End of course

Both in our B2 and C1 classes we've reached the end of the book, which means that it's time to look back, take stock and make sure that you're ready to face an exam. Since the production skills are traditionally the most challenging, we will devote the remaining classes to working on your writing and speaking skills.

On a different note, I would like to let you know that I'm going to give a series of mini-talks (only 15 minutes long) on some of those topics that are rarely discussed. As some of you know, self-promotion is not exactly my strong suit. Two years ago I even failed to inform my own students of the existence of this very blog (they found out about it in the month of April). Anyway, the talks will take place in Laredo (the library) and Castro Urdiales (classroom B5). Those of you that are interested in what the level C2 like and want to know what lies beyond that level may find my little talks useful. Everybody is welcome.

Words that should exist. May 9. 19:00 in Laredo

Beyond C2. May 10. 19:00 in Castro Urdiales

What is C2. May 16. 19:00 in Laredo

What is C2. May 17. 19:00 in Castro Urdiales

It's all about highlights

Be alert, my beloved learners, for the exam season is nigh!

Indeed. So, what are you expected to do in the dreaded oral exam? For starters make "the right mistakes". By that I mean that some blunders are unacceptable. For instance, at the B2 level you cannot afford any singular/plural mix-ups. Even if you are nervous you should have no problem saying "men and women". A B2 student who still produces atrocities like mens and womans or childrens or childs, etc. shows unresolved issues that do not belong in the upper-intermediate level. Conversely, a mistake like the key to pass the exam is a good mistake. Just do not abuse extremely broad terms (people, place, go, do, have) and, every now and then, drop a simple collocation and prove that you know how to use two verbs (I remember swimming in that lake) and prepositions (Rebecca dreamed of Manderlay again). It's all in the highlights.

The same applies to my C1 class. I wouldn't want you to pack 23 idioms into your monolog. That would be insane, wouldn't it? Your job is to show that you can handle some specific terms and, if need be, some "C1 stuff". What is C1 stuff? Well, the ability to hesitate, to interact, to emphasize and the use of obviously accurate vocabulary. Not all the time. I repeat: not all the time. A B2 sentence with one C1 word is a C1 sentence.  The sequence a lot of people are coming from Syria because there is a war is not complex enough. Sounds a lot like B1, right? In contrast, this alternative is a tad more sophisticated: due to the civil war in Syria large numbers of refugees are coming to Europe. You can, of course, improve on that sentence, make it more "fancy"... but the fact that you mention who those people are (refugees) and specify that it is a civil war they flee from shows your command of the necessary vocabulary. And let's not forget: the sentence does not have that quintessentially intermediate mistake: a big amount of people. In short, do not make horrible mistakes and give the examiners some hints that you know what your target level is all about.

N.B. 1. Homework. B2: movie review. C1: discuss the statement "art is fundamentally elitist".

N.B. 2. Yes. The expression is "if need be".

Descriptions of people

So, we’re back to square one. Yep! I’m afraid we have to revisit the one area that we tackle every year: descriptions of people. When you’re a beginner you learn how to say that some people are tall and some are short. Some are blond and others are dark-haired. You then realize that physical appearances are not enough and you are taught some terms that describe psychological traits, words like easy-going, shy, etc. So far so good, right? The problem, of course, is that many students seem to get stuck in that level. They won’t hesitate to say that someone has curly hair or is quite smart but that’s about it. And that, let's face it, tends to be a bit boring.

It is on the bumpy road to B2 that students wake up to alternative ways of talking about other people (I keep myself to myself) which show that a sentence is a perfect way to describe a person. Then comes the advanced level, in which certain labels are presented. Expressions like sponger, party crasher, the life and soul of the party become part of their vocabulary. Why this gradual process? The answer is rather obvious. Students must first make sure the learn the verb to be in order to master structures like she is generous. Then they are ready to deal with phrases like he is a bit of a nerd. Only when your English is idiomatic does it make sense to tackle nouns that refer to social types (i.e. lone wolf).

In the interview below you’ll hear actress Eva Green characterize herself in several different ways. In the first 15 seconds of the clip she says that she was not popular and shy (adjectives), a geek (a noun), I couldn't speak (a short sentence) and I was blushing when the teacher was asking me a question (a long sentence). So now you know: if you want to start to sound natural (and more interesting) just do what Eva Green does: mix it all up.