Extra online gyakorló anyagok

A Eurocity könyvet "pikk-pakk" ledaráltad? További hasznos online feladatokat adtunk hozzá, ingyen. Töltsd le, és "lapozz bele"!

Ha szeretnél még többet gyakorolni, vagy kiegészítő anyagra van szükséged a Eurocity B2 tankönyv mellé, jó helyen jársz. Az extra anyagok talán extra pontokat is jelentenek  Ezek az "extrák" elsősorban egyéni nyelvgyakorlásra alkalmas változatos anyagok (szövegek, cikkek, videók, audio felvételek, stb.), persze ugyanúgy hasznosak a nyelvtanárok számára, akár egyéni tanításnál, akár csoportos foglalkozások keretében. 

Mivel minden feladatsor eredeti, az interneten talált anyagra épül, a szövegek, audiók nyelvi szintje inkább felülről súrolja a B2-es szintet, mint alulról, ezek az extra feladatok kiváló készségfejlesztést és gyakorlást nyújtanak C1-es vizsgára készülőknek egyaránt.

A gyakorló anyagokat a Eurocity B2 leckéinek témái szerint csoportosítottuk, de te a könyvtől függetlenül is bármikor előveheted őket. 

Használati utasítás:

  1. Az feladatorok mindegyikéhez több lépéses instrukciót kapsz és további gyakorlási ötleteket.
  2. Rád bízzuk, hogy végigcsinálsz-e egy teljes feladatsort, vagy csak egyes lépéseit próbálod ki.
  3. Dönthetsz úgy is, hogy egyáltalán nem foglalkozol az ötleteinkkel, csak megnézed, elolvasod, meghallgatod, stb., amit találsz.



‘A Vision of Students Today’; a video (4:45) from YouTube created in 2007 with students of Kansas State University:

a. Watch the film as many times as you wish. Remember! You can stop it at any point to read the signs, statements and notes which the students are holding up to the camera.
b. If you see a sign, statement, or note you agree or identify with, write it down in your own words (e.g. ‘I have to buy expensive books which we never use in class or for my studies.’)..
c. When you have collected a few statements, ideas, you can use them to write an essay of 150-170 words on the following topic: ‘Technology is the key to learning in the 21st century’.
d. Send your essay to info@euroexam.org, and we’ll give you individual feedback on your writing.

The most effective essays will be published on this page!


‘Summer holidays – a survivor's guide’; an article from The Guardian [25/07/2010]:

a. Choose any 3-4 out of the 17 headlines / titles which you find interesting. Then either write down one sentence predicting the content of each chosen paragraph, or say the sentence aloud to yourself.
b. Now, read each of the selected texts to check your predictions.
c. After the second reading, write down 2-3 key words /phrases for each text.
d. Try to summarise each text for yourself in your head or say them aloud. If you say them, record these short summaries on your mobile phone and check yourself by listening to the recording afterwards.


‘How to Buy  Gifts and Souvenirs for Others When Traveling Abroad’; a couple of suggestions from eHow (try to ignore the disturbing advertisements on the page):

a. Read the 6 points about dealing with souvenirs. Which of the idea are useful / strange? Make two columns and put each idea into one of the columns. Represent each idea by a few key words.
b. Read the points once again and write down a few words / phrases connected to buying souvenirs (e.g. ‘local crafts’ or ‘remind’).
c. Write your own “5 top tips” about buying souvenirs for a friend who is off to a holiday. You can vary forms like (‘How about...ing...?’; You should / can...; If you...; etc).


‘Welcome to the green holidays of the future’; a B2+ level article from The Independent [12/12/2010]:

a. Read the text (more than once, if necessary) and then summarise it in your head.
b. In the text, underline in the article any words / phrases related to climate change that you already know.
c. Circle any words / phrases related to climate change that you find important and worth learning. Look up their meaning in a – preferably monolingual – dictionary.
d. Now say your summary out loud, but this time try to use as many of the underlined and circled words / phrases in the summary as you can.


’Stockholm tour for fans of [Stieg] Larsson's Millennium novels’; a B2+ level, 4-minute video from BBC fast:track about how you can discover the Stockholm of the bestselling novels [17/01/2011]:

a. If you have read any or all the books in the Millennium Trilogy in Hungarian, English or Swedish (1. A tetovált lány [The Girl with the Dragon Tattoo], 2. A lány, aki a tűzzel játszik [The Girl Who Played with Fire], 3. A kártyavár összedől [The Girl Who Kicked the Hornet’s Nest]), try to recall what you remember about Stockholm and other places in the novels. If you have not read the books, or cannot remember details, find out anything that you find interesting about Stockholm (visitstockholm.com, Wikipedia) as well as about the Millennium Trilogy.
b. Watch the video at least twice (you will hear the name of the main characters a few times: Mikael Blomqvist, the investigative journalist, and Lisbeth Salander, the tattooed, anti-social, brilliant computer hacker). After the second viewing, or during a third one, collect what facilities (shop{s}, pub{s}, apartment{s} etc.) are mentioned by the guide in the video, and why are they important in the novels.
c. During the next viewing, jot down the key content words / phrases of the text as they appear (feel free to stop the video if necessary). They can be words or phrases you know or ones that you only recognise and are able to write down. When you have done that, try to reconstruct some of the key sentences with the help of the vocabulary you have identified.
d. Write a 150-180-word letter to the editor of visitstockholm.com in which you express your views about such short (2-3-hour tours) of Stockholm. Begin your letter like this: Dear Editor, I’ve seen a short and fascinating BBC video on...
e. Send your letter to the editor to info@euroexam.org, and we will give you individual feedback on your writing.

The most effective letters to the editor will be published on this page!


’Expressing Opinion [in] Advance English Conversation’; a 3:23 video of non-animated images, which contains lists of useful phrases and sample sentences for expressing opinion:

a. After you have listened to and read the 16 phrases for expressing opinion (end point: 1:10), as well as the 2 sample sentences, look at the phrases again and say a sentence using a different one about each of the following topics: 1) celebrities in the media; 2) cycling in a big city; 3) internet addiction; 4) examination stress; 5) extreme sports; 6) online language learning.
b. The next part (up to 1:53) focuses on ways of disagreeing. First check the ones that sound new to you in an online or printed dictionary. Then read the following statements and respond with a disagreeing phrase, adding an opinion to the phrase. The 4 statements are: 1) Teenagers under 14 should not be allowed to use Facebook. 2) You lose contact without a smartphone these days. 3) Bungee jumping is one of the safest activities you can try. 4) You’d better choose hotels based on reviews written by ex-guests.
c. The third list (up until 2:46) provides 9 phrases with which you can introduce giving reasons and offering explanations. Read the list of phrases 4-5 times, and – WITHOUT looking at them again – use the most appropriate one(s) for each of these sentences. 1) __________ I have to disagree with you. 2) __________ cars should be banned from... 3) __________ it wasn’t our fault, the problem...
d. Send your solutions for task to info@euroexam.org, and we will give you individual feedback on your ideas.


‘Me and My Bike’; a 01:17-minute video, by Wafalme, a group of Kenyan youth who use hip hop to communicate social messages:

a. Watch and listen to the song at least 3 or 4 times. While listening, focus on the reasons the young artists give for choosing the bike instead of other means of transport. Listen, but DO NOT take notes.
b. After the 3rd or 4th listening, write down at least 5-6 reasons on a piece of paper. You do not need to write complete sentences just complete ideas.
c. Similarly to the Making Notes task of the Listening test (Task 2), complete each sentence with 3 words (write the missing words into your notebook): 1) All I have to do is just get __________. 2) It doesn’t need insurance __________. 3) Petrol prices __________. 4) I save energy. My bike does __________. 5) There’ll be less pollution if more people use bikes every day, doesn’t __________. 6) I just need my bike for the circle of life, I just need my bike for __________..

Answer key: 1) on my BMX; 2) or licence fee; 3) don’t bother me; 4) not need electricity; 5) produce carbon dioxide; 6) a better life


‘Beehaus – the new hive that's creating a buzz’; a 01:07-minute video from The Guardian [05/08/2009]:

a. Watch and listen to the very short but rather noisy, “windy” monologue about keeping bees in a town or city two or three times. What is the main message?
b. Watch and listen to it once again focusing on the following 6 words / phrases: roofs, colony, at a crunch point, agricultural areas, lifetime.
c. Now try to say in your own words the sentences which contain one of the 6 words.




‘Bees' tiny brains beat computers, study finds’; a short article from the The Guardian [24/10/2010]:

a. Look at the title and try to make a couple of guesses to yourself about how the bees’ tiny brains can beat sophisticated computers or even the human brain.
b. Read the article twice, and see how accurate any of your guesses have been.
c. Find the 8 words in the text for the following definitions (which appear here in the right order): 1.) done / happen without any particular plan or system, 2.) a puzzling question or problem, 3.) look or search for food, 4.) consisting of / including more than one, 5.) made or produced by humans, 6.) to look into/investigate/examine closely, 7.) have effects on something, 8.) an extraordinary act / achievement.
d. Read the article once again, then summarise it in your head or on paper in about 5-6 sentences..


‘Naples pizza protected by EU’; an audio file or article from BBC Learning English with vocabulary building support material [05/02/2010]:

a. Listen to the audio file or read the article (please do not listen to it and read it at the same time!), and answer the following question in your head: What is the advantage of such a move by the European Union for pizzerias in Italy, particularly for those making Pizza Napoletana.
b. See if you know or can guess the words / phrases in bold characters. If not, look up the words in a dictionary.
c. List traditional Hungarian dishes, types of food, and drinks that could or should be protected within the EU. Choose one of them, and in about 30-40 minutes, write a post (of 150 words) for the ‘Protecting Traditional Dishes and Drinks in the EU’ blog recommending that dish for the protection programme.

Here is the same material – without the audio file – in pdf format.

This is the BBC news article originally, which was produced for the public and not for language learners, for further reading practice.