brarow marilyn darsee
Arleen Smelko
The final part of the Use of English paper is Key Word Transformations. A sentence followed by a key word and a second sentence which has a gap in it. You have to use the key word to complete the second sentence so that it means the same as the first sentence.
Each question is marked in two halves and it's perfectly possible to get one whole point in the exam just for getting a single word correctly, even if you don't know the other words to put in the gap. So you should always give every question a try.
The important thing in key word transformations is that you keep the meaning the same - EXACTLY the same. So it's important that you read through the first sentence and your second sentence to ensure you have kept the meaning the same. Look at these two sentences:
We were made to stay late by Mr. Jones because we arrived late.
Mr. Jones forced us to stay late because we arrived late.
We were forced to stay late by Mr. Jones because we arrived late.
Mr. Jones made us stay late because of our lateness.
and so on...
This document contains examples of key word transformation exercises. The goal is to complete the second sentence of each pair using the given keyword. There are 6 exercises with 10 questions each, providing contexts to practice transforming sentences using just 2-5 additional words while incorporating the given keyword. The answers are also provided.Read less
Digital transformation is a hot topic across all industries but Life Science has a massive barrier for achieving success. The need for enhanced customer experiences, broadened customer reach, expedited clinical trials, quality & secure data management, faster time to market, and regulatory demand are on the rise and digital solutions are able to impact these initiatives. At the end of the day, change management must be brought into the equation early & often. Organizations that consider change management to be communication & training exercises will miss the mark. Change management is so much more than a single project, a moment in time, but a journey that will inspire innovation, embrace new technologies and build an agile and competitive and alluring culture.
When students are preparing for the Cambridge B2 First exam, there is a clear case for them to learn to express the same idea in a number of different ways, or in other words, to convey the same message in more than one way using a range of words and expressions, or indeed, to put it another way, to employ a variety of lexis and structures to communicate the same meaning. Paraphrasing is a skill which is tested, of course, in the Key Word Transformation exercise in the Reading and Use of English paper, but it is also very relevant in each and every one of the other three papers.
So, given the importance of paraphrasing throughout the B2 First exam, what can we as teachers do in our classes to develop this skill in our students? Firstly, there are certain activities which are specifically suited to some of the task-types mentioned above.
Students are often called upon in both the Speaking and the Writing papers to discuss how important, interesting, difficult or useful something might be. It is important (!) therefore, that we ensure they have a range of adjectives at their disposal to express these very common concepts without repeating themselves. An exercise such as the following might be useful (!); it includes synonyms for the four adjectives already mentioned, as well as a number of other common words which are often repeated by students.
In addition to activities with specific papers or task-types in mind, general work on paraphrasing can be integrated into any lesson throughout an exam preparation course, using suitable texts from your coursebook. These could include reading texts, listening scripts, model writing answers, or Use of English texts. The following extracts are taken from different speakers in a Part 1 Listening:
You could deal with this orally and, with books open at the script, ask students to underline the target sentences and express each one in a different way. Or you could prepare a written exercise beforehand, giving students alternative versions of the target sentences and asking them to find each one in the script. For example:
You can also very easily provide your own revision exercises. These can take the form of Key word transformations, thus providing valuable exam practice as well as showing students the direct link between what they learn in class and how it might be tested in the exam. For example:
Roy Norris worked for many years as a teacher and teacher trainer at IH Madrid, and also spent nearly two years as Director of Studies in Vilnius, Lithuania. He has been writing for Macmillan since 1999, and is the author of Ready for B2 First (now in its 4th edition), Straight to First and Straightforward Advanced, and co-author of Ready for Advanced.
Exeter Innovation is a partner for transformative innovation. We harness the world leading research and education of the University of Exeter to create real and lasting impact, by working with organisations of all types and sizes on their innovation journey.
Activities between the University of British Columbia and Exeter include a joint research symposium focused on Community, Culture, Creativity, and Wellbeing held at Exeter in May 2018 and a faculty-led, co-funded initiatives in Sport, Exercise and Health Sciences, Climate Change and Digital Humanities.
University of South Florida and Exeter have entered into a 5 year student exchange between the two Universities. They launched the University of Exeter / University of South Florida Research Catalyst Fund to provide grants to support joint research initiatives between the two institutions.
The University of Exeter and Tsinghua University have launched a jointly-awarded PhD degree programme in climate and environmental sciences which supports six students to be co-supervised between Tsinghua's Department of Earth System Science and Colleges at Exeter that conduct research on earth systems and environmental sciences. Read more.
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Innovation and transformation are words that invoke thoughts of change and modernisation. Both are important outcomes for any change management life cycle and, of course, happen organically within all walks of life as a fundamental process of evolution. Health and Care is by its very nature intrinsically conservative, with the role of innovation in quality improvement being complex. In this module you explore the myriad of dilemmas diffusion of innovation and achievement of transformation bring in health and care. In this module you will explore the theory and practice of innovation and transformation, offering insights, tools and practices with the aim of accelerating the transformation of health and social care through the adoption of both incremental and radical change.
In the module, you will develop a theoretical and working knowledge of design thinking, by undertaking a real-time design thinking exercise applied to your working situation, in collaboration with your peers (colleagues in multi-professional and multi-disciplinary groups). You will explore the key elements and principles associated with innovation and transformation; including sustaining disruptive innovation, radical, incremental, architectural and modular approaches as well as service and organisational approaches. You will examine disruptive innovation more closely, focusing on the opportunities brought by new technologies to health and social care provision.
The aims in this case are evaluative rather than formative. The test must be capable of assessing whether the students have achieved a degree of mastery of the English language that is comparable to a B2 of the common European framework of reference for languages. In particular, the following skills will be evaluated:
As stated abouve, the exam is made up of a written test (in 4 parts), of a listening test with written answers and of an oral test. At least for the January/ February session, however, the examination will be online, and comprise only the drafting of a written text, a series of personal and current affairs questions, the detailed desription of an image, a role-play and two Use of English exercises (fill in the blanks, sentence transformation).
The different tests are aimed at assessing both oral and written, both receptive (comprehension, analysis, elaboration, conceptualization) and productive (text construction and organization, appropriacy, cohesion, fluency) skills. By means especially (but not only) of the Use of English exercises, the students' lexical and grammatical skills are also assessed, which are transversal to and integrated with the 4 skills of reading, writing, listening and speaking.
The students who do not pass the test can try it again, but only twice in year 3 (June and September), 3 times in year 4 (once per session) and 6 times in year 5 (twice per session, on non consecutive dates).
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