paraphrasing exercises b2

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Paraphrasing at B2 First: or to put it another way…

by Roy Norris in Blogs & Articles

In this article, Roy Norris looks at paraphrasing in the Cambridge B2 First exam and shows how teachers can provide practice in this important subskill.

Paraphrasing in all four papers

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.

The five sentences from eight (A-H) which constitute the answers in Part 3 of the Listening paper, the multiple-matching task, often paraphrase the words of the speakers in the five short monologues. This may also be true of the questions in the multiple-matching task of the Reading and Use of English paper, Part 7. For the Speaking paper, we are encouraged, in the Cambridge English Qualifications: B2 First Handbook for teachers, to train students ‘to paraphrase when they do not know, or cannot remember, a word’. And in the Writing paper, students should avoid repetition and use a range of structures and vocabulary.

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.

In Roy’s brand new course, Ready for B2 First, you will find new listening and reading texts with updated topics and tasks which make the course more contemporary and relevant to students' lives.

Preparing for Listening Part 3

Before tackling a Part 3 Listening task, for example, students could consider at least one alternative way of expressing the general idea contained in each of the eight sentences (A-H). ‘I don’t really care what clothes I wear’, might be expressed as ‘ I don’t mind what I put on’ or ‘I pick out the first shirt I come across in my drawer - it’s just not important to me.’ This type of prediction task will help prepare students for what they might hear in the recording and, whilst they may not have time to do this for all eight sentences in the actual exam (they are given just 30 seconds to read them), it provides valuable practice in the skill of paraphrasing. Then, once they have completed the listening task and are checking their answers, students can refer to the script and compare their own predictions with what the speakers actually say.

Paraphrasing unknown or forgotten words

The game of Taboo provides useful practice for the Speaking paper, as players have to define or explain certain items of vocabulary to each other without mentioning them, thus simulating situations in which they ‘do not know, or cannot remember, a word’. The task is made more challenging, and hopefully entertaining, by providing five further words which students cannot include in their definitions. The target item bake , for example, might be written on a card and accompanied by the following five words which must not be used: cake, oven, cook, potato, bread . Taboo is commercially available, but cards can easily be made by teachers and used to revise previously seen vocabulary.

Overused words

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.

Avoiding repetition

In each sentence 1 - 8 , complete the gaps with two words which have a similar meaning to the word which has been underlined.

absorbing       attractive       bothered        concerned      dull                

essential         fascinating     tricky             glad                helpful        indispensable

hard                pleased           practical        picturesque    tedious           

1 It’s important to bring warm clothes, and a good pair of boots is _________ / _________.

2 I’ve just a really interesting book; the story’s _________ / ________ and it held my attention from start to finish.

3 I found the homework difficult. Everyone else found it _________ / _________, too.

4 Thanks for the useful tips. The advice you gave me is very _________ / __________.

5 I was very happy with the party. Are you _________ / _________ you came?

6 My cousin lives in a beautiful house in a very _________ / _________ village.

7 Paul was worried about the exam, but no one else seemed _________ / _________.

8 History lessons at my school are boring, and maths is just as _________ / _________.

You could then ask students to add one of the following, or similar adjectives to each group:

challenging      crucial     delighted      handy      intriguing      monotonous       stunning       troubled

1 essential, indispensable + crucial   2 absorbing, fascinating + intriguing

3 tricky, hard + challenging              4 helpful, practical + handy  

5 glad, pleased           + delighted                6 attractive, picturesque + stunning

7 bothered, concerned            + troubled      8 dull, tedious + monotonous

An integrated approach

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:

1 It’s not like him to talk much about his plans.

2 Everyone went out of their way to help me.

3 It doesn’t matter how tall or short you are.

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:

Find the sentences in the script which mean the following:

1 He doesn’t usually say a lot about what he’s going to do.

2 They all made a big effort to be helpful.

3 Your height isn’t important.

Student records and revision

Either way, each pair – the target sentence and its paraphrase – should be recorded in the students’ vocabulary notebooks, preferably alongside each other, rather than one above the other. This then becomes a useful tool for revision; students can cover up the target sentences and try to remember them, looking only at the paraphrases, or vice versa.

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:

Use between two and five words to complete the second sentence so that it has a similar meaning to the first sentence. You must use the word in capital letters.

1 He doesn’t say a lot about what he’s going to do.

It’s …………………………… talk much about his plans.

Everyone …………………………… to help me.

If you feel that your sentence pairs do not lend themselves very well to the exam format, you could create an exercise in which students simply have to ‘complete each gap with one word so that the second sentence has the same meaning as the first’.

Your …………. isn’t important.

1 not like him to

2 went out of their way

The teacher’s role

As the Handbook for teachers says: ‘ The ability to express a message in a different way shows flexibility and resource in the use of language’. It’s up to us as teachers to ensure that our students have sufficient practice in this important subskill in order both to develop their language resources and to prepare them for the B2 First exam. Or to put it another way, it’s our job to make sure our students get enough practice in paraphrasing to help build their language skills and get them ready for B2 First.

Cambridge English Qualifications: B2 First Handbook for Teachers (April 2019), Cambridge Assessment English

https://www.cambridgeenglish.org/

About the Author

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.

Ready for B2 First 4th Edition

Ready for life.

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40 Key Word Transformations Ex. | B2 First (FCE)

Tommy said he was ready for his driving test and would take it in July. Tommy said he was ready for his driving test and could take it in July.

One letter has been changed, from “would” to “could” but it changes the meaning of the sentence totally. Be careful of this!

A good way to practise this part of the FCE exam is to get used to writing and re-writing sentences using different structures and without changing the meaning.

(FCE) 40 Key Word Transformation: Exercises

Key word transformation: exercises 1.

Complete the sentence so that it has a similar meaning. Do not change the word given . You must use between two and five words , including the word given.

Nobody paid ATTENTION to  ( ATTENTION ) his bad behaviour.

You should try and take advantage of his help.

You should try and (MOST) help he gives you.

My sister was involved in her school spelling competition.

My sister (PART) spelling competition.

Could they grow anything here after the war?

Were (ABLE) here after the war?

‘Why didn’t you call me?’ asked Joe.

Joe (ASKED) not called him.

Driving that fast was a stupid thing to do.

If (ONLY) driving so fast.

 I hadn’t seen my sister for about a year, when I saw her last.

About (GONE) before I saw my sister again, after the last time I saw her.

Key Word Transformation: Exercises 2

I don’t earn anything like the amount I did before.

I earn (NOWHERE) as I did before.

The date for the Barcelona Conference is the 23rd of March.

The Barcelona Conference (PLACE) the 23rd of March.

The house was not very attractive in appearance when we first saw it.

The house was (MUCH) at when we first saw it.

No-one wants to buy this type of music any more.

There (LONGER) for this type of music.

Looking back, I think I was right to study mathematics at university.

Looking back, I (REGRET) mathematics at university.

Our spending will have to be reduced next year.

We will have (BACK) our spending next year.

Key Word Transformation: Exercises 3

While we were going home yesterday we got caught in a thunderstorm.

We got caught in a thunderstorm while we were (WAY) yesterday.

Has Mary altered her decision about moving to the countryside?

Do you know if Mary (MIND) about moving to the countryside?

I’d like Kevin to stop telling me what to do.

I (WISH) telling me what to do!

‘Are you pleased it’s nearly half-term?’ said the teacher to us.

The teacher wanted (KNOW) pleased it was nearly half-term.

We are earning less than we are spending, I’m afraid.

Our (EXPENDITURE) our income, I’m afraid.

I don’t think having luxuries in life is necessary.

I don’t (NECESSITY) having luxuries in life.

Key Word Transformation: Exercises 4

I am starting to find watching television boring.

I am beginning to get (FED) television.

Bad weather makes me feel really unhappy in the winter.

Bad weather (DOWN) in the winter.

Fog delayed my flight to Moscow this morning.

My flight to Moscow (UP) this morning

Help was urgently needed in the flooded area of the country.

They were (NEED) in the flooded area of the country.

I went to Italy with the intention of learning Italian.

I went to Italy (THAT) Italian.

Remember to return the videos you have rented.

Don’t (BACK) the videos you have rented.

Key Word Transformation: Exercises 5

To tell the truth, we need a swimming pool for this school.

To tell the truth, (WHAT) a swimming pool for this school.

Do you know whose this umbrella is, by any chance?

Do you know (BELONGS) , by any chance?

Was it Paul’s idea to go to the cinema?

Was it Paul (CAME) the idea of going to the cinema?

The boats began to move slowly out of the harbour.

The boats slowly (WAY) out of the harbour.

One runner did not succeed in finishing the race.

One runner (ABLE) the race.

It is not my fault that the glass broke.

You cannot (BLAME) the glass.

Would you pass B2 First (FCE)?

B2 first (fce) use of english part 4: tips & strategy.

You must complete a new sentence that has a similar meaning. You use a word in capitals given in bold for each sentence, which you must not change.

• Read the sentence carefully and think about its exact meaning.
• Check your tenses – if the first sentence is in the past tense, the second should be, too!
• Contractions (e.g. haven’t) count as two words.
• Try to keep the same meaning – If the first sentence says ‘Tom said…’ then don’t write ‘He said…’ in the second sentence. (Write ‘Tom said’.)
• Write between two and five words , including the word given.

Find things that are the same in both sentences and delete them. That helps you to focus on what you actually need to be transforming.

Because of the scoring system, it’s possible to get 50% in this section without getting any of the questions 100% correct. So it’s worth answering every question! Even incomplete answers can get points

Make absolutely sure that the two sentences mean the same thing. For example, if the sentence to transform has names in it, the answer will have to have them too.

What is your level of English?

Cambridge B2 First

B2 First - Key Word Transformations Exercise 1

In these exercises, you need to take the information in the first sentence and re-write it, using the word in bold so that the second sentence has exactly the same meaning. You cannot change the word in bold in ANY way. You must use a minimum of TWO and a maximum of FIVE words for each space. Contractions, which count as two words, should only be used for negatives: e.g. don't / hadn't / wouldn't, etc.

Jump to exercise walkthrough video

1. Many people think Steve stole the money. believed Steve the money.

2. The strong winds blew down the two ancient trees during the storm. blown The two ancient trees the storm.

3. He doesn't have enough money to buy the computer. too The computer to buy.

4. "You should start a new hobby, Mr. Jenkins", the doctor said. take The Doctor advised a new hobby.

5. We have been waiting here since half past ten. for We have been waiting one hour.

6. The man suddenly realised that the neighbor was watching him. watched The man suddenly realised that he the neighbor.

7. I could never have passed that exam without your help. you I could never have passed that exam me.

8. We paid some people to landscape the garden for us last year. had We last year.

Correction Walkthrough Video

It's time to review your answers with our video walkthrough. In this video, we'll go over each question, highlighting the correct answers and explaining why they're right. Watching this video will help your understanding and boost your exam readiness.

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FCE Key Word Transformations Practice

On the Cambridge FCE Reading and Use of English exam, there are seven parts. Today you will learn about and practice Part 4 – Key Word Transformations . Many students think this part of the exam is challenging, but it just takes strategy and practice !

Post Contents

How to do Reading and Use of English Part 4

To begin, in part 4 each question has a sentence and a key word in BOLD . You must use this key word to complete the gap in a second sentence so its meaning is as close as possible to the first sentence.

You MUST use the key word in your answer. You CAN’T CHANGE the key word. For example, if the key word is “ WRITTEN ,” you cannot use the word “ wrote ” in your answer.

Use between 2 and 5 words . ** Contractions count as TWO WORDS! For example, won’t = will not . If you are unsure, always write out the entire word.

Use a pencil for this test. Write your answers in CAPITAL LETTERS only.

There are 6 questions total in this part. You can earn up to 2 points for each question.

What grammar structures and vocabulary does part 4 test?

This part of the FCE exam tests different grammar structures and vocabulary. Here are some of the most common ones that appear on the exam. 

If you are taking a course , these structures and vocabulary should be covered by your teacher. If you are studying on your own , make sure you know the rules for each one. 

Passive Verb patterns Conditionals Reported speech Future forms  Future time clauses Causative – have/get Verb tenses – especially perfect forms Wish and other hypotheticals

Phrasal verbs Set expressions Words like height, weight, length, width Linking words Word forms

Example Key Word Transformation and Strategy

Look at the example question below:

He tried to keep running although he felt tired.

He tried to keep running _____________________________ tired.

Step One: Cross out words that are the same.

He tried to keep running _____________________________ tired .

First, I cross out any words that are EXACTLY THE SAME in both sentences.

Step Two: Focus on the remaining words and try to find the grammar or vocabulary rule.

He tried to keep running although he felt tired .

I need to focus on although he felt. Although is a linking word of contrast. This is the structure that I have identified.

Next, I start to think about other linking words and expressions of contrast while keeping in mind that I need to use the word SPITE .

Step Three: Choose your answer between 2 and 5 words.

In spite of and despite are both linking words/expressions of contrast. Remembering that I have to use the EXACT KEY WORD , I decide not to use despite.

Now, I remember that after in spite of I need a verb + ing form of the verb . So, I look at my original sentence and identify the verb “felt.”

Change the subject + verb in the original sentence to a verb + ing form to fit the second sentence.

My answer is IN SPITE OF FEELING .

Step Four: Check your answer. Did you use the key word? Do you have the correct word count? Did you write your answer in CAPITAL LETTERS?

He tried to keep running IN SPITE OF FEELING tired .

Finally, I need to check my answer.

• Key word SPITE? Yes.
• Correct word count? 4 words, yes.
• Capital letters? Yes.

Common mistakes on FCE Key Word Transformations

• Changing the key word – you MUST use the exact word 
• Using too many words – maximum of 5 words
• Spending too much time – if you don’t know the answer, take a guess and continue with the next question
• Pronoun gender and agreement- if the first sentence uses a name, try to use the name in your second sentence. Sometimes you will need to use “her / his / she / he” etc. in your answer – make sure it matches the gender in the first sentence
• Subject-verb agreement – make sure your subject and verb match. For example, “she is singing” not “she are singing”
• Writing sentences that are too different – try to use the same words where you can when possible (words like very, really, etc. that appear in the first sentence). Make sure these are expressed in the second sentence as well.

FCE Key word Transformations Practice

Try these 10 key word transformations. Use the steps from above to help you and check your answers at the end of this post.

1. It’s a pity we don’t have a warmer climate!

If _____________________ a warmer climate!

2. Someone is going to redecorate our terrace for us next week.

We are going to _________________________________ next week.

3. I will only bring a jacket if it rains.

I will _________________ it rains.

4. They found the ring when they were fixing the garden.

They ____________________________ when they were fixing the garden.

5. I regret not selling my house sooner.

I wish _______________________ my house sooner.

6. Fashion is the same as it was in the 1970s.

Fashion  _______________________________________ the 1970s.

7. The teacher didn’t let them leave the class.

They  _________________________________ leave the class.

8. How many pyramids did the Egyptians build?

How many pyramids ________________________ the Egyptians?

9. My colleague probably won’t come to the meeting.

My colleague  ____________________________ to the meeting.

10. You’ve got to decide what you want to study next year.

It’s _________________________ what you want to study next year.

How to score your answers:

You can earn up to two points for each answer.

The two parts of the answer are separated by “ — “

If your answer to the left of the  “–” is EXACTLY the same, give yourself one point.

If your answer to the right of the “–” is EXACTLY the same, give yourself another point.

Depending on your mistakes, you may earn 0, 1, or 2 points per answer.

• ONLY — WE HAD
• HAVE OUR TERRACE — REDECORATED
• NOT BRING A JACKET — UNLESS
• CAME ACROSS — THE RING
• I HAD — SOLD
• HAS NOT CHANGED — SINCE
• WERE NOT — ALLOWED TO
• WERE BUILT — BY
• IS LIKELY — TO COME
• (HIGH)* TIME — YOU DECIDED

*Words in ( ) are optional. You can still earn the full point for “time” if you didn’t write “high time.”

For more FCE Practice, try these posts.

• FCE Essay Writing Guide
• B2 Reading and Use of English Part 1
• FCE Speaking Exam Tips

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B2 First (FCE) Practice Test

Show all questions

• 1) "Have you been on holiday recently, Jane?" asked Tony. BEEN Tony asked Jane ........................................ on holiday recently. Check Hint Show answer
• 2) I was too tired to go to the party. THAT I was ........................................ I couldn't go to the party. Check Hint Show answer
• 3) There's no point asking Lynda to help as she's really busy. WASTE It's ........................................ asking Lynda to help as she's really busy. Check Hint Show answer
• 4) I'm sure it was Ana I saw in town as I recognised her coat. MUST It ........................................ Ana I saw in town as I recognised her coat. Check Hint Show answer
• 5) We demanded to see the hotel manager to make our complaint. SEEING We ........................................ the hotel manager to make our complaint. Check Hint Show answer
• 6) The boss wouldn't object to you going early today. OBJECTION The boss would not ........................................ you going early today. Check Hint Show answer

Breakout English

First (FCE) B2 Key Word Transformations – Comparatives and Superlatives Exercises

Comparatives and superlatives exercises are common in English courses, but can be tricky, yet they play a crucial role in exams such as the Cambridge B2 First. While these exercises may appear simple at first glance, they can pose challenges for students. Let’s explore the rules for comparatives and superlatives. Then, you can download comparatives and superlatives exercises based on Use of English Part 4, the Key Word Transformations task, in the Cambridge B2 First exam.

We’ve put the key word transformations from this page and loads more in a book that’s available for digital download and as a paperback on Amazon.

GET 250 B2 FIRST (FCE) KEY WORD TRANSFORMATIONS:

Rules for comparatives and superlatives

Comparative adjectives are used to compare two things. They indicate a higher or lower degree of a particular quality or characteristic. When using comparative adjectives, we need to follow certain rules and structures. Let’s look at them in detail:

Comparative adjectives

For one-syllable adjectives, we add “-er” to the end of the adjective to form the comparative. For example:

• Fast → Faster
• Tall → Taller
• Big → Bigger

If the adjective ends in an “e,” we only add “-r” to form the comparative. For example:

• Large → Larger
• Wise → Wiser

If the one-syllable adjective ends in a single consonant preceded by a single vowel, we double the consonant. For example:

• Hot → Hotter
• Thin → Thinner

If the adjective ends in the letter “y”, this changes to an “i” before adding “-er” For example:

• Easy → Easier
• Healthy → Healthier

If the adjective has two or more syllables, we usually use “ more ” before the adjective to form the comparative. There are only a few exceptions to this rule. For example:

• Beautiful → More beautiful
• Interesting → More interesting

Irregular Comparative Adjectives: Some adjectives have irregular forms in the comparative form.

• Good → Better
• Bad → Worse
• Far → Farther/Further

Using “ than “

Comparative adjectives are often used in sentences to make a comparison between two things. The word “than” is used to introduce the second element of the comparison. For example:

• John is taller than Peter.
• This is a more interesting book than that one.

Superlative adjectives

Superlative adjectives are used to compare more than two things or people. They indicate the highest or lowest degree of a quality or characteristic.

To form the superlative degree, we add “-est” to the end of the adjective for one-syllable adjectives:

• Fast → Fastest
• Tall → Tallest

If the adjective ends in an “e,” we only add “-st”:

• Large → Largest
• Wide → Widest

If the adjective ends in a single consonant preceded by a single vowel, we double the consonant and add “-est”:

• Big → Biggest
• Hot → Hottest
• Thin → Thinnest

If the adjective ends in the letter “y”, this changes to an “i” before adding “-est” For example:

• Easy → Easiest
• Healthy → Healthiest

For adjectives with two or more syllables, we use “the most” before the adjective:

• Beautiful → The most beautiful
• Interesting → The most interesting

Using “ the “

When using superlative adjectives, we typically use the definite article “ the ” before the adjective to indicate that something is the highest degree of a quality.

• Mount Everest is the highest mountain in the world.
• The most exciting night of my life was in Budapest.

Comparative and superlative phrases

There are several other ways to express comparatives and superlatives by modifying the base grammar. The phrases below tend to show the extent of the difference between things. Sometimes things are equal, or there is a small difference, or there is a large difference. This can be an important factor to take into account.

Comparative and superlative adverbs

Comparative and superlative adverbs are used to compare the intensity or manner of an action or event. They function similarly to comparative and superlative adjectives, but modify verbs, adjectives, or other adverbs instead of nouns. Let’s explore how comparative and superlative adverbs are formed and used.

Comparative and superlative forms of short adverbs, which do not end in “-ly,” are formed similarly to adjectives. To create the comparative form, add “-er” to the adverb, and for the superlative form, add “-est” to the adverb. For example:

Adverb: Fast

• John runs faster than Mary.
• Sarah is the fastest runner in the race.

Adverb: Hard

• Tom works harder than his colleagues.
• This is the hardest test I’ve ever taken.

Adverb: Late

• She arrived later than expected.
• The latest bus leaves at 10 PM.

When forming the comparative and superlative forms of adverbs that end in “-ly,” we utilise “more” to create the comparative and “most” to establish the superlative.

Adverb: Carefully

• She walked more carefully on the slippery floor.
• He handled the fragile vase with the utmost care.

Adverb: Quickly

• The cheetah runs more quickly than any other land animal.
• She solved the puzzle most quickly in the competition.

Comparatives and superlatives exercises

This comparatives and superlatives exercises worksheet contains 10 sentences where you will be required to transform the given sentence using the appropriate comparative or superlative form. These types of Key Word Transformations often appear in the Cambridge B2 First (FCE) exams. While comparatives and superlatives are simple to understand, exam candidates at this level can still have difficulty using them accurately. Don’t forget the details, the spelling rules and the variety of phrases that can be used. This exercise will help improve your knowledge of comparatives and superlatives.

EXAM PART : Use of English Part 4 – Key Word Transformations

EXAM SKILLS : Using grammar appropriate to the level (B2), transformations

TIME: 20 minutes + feedback

PREPARATION: One copy of the worksheet per student

• B2 Key Word Transformation 6

Each question consists of a sentence followed by a ‘key’ word and a second sentence with a gap in the middle. You have to use this word to complete the second sentence so that it has a similar meaning to the first sentence. Do not change the word given. You must use between two and five words, including the given word.

You need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. The texts will be from sources familiar to you, such as magazines, articles, fiction and advertisements, but targeted at the interests of students. Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.

• Use of English Part 1
• Use of English Part 2
• Use of English Part 3
• Use of English Part 4
• Reading Part 5
• Reading Part 6
• Reading Part 7

For this part, you practice vocabulary by using words with similar meanings, collocations, linking phrases, phrasal verbs, etc.

• B2 First Use of English Video
• Becoming Famous
• Cycling Scheme
• Film Stars and Music Celebrities
• Going on a diet
• Single or Mixed Sex Schools
• The History of Football
• The Poor and Less Fortunate
• The Special Bus
• Why do we need to play?

For this part, you practice grammar and vocabulary.

• Better swimming
• Cardboard Bike
• Dealing with waste plastic
• Drinking Water
• Fit for Sports
• Following Your Nose
• Growing Bananas
• Holiday with a Friend
• Making Perfume
• The Farm Trip
• The Jobs Market
• Tree Climbing
• Weather Forecasting
• Young Enterprise

For this part, you practice vocabulary word-building by changing different words using a base word.

• Angel of Mercy
• Fast Food Industry
• Life on Other Planets
• Music in Schools
• Mystery Weekend Break
• Pollution Problems
• Understanding Time
• Workforce on the Move

For this part,  you have to express a message in different ways showing flexibility and resource in the use of language.

• B2 First Use of English Part 4
• B2 Key Word Transformation 1
• B2 Key Word Transformation 10
• B2 Key Word Transformation 2
• B2 Key Word Transformation 3
• B2 Key Word Transformation 4
• B2 Key Word Transformation 5
• B2 Key Word Transformation 7
• B2 Key Word Transformation 8
• B2 Key Word Transformation 9

For this part, you practice how to understand the details of a text, including opinions and attitudes.

• Cycling to India
• Hottest Place on Earth
• Living and Working in Another Country
• The Picture of Dorian Gray
• The Wrestler who Wrote a Book

For this part, you practice how to understand the structure and follow the development of a text.

• Benefits of Getting Fit
• Our Polluted World

For this part, you practice how to find specific information in a text or texts.

• Collecting Things
• English Seaside Resorts
• Teenage Summer Camps

B2 First Writing Section

• B2 Article Video
• B2 Book Review Video
• B2 Descriptive Email Video
• B2 Place Review Video
• B2 Short Story Video
• B2 Cities of the Future
• B2 Fast Food
• B2 Following Fashion
• B2 Live Concert
• B2 Pollution Problems
• B2 Taking a Gap Year
• B2 A Work of Art
• B2 Being a Celebrity
• B2 Life Away
• B2 Preventing Crime
• B2 School Improvement
• B2 Shopping Online
• B2 Tablet or Laptop
• B2 The Countryside
• School Canteen
• B2 A School Trip to Italy
• B2 An Important Day
• B2 Forgetful Girl
• The Hidden Beach
• The Lost Photo
• B2 IMDb Website Review
• B2 Jurassic Park Book Review
• B2 Mountain Bike Park
• B2 Romeo and Juliet Play Review
• B2 Ted Film Review
• Scarlett Animation Review
• B2 Berlin Travel Report
• B2 Shops Report
• B2 Visiting Places Report
• B2 Birthday Party Letter
• B2 Computer Games Email
• B2 Favourite Film Email
• B2 Holiday in Thailand Email
• B2 New Attraction Letter
• B2 Place to Visit Email
• B2 Spending Money Email
• B2 Visiting Relative Email

B2 First Listening and Speaking Section

• Speaking Part 1
• Speaking Part 2
• Speaking Part 3
• Speaking Part 4
• Listening Part 1
• Listening Part 2
• Listening Part 3
• Listening Part 4

In this part you talk to the examiner about yourself and your life, e.g. your name, school, interests and future plans.

B2 Speaking Part 1 Exercise 1 B2 Speaking Part 1 Exercise 2 B2 Speaking Part 1 Exercise 3

In this part, you talk about two photos on your own which you have to compare for about 1 minute . After you have finished, your partner will be asked a short question about your photo. When your partner has spoken about their photos for about 1 minute , you will be asked a question about their photos.

B2 Speaking Part 2 Exercise 1

In this part you express ideas with your partner by looking at a discussion point that the examiner gives you.

This will be available soon.

In this part, you focus on general aspects of a topic with the examiner or you may involve your partner.

In this part, you will hear people talking in eight different situations.

Entertainment Short Conversations Talking about Sports

In this part, you will hear someone being interviewed.

Extreme Snowboarding Future Options Newly Published Book The Talent Show

In this part, you will hear five people talking about different things.

Demonstration Travel Worries

In this part, you will hear an interview.

Protecting the Environment Staying Healthy

• Customs and Traditions
• Entertainment and Leisure
• Environmental and Nature
• Future Jobs and Education
• Identity and Well-being
• Travel and Adventure

Customs and Traditions explores how we celebrate our cultural identity across the globe.

• Christmas Hard Exercises
• Story of Halloween
• Valentine Message

Entertainment and Leisure explores how we spent our free time.

Environment and Nature explores the way humans and animals live, adapt and change on our planet.

• Global Changes

Exploring how different societies create roles for people to develop their skills and knowledge.

• Future Schools
• Sport at School
• School Rules
• Fashion Design

Exploring how we learn and adjust to the world around us. .

• Taking Risks
• Natural Disasters

Exploring how we experience the world through our life journeys

• Travelling around the World
• Crossword Puzzles
• Word Searches
• Word Puzzles
• Book Crossword
• Computer Crossword
• Crime and Law Crossword
• Environment Crossword
• Fame Crossword
• Festivals and Celebrations Crossword
• Films Crossword
• Fitness Crossword
• Information Technology Crossword
• Language Crossword
• Lifestyles Crossword
• Medicine and Health Crossword
• Natural Environment Crossword
• Places and Buildings Crossword
• Synonyms Crossword
• Travel Crossword
• Work Crossword
• Air Pollution Word Search
• Airport Word Search
• Art Word Search
• Beliefs and Ideas Word Search
• Celebrations Word Search
• Conservation Word Search
• Crime and Law Wordsearch
• Education Word Search
• Feelings Word Search
• Films Word Search
• Food Production Word Search
• Habitat Word Search
• Health Word Search
• Information Technology Word Search
• Places and Buildings
• Pollution Word Search
• Shopping Word Search
• Speed and Movement Word Search
• Superfoods Word Search
• Teaching Word Search
• Work Word Search
• World Wildlife Fund Word Search
• Writers Word Search
• Feelings Word Puzzle
• Health Word Puzzle
• IT Word Puzzle
• Phrasal Verbs Word Puzzle
• Places Word Puzzle

We also provide free resources across the full range of levels to provide the tools to communicate in English well.

Beginner | Elementary  | Intermediate | Upper Intermediate | Advanced

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• Aurelia Colta
• December 31, 2022
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B2 First Key Word Transformation Practice

B2 first reading and use of english booster.

The high season in Cambridge official exams is just around the corner. For those of you who have been preparing for the B2 First (FCE) exam for some time now, the only thing left is to put into practice everything you’ve studied by now, which means using all the grammar and vocabulary structures in exam-like tasks. 

For this reason, I have prepared a Key word transformation treat for you, five activities which will test your ability to paraphrase – rewrite sentences with different words so that they mean the same.

These five Reading and Use of English Part 4 key word transformation exercises will not only give you the opportunity to challenge your language control, they will also show you which grammar structures every B2 First exam candidate must be familiar with and be able to use when paraphrasing. To spice it up, I have included some common B2 phrasal verbs as well.

Depending on the questions that you will have found not easy to deal with, I strongly advise you to read up on those grammar structures such questions belong to.

Let’s therefore start practising with Reading and Use of English Part 4 Key word transformations. Just a quick reminder before you get started. Your answer must meet the following conditions:

• Your answer must have between two and five words.
• You must not change the word (called the key word ) given in any way.

Reading and Use of English, Part 4

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1 . Question

Present tenses

This is my first experience of paragliding alone.

It is the first alone.

2 . Question

Past tenses

I ran ten kilometres, and then my trainer told me to do forty push-ups!

When my trainer told me to do forty push-ups, I ten kilometres.

3 . Question

Future tenses

My driving exam starts at nine tomorrow morning.

At five past nine tomorrow morning my driving exam.

4 . Question

Stative verbs

Is this your headphone stand?

5 . Question

Phrasal verb

These trainers are already small for me, so I need to buy some new ones.

I these trainers, so I need to buy some new ones.

6 . Question

I’m just going to buy a loaf of bread from the baker’s shop on the way home.

I’m just going  shop for a loaf of bread on the way home.

Prepositions following verbs and adjectives

Everyone expressed their disapproval when the actress arrived late at the Oscars.

Everyone late at the Oscars.

Prepositions of place

New factories are built in the areas that form the edge of our city.

New factories are built our city.

Zero, first and second conditionals

I’m not you, but I think you should call your parents right now.

If call my parents right now.

Third and mixed conditionals

I didn’t know about all the traffic problems, so, I moved house.

I wouldn’t have known about all the traffic problems.

I never thought that ripped and excessively worn denim jeans would become popular.

I never thought that ripped and excessively worn denim , but they have!

On such a special occasion, everybody should put on formal clothes.

Everybody ought on such a special occasion.

WISH, IF ONLY and other alternative conditional forms

I regret we couldn’t take the express train and arrive on time.

I wish we the express train to arrive on time.

Countable and uncountable nouns

I didn’t eat much dessert because I’m on a diet.

I because I’m on a diet.

SO, SUCH, TOO and ENOUGH

The laws in some countries are so strict that people have very little freedom.

Some countries people have very little freedom.

Verbs followed by a to -infinitive or a verb + – ing

I’ll always remember the first time I saw you.

I’ll for the first time.

We can start our journey towards the waterfall at dawn.

We can the waterfall at dawn.

I don’t think a horse can ever stay at the same speed as a car.

I don’t think a horse can ever a car.

Adjectives + – ed and – ing

The ending of the film was puzzling.

I that the film ended this way.

I got ill before the exam and my marks were bad.

I got ill, so in the exam.

Reported speech

“We’ll be travelling next month”, said John.

John said that they month.

Modal verbs

I bet you were worn out after such a long journey.

You after such a long journey.

I felt really disappointed when my friend didn’t come to watch me in the school play.

I felt so my friend didn’t come to watch me in the school play. 

Although in public they look like a perfect married couple, they don’t have a good relationship.

They each other, even though in public they look like a perfect married couple.

Relative clauses and relative pronouns

Charlie Chaplin was a comic genius, and all comedians owe him a great deal of gratitude.

Charlie Chaplin was a comic genius feel very grateful.

Comparisons

Nobody has ever been this far into the jungle.

This is been into the jungle.

The passive

My grandmother is having an operation right now.

My grandmother the moment.

The causative

Why don’t you ask an electrician to fit your cooker?

Why don’t you an electrician?

Linking words and phrases

Carol refused to lend me her new top, even though I begged her for hours.

Carol refused to lend me her new top her for hours.

Greg resembles his father; they both love extreme sports.

Greg ; they both love extreme sports

If you are looking for more practice into Reading and Use of English Part 4, check this out:

• Cambridge B2 First Grammar Practice
• Insights Into Past Tenses at B2 Level
• B2 Use of English Booster with Key word Transformations
• Law and B2 First Use of English Booster

Stay tuned for more words of advice and handy material!

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Related posts

Master Informal Emails for B2 First (FCE): Tips & Phrasal Verbs

B2 Listening Boost

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Feelings and Photographs in Cambridge Exams

Be an Ace in B1 Level Grammar

B2 First Reading and Use of English for Newbies!

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Improve your paraphrasing skills

by AEUK | Jan 29, 2022 | Lessons , Referencing , Writing

  Paraphrasing  is using your own words to express someone else’s message or ideas. In a paraphrase, the ideas and meaning of the original source must be maintained; the main ideas need to be expressed, but the wording has to be your own.

Paraphrasing video.

A 10-minute video on how to paraphrase effectively using the 4-key stages of paraphrasing. This video is based on our Paraphrasing Lesson 1.

  The key skills to paraphrasing are: 

• Change in word forms
• Change in sentence structure
• Reference to the author

PDF Lesson Download

Paraphrasing lesson 1 – how to paraphrase effectively [updated 2021].

 It starts by discussing the differences between quotation, paraphrase and summary. It takes students through the basics of identifying keywords, finding synonyms and then changing the grammatical structure. There is plenty of practice, all with efficient teacher’s notes.  Level ** ** * [B1/B2/C1]   Example  / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

£5.00 – Add to cart Checkout Added to cart

Paraphrasing Lesson 2 – improve your paraphrasing skills  [new for 2021]

This lesson helps students to improve their paraphrasing skills. The guided learning approach includes a text analysis activity where students identify the paraphrasing strategies, five sentence-level tasks to practise the strategies and two paragraph-level exercises to build on the previous tasks..  Level ** ** * [B1/B2/C1]   Example  / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

Paraphrasing Exercises

Taken from paraphrasing lesson 2 – improve your paraphrasing skills.

Task: Underline the key words you do not have to change in the following sentences.

• Reports predict that zero waste shops are on the increase.
• Many actors feel that funding for performance arts is currently too low.

For a detailed worksheet and more exercises – buy the  download Paraphrasing Lesson 2 below. 

Task: Replace the underlined words with synonyms in the following sentences.

• Every day 8 million pieces of plastic are discarded in the oceans.
• The introduction of bike lanes in many cities has been successful in reducing traffic accidents.
• Every day 8 million pieces of plastic are disposed of in the oceans.
• The introduction of bike lanes in many cities has been effective in reducing traffic accidents.

Task: Rewrite the sentences using a different word form. Use the word in brackets.

1.The sales of electric cars will increase dramatically this year . (dramatic)

___________________________________________________________________

2. The UK’s Test and Trace system failed mainly due to a lack of planning. (failure)

• There will be a dramatic increase in the sales of electric cars this year.
• The failure of the UK’s Test and Trace system was mainly due to a lack of planning.

Task 4: Change the sentence structure in the following sentences. Use the prompt given.

• Although fast food can cause a number of health issues, many people still continue to consume this type of food.

Despite________________________________________________________________________________________________________________________________________

• Despite fast food causing a number of health issues, many people still continue to consume this type of food.

Task 4: Practice all four strategies (synonyms, word form, word order & sentence structure) and add a reporting verb. Use the author in brackets.

The principles of designing out waste and pollution, keeping products and materials in use and regenerating natural systems is defined as the circular economy (Macarthur, 2020).

______________________________________________________________________________________________________________________________________________

Possible answer: 

Macarthur (2020) defines the circular economy as the method of eliminating waste and pollution, the continual use of resources and the restoration of physical and biological materials.

NEW! Academic Paraphrasing Lesson 2 Download

Academic paraphrasing lesson 1 download, referencing lessons.

• Harvard Referencing Guide
• APA 7th Edition Referencing Guide

Referencing Guide: Harvard

 This is a basic reference guide to citing and creating a reference list or a bibliography. It shows the correct way to create in-text citations and reference lists for books, journals, online newspapers and websites.   Web page link . TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

Free Download

Referencing Guide: APA 7th Edition

Referencing: harvard referencing worksheet 1 [updated 2021].

Two part worksheet that is a paragraph and reference list.  Students have to put in the correct in-text reference. The second part is a reference list exercise where students have to put the sections in the correct order. A nice lesson to introduce students to referencing and becoming aware of key referencing principles.  Level ** ** * [B1/B2/C1]  Example  / Webpage link / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

£4.00 – Add to cart Checkout Added to cart

Referencing: Harvard Referencing Worksheet 2 [new for 2021]

This lesson supports students in their understanding and use of Harvard referencing. It contains six worksheets: a discussion on referencing, a noticing activity, a reordering task, an error identification exercise, a sentence completion task, a gap-fill activity and a reference list task.   Level ** ** * [B1/B2/C1]  Example  / Webpage link / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

Two part worksheet that is a paragraph and reference list. Students have to put in the correct in-text reference. The second part is a reference list exercise where students have to put the sections in the correct order. A nice lesson to introduce students to referencing and becoming aware of key referencing principles.  Level ** ** * [B1/B2/C1]    Example   / Webpage link   / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

This lesson supports students in their understanding and use of APA referencing. It contains six worksheets: a discussion on referencing, a noticing activity, a reordering task, an error identification exercise, a sentence completion task, a gap-fill activity and a reference list task. Level ** ** * [B1/B2/C1]    Example   / Webpage link   / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

Reporting Verbs 

 Use the verbs in the box to put into the sentences in the worksheet. Each sentence has a description of the type of verb needed. Check the grammar of the verb too! Web page link . TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

      Writing a paragraph – using quotes about smoking

Students are given a worksheet with nine quotes taken from The New Scientist, BBC News, The Economist, etc… After selecting only three, they use these three quotes to write a paragraph trying to paraphrase the quotes and produce a cohesion piece of writing.  Level ** ** * [B1/B2/C1]    Example  / Webpage link  / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

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Academic phrases, academic style [1], academic style [2], academic style [3], academic word list , writing websites, error correction,   hedging [1], hedging [2], noun phrases [1], noun phrases [2], referencing, in-text referencing, harvard referencing, apa referencing, reference generators, reference lists, reporting verbs, credible sources, evaluating sources, academic integrity, ‘me’ in writing, writing skills, paraphrasing [1], paraphrasing [2], paraphrase (quotes), summarising  , summary language, critical thinking, argument essays, spse essays, parallelism, sentence structure [1], sentence structure [2], punctuation, structure    , essay structure, introductions, thesis statements, paragraphing, topic sentences, definitions, conclusions, linking words, marking criteria, more blog posts….

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Purdue OWL® Exercises Purdue OWL® College of Liberal Arts

Exercise : Basic-level Paraphrase and Summary Writing

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Paraphrase the following sentences.

• The student requested that the professor excuses her absence, but the professor refused.
• There will be a music concert next to Vienna coffee shop. Would you like to go?
• International Center is hosting English Conversation classes. They help non-native speakers of English practice their English speaking skills.
• The office of International Students and Scholars at Purdue University is located in Schleman Hall.
• The car that was pulled over by the police officer yesterday just had an accident. That driver is not careful.

Summarize the following text from the Voice of America website:

“Many thousands of Chinese are studying at schools in the United States. And writer Liel Leibovitz says the students are following an example that began in the eighteen seventies.

• Mr. Leibovitz and writer Matthew Miller joined forces to tell the story of the students in their book, “Fortunate Sons.” The book says China sent one hundred twenty boys to America to learn about developments that could help modernize their country.” (American Documents the Country’s First Exchange Students from China, Voice of America, learningenglish.voanews.com)
• “Illiteracy is a problem in many of the world’s poorest countries. Even in wealthier nations like the United States, many children struggle with reading and writing. But in 19 cities across the country [United States], the volunteers of Experience Corps are helping youngsters learn to read. The volunteers, all over 50, work with students in low-income areas.” (Older Volunteers Help Children Learn to Read, Voice of America, voanews.com)
• “Women entrepreneurs in the developing world often face challenges that limit their chances for success and growth. They often have less access to education than men and have difficulty getting financing on their own. But with an understanding of the essential aspects of doing business – such as planning, financing, networking and marketing – they can overcome those obstacles. That's where the 10,000 Women Initiative comes in. As Faiza Elmasry tells us, it's an investment in education with dividends that benefit the businesswomen, their local communities and their national economies.” (Goldman Sachs invests in Educating Women in Business, Voice of America, voanews.com)

Paraphrasing

Centro de Estudios San Isidro

inversions, whises, subjunctive, third conditional, modals in the past

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32 Paraphrasing English ESL worksheets pdf & doc