PolygloTopia

7 Language Learning Myths

Polyglotopia Team — Wed, 24 Jul 2024 21:04:04 +0000

Adults can’t learn languages, having an accent is negative, and many other horrific tales and myths surround language learning. Do not be afraid: language learning is not only meant for a specific group of people (born in an X country, having an X talent etc). There are so many widespread myths about language learning that we have decided to write an article and shout: No! That’s not exactly the truth! Let’s start with:

The age myth

Myth: Adults cannot learn a language, as there is an age limit.

Adults might actually be able to learn faster, because of their meta-cognitive skills that can help them easily understand concepts and learn faster. Apart from that, an adult is likely to have more motivation or at least self-discipline and can take advantage of autonomous learning.

(There are benefits related to learning a language when you are a kid such as developing better listening, pronunciation skills, and intercultural awareness but that doesn’t mean you cannot learn as an adult.)

The accent myth

Myth: You have to lose your accent.

Nope! Pronunciation and accent are two different things. It is important to pronounce the words in a way that other people can understand but that does not mean changing your accent. Everyone has an accent, you don’t have to “lose” or “reduce” it.

The correction myth

Myth: People should always correct you when you make mistakes.

Big no! Mistakes are part of the learning process, and the content of what you say is what people have to focus on. If they cannot understand what you say, then yes, it is helpful if they can show you a better way to get your message across. Your teacher can of course correct you, but they should be trained and know how and when.

The AI myth

Myth: You don’t need to learn languages anymore; you can just use AI.

AI can assist, but would it be helpful in an emergency? Or when you are in a group of people who start talking fast in your target language. When you manage to translate the first sentence they will have already moved on to a different topic.

The easy and fun myth

Myth: It is always easy and fun.

It can be fun and easy, but not always! Learning a language can be challenging and frustrating at times, but worth the effort.

The talent myth

Myth: You need to have a talent for languages.

Learning a new language is a skill, and a skill needs practise. As long as you constantly practise, you will improve no matter what.

The Grammar myth

Myth: Grammar is a waste of time.

This is the new trend, as a reaction to traditional grammar-based lessons. Grammar shouldn’t be the main focus, but it can actually help you learn faster, improve your accuracy, and boost your skills.

Why does it matter?

Some of these myths can hinder your progress and lower your motivation, so keep in mind that they are only myths as you embark on your language-learning journey! If you have come across any other myths or have any questions, please let us know in the comments.

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Work and Jobs Vocabulary – B1

Polyglotopia Team — Fri, 01 Mar 2024 21:49:38 +0000

Welcome to another B1 Vocabulary List Quiz, on the topic of work and jobs. Building on your vocabulary is essential to have a B1 level in English, and the topic of jobs is a perfect example of an everyday discussion topic you might want to talk about.

For example: Which term is used to talk about a person who represents others in a court of law? What document outlines the terms and conditions of employment between an employer and an employee?

In this quiz, you can find 15 multiple-choice questions and four options. The vocabulary used in the quiz has been taken from the B1 Vocabulary List, more specifically the Work and Jobs column from the topic lists.

Let’s practise and find out!

Work and Jobs B1 Vocabulary Quiz

Score : /

Question : /

Work and Jobs Vocabulary: employ and its derivatives

How did you do? Below you can find some confusing words on the topic of work and jobs, as well as an explanation:

Term	Definition
Employ	Give a job to another person, hire them.
Employer	Someone who gives people jobs and pays them for their work.
Employee	A person who works for someone else and gets paid for the job they do.
Employment	Having a job or doing work that someone pays you for. It’s when you have a job to do.
Unemployed	When someone doesn’t have a job. They’re not currently working.

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Do you feel like working more?

Continue practising for vocabulary with this great selection of B1 vocabulary quizzes and articles!

B1 Practice

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Barbie | Movie Songs Worksheet

Polyglotopia Team — Fri, 23 Feb 2024 17:01:40 +0000

In the vibrant world of Barbie, where fashion, friendship, and fantasy converge, the iconic doll has become more than just a toy; she represents a cultural phenomenon that shapes the perceptions of generations. Two particular songs stand out because of their Oscar nomination and their potential to spark meaningful conversations about feminism and gender roles: “I’m Just Ken” interpreted by Ryan Gosling and Billie Eilish’s “What was I made for?”. That’s why we have chosen them for this article, which includes a gap fill activity, an ordering the stanzas task, as well as conversation questions on the themes of the songs. The worksheet is free and available in PDF version. You can download our free printable song worksheet or do the activities online. Happy listening!

"I'm Just Ken" - Listening Task

“I’m Just Ken” is a cry for attention, as he feels that he is always number two in Barbieland, and his effort to find an identity as he realizes that just being Ken might not be enough. It could be seen as a reflection of what a part of men might feel in a rapidly changing world where they now have to prove themselves and just being a man is not enough. Thus, the song, using humour and empathy manages to give an insight into the pressure to abide by gender roles that might result in being limiting or toxic.

Listen to the song and complete the gaps:

Doesn't seem to ______________what I do

I'm always number two

No one ______________how hard I tried

Oh, oh, I

I have feelings that I can't explain

______________' me insane

All my life, been so polite

But I'll sleep alone tonight

'Cause I'm just Ken

Anywhere else I'd be a ten

Is it my ______________to live and die a life of blonde fragility?

I'm just Ken

______________I see love, she sees a friend

What will it take for her to see the man behind the tan and ______________for me?

I wanna know what it's like to love

To be the ____________ _____________

Is it a crime?

Am I not hot when I'm in my feelings?

And is my moment finally here or am I dreamin'?

I'm no dreamer

Can you feel the Kenergy?

Feels so ______________, my Kenergy

Can you feel the Kenergy?

Feels so ______________, my Kenergy

I'm just Ken

Anywhere else I'd be a ten

Is it my ______________to live and die a life of blonde fragility?

I'm just Ken

Where I see love, she sees a friend

What will it ______________for her to see the man behind the tan and ______________ for me?

I'm just Ken (and I'm ______________)

And I'm great at doin' stuff

So, hey, ______________ ___ ______, yeah, I'm just Ken

My name's Ken (and so am I)

Put that manly hand in mine

So, hey, world, ______________ ___ ______, yeah, I'm just Ken

Baby, I'm just Ken (nobody else, nobody else)

"What was I made for" - Listening Task

Billie Eilish’s song “What Was I Made For?" invites listeners to explore the complex dynamics of identity and purpose, raising existential questions. Moreover, taking into account the movie scene of the song, it makes us reflect on what it means to be human and a reminder that sadness is part of the human experience. Of course, it could also be connected to how women experience the world and on the journey to explore their identity outside the predetermined roles.

Listen and order the stanzas:

Takin' a drive, I was an ideal

Looked so alive, turns out I'm not real

Just something you paid for

What was I made for?

Think I forgot how to be happy

Something I'm not, but something I can be

Something I wait for

Something I'm made for

'Cause I, I

I don't know how to feel

But I wanna try

I don't know how to feel

But someday, I might

'Cause I, 'cause I

I don't know how to feel

But I wanna try

I don't know how to feel

But someday I might

Someday I might

Someday, I might

I used to float, now I just fall down

I used to know but I'm not sure now

What I was made for

What was I made for?

When did it end? All the enjoyment

I'm sad again, don't tell my boyfriend

It's not what he's made for

What was I made for?

Ask and answer the questions in pairs:

"I'm Just Ken" - Conversation Questions

What are Ken’s feelings in the song?
Why does he feel that way?
Can you describe the video?
What message does it convey?
How are gender roles criticized in the song/video?

"What was I made for?" - Conversation Questions

Do “real” humans also wonder what they were made for?
How do you think a transformation from being a “doll” to being a human would feel?
What are some things/feelings associated to being human?
Can we constantly be happy?

Read the lyrics and check your answers :

"I'm Just Ken" - Worksheet Answers

Doesn't seem to matter what I do

I'm always number two

No one knows how hard I tried

Oh, oh, I

I have feelings that I can't explain

Drivin' me insane

All my life, been so polite

But I'll sleep alone tonight

'Cause I'm just Ken

Anywhere else I'd be a ten

Is it my destiny to live and die a life of blonde fragility?

I'm just Ken

Where I see love, she sees a friend

What will it take for her to see the man behind the tan and fight for me?

I wanna know what it's like to love

To be the real thing

Is it a crime?

Am I not hot when I'm in my feelings?

And is my moment finally here or am I dreamin'?

I'm no dreamer

Can you feel the Kenergy?

Feels so real, my Kenergy

Can you feel the Kenergy?

Feels so real, my Kenergy

I'm just Ken

Anywhere else I'd be a ten

Is it my destiny to live and die a life of blonde fragility?

I'm just Ken

Where I see love, she sees a friend

What will it take for her to see the man behind the tan and fight for me?

I'm just Ken (and I'm enough)

And I'm great at doin' stuff

So, hey, check me out, yeah, I'm just Ken

My name's Ken (and so am I)

Put that manly hand in mine

So, hey, world, check me out, yeah, I'm just Ken

Baby, I'm just Ken (nobody else, nobody else)

"What was I made for" - Worksheet Answers

I used to float, now I just fall down

I used to know but I'm not sure now

What I was made for

What was I made for?

Takin' a drive, I was an ideal

Looked so alive, turns out I'm not real

Just something you paid for

What was I made for?

'Cause I, I

I don't know how to feel

But I wanna try

I don't know how to feel

But someday, I might

Someday, I might

When did it end? All the enjoyment

I'm sad again, don't tell my boyfriend

It's not what he's made for

What was I made for?

'Cause I, 'cause I

I don't know how to feel

But I wanna try

I don't know how to feel

But someday I might

Someday I might

Think I forgot how to be happy

Something I'm not, but something I can be

Something I wait for

Something I'm made for

Find the song worksheet here:

Barbie Movie Songs Worksheet | Pdf

Findthe worksheet with the answers here:

Barbie Movie Songs Worksheet -Answers | Pdf

Practise with songs here:

Music

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The 3rd Conditional

Polyglotopia Team — Sun, 18 Feb 2024 20:23:06 +0000

How would you have looked for grammar information if computers hadn’t been invented? That’s an example of the third conditional in English. In this article you can find more examples, information about its structure and meaning, as well as practice exercises to help you use the 3^rd conditional in context.

3rd Conditional in English

Table of contents

3rd Conditional Explained: Meaning

3rd Conditional Explained: Structure

Example Sentences

3rd Conditional Exercises

3rd Conditional Explained: Meaning

To begin with, we firstly need to understand what it means and when we can use it. Let’s have a look at an example sentence.

If you had told me you would visit your mum, I would have given you a present for her.

This is a situation that happened in the past, so it is not possible to change it. We can only make a hypothesis about the result of the if clause. The 3^rd conditional is often also associated with past regrets. For instance:

I would have arrived at work on time if I hadn’t overslept.

The speaker in this sentence regrets not having woken up earlier.

3rd Conditional Explained: Structure

We are going to reuse the previous examples in order to analyze the 3^rd conditional structure. To make it easier to remember and visualize, the information is presented in the tables below.

3^rd Conditional

Example Sentence 1

If you had told me you would visit your mum,

I would have given you a present for her.

Structure

If clause, (comma after the if clause)

Result clause

Analysis

If + subject + past perfect,

Subject + would have + past participle.

3^rd Conditional

Example Sentence 2

I would have arrived at work on time

if I hadn’t overslept.

Structure

Result clause (no comma)

If clause

Analysis

Subject + would have + past participle

if + subject + past perfect.

Example Sentences

If I had seen you, I would have said “hi”.
She would have bought the car if she had saved more money.
They would have visited us if we had invited them.
If I had discovered the recipe earlier, I would have been a Michelin-star chef by now.
This wouldn’t have happened if you had listened to me.

3rd Conditional Exercises

To strengthen your grasp of the 3rd conditional, practise constructing sentences with the following exercises. Start with a multiple-choice quiz and continue with a gap-fill activity.

3rd Conditional Quiz

You can find a 10-question multiple choice quiz below. Can you get 10 out of 10?

Score : /

Question : /

3rd Conditional Gap Fill

Time for a more challenging, fill-the-gap task. Change the verbs in parentheses to the correct form in order to form 3rd conditional sentences. (Make sure you spot which is the if clause and which is the result clause before completing the gaps!)

Fill the Gap Exercise

If she (study) harder, she (pass) the exam.
We (travel) to Paris if we (know) about the opportunity.
If they (invest) in that company, they (make) a profit.
I (buy) a house if I (save) more money.
She (not miss) the bus if she (leave) on time.
If we (know) it was going to rain, we (bring) an umbrella.
He (not lose) the job if he (complete) the project on time.
If they (tell) us earlier, we (help) them with the move.
We (attend) the party if we (receive) an invitation.
If I (know) it was a surprise, I (not tell) her about the celebration.

If she had studied harder, she would have passed the exam.
We would have traveled to Paris if we had known about the opportunity.
If they had invested in that company, they would have made a profit.
I would have bought a house if I had saved more money.
She would not have missed the bus if she had left on time.
If we had known it was going to rain, we would have brought an umbrella.
He would not have lost the job if he had completed the project on time.
If they had told us earlier, we would have helped them with the move.
We would have attended the party if we had received an invitation.
If I had known it was a surprise, I would not have told her about the celebration.

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You might also be insterested in practising:

The 1st Conditional

The 2nd Conditional

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Word Formation C1

Polyglotopia Team — Thu, 08 Feb 2024 12:18:09 +0000

Are you preparing for the C1 Cambridge (CAE) exam? In this article, you can find plenty of Word Formation exercises to practise for Part 3 of the Reading and Use of English Paper. Practise for your exam with our free C1 Word Formation exercises and check your answers. First, you can start with the C1 Word Formation Sentences exercises, as they are easier, and then you can move on to the text activity (which is like the one in the official exam). Let’s get started.

Cambridge C1 Word Formation

Table of contents

What is C1 Word Formation?

C1 Word Formation Exercises (Sentences)

C1 Word Formation Exercises (Text)

C1 Word Formation Tips

What is C1 Word Formation?

C1 Word formation refers to Part 3 of the Cambridge Reading and Use of English Paper (CAE or C1 Advanced). You are given a text with 8 gaps, which you have to complete using the stem words (they appear in bold, next to the text). You might have to:

add a prefix
add a suffix
add both a suffix and a prefix
make a compound noun
change the spelling

Your objective is to first, think about what part of speech is needed (noun, adjective, adverb, or verb) and then correctly change the stem word. Let’s have a look at an example:

Example: _______________ information, such as fake news can unfortunately affect public opinion to a great degree. (accurate)

As you can see here, we need an adjective to describe the noun information. The sentence talks about fake news, so we need the opposite of accurate. We add the prefix in-, and our answer is ready: inaccurate.

C1 Word Formation Exercises (Sentences)

Let’s start practising! To make the task easier, the first exercises are not a complete text, but different sentences. In parentheses, you can find the words that you need to change. Complete the exercises first and then click on the corresponding section to check your answers. Make a list of the most challenging ones so that you can revise them later.

I can either join you for lunch at the restaurant or _______________, we could grab a quick bite at the café nearby. (alternative)
The _______________ of the negotiations was a mutually beneficial agreement for both parties involved. (come)
The new housing project aims to provide _______________ homes for low-income families in the community. (afford)
The software is designed to _______________ enhance its functionality with each new update. (progress)
I enjoyed the entire art exhibition, but I was _______________ impressed by the abstract paintings. (particular)
The manager expressed his _______________ of the team's lack of communication and coordination. (approve)
Considering the weather forecast, there is a high _______________ of rain later in the day. (like)
The scientist's groundbreaking research had an _______________ impact on the field of medicine. (influence)

The argument arose from a simple _______________, which was cleared up through open communication. (understand)
The professor's teaching style creates a sense of _______________ that helps students engage with the subject matter. (familiar)
The breathtaking sunset over the mountains created an _______________ moment for everyone present. (forget)
His _______________ behavior during the meeting undermined his credibility as a team leader. (mature)
Interrupting someone while they speak is considered _______________ in many cultures. (respect)
Despite their generous gestures, he remained_______________ and failed to show appreciation. (gratitude)
The company decided to hire fresh graduates, even though they are _______________, to bring in new perspectives. (experience)
The _______________ attitude of the customer service representative left the customer frustrated. (help)

Making an _______________ without proper information can lead to misunderstandings and confusion. (assume)
The volunteers_______________ participated in the community cleanup project. (enthusiasm)
The discovery of ancient artifacts holds great _______________ for understanding historical civilizations. (signify)
The athlete will_______________ rigorous training to prepare for the upcoming championship. (go)
The government is implementing measures to address the rising _______________ rate. (employ)
The family faced numerous _______________ but their resilience and unity helped them overcome challenges. (hard)
The industry relies_______________ on advanced technology to streamline production processes. (heavy)
His natural _______________ toward helping others led him to pursue a career in social work. (inclined)

alternatively
outcome
affordable
progressively
particularly
disapproval
likelihood
influential

misunderstanding
familiarity
unforgettable
immature
disrespectful
ungrateful
inexperienced
unhelpful

assumption
enthusiastically
significance
undergo
unemployment
hardship
heavily
inclination

C1 Word Formation Exercises (Text)

Now it’s time to test your skills in an exam-like sample task. The task is based on a discussion about the use of AI (Artificial Intelligence), mainly focusing on education. After the exercise, click on the next section to check your answers. How well did you do? If it was too difficult, save this article and come back in a week or two, challenge yourself, and see how many you will remember then!

AI in Education: Benefits and Challenges

It is now commonly accepted that AI has revolutionized the way we access information, and thus, (1) _______________(heavy) influenced the education field. By becoming available for free to the public, it reached people all over the globe and affected the educational process (2) _______________(world).

On the one hand, it greatly enhanced (3) _______________(produce) and allowed for automated data processing, making it easier to perform time-consuming tasks. Text editing, marking, and administrative work can now be performed in an instant. On the other hand, the use of AI in education has numerous drawbacks. Firstly, ethical considerations and challenges come to the foreground, such as data (4) _______________(private) concerns, potential biases, copyright issues, and accessibility concerns. In addition to this, (5) _______________(rely) on AI could result in overlooking inaccuracies and even reproducing them.

Striking a balance between technological advances and ethical standards is crucial to ensure a fair and (6) _______________(include) educational landscape. Therefore, institutions need to provide their students with (7) _______________(equity) access to AI learning tools and (8) _______________ (educate) will have to transform their teaching and focus on critical thinking, data analysis, and research skills in order to help learners navigate this new reality.

AI in Education: Benefits and Challenges

It is now commonly accepted that AI has revolutionized the way we access information, and thus, (1) heavily influenced the education field. By becoming available for free to the public, it reached people all over the globe and affected the educational process (2) worldwide.

On the one hand, it greatly enhanced (3) productivity and allowed for automated data processing, making it easier to perform time-consuming tasks. Text editing, marking, and administrative work can now be performed in an instant. On the other hand, the use of AI in education has numerous drawbacks. Firstly, ethical considerations and challenges come to the foreground, such as data (4) privacy concerns, potential biases, copyright issues, and accessibility concerns. In addition to this, (5) reliance on AI could result in overlooking inaccuracies and even reproducing them.

Striking a balance between technological advances and ethical standards is crucial to ensure a fair and (6) inclusive educational landscape. Therefore, institutions need to provide their students with (7) equitable access to AI learning tools and (8) educators will have to transform their teaching and focus on critical thinking, data analysis, and research skills in order to help learners navigate this new reality.

C1 Word Formation Tips

Aiming for a high score? Let us give you some tips for C1 Word Formation success:

Establish what part of speech best fits the gap (noun, adjective, adverb, or verb).
Make sure you understand what the text is about. This is especially important when it comes to negative prefixes or suffixes.
Practise a bit every day and make lists of the new words you find. Don’t expect to learn a huge list of words one week before the exam.
Always answer, even if you are not sure! You might be lucky and guess correctly, and if not, you don’t have to worry as there are no negative marks.

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Check out our social media for the answers to the quiz on the right as well as more updates and quizzes. Good luck with our exam preparation!

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Education Vocabulary-B1

Polyglotopia Team — Sun, 04 Feb 2024 17:51:16 +0000

Prepare for your B1 exam with this B1 education vocabulary quiz! It includes a variety of education-related vocabulary, taken from the B1 PET vocabulary list.

(available here: https://www.cambridgeenglish.org/images/506887-b1-preliminary-2020-vocabulary-list.pdf).

This interactive quiz includes words such as term, register, essay, degree, course, and others. It contains 22 questions with 4 multiple-choice options. So, grab your notebook or your laptop and let’s get started! Ready to test yourself? What mark can you get?

Education vocabulary Quiz

Score : /

Question : /

Education vocabulary explanation: handwriting, notes, essay, qualifications, and marks

How did you do? Below you can find some of the most difficult words that appear on the quiz, as well as their definitions. The words are:

Handwriting: The way you write with your hand, including how you form letters and words on paper.
Notes: Short written records that capture important information during classes, meetings, or while studying.
Essay: A short piece of writing where you share your thoughts and ideas on a specific topic in a structured way.
Qualifications: Proof that shows you have the skills or knowledge needed for a job, often gained through education or experience. Examples include degrees or certifications.
Marks: The scores or grades you get in tests or assignments, indicating how well you did and what you’ve learned.

Can you write a text including all these words? Write it in the comments! Make sure to save the page for future revision!

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If you are practising for your B1 Cambridge exam, you might want to have a look at our B1 exam section for more exam-related activities: from B1 Reading activities, to Vocabulary and Grammar quizzes.

For more Cambridge B1 practice activities, check out our Cambridge B1 section:

Cambridge B1

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Word Formation B2

Polyglotopia Team — Tue, 26 Dec 2023 13:23:16 +0000

Are you taking the B2 Cambridge (FIRST) exam? Then you might be looking for some practice exercises to get a good score in the B2 Reading and Use of English Paper. In this article, you can find a lot of free exercises to Practice Reading and Use of English Part 3, or Word Formation. We offer a series of B2 Word Formation exercises in sentences and also give you the answers to check your score. Finally, there is also an exam sample practice activity, so that you can practice Word Formation Part 3, as it appears in the Cambridge B2 exam.

Cambridge B2 Word Formation

Table of contents

What is B2 Word Formation?

B2 Word Formation Exercises (Sentences)

B2 Word Formation Exercises (Text)

B2 Word Formation Tips

What is B2 Word Formation?

B2 Word formation refers to Part 3 of the Cambridge Reading and Use of English Paper (B2 FIRST, or FCE). You are given a text with 8 gaps, which you have to complete using the stem words (they appear in bold, next to the text). You might have to:

add a prefix
add a suffix
change the spelling

Your objective is to first, think about what part of speech is needed (noun, adjective, adverb, or verb) and then correctly change the stem word. Let’s have a look at an example:

Example: _______________ information, such as fake news can unfortunately affect public opinion to a great degree. (accurate)

As you can see here, we need an adjective, to describe the noun information. The sentence talks about fake news, so we need the opposite of accurate. We add the prefix in-, and our answer is ready: inaccurate.

B2 Word Formation Exercises (Sentences)

The effects of climate change are often considered _______________, posing a terrifying threat to the planet's ecosystems. (reverse)
Education has the power to _______________ one's perspective and understanding of the world, opening doors to opportunities. (broad)
Environmental pollution continues to _______________ wildlife, emphasizing the need for sustainable practices. (dangerous)
It is _______________ known that persistent economic inequality reproduces the cycle of poverty in many countries. (common)
Despite the challenges, an _______________ mindset can be a powerful force for personal growth and resilience. (optimism)
High levels of _______________ can be a daunting prospect for individuals seeking economic stability. (employ)
A job interview might seem terrifying, but with the right _______________ and skills, one can succeed in finding opportunities. (advise)
To _______________ in a competitive job market, it's essential to continuously improve your skills and adapt to changing trends. (survival)

While dreaming big is encouraged, it's essential to have practical and achievable goals to _______________. (success)
Ryan Gosling gave a brilliant _______________ as Ken in the Barbie movie. (perform)
His idea was _______________ and we had to quickly think of a realistic alternative. (practice)
Social media are _______________ used for communication, but its effects on human interaction are debated. (wide)
The film ____________________team worked tirelessly to create stunning visuals and captivating scenes. (produce)
The basketball player's _______________ gave him a distinct advantage on the court, allowing for dunks and rebounds. (high)
The flatmates engaged in a heated _______________ about household responsibilities, trying to find a compromise. (argue)
The library aimed to make its resources more _______________ by offering online databases and e-books. (access)

Going through a breakup can be a _______________ experience, often accompanied by emotional distress. (pain)
He decided to _______________ his hair for a change, using a flat iron to achieve a sleek look. (straight)
Expressing _______________ opinions can be challenging, but it's essential for fostering open discussions. (popular)
The _______________ community celebrated the groundbreaking discovery. (science)
Finding joy in small moments is the key to lasting_______________. (happy)
She felt _______________ for the support of her friends during tough times. (gratitude)
Despite careful planning, some delays are _______________ in complex projects. (avoid)
He got _______________ lost and had to call his friends to pick him up. (complete)

irreversible
broaden
endanger
commonly
optimistic
unemployment
advice
survive

succeed
performance
impractical
widely
production
height
argument
accessible

painful
straighten
unpopular
scientific
happiness
grateful
unavoidable
completely

B2 Word Formation Exercises (Text)

Now it’s time to test your skills in an exam-like sample task. The task is based on an opinion about the new social media platform, Threads. After the exercise, you can find the answers. How many did you get?

Threads-A new, text-based social media platform

This is an opinion a user left about the new social platform Threads. Do you agree?

“It is (1) _______________(common) known that social media play a vital role in today’s economy as they have great power over consumer (2) _______________(behave). In addition to this, they can also help in raising (3)_______________(aware) about social issues or in building meaningful human connections.

That’s why I was quite excited when the new social media, Threads made its (4) _______________(appear). It is a new, refreshing idea that focuses more on text rather than reels and photos, as Instagram does. That is (5) _______________(help) for people who are not into taking photos or recording videos but enjoy reading and writing.

The question is now if users will produce and share (6)_______________(value) content: social media, when used sensibly, could help in (7) _______________(strong) human relationships and educating on various topics. On the other hand, we have to be cautious about social media accounts that reproduce hate speech in order to get more (8)_______________(engage) and make sure we report them. Hopefully, Threads will become a safe place to discuss and exchange useful information. We’ll have to wait and see.”

Threads-A new, text-based social media platform

This is an opinion a user left about the new social platform Threads. Do you agree?

“It is commonly known that social media play a vital role in today’s economy as they have great power over consumer behaviour. In addition to this, they can also help in raising awareness about social issues or in building meaningful human connections.

That’s why I was quite excited when the new social media, Threads made its appearance. It is a new, refreshing idea that focuses more on text rather than reels and photos, as Instagram does. That is helpful for people who are not into taking photos or recording videos, but enjoy reading and writing.

The question is now if users will produce and share valuable content: social media, when used sensibly, could help in strengthening human relationships and educating on various topics. On the other hand, we have to be cautious about social media accounts that reproduce hate speech in order to get more engagement and make sure we report them. Hopefully, Threads will turn into a safe place where people can discuss and exchange useful information. We’ll just have to wait and see.”

B2 Word Formation Tips

We can see you are aiming for a high score, so let’s give you some tips for B2 Word Formation:

Think carefully about what part of speech you need in each gap.
Make sure you understand what the text is about. This is especially important when it comes to negative prefixes or suffixes.
Practise a bit every day and make lists of the new words you find. You cannot study for this part of the exam just a week before it takes place.
Don’t leave questions unanswered. Even if you don’t know the answer, try to guess it, there is no negative mark.

Follow us for more practice

Did you like our content? Follow us on social media so you can get updates on new articles!

Give us a like, or share our website with your friends and colleagues: this way we can keep on growing.

Good luck with our exam preparation! You can find the answers to the quiz on the right, as well as more useful content by clicking on the picture.

For more Cambridge B2 practice activities, check out our Cambridge B2 section:

Cambridge B2

The post Word Formation B2 appeared first on PolygloTopia.

How to pass your B2 speaking Exam (Cambridge FIRST)

Polyglotopia Team — Sun, 17 Dec 2023 21:24:23 +0000

Are you taking the B2 Cambridge (FIRST) exam? Then you might be looking for some tips to get a good score in the B2 speaking paper. In this article, you can find general tips about the speaking exam, based on the assessment criteria and also some tips divided by part.

Table of contents

Cambridge B2 Speaking exam structure and tips per part

How candidates are marked

Tips for a high score in each of the marking criteria

Useful expressions

Frecuently asked questions

Sample task

Cambridge B2 Speaking Exam Structure and Tips per part

Below you can also find some tips that are specific to each part of the exam.

Part 1: In this part, you are going to answer some questions about yourself. Our tip is to be as natural as possible, and provide relevant answers. You can prepare and practise answering the exam questions, but avoid memorizing the answers. The examiners can understand you are trying to remember the answer and can take away points for that. Give relevant answers and don’t expand it with irrelevant ideas just in order to talk more.

Part 2: In this part you have to compare two pictures and answer a related question. You have to talk for a minute. After that, you need to listen to the other candidate and answer a question related to their pictures (20-30 secs). How to practise? Well, try to record yourself for a minute comparing the pictures and answering the questions. Then you can hear it and check what you need to improve. Organize your answer, following a good structure, with the help of connectors. Remember you are not describing but comparing.

Part 3: This is your time to showcase your communicative skills. You are going to discuss with your partner about a given question and several given options. Start the conversation, ask questions, listen to your partner. Refer to what they said to boost your mark.

i.e. As Maria said/mentioned…

Part 4: In this part, the examiner is going to ask you for your opinion on topics related to Part 3. At some point, you might also be asked to discuss with the other candidate. Listen to your partner and prepare yourself to say if you agree or disagree with them.

For parts 3 and 4 you can find a sample exam task on the topic of work by clicking here.

How candidates are marked

The assessment criteria are available online for free, so don’t you take a look and understand what the examiner is going to pay attention to? This way, you will know what you have to improve in order to get the desired level and pass your B2 speaking exams with a good score.

The Cambridge assessment criteria are made for the examiner to know how to mark you as well as your teachers in order for them to be able to evaluate your level. So, in case you get confused as to what they mean, so we are offering a guide with examples to help you.

Many people think that getting a good mark is all about not making mistakes. This is not exactly the case. You can make some mistakes and still pass, make none and fail. Let’s have a look at how you are marked. There are four different criteria:

Grammar and Vocabulary: Do you use simple, but also more complex Vocabulary and Grammar? Do you use a variety of Grammar and Vocabulary structures?
Discourse Management: Are your answers relevant? Do you speak without a lot of hesitation? Do you organize your answers well? (i.e. using linkers)
Pronunciation: Can the examiner understand you? Is your intonation appropriate? Do you stress the correct words and syllables?
Interactive Communication: Can you initiate and maintain the conversation (asking questions, developing, contributing with your answers)? Do you pay attention to your partner and refer to what they said? Can you negotiate and make decisions together with your partner?

In the next section, you can find useful tips, to get a better score in each criteria section.

Tips for a high score in each of the marking criteria

#Tip 1: Know the criteria

Know the criteria: As mentioned in the previous section, knowing how you will be assessed is key to scoring a good mark in B2 FIRST or FIRST for Schools Oral exam. The rest of the tips make specific reference on each of the assessement criteria.

#Tip 2: Show your knowledge

Show your knowledge: If you want a high score for grammar and vocabulary, remember to show your knowledge! You need to use some complex grammar structures (such as the passive voice, modal verbs) as well as a wide range of vocabulary (this means that you should use a variety of different words).

#Tip 3: Use connectors and gap fillers

Use connectors and gap fillers: If you want to get 5 marks for discourse management, you should use connectors and avoid hesitating too much. Using gap fillers can help you with this. Expressions such as:

-Well,…

-Let me think,…

-I’ve never actually thought about this but…

-Hmm, interesting question…

-Hmm, that’s difficult to answer…

#Tip 4: Give relevant asnwers

Give relevant answers. This is another way to get a better score for discourse management. It means that you should answer the question and you should not extend a lot with information that is not related to the question.

For example, imagine they ask you what you like to do in your free time. Here you can find three answers:

I like watching series.
Well, I just love watching series! I watch an episode per day. Apart from that, I enjoy going for walks near the sea to unwind and do some exercise.
Well, I love watching series. I have a huge TV screen in the living room and I like it because it was a birthday gift and has a good resolution. It’s one of the best presents I ever got.

What is the best answer?

Number 1 is grammatically correct but maybe a bit too short. Number 3 is irrelevant as the part of the TV screen is not really related to the question. Number 2 is the best answer as it answers the question completely and uses linking words (also some interesting vocabulary).

#Tip 5: Check out the pronunciation

Check out the pronunciation: Make sure to check out the pronunciation of the new words you learn. That is because, in English, words are not written as they are pronounced.

Bonus comment: Don’t confuse pronunciation with accent! Everyone has a different accent so a good or natural accent doesn’t exist! But you need to make sure you have a clear pronunciation (what we call an intelligible pronunciation), a pronunciation that helps your interlocutor understand what you are saying. Remember: our goal is to communicate!

#Tip 6: Listen, comment, ask

Listen, comment, ask. It is important to listen to what your partner says so as to comment on it or refer to it. Example: “As Xin Yi said,…”. You can also ask questions, try to be helpful and make sure you try to initiate conversation, listen and expand on what your partner mentions. This can help you communicate in general, but also earn you some points for interactive communication.

#Tip 7: Act natural

Act natural: it is normal to be a bit stressed but try to be natural and feel confident. As long as you have practiced a lot, you have nothing to be afraid of.

#Pro tip: Do a mock exam!

Pro tip: Do a mock exam! You can train before the actual exam with your teacher and classmates, in exam-like conditions. This way, you can get some feedback and personalized tips on how to get a better score.

Useful expressions

Below you can find a list of useful phrases for your B2 Speaking exam, organized by part and function. If you want to print it out, there is also a free PDF you can download by clicking here.

Useful phrases for Cambridge Speaking: Parts 1 and 2

Part 1

Talking about likes/dislikes
I’m keen on…
I’m interested in…
I enjoy/love…
I can’t stand…
I’m not a big fan of…

Talking about routines
I often/usually/sometimes/rarely/never…
I… once/twice/three times a week…
I spend my mornings/afternoons/evenings…

Talking about preferences
I prefer (+verb+ing)
I’d rather (+bare infinitive)

Part 2

Differences and similarities
Both pictures show…
The main similarity is…
In the first picture… while/whereas
in the second picture ….
Another important difference is…
On the one hand,…
On the other hand,…

Answering the question
Regarding the question,…
When it comes to the question,…

Speculating
He/She/It/They look(s)/seem(s)…
He/She/It/They could/might be…

Useful phrases for Cambridge Speaking: Parts 3 and 4

Parts 3 and 4

Initiating the discussion:
Shall I start…?
Shall we start with…?

Asking questions and moving to the next option
What do you think about…?
What is your opinion on…?
What are your thoughts on…?
Would you agree that…?

When it comes to (n/gerund), …
As far as (n/gerund), is concerned…
Now, regarding (n/gerund),

Agreeing
Indeed.
Sure, and also…
Yeah, that’s a good point.
That’s right!
I couldn’t agree more.
I agree with you.

Disagreeing politely
I see your point, but don’t you think that…?
Well, to be honest, I don’t think so.
I see what you mean. However,…
I’m not so sure about that. You see…
I’m afraid I don’t agree with you.

Giving your opinion
For me,…
The way I see it,…
I believe that…
In my opinion,…
From my point of view,…
As far as I’m concerned…

Asking for repetition
Could you repeat that, please?

Gap fillers
-Well,…
-Let me think,…
-I’ve never actually thought about this but…
-Hmm, interesting question…
-Hmm, that’s difficult to answer…

Frequently asked questions

What if I speak for more than 1 minute in Part 2?

Whenever we exceed the time limit, the examiner will say “Thank you” and stop you. Don’t worry at all about that. Just make sure you have compared the pictures and answered the question.

What if we don’t reach a decision in Part 3?

Remember that you are tested on your English level and not your decision-making skills, so that shouldn’t affect your score.

What if my partner doesn’t contribute to the conversation?

Try to do your best and ask them questions. Don’t act the same as them, and try to show the examiner your level. Even if your partner doesn’t contribute a lot to the conversation, this won’t affect your score, you are marked separately.

What if my partner doesn’t stop talking?

If your partner doesn’t let you talk, you could politely interrupt them to make sure you talk enough to be able to show the examiner your level.

Sample Task

Time to practise! Use our presentation to practise for your exam. You can record yourself, listen later, and even evaluate your performance using the assessment criteria. The presentation is also available in pdf form in case you want to download it and save it to your computer. Good luck!

B2 Speaking: Practice Test | Pdf

Conclusion

This concludes the list of B2 speaking exam tips. We have given you tips per part as well as tips for each of the assessment criteria combined with useful expressions. Finally, we have provided answers to some frequently asked questions, as well as a sample task that you can use as a practice test. Remember to keep in mind one of the tips each time and take little steps to make sure you make progress with the time. Let us know if you have any more questions, we are here to help!

For more Cambridge B2 practice activities, check out our Cambridge B2 section:

Cambridge B2

The post How to pass your B2 speaking Exam (Cambridge FIRST) appeared first on PolygloTopia.

Somewhere only we know – Keane | Worksheet | PET Reading Part 6

Polyglotopia Team — Sun, 03 Dec 2023 19:14:39 +0000

The wonderful, motivating song "Somewhere Only We Know" by Keane, has become viral in several social media platforms, often used in reels with beautiful sceneries. The song expresses the nostalgia we feel when we think about our youth and invites listeners to feel these emotions and recall places, people and feelings from the past. After listening to the song, you can think about or discuss the questions related to its meaning. Before listening, you can guess the missing words and this way give yourself some grammar practice, especially if you need to prepare for a B1 exam. The following activity focuses on Part 6 of the PET Reading exam, but can be used for general grammar and listening practice as well.

Practise PET Reading Part 6 with a song

If you feel overwhelmed by B1 Practice and looking for a more entertaining way to get better marks in the exam, why don't you use some music to practise for Reading Part 6 part? PET B1 Reading Part 6 is challenging for many students and this worksheet is going to help you practise in a fun and memorable way. Apart from being a fun way to practise, listening to a song makes the answers easier to remember, and boosts your listening skills too. The worksheet is free and available in PDF version. You can download our free printable song worksheet or do the activities online. Happy listening!

PET Reading Part 6 tips and further practise

If you want more detailed information on what is included in Reading Part 6, you can have a look at this article. It explains the grammar points you need to study in order to get higher scores in this part of the exam. There is also a sample activity for you to practise.

First, complete the gaps:

I walked across ____________empty land
I knew the pathway like the back of ________hand
I felt _______earth beneath my feet
Sat by the river and it made me complete

Oh, simple thing, where ________you gone?
I'm getting old, and I need something to rely ____
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

I came ___________a fallen tree
I felt the branches of it looking at me
Is this the place we used ______love?
Is this the place that I've been dreaming of?

Oh, simple thing, where __________you gone?
I'm getting old, and I need something to rely _____
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

And if you have a minute, why _________ we go
Talk about it somewhere only we know?
This could be the end of everything
So, why ___________ we go somewhere only we know?
Somewhere only we know

Oh, simple thing, where __________you gone?
I'm getting old, and I need something to rely ______
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

And if you have a minute, why __________we go
Talk about it somewhere only we know?
This could be the end of everything
So, why___________we go?
So, why __________ we go?

Ooh, oh-oh
Ah, oh
This could be the end of everything
So, why __________ we go somewhere only we know?
Somewhere only we know
Somewhere only we know

Now listen to the song and check your answers:

Ask and answer the questions in pairs:

What do you think the singer means by "somewhere only we know"?
How does the singer feel about this special place mentioned in the song?
Do you have a special place that holds sentimental value for you? Can you describe it?
What images or scenes come to your mind when you listen to the song?
What emotions do you feel when you listen to this song?
What images would you include if you had to make a video clip for this song?
Can you find words or phrases in the lyrics that you didn't know before?
What are some “simple things” that you loved and still remember from when you were younger? Could you draw one of these?

Read the lyrics and check your answers :

I walked across an empty land
I knew the pathway like the back of my hand
I felt the earth beneath my feet
Sat by the river and it made me complete

Oh, simple thing, where have you gone?
I'm getting old, and I need something to rely on
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

I came across a fallen tree
I felt the branches of it looking at me
Is this the place we used to love?
Is this the place that I've been dreaming of?

Oh, simple thing, where have you gone?
I'm getting old, and I need something to rely on
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

And if you have a minute, why don't we go
Talk about it somewhere only we know?
This could be the end of everything
So, why don't we go somewhere only we know?
Somewhere only we know

Oh, simple thing, where have you gone?
I'm getting old, and I need something to rely on
So, tell me when you're gonna let me in
I'm getting tired, and I need somewhere to begin

And if you have a minute, why don't we go
Talk about it somewhere only we know?
This could be the end of everything
So, why don't we go?
So, why don't we go?

Ooh, oh-oh
Ah, oh
This could be the end of everything
So, why don't we go somewhere only we know?
Somewhere only we know
Somewhere only we know

Find the song worksheet here:

Somewhere only we know by Keane | Pdf

Find the worksheet with the answers here:

Somewhere only we know by Keane answers | Pdf

Practise with songs here:

Music

The post Somewhere only we know – Keane | Worksheet | PET Reading Part 6 appeared first on PolygloTopia.

Classroom Language Posters for the EFL classroom

Polyglotopia Team — Mon, 11 Sep 2023 16:46:53 +0000

Learning classroom language is essential for EFL/ESL students, as is a great opportunity for them to communicate in English in real-life situations. A lot of questions/phrases we use to communicate in the classroom are repeated in almost every lesson.

By decorating the classroom with classroom language posters, you offer students both extra support and the motivation to actively use English. This way, even if they don’t remember how to say something, they have a reference they can use without the teacher’s help. Thus, they gain more confidence and are more likely to use English in order to communicate in the classroom.

Polyglotopia's Classroom Language Posters

We have put together a selection of common classroom language expressions and questions, and created posters, all available for free download in PDF format. The visuals that accompany the expressions can help students remember their meaning, but translation can also be used depending on the school’s policy. Below you can find a list of the expressions we included as well as the reason why it is important for students to know.

Our Collection of Classroom Language Expressions:

Clarification and Comprehension:

These expressions encourage students to seek clarification and signal their understanding or need for repetition, vital for maintaining comprehension. It might happen when the teacher explains Grammar or at any point of the lesson as the students might not know the meaning of the words. They should be able to express the fact that they don’t understand and also signal when the explanation was sufficient.

"I don’t understand." ➔ " Got it!"

"Can you repeat that please?"

Embracing Curiosity and Learning:

There’s nothing wrong with admitting you don’t know something. Students should be able to express this and view it as an opportunity for learning. They are usually happy to share something they know or an idea they have thought of, so again, it’s crucial to know how to express it.

"I don’t know." ➔ "I know!"

Language Inquiry:

These indispensable phrases empower students to inquire about new vocabulary, aiding both communication and vocabulary expansion. We have added an Easter Egg in the posters, the Greek word “πολύγλωσσος”, which translates to “polyglot” in English.

"How do you say...in English?"

"What does...mean?"

"How do you spell...?"

Navigating the Lesson:

These expressions aid students in navigating lesson tasks and transitions.

"I’ve finished."

"What page are we on?"

"What do I do next? "

"Can you check my work?"

"Can we pack our things now?"

Promoting Positive Interactions:

These phrases foster positive peer interactions, emphasizing cooperation, kindness, and assistance within the classroom.

"Please, be kind."

"Can you help me, please?"

"Can I have a...please?"

Ready to decorate?

This concludes the collection of questions/sentences we have considered essential to be in every ESL/EFL classroom wall. Do you use posters with classroom language in your classroom walls? What other expressions would you include to the list? Let us know!

Download our Classroom Language Posters here:

Classroom Language Posters| PDF

The post Classroom Language Posters for the EFL classroom appeared first on PolygloTopia.

PolygloTopia

7 Language Learning Myths

The age myth

The accent myth

The correction myth

The AI myth

The easy and fun myth

The talent myth

The Grammar myth

Why does it matter?

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Work and Jobs Vocabulary – B1

Work and Jobs B1 Vocabulary Quiz

Congratulations, Quiz Completed.

Score : /

Question : /

Please Pick An Option

Work and Jobs Vocabulary: employ and its derivatives

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Barbie | Movie Songs Worksheet

"I'm Just Ken" - Listening Task

Listen to the song and complete the gaps:

"What was I made for" - Listening Task

Listen and order the stanzas:

Ask and answer the questions in pairs:

Read the lyrics and check your answers :

"I'm Just Ken" - Worksheet Answers

"What was I made for" - Worksheet Answers

Find the song worksheet here:

Findthe worksheet with the answers here:

Practise with songs here:

The 3rd Conditional

3rd Conditional in English

3rd Conditional Explained: Meaning

3rd Conditional Explained: Structure

Example Sentences

3rd Conditional Exercises

3rd Conditional Quiz

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Score : /

Question : /

Please Pick An Option

3rd Conditional Gap Fill

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Word Formation C1

Cambridge C1 Word Formation

What is C1 Word Formation?

C1 Word Formation Exercises (Sentences)

C1 Word Formation Exercises (Text)

C1 Word Formation Tips

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Education Vocabulary-B1

Education vocabulary Quiz

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Question : /

Please Pick An Option

Education vocabulary explanation: handwriting, notes, essay, qualifications, and marks

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For more Cambridge B1 practice activities, check out our Cambridge B1 section:

Word Formation B2

Cambridge B2 Word Formation

What is B2 Word Formation?

B2 Word Formation Exercises (Sentences)

B2 Word Formation Exercises (Text)

B2 Word Formation Tips

Follow us for more practice

For more Cambridge B2 practice activities, check out our Cambridge B2 section:

How to pass your B2 speaking Exam (Cambridge FIRST)

Cambridge B2 Speaking Exam Structure and Tips per part

How candidates are marked

Tips for a high score in each of the marking criteria

#Tip 1: Know the criteria

#Tip 2: Show your knowledge

#Tip 3: Use connectors and gap fillers

#Tip 4: Give relevant asnwers

#Tip 5: Check out the pronunciation

#Tip 6: Listen, comment, ask