident during ___ rush hour, it can be ___ chaos on the roads. 12. I don't watch ___ TV. I get ___ information and ___ news, etc., from ___ Internet. I don't often go to ___ cinema, either. I'm interested in ___ finance. I heard ___ Euro is losing value, compared to ___ US dollar. 13. I like Japan. ___ crime is quite low there. When I fly to Japan, I usually fly to ___ Narita Airport. The last time I was in Japan, I climbed ___ Mount Fuji. It was fun. I am tall. ___ Japanese are generally shorter than I am.

hw

hw

Phrasal verbs

education

Phrasal Verbs: Education

1. Match the phrasal verbs in italics in the sentences (1-10) with their definition (a-j)

a. arrived

1. The principal handed in his resignation.
2. The students turned up late for class.
3. The teacher got her ideas across very well.
4. We worked out the answers very easily.
5. He stayed on at university another year.
6. I got down to work as soon as I arrived.
7. A taxi picked them up and took them to college.
8. She kept up with the othe students.
9. We carried out a survey on staff attitudes.
10. He went over the exercise with his students.

b. collected

c. manage to understand

d. managed to do as well as

e. did

f. checked

g. gave to a person in charge

h. communicated

i. started

j. remained

Phrasal Verbs: Education

2. put the correct phrasal verb

1. It was a very quiet party. Half guests never ______________________at all!
2. Are you ____________________after class tonight or going home?
3. Who's going to _____________________that experiment.
4. We're trying to _______________________________the best way to meet student's needs.
5. _______________________ your answers carefully.
6. I haven't ________________ my homework yet. It's still in my bag.
7. I can't _____________all the latest technology.
8. Come and ____________ your old course from my office.
9. He didn't really _________ his meaning__________ to the students.
10. It's time I__________________marking the papers.