Pe yl0lty:3 Lucrecia Luque-Mortimer eeeContents and Exam.overview. Page [Paper Task type [Task description 3-10 Paper 1: Reading [Part 1: multiple choice | Part 1: answering fouroption multiple-choice * Thour (8 questions) questions on a text | * Three parts Part 2: gapped text | Part 2: deciding where jumbled sentences fit * 30 questions in |(7 questions) | into gaps in a text total Part 3: multiple | Part 3: deciding which text or part of a text matching contains information given in a set of questions (15 questions) or statements st [7717 [Paper 2:Writing [Part 1: 2 compulsory | Part 1: processing the input material provided © T hour 20 minutes | task, 120-150 words | and using it to produce a text or texts as * 2parts Part 2: a choice from |required four options, 120-180 | Part 2: writing for a specific reader, using the words appropriate format and style as required in the cs instructions 76-26 |Paper3:Use of | Part 1: multiple-choice [Part 1: choosing the correct word or phrase to English cloze (12 questions) _ |fill gaps ina text; focus on vocabulary + 45 minutes Part 2: open cloze _| Part 2: filling in gaps with the appropriate + Four parts (12 questions) word; focus on grammar * 42 questions _| Part 3: word formation | Part 3: changing the form of given words to (10 questions) make them fit the gaps in a text; focus on Part 4: key word grammar and vocabulary | | transformations Part 4: using a given word to complete a | (8 questions) sentence so that it means the same as a | previous sentence; focus on grammar and % vocabulary 7 27-28 |Paper 4: Listening |Part 1: multiple choice | Part 1: answering one question about each of * Approximately 40 | (8 questions) eight short extracts, | minutes Part 2: sentence Part 2: extracting specific information from a © Four parts, all_—_| completion monologue or conversation played twice _|(10 questions) Part 3: listening to five 30-second monologues © 30 questions —_| Part 3: multiple and selecting the five correct matching {5 questions)| list of six possibilities Part 4: multiple choice | Part 4: listening for specific information, jptions from a (7 questions) attitudes and opinions in a monologue or | conversation _ 39-45 - [Paper 5: Speaking [Part Tinierview [Part 1: a conversation giving personal * Approximately 14 | (3 minutes) information; focus on social and interactional minutes Part 2: individual long language ‘+ Four parts turn (4 minutes) Part 2: each student speaks for one minute, Part 3: collaborative commenting on visual prompts and also gives | task (3 minutes) a brief response to the other candidate's turn Part 4: three-way _| Part 3: students interact and negotiate to solve conversation a problem or make a decision (4 minutes) Part 4: examinerled discussion developing the topic of Part 3; focus on expressing and justifying opinions and ideas Abbreviations used in this booklet FAQS = Frequently asked questions Q = QuestionPaper 1: Reading Overview How long is the paper? 1 hour How many parts are there? “Thies. What kind of texts will be used? selection from newspaper and magazine articles, reports, correspondence (e.g. letters), extracts from novels or short stories, brochures and guides, advertisements and messages, How long will each text be? Each text will be around 550-750 words. The whole paper will be around 2,000 words in total How is the paper marked? Parts 1 and 2: two marks for each correct answer Part 3: one mark for each correct answer Part 1 © One text ‘© Eight multiple-choice questions ‘© Four options for each question Part 2 * One text '* Seven missing sentences ‘+ Candidates choose the correct seven sentences from a selection of eight Part 3 * Either one text or 2 selection of short texts * Fifteen multiple-matching questions or statements * Candidates match the questions or statements to a section of subject in the text(s) What is being tested in Part 1? detail, opinion, gist, attitude, tone, purpose, main idea, meaning from context, text organisation features (comparison, etc.) Part 2? text structure, cohesion and coherence Part 3? ‘specific information, detail, opinion and attitudeFAQS Q What type of text is this? A. The sample paper provided is an excerpt from a novel. Text types can include newspaper and magazine articles, reports and brochures. Do students have to know what happened before or after? No. They have all the information they need on the page. How many questions are there? There are elways eight questions. How many options are there in each question? ‘There are four. One of them is the correct answer, but the other three may look tempting. Pe >eP >O e Sometimes the question is not a question but an incomplete sentence. Why? ‘A. Sometimes an incomplete sentence is clearer than a question. In question 7 the incomplete sentence is used instead of ‘What did the look on Dora's face indicate to Christian?’ @ Do the questions follow the order of the text? A Yes, they always do, Task preparation Look at these students’ statements about Part 1 of the Reading Paper. Are they true or false? How would you reply to these students? I can do Part 1 quickly should underline the words | don’t know. ‘There will be @ question about a word I don't know. I should try to answer the question without looking at the options. ‘There can be two correct answers to a question. aeons Now read the answers. Were your replies the same? 1. False. To answer multiple-choice questions you have to read the text and the options very carefully 2. False. Don’t worry too much about words you don't know. You may be able to quess the meaning by reading the text around it. Besides, you don't need to understand every word in order to answer the questions. 3 Tiue. This is to test whether you are able to understand the meaning of an unknown word from the context. This is a very useful reading skill 4 True, It is a good idea to read the question, underline the key words in it, and try 10 find the answer in the text before looking at the options in any detail. When you think you have the answer, read each option carefully and make sure the other three are incorrect. 5. False, There is only one correct option. Read the two options and the text carefully again.PAPER 1: READING Sample Test Part 1 (questions 1-8) {ueBe 90ei9 aU 24 UsyAR Ueddey 1YBILU 389) UENSYD PIP IeUM, ‘AiBue posnwe 9 eihis pouoysey-pjo.ue q Buisseup jo Aeme qwauwu0d Jo ada eg esuodse1 jo yee © ¥ 212 au Urol J9}e) SuNeWOS, Seep TEU = yo Awewis ou @ Buineyeq aan Aa Azan ay Waly uesrieq eouasoyIp a6 omg soveieadde eoIshyd sou ¢pareyes 9g 2UBIUH UaLLON ong By YUKA UeNsUYD apeWIEYNA & ‘Ajentut 384 01 uonuone jo eap 1296 & Aed 1.UpIP 9H @ 2 a ‘Umop 9195 0} oun BU] @ 4001 ays paKOUUE Sem OH W ZUBWOM JOBUNOK B42 03 UO SueNsuuD Inoge Wee] AM op r2yAA“ydeIBEIER luads AyeuoU 94, yeBou pueoy peu oH, ‘01 Apogou peu aH wed 10u sem oH .@220U09 43 03 08 07 UoIs!99p syeNstiLD inoge rensnun sem 224M a 2 a v 101 Aouipiowsixe pauses exay pinoys 7 Aepameg paysadons pue sequinu ouoyd 2 uoMu Poy WeRsUUD POUINIe! UeWON OU OLR ok warn pue ‘passaidep Us) a pinow ous Bunpowos ey AepuNg ogee UB Yo UO Ue 40} PaxBoa Weed; Pey UELUOM 18010 AL somod Joy ul 5184s "wy 0} eweo aseiud eur ‘swvou eur Buoje pousnd slenLwe alow pue seadde oi pauels IU SIy Ul Uae ‘Sassan6 ul UaRe ‘aSueUULUNE 52M ‘oyjous 184 09 01 268 Ue Jo 10u YBNO ‘94 's0n0}6 woggms jo Ho Buueyp 04) pue ‘vo 1Uer syeo9 40 no BuyGSnus aut se ing Auos Burkes dn paduelO ays UstyA GUO 18 8900 poo6 pao-20, s86unok atp pu ‘epis6 219 pawl 9H m0 ‘ajsie on UL ‘nud 1998 Aiduso ay: uo paduinp pey ot Joul04" ony Yo| 0} UeBe Ch pues 1 88 © 14Bnog pue sveisod mes Oy 0 "18909 a4 “ALLOY BuyfaM EjyNA ‘ageunOne) WOPIAS “ue 9 Ut paureway nok ‘puEy s8\R0 ey) UO ‘pelued\OdDy ‘sasuodse) JO 10 160U00 # 01 BuO} 06 UEYO 10U BI ane ue pey Ajparsodxoun ‘semua oly sen our “ojo ueRsu4 J8CA snoweld e1A Ul ‘ooys semsue eyesedes ayy Uo S16/Sue INOA EY 2x8} 94} 0} Burpsodoe 1S8q S14. YUIYE NOA LOIN (C409 ‘AL “y) Jamsue exp es0oup ‘gL suOISEND JO, "jeNOU e WHOM, DBNXE UE Peal 0} BUIOB ase NDA, uedFAQS Q What type of text is this? A. The sample task uses an article. Text types include reports, fiction and informational material What has been taken out of the text? Seven sentences have been taken out. Is the number of gaps the same as the number of options? No, There are seven gaps and eight sentences. One of the sentences is not needed. This is there so that there will always be a choice, even for the last gap. >e>e Are the options all jumbled up? Yes, they are, >o Task preparation Make notes on how you would tell students to approach t notes below. Was your approach the same? * You should read the base text first (not the sentences} to get the general meaning. Then read each paragraph very carefully and choose a sentence to go in the gap. Read the whole paragraph again to make sure it reads well + As you read, you may find that you want to change an answer. Don't worry =n this part you have to keep your options open until you have found all the answers. If you think two sentences look OK for a gap, write them down and return to that gap later to decide which one is the correct one. * If you are sure of an answer, cross out that sentence so that you don't read it again. * This task requires detailed reading. You need to read and re-read the sentences before and after the gap. Its a good idea to underline the links between the gapped sentence and the one before and after. + “This task tests your understanding of the structure of the text - how the different sentences are linked. You have to pay attention to meaning, vocabulary and grammar. task, Read the Task follow-up After completing this task, it may be useful to ask students to analyse thei answers either before or after you correct them. How would you ask students to do this? Read the suggestions below and think about more questions you could ask. 1. Choose two answers and talk about why you decided they were the correct answers. Underline the words that linked the gapped sentence to the one before and after. 2 Talk about the gap you found the most difficult. Which of the sentences seemed correct?= PAPER 1: READING Sample Test Part 2 (questions 9-15) ;SoueMoUeS Uado, Bulag Jo snyeys jensnun sui e1eYs Os|e Ady) ‘sassaoons uorieAsasuog se;noejoods Bulg se Iam Sy ‘seyoads 40 uoisojdxe ue uo 1y6nosq sey J0 UONeUIUUaIXe ey) ‘00} 8164 Jey) s! AIVENUIS JeyLOUY ;paspuny om ueyp eso uno} ‘spurqyieq pue sin} Gunesteioeu aul se Yons ‘aus. jog UI SiRed 1Ualjooxe ale ara) esnedag ‘eYLIO ‘spulq ayy Jw @|66nns 40 ams 0} peau ou Si a1oLy, oreo 1881 $59} 12) po: 219491042 pue 3S9104 jeUIBYO S11 Jo Sse} YoNUL 180) pe yOuILx@ BtUODEq peY Spuig AYM UOsee: AlUO oyt Jou sem sjei se Yons sioiepaid Jo LoNINpO.LU! By ‘1@ABMOH, ‘ou ) SexeW ~ sseL}Lep oY) YO! ley ‘Buypsiym jjey ey OU 4 jeulose} Ajenbe Budd ~ Buos ns aU, 1ee/-uel y ‘ansasal aunjeu ® Olu PaLonioa SeM a1 @:0}09 AUrqUaD e UE\ BJ0W 10} Pause) UoOK px svepee, pue sarddns sate apincud 01 Bnp asa spuc | wou du ox [Jox]'saxoup ur wunios oy ‘peat pugs] uanog sexes noge BuLsie.0s wees Uso sia0xe.ed poumO:D¥0}!A pue ‘BU08 49 yo So}0U 1 ‘én [Fel wecioos au Buoy ‘ugnd au 1 ajqssse00e ‘quanes pues! 84) 01 Syue4| “spug fonsnun Jo uoNde}as BuNeUIDse; S404 peUMoUE: si PUEIEEZ MON ‘seniasey eimen puejesz many Joys Jomsue oyeredas 4p UO SJeMSUE INOA EY ‘esn 0} pesu 10u Op NoA YoIYAn BoUSTUSS eNXS OLO SI 2/944 “(SL-B) deB YoLE S¥y YOIYA 9UO ou HHY SODUED “ues 2p LU ‘MON Jo spue}si ISOOUD ‘SIOIJE By} LUCY PAAOUIE! UBEq aneY SBOUAILOS UNAS ‘PUe|edZ LUIS OM UO BOUSLAGKS ByIIpIIM e ynoge aoe Ue pea 0} BUIOB exe NOK z LuvdFAQS Q How many texts are there? A. In this sample task there are four texts, but there may be up to six texts in the exam, Is there a fixed number of questions in this part? Yes, there are always 15 blanks to fill in with a letter. There may be fewer actual questions when some of them require more than one answer. Will the questions follow the order of the text? No, they won't. Students must read the whole text to find the answers. >o Se Task preparation How would you tell your students to approach this task? Make notes and then compare them with the approach below. ‘© If you read the full text first, you may run out of time. Skim through the text quickly to understand what it is about. Then read each question in turn and. look for a similar meaning in the text. When you find it, read that part of the text carefully to make sure the answer is there, Then move on to the next question, © You can do this task more quickly than Parts 1 and 2 because you do not need to read each section carefully. The text contains lots of information that you do not need. Ignore all the information which is not relevant to the questions ‘© To find the answer in the text, look for a different way of saying the same thing, i.e. the same idea expressed in different words. If you find exactly the same word, read again carefully because it may not be the answer to the question, ‘© Sometimes there is more than one correct answer. If the answer is in two or three of the texts, there will always be two or three numbered blanks next to the question. You can write them in any order. Task follow-up A lot of students waste time in this part of the exam by reading the entire text in detail. Students often need proof that you do not need to do this. After they complete a Part 3 task, try asking them the following questions to help them understand this better. 1. Did you find unknown words in the text? Which were they? Did they cause you any problems? Why? 2. Look at one text in pairs. How much of the text was not needed for any of the answers? Put brackets round the sentences which were not needed.PAPER 1: READING Sample Test Part 3 (questions 16-30) Foque) ued ang swygond Sones pa seep A say 0420p | au Aue 2 ‘r04nAue Syse!0104 10) Se9p) A 16D | yo snl wt ne sowoo ssauekdeyun 10 ssoudsey JM “C08 saydeiBovoug seg suo g stompin pei roy 0 SHE PINN AAEM 0H 0, Lonesdt 04126 oad ap OANA va 918 3HLS.AVHM Lamean 9901 wea 01 assed 1848 1 Sen s010pu00 49540308 any yd on 0m 18 vo Spoous pu $6095 eOS:AG JO 194 Buse vay npocos aaa aa Meo ca ‘oun ues rou! uasoxp 23 ew coed 241 (@-¥) untae none ye oad anton 10} OyPART 1 18;2D;3C:48;5A,6C;70;8B E, WA; 12F; 18C; 146; 15D PART 3 16 C; 17 A; 18 D; 19 B; 20 8; 21 D; 22 A; 23 C; 24 8B; 25 A; 26 A; 27 C: 28 B 29D; 30C 10Paper 2 Writing Overview How long is the paper? 1 hour 20 minutes How many parts are there? Two How long is each part? Part 1: 120-160 words Part 2: 120-180 words What kind of thing do candidates Part 1: (Question 1) a letter or an email have to write? Part 2: (Questions 2-4) one of: an article, an essay, a letter, a report, @ review, a story (Questions 5a and 5b ~ based on a set text) one of: an article, an essay, a letter, a report, a review How is the paper marked? Both parts carry equal marks. The examiners are looking for: content, accuracy, range of language, organisation and cohesion, and awareness of audience. Part 1 * Compulsory ‘© Input material of up to 160 words * Allinput material must be dealt with in the answer Part 2 * Candidates choose one option from questions 2-5 * Instructions of no more than 70 words ‘© Questions 5a and 5b give options for those candidates who have read one of thé set texts What language might be focused on i =» Part 1? advising, apologising, comparing, describing, explaining, expressing opinions, justifying, persuading, recommending, suggesting Part 2? advising, comparing, describing, explaining, expressing opinions, justifying, recommending "2 FAQS Q How many words do candidates have to write? For Part 1, they must write 120-150 words, A What if candidates write under the minimum number of words or over the maximum? ‘A A few words more or less do not matter. Tell your students that they should ‘always try to write at or near the upper limit (150 words) because if their answer is too short, they may not have included all the information required. Remind them that in Part 1 they only need to refer to the information that is required, Do candidates have to include all the information from the input material? Yes. If they miss out any part of the required information, they will lose marks. Is it really important to use paragraphs and to write clearly? Yes, itis. A piece of writing which is divided into two or three paragraphs and is in clear handwriting will create @ good first impression. >e >e What if candidates make spelling or grammar mistakes? Tell your students to re-read their writing at the end to check for silly spelling or ‘grammatical mistakes. The Writing paper is assessed on ability to communicate correctly, which includes spelling and grammatical accuracy. >e Q Should students write everything on rough paper and then write it again on the exam paper? A No, that would be a waste of time. They should write directly on to the question paper. If they have to cross out words or sentences, tell them to do it as neatly as they can. Task preparation ‘Students should always prepare before they begin their answer. A good way to get students in the habit of doing this is to ask them questions about each task they do in class. For example, these questions are based on the sample task on page 13. 1 Don't be ina hurry to start writing! Read the introduction to the task carefully. Why are you writing to Jennie? (to answer her questions about visiting your country 2. Read Jennie’s email and the notes. Can you say that you'll be there and suggest ‘something you could do together? (no) 3. Look at the second paragraph. What do you need to tell Jennie about? (a form of cheap transport) 4. Look at the third note. Apart from mentioning a lovely part of your country, what else do you have to do? (give reasons of why you like it there) ‘What kind of details does the last note ask you to give? (cheap accommodation) When you write your email, how are you going to start? (Dear Jennie/Hi Jennie) Do you need to sign your first name at the end? (yes) woePAPER 2: WRITING Part 1 (question1) Sample Test Anunoo snok 01 usin '34 398fqng, 8002 sunr woz emesis aiuuar OL anuuay ‘ovensp ond \ ono Zdydoays nys uno aqdoad Buna aay soa0yd uo asoys aay puoffo uno aM wosrmpouuo200 smogo a1ou wouy 01 249 pM | SouLy Ayn pus, | Oa »P Pinoys av guna sno fo «4 Buoy sey 0} S00 1809 -10f a40 doyp ua4a ‘S000 senweseq'ON—— woaU8 ag pmo 1p ‘Anuno sno’ 01 810 a9efang 8002 eunr wigz © AUag uemarg olor — :wosg ewe leWIS Ue aIUM LOY) ‘epeUl 109 JOA VSIA 0} BuluUe|d st WB UP PAAIBDO! BAeY NOA ‘abed ay1soddo au Uo ais aieudoudde Ue UI SPIOM OSL-OZE Ul! JeMSUB INoA a1YNA“UORSAND SLB Jernsue asMUH NO} Laud" FAQS Q How many words must candidates write? For Part 2, candidates must write 120-180 words. A What kind of thing will candidates have to write? A Candidates can choose between several options, which might include an article, an essay, a letter, a report, a review or a story. Question 5 will always be two options for those candidates who've read one of the set texts. 2 With such a wide choice, how can candidates be sure to choose the one that is best for them? A Tell your students to choose a topic they feel confident they can write about and not to choose a topic they know nothing about. Tell them to think about whether they have some interesting vocabulary and language they could use for a topic. Q Do candidates have to write about a real experience or can they pretend they saw a show, for example? ‘A. They can invent and use their imaginations as much as they like. It does not matter if it is not true. Q Isit a good idea for candidates to make a plan of what they want to write? A Yes. They should write down the points they want to include and roughly the ‘order they wil follow. Tell students to jot down any words that they may want to use so that they do not forget them. Remind them not to write the whole piece, just the main idea for each part. Task follow-up Students are often confused by marking criteria for writing tasks. For FCE Paper 2, the examiner will consider five areas: content, organisation, register, range of language and effect on target reader. Make notes on how you would explain these five areas to your students. Read the notes below ~ are they similar to yours? Content: You have included all the points in the rubric. Organisation: The different points follow each other clearly. Register: You have written in an appropriate style (formal or informal). Range of language: You have used varied vocabulary and structures at FCE level Effect on target reader: The person who reads your composition would be clearly informed,PAPER 2: WRITING Part 2 (questions 2-5) Sample Test CT eoneno “Aya pue wy Joy yNo|p ISL ‘4p 1 YUILA NOK UoRENYS YoIYAA BuIKeS ABSEE UE SILA ZUUIY JO} NOI 3SOW 34 5S} UNNI NOA Op UOAETH!S YOIYAA “anMAns 2 SeBEUEW Ing sUON ems snosa6uep Auew siejuNcoue jnoyedassey joAOU a4} noYBNO!Y. ‘wy pabuey ‘Aauou! Ase 2y2U ‘84 uo xoq uonsanb ‘3009 108 08944 JO ISanb One} BuyMojo} a4) 40 BU0 JOMSUY g ‘Auoys nod eu) "™ropun 942 40 3n0 y00} 0} dn 106 ey ‘uepse6 ey2 UI asiou e pieeY Ney VEYA 'Spiom BuImo|o} aun YUN Ug ISMUL AsOIS uy “eUZeBeW euoNeUIEIUL VE 10} ALOIS B SIAM 0} NOA pAyse Sey JOyDeOA INO, aun ul g sequinu au se jan se ‘80 Jo Buipeas sno uo paseg ‘mwanad INK ILIV, ‘auisgem oun Uo peysiignd eq] Im SMsiN9J 3580 BL ‘aidoad sayjo 0} souewiiojjed eu) pueLuLu0d®) nod saie\ynn Aes pue sauaipne ay) pue anuan ayy ‘SUBOISNW ay yNoge uoHLeWoU! epnjoUl ZMeS NOA dISNUL BU} JO MMBIABI B SN SIUM ‘NOK pinod ‘0s J] ¢Auede! BoUeWO}ad DISNLL anl| @ UBBS NOA ane} 40) mainey © HM “AepOL2ISMYN pa|e> AUSGEM & UO EDNOU SIM MES ARLEDB: NOA ‘yore snok auLyy, ‘azud 4009 e 186 IIIM e[oNUe Iseq OUL "10h 03 1ue\od! 08 5:3) Ayan i snok ul adueuiadxo ojqenoBuo}un ue inode Sr aL ‘Aroweyy Pooypia 38% AW Kes pue poo ‘eulzebeu jeuoNeuielU! Ue UI yUeLWEdUNOULE Ue Uses EnEy MOA Z ‘ebed 049 4o doy ou 2€ x0q our eur ng “S6ed ay/soddo 84} Uo ayAs aieudoxdde Ue UI sp1oM OBL- Jonsue Ue SLIM) "Led IY} Ul ¢-Z SUORSAND But Jo BUO 0} JAMSUE LE AIA, ZluvdPART 1 Question 1 - Email Dear Jennie What great news! 1 would have loved to be here to see you, butt T'll be"on holiday if in September. 1f had known, t have ed, and I'll ant to spend fast, but they are alo more exper jou, I'd definrte ery of m break if you are tt will be a. go busy erties Your best chance of staying in places cheaply is to go is, but remember it is a good idea to hock early. There are nice Guest Houses “big cities Emily 1148 words} PART 2 Question 2 Article fy best childhood memory When I was very young, L.used to visit my grandfather every weekend and during the holidays. He used to read me lovely stories from a callection of books he himself had read when he was a child. I loved those stories because they were so different from the stories in television cartoons ard the books had beautiful illustrations One day my grandfather phoned me ard said that he had a realy special Story to read me. I couldn't wait for the weekerd, and at last Saturday came and I went to his house. We sat down in the garden and he opened a big notebook and began to read the story. It was about a gil who was Seven years old and was called Lisa, Ike me! iy grandfather had written the story himself, and it was the most beastiful story I had ever heard T stil have the story, and one day I shall read it to my own grandchildren (162 words]Question 3 - Review Marissa at the Dome Fado is a Portuguese rhythm and nobody sings it tke Marissa, who was simply marvdllous last right, The concert was at tne Pome theatre and all the tickets had been sd out montis ago. The theatre was packed with people of all ages and Marissa didn't disappant anyone. She sang songs From her new album but also some old. Favourites we wore all hoping to hear. It was wonderful to sce her, in har long dress, moving to the rhythm oF Fado, apparently enjoying the exparonce as mich as her audience was. “The miscans who accomparied her, and who travel everyihare uth her, wae brilant as wcll. At te ond she recened a standing ovactin and had to come back to ng again because the audience didn't want to let her go. She promised everyone that she would come back next year. I recommend Marissa. to all music lovers, even iF they do not understand a word oF Portuguese. Har vace is capable of transporting one to another world. [170 words) Question 4 - Story When Pouk heard a nocse in the gorden, he got up to hook out of the window. Tt was getting ‘RK ond he coukdn’t see very well, but te jek by the window. Soon he heard the same Kind of noise again, perhops 0 bit Louder, ond this time he wos sure ct was coming from the shed ot the bottom of the garden. He decided to qo ond have a Look. He opened the kitchen door ond walked slowly eeross the Lown, trying not to moke ony noise. Whot cf ct wos a burghar waiting for ct to dork? hot cf the burgler pushed him down? The more he thought about it, the more frightened Pouk got. He opened the shed door a hitthe, but he coukd not see anything. Suddenky, something pushed the door Boy tle yeot force. A big Love von past Paul and ekimbed up the neorest tree. Poul wos shoking ond smmihing. The cat hod et to £h én the shed through 0 crock, but had then en unable to find the way out! : 1180 words}8 Paper 3: Use of English Overview How long is the paper? 45 minutes How many parts are there? Four How do candidates write their Part 1: shade in the correct ‘lozenge’ on answers? the answer sheet Parts 2, 3 and 4: write the answer in capital letters in the boxes on the answer sheet - one letter per box How is the paper marked? Parts 1, 2 and 3: one mark for each correct answer Part 4; two correct marks for each correct answer (one mark if the answer has one mistake) Part 1 ‘© One text with 12 gaps * Four options for each gap Part 2 # One text with 12 gaps + Candidates write one word to complete each gap Part 3 © One text with 10 gaps * A stem word is provided for each gap ® Candidates must use this stem to form the correct words to complete the text Part 4 © Eight pairs of sentences ‘© Candidates use two to five words to complete the second sentence so that it means the same as the first sentence What language is focused on in eo Part 1? Lexicalfexico-grammatical Part 2? Grammaticallexico-grammatical Part 3? Lexicalfexico-grammatical ow» Part 4? Lexical and grammaticalBay Use of English FAQS Q Should candidates read the text or the options first? A Candidates should: Read the whole text first (not the multiple-choice options} to get the general ‘meaning, Then read again very carefully and choose one option (A, B, C or D} to go in each gep. Read the text before and after the gap to make sure the answer really fits. Can candidates give two answers if they're not sure? No. There is only one answer to each question, so they have to choose. If candidates are not sure, they should leave the question and come back to it later. po If candidates can’t do a question, should they guess? Yes. Remind your students that you don't lose marks for wrong answers, so you have a one in four chance of being right. >e ‘Should candidates read through the text more than once? Yes. This task requires detailed reading; it can't be done quickly. Tell your students to re-read the text when they've finished to make sure all of their answers make sense. >o Q Does this task just test understanding of grammar? ‘A No. This task tests understanding of both vocabulary and grammar. Candidates have to know the words, how words are used together in sentences, and how sentences are linked together to make a text. Task preparation Its very useful for students to read the text through and think about the meaning before looking at the questions in detail. Look at the sample task. How would you engage students’ interest in the text? What questions could you ask them? Example questions: 1 What type of text is it? (an article) 2. What are orcas? (a type of whale) 3. Where did John go to see the orcas? (Canada) 4 What is the topic of each paragraph in the text? (1 = how John got interested in what he did as a result; 3 = what happened on that day) orcas; Task follow-up Get students to tt discuss it in pairs. k about how they approach the task by asking them to Example questions: 1. Choose two answers and talk about why you chose your answer. Underline the words before and after the gap that helped you make your choice. 2 Talk about the gap you found the most difficult. Which of the words did you choose? Why?PAPER 3: USE OF ENGLISH Part 1 (questions 1-12) Sample Test PART 1 For questions 1-12, read the text below and decide which answer (A, B, © or D) best fits each gap. There is an example at the beginning (0), Mark your answers on the separate answer sheet, Example: 0 Akrown Bealled Cnamed Dtitled ojA BC OD _— occ In search of orcas Orcas, alse lor whales, have always held a certain fascination for John Clark. It all began when his parents told him stories about sea His desire to see orcas (1) ..... when he learnt at school that they nt, gentle creatures John was able to (3)..... his lifetime ambition when he visited Canada last ‘ear. (4)... going on a typical whale-watching boat trip, John decided to (6)..... for the services of a guide to take him out on a kayak, a small canoe. “Imust admit that | felt (6)... frightened at the prospect of being in the middle of a pod of whales, protected only by something that (7}..... me of a plastic bathtub’ said John. They set off early, but in the first two hours only saw one dolphin, so the guide (8)... John to turn back. John wanted to (9)... on trying, however, because he was convinced their patience would be rewarded. Then, suddenly, as they were (10)... small island, a pod of around fifteen orcas 5 away ~ a spectacle beyond John's wildest ge size, | never once felt (11)... of the moment was (12) . I never forget the experience Arose Atime A On account of Abire Asscarcely ‘Accompares ° A suggested 9 Acary 10 A advancing MA scared 12 Aaway B increased Burn Breach Cadded C particular Cobtain B By means of € Except for Bront B rather B resembles B insisted B continue B coming B threatened Bover C pay C hardly C reminds Cadvised C follow € moving C worried Cup Dextended Diact D succeed D Instead of D purchase D more D appears D persuaded D remain D approaching D endangered DoutUse of English FAQS Q Should candidates read the whole text through before filing in any gaps? A Yes. Tell your students not to start writing in their answers until they have understood the whole text Mf candidates can’t do a question, should they guess? Yes. In the FCE exam, you don't lose marks for wrong answers, so don't leave any gaps blank. Q Should candidates read the whole text in det: centrate on the gaps? A Tell your students that they should always read the whole text first, without looking at the gaps. After that, they should look carefully at the text before and after the gap and think about the meaning of the whole text when they do each question, >e or should they just con- Are most of the missing words related to the topic? No, they aren't. Candidates do not need specialist topic knowledge to complete the text. The words they are looking for are the grammatical words, >o To do this part, do candidates have to know their grammar? ‘Yes. This task tests understanding of both vocabulary and grammar, but the words needed are usually grammatical words. Pe Task preparation If your students are not confident at this task, start with a few sentences (each missing one word), related to the topic of the task, which they can complete in groups. For exampl 1 Adrum is a musical instrument which you play ..... a stick. (with) 2. It’s not easy to learn...... to play the drums. (how) 3. There's a website where you can find....... more about drums. (out) 4 Unfortunately, I'm... able to play the drums. (not) 5. The Japanese drum is... aS a taiko. (known) 6 Some drums are bigger ..... others. (than) 7. How long does it..... to learn to play the drums? (rake) 8 Drums have been important in Japanese music ..... centuries. (for) Task follow-up After you've corrected the task with the class, ask students to discuss the following question: 1 Choose two answers you got right and tell your partner why you chose that answer. Underline the words before and after the gap that helped you make your choice. 2 Talk about the gap you found the most difficult. Now you know the answer, discuss why it was hard. aUse of English Part 3 FAQS Q What should students do first - read the whole text or read it line by line? A Students should always read the whole text first, to make sure they understand it. Understanding the context will make it easier to fill in the gaps. Q Can students write two words if they're not sure which is correct? ‘A No. There is only one answer to each question. Tell students that if they are not sure, they should leave the space and come back to it at the end. Will students be marked down for getting an answer wrong? No, they won't. If they don't know an answer, tell them to guess ~ they might bbe lucky! Po Is spelling important for this part of the exam? Yes, it is very important. The word must be spelt correctly to get a mark. Are there some words that don’t need changing? No, there aren't. Each word will need at least one change. peo Task preparation For this task type, it is important that students know how and when to use a range of suffixes and prefixes. To give them practice and confidence in thi give each student in your class a card with either a word or a suffix/prefi ‘written on it. Tell them to walk around the classroom, comparing cards with other students until they find their ‘match: Remind them that they may have to make other changes so that the suffixes ‘fit: Examples: | Words with matching prefixes Words with matching suffixes un safe invent “ion dis. advantage comfort | -abie | in appropriate youth ful over coat fascinate) “ing oxtra- | orcinary geograph\y) “ical te | cycle gold en en ioy popular sity under line behavie) “our mis- understand | commercte) al super market mountain ousPAPER 3: USE OF ENGLISH Sample Test Part 2 (questions 13-24) and Part 3 (questions 25-34) awoo avs nBue Sonti9 ewos UaUM uvindod (ze) ou ou sdeysed s1 YDIYA ssaudi erensuowep NEOGALEYS 10} eiq1ssod 3A0udWNI wopew (os) 2504) ‘Ainful asneo pue xaY {40 2109 20u pinom reYp sjooym (ez) Asva s10u pey pue (ez) 889] 24019 Ypi4m spieogereys Ayyjenb Buronpoid SuNLovaNNV pevers (a2) a19k01q "soz61 Auee ay Ag ‘joo Buituuuies Aidwo rsn! a10% Guipieogetexs 313409 10} SanUeA qsaILe8 aun ang " (92) jeu} 10} sued Buipieogaieys oie asain shepemon, Surpins eas J0} YBnoUs poo6 104 aoN SaneN ayl LALA J31EM nouniNs Buiyins Jo sueeU e se payee.0 sem 3} “shog ainoa 6eu801 104 (62) suods jo we! puepuers aulodag sey"! 01 pax ANANI SNIGuVOSaLYS yxou 2wH09 ym" (vB) snoge BurssenB eousipne eu pue “pouen auiLueIBoxd oui jo unafys aut daey suoneuiquioo [eosnw ase) ‘siudwnnsul esoueder 0470 40 sjequuko ‘exny, ou) Aeyd siowo isjym ‘ooUeP awWOs ‘BuIs Jo sos eoueUHo}ad e jo asinoo ey Ul ‘sieWLUTU sn! UCU (22) 21¢ opoy jo ssoqwow in J, Ue JO 2010% 341 01 pula Guo: (12) spuns Aue 1s0Wje 2861901 03 “~~~ (9g) SI JLLLLTUP payAS 5 180q Si}, "shes YeBeveW s.dn018 WAS e U9deq Sey O>1e1 fang, “Ou0 af ny e Jo 1209 oY} (€1) eu05 sey pue 1894 ewes 3 awweU e spew dnov6 a4 Lg6L UI si@tuLurup Jo dnouB esoueder e jo eUeU ay S! poy, ‘sunup asoueder yo wiypAy ou, PouLo} sem IN ]a[AINy] [0 farwers Joys somsue oyeiedas ay) UO SUILLTT TLIdWO NI SJAMSUE INOA SLL, [] Nol (0) 6uluUiBaq ayy 2e ajduuexa ue S| os0u ‘oUN ‘ewes yp ul deb ay} UI sul ey) POM @ WHO} 0} SALI] BX JO SLUOS Jo pus ay 28 sjeudeo Ul usAl6 prom au asr) mojaq xe} Bu pe=d “pE-Gz SUONSAND 104 Ev oydwexg L LT] LL Txfo[ THI] [0 ooYs Jomsue aresedas O47 UO SYIL13T TLIdWO NI SIOMSUE INOA YAN, (0) 5uwuBoq ‘842 18 ajduwexe Ue 1 2104) ‘deb Yee UI piom auo Aju esp) ‘de6 yee S1y 3894 p10M au Jo YUIYI PUE MOjOq 1x01 O4A Pead ‘y2-EL SUONSAND 104 Fe Z4uvaa Use of English Won Part 4 portant for candidates to read all the questions before attempting any? A No. Each question is separate and unconnected with the others, so they can do one at a time. Q How many words are needed to complete the sentence? A Atleast two, but no more than five, Contractions (e.g. can't) count as two words. Q Will candidates always have to change the words that appear in the first sentence? This depends on the sentence. Sometimes the words will need to be changed and sometimes not Can the key word be changed? Definitely not! The key word must remain exactly as itis. > Is spelling important? Yes, itis. Students will not get marks if their speling is inaccurate, Does the second sentence always have to mean the same as the first? Yes, it does. No information should be left out and nothing new should be added. Does the answer have to be perfect to get any marks? No. There are two marks and students can get one of them if they only make cone mistake. >e >p PO Po Task prepara Students often need a lot of practice at making sure the two finished ‘sentences actually mean the same thing. Write pairs of sentences that mean the same thing. Cut them up and give each person in the class one sentence. Tell them to walk around the classroom, comparing sentences with their classmates until they find their ‘match: Examples: 1A _| Terry regrets borrowing his brothers bicycle. B | Terry wishes he hadn't borrowed his brother's bicycle, | 2A | ‘Will you lend me your bicycle, please?’ said Terry to his brother. |B | Terry asked if he could borrow his brother's bicycle. 3.A_| It was the first time Terry had ridden his brother's bicycle B_ | Terry had never ridden his brother's bicycle before. 4A, | Terry found riding his brother's bicycle exciting B_ | Terry felt excited when he rode his brother's bicycle. 5A _| Terry couldn't wait to ride his brother's bicycle, B_| Terry was really looking forward to riding his brother's bicyclePAPER 3: USE OF ENGLISH Part 4 (questions 35-42) Sample Test Av UBno.Un sreYoULe 6.6) SIMA 126 01 ‘Aemsoop aya teu 888 NOA Ue) 4ON avy6 youuse 0612 SIU 186 01 moweU 00} s1 AeMIOOD aU} JEU 398 NOA 3,UeD) ‘sAepsunyy, uo se skepiig uo siawioisno ‘Aura puesiapun 3,ue0 saBeuew yuesne}ses oy) ANYIN ‘shepsiny | Uo UeY. Sepl14 UO SieuOLsNo Jamey ee es8y Ayra pueysiepun 3,ueo seBeueW JueINeISse: eu ‘SBulj9a} 5 19181 3nok pueisiepun 1yBn0 NO, 10443 ‘SBUIj99j 5.189818 NOK pueysIepUN O} Al} 01 14BNO NOK ‘Aep Asane wut JOWUNS JOY Bu) @AIAINS I,UOM siUed Bays ss31nn 19, seuUuns ¥ ‘Aaup 25)8 10 Aep Alona siueid eseyt Jo}eM isn b ‘Auowsa100 Bulppom si @sneoag panou Alan SM | Asuld ‘810,89 AuOUJSJ80 BuIppaM e 01 UBER JOADU P| asNeD9q PANOW AIBASEM| BE 2 0} uaag sana | ina ain mouy ‘ys ‘AuoIp s.uyor pees y,upey eieqieg J} Tus ‘Aueip uyor pees ays esneoaq yin ayy paisroosip Aju eieqeg LE ‘uayouq ‘Apes sen | 9NDIOOT uayo1g Sem AL ALU ING ‘BLULUEIBOIG ayi|PYM Je Aas 0 payLEM A sem AL UL Ing ‘awwesBosd wm 2ey 9 ‘AepyoY JALULUNS aalsuadx@ Ue YoNs UO AON AUUUNS @nsuadxe Ue YNS UO HuIOH siai6e1 WO, gE ‘Aepy ‘ooys semsue eyesedes ou UO SYSLLTT TLId¥9 NI Spior BuIssiw 242 SIUM), GANOTI 34 42A3N GINOHS | [0] ‘a1UM NOK 08 ‘panojle Bq J@A9U PINOUS, SpIOM a4) AGP UMO} Jo EAUED OU OU! 1y.2q Ueo de6 eu), sojaiyen AneoH 3a ‘UMOl J0 @l1U89 @lp OLUI SAIDIYOA AAeOY Moe JeAOU Pinoys AKL oydurexg idwexe ue 5] 819} ‘uaN6 piom eu Bulpniout ‘spiom eny pue om uaannreq sn 1SNl4 No, “UaRIB prom otf @BUEYD 104 OG "LeAIS POM Bip BuISN ‘eoUaTUSS ISL AUT 0} Bulue6tu se}UUIS @ sey 1! JeUN Os EOUEIUES PUDDdIS BUN eIo|duICD ‘zy-GE SuONsEND 104 vuedUse of English PART 1 1B;2D;3A/40;5C;6B;7.C,8C;9A; 10D; 1A; 12B PART 2 13 ON: 14 SUCH; 15 MADE; 16 WHOSE; 17 AS; 18 OR; 19 SINCE; 20 ABLE; 21 FROM; 22 MORE; 23 THEM; 24 WHAT PART 3. 25 EQUIPI 26 COMPETITIONS 27 MANUFACTURERS: 28 EASILY 29 RELIABLE 30 IMPROVEMENTS 31 IMPRESSIVE 32 POPULARITY 33 UNSAFE 34 COMEBACK PART 4 36 (THAT) HE HAD NOT GONE 36 LOOKING FORWARD TO (SEEING/WATCHING) 37 STILLWOULD NOTMWOULDN'T 38 WAS THE FIRSTTIME (THAT) 39 UNLESS CAROL WATERS 40 MAKE AN EFFORTTO 41 THERE AREN'T/ARE NOT AS MANY 42 IS NOT WIDE ENOUGHPaper 4: Listening ae" How long is the paper? ‘Around 40 minutes How many parts are there? Four. Each part is heard twice. ‘What kind of texts will be used? Monologues and texts with interacting speakers. Monologues could include: answerphone messages, radio documentaries, lectures, advertisements, anecdotes and lectures. Interacting speakers could include interviews, conversations, radio plays and transactions. How do candidates write their _ Its best to write directly on the question answers? sheet while listening to the recordings. At the end, candidates are given five minutes to transfer their answers to the separate answer sheet. How is the paper marked? (One mark for each correct answer. Part 1 © Eight unrelated extracts '* One question per extract, ‘+ Three options for each question Part 2 © A three-minute recording ‘© Ten sentences with a gap in each © One to three words are needed to complete each gap Part 3 * Five related monologues * Six’options to choose from Part 4 * A three-minute recording * Seven questions based on the recording © Four options for each question What is being tested in ... Part 1? general gist, detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement, etc . Part 2? detail, specific information, stated opinion . Part 3? general gist, detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement, etc Part 4? pinion, attitude, gist, main idea, specific information anl Listening Part 1 FAQS How many questions are there? ‘There are eight extracts and each extract has one question, How many multiple-choice options are there? Three for each question. Are the extracts connected in any way? No, they are completely unrelated. However, a brief introduction to each makes students aware of the context. pe ro PO Will all the extracts be monologues? No. They are sometimes monologues and sometimes exchanges between interacting speakers, Students should listen carefully to the introduction so that they know how many voices they will hear. pe Q How long are the extracts and how many times are they played? A They are around 30 seconds long each and each one is played twice. Task preparation Help students to understand the links between the questions and the options before they attempt a listening task, Delete part of the question or some of ‘the options from a task and ask them to guess what goes in the spaces. If you emphasise that even before listening, students were able to come up with similar questions and options, it will give them more confidence when approaching the task, and demonstrate to them how the task works. Examples: 1. You hear a woman talking about her job. ‘A Women are particularly good at it. B tis not as dangerous as people think. © Formal training is essential 2. You hear two colleagues talking about travelling to work ? A how long it takes B_how much it costs © how frequently it runs 3 You hear @ novelist talking on the radio about a newspaper editor. What did the editor do for him? A B c 4 You hear a health specialist talking on the radio about exercise. What form of exercise does he recommend? A B c aPAPER 4: LISTENING Part 1 (questions 1-8) Sample Test Part 1 You will hear people talking in eight different situations. For questions 1-8, choose the best answer, (A, Bor). 1 You hear a woman talking about her job, ‘What does she say about it? ‘A Women are particularly good at it B tis not as dangerous as people think. Formal training is essential 2. You hear two colleagues talking about travelling to work. What made the man decide to use the bus? A how long it takes B how much it costs © how frequently it runs 3. You hear a novelist talking on the radio about a newspaper editor. ‘What did the editor do for him? A She increased his self-confidence. B She published some of his work. © She introduced him to well-known authors. 4 You hear a health specialist talking on the radio about exercise, ‘What form of exercise does he recommend? A gym workouts B walking | © swimming 5 You overhear a woman talking about organising a conference. How does she feel about it? | A doubtful about how much work it will involve B upset about having to do the work herself © concerned about what other people will say 6 You overhear a man making a telephone call, Why is he phoning? A to change an arrangement B to correct some information © to.complain about a service 7. You overhear two people talking about a soap opera What does the woman think about it? A tis poorly acted. B thas an unrealistic plot © It lacks originality. 8 You hear part of a play on the radio. ‘Who is the man talking to? A bis boss B his lawyer © his witen> Listening Part 2 FAQS How many sentences have to be completed? There are ten sentences. Q ry Q How many words are missing from each sentence? A Alot of the sentences can be completed with one word, but some will need two or three. Can candidates use their own words to complete the gaps? No. All the words they need will be in the recording, Will the task always be based on a monologue? No. It could be either a monologue or interacting speakers. pO >p Task preparation Before listening to the recording, students have 45 seconds to read the questions in the exam. Tell them to use this time wisely! Ask them questions about the task to get them in the habit of predicting the missing words. Exampl 11 Which words would fit within the context? For example, in question 9, we are looking for the name of a type of place that offers training for chefs. Would ‘school’ work here? How about ‘college’? 2 Do you need an adjective or a noun, singular or plural? How do you know? For example, in question 12, we know we need a noun because of the definite amticle before the gap. We know it must be a plural noun, because of the verb ‘are’ after the gap. Task follow-up While students will hear all the individual words they need, they will not hear exactly the same sentences in the recording as they read on the question paper. To raise awareness of this, give them sections of the audio script after they have done the task. Ask them to underline the sentences that give them the answers and in small groups, compare how different they are from the task sentences.B Listening Part 3 FAQS Q How many speakers are there? ‘A. There are always five speakers. Each one gives a short monologue of around 30 seconds, Q Are the monologues related? A Yes, they are related by topic. For example, in the sample task the topic is holiday experiences, Q Why are there six options if there are only five speakers? ‘A. There is an extra option so that students will always have a choice, even when listening to the fith monologue. @ How many times will the recording be played? A As with all parts of the Listening paper, students will hear the recording twice. Task preparation To train students to read the questions carefully and make sure they understand them, ask them to look at the task in pairs or small groups before listening. Tell them to think of another way of expressing the main ideas in each option and then compare answers as a class. Example: 1 | prefer going to places that have an interesting history. What | like most is going to places which have an interesting past / where you can learn about something interesting that happened in the past. Task follow-up In this task, there are often ‘distractions’ (answers that seem correct because of the language used, but which are actually wrong within the context, for example). To get students out of the habit of just word spotting to find answers, gi them the audio script after doing the task and ask them questions to hel them see where the distractions were and why they were wrong. Example: 1 Three of the speakers mention comfort in different ways. Who are they? (1, 3 and 4) What do they say about comfort? 2 Four of the speakers mention work in different ways. Who are they? (1, 2, 3.and 4) What do they say about work? 3 Two of the speakers mention short breaks in different ways. Who are they? (7 ana 5) What do they say about short breaks? 3PAPER 4: LISTENING Part 2 (questions 9-18) and Part 3 (questions 19-23) Sample Test view with a man called Jack Brown, a chef and snt owner who has also written a cookery book. For questions 9-18, ‘complete the sentences. ar five different peopl about their holiday experiences. For ns 19-23, choose from the list (A-F] what each speaker says. Use the letters only once. There is one extra letter which you do not need to use. Jack Brown: Chef, Restaurant owner and Writer Jack says that in the area where he lived there were no offering training for chefs. Jack uses the word 0} to describe what cooking is all oo 9 about for him. Whe his menus, what's available in the a determines Jack's choice of ingredients. Jack says his 3a] are the most important people in his restaurant. Jack believes people return to his restaurant because the| 2) of what they eat leaves them with good memories. hen Jack decided to write @ book, his aim was to write about his a Aa] of cooking as wel as give good recipes Jack mentions his[____His]as an example of a recipe which has remained the same over time. Jack advises their local 10K to try to get some of the ingredients in slack says that the way meals are served in his restaurant is similar toa AZ| style of serving food. Jack admits that his book sells well partly because of the[ 78) init. A | prefer going to places that have an interesting history. Speaker 1[__ #8] B__ {have only recently started taking proper holidays. = ‘Speaker 2 20) © Ihave to be persuaded to stop working and take a holiday. Speaker 3[___ [2a D I believe a bit of discomfort is necessary on holiday. ‘Speaker 4 Z| E | find holidaying on my own is the best way to relax. 7 Speaker 5|___2 F | like holidays to be a complete break from work.A Listening Part 4 FAQS ‘© How long is this part of the exam? Part 4 is around three minutes long A Q How many speakers will there be? ‘A This part will either be a monologue or an exchenge between interacting speakers. In the sample task here, there are two speakers — an interviewer and @ man who runs a travel company. Will there always be the same number of questions? Yes, there will always be seven. Will the questions follow the order of the recording? Yes, they will >e >o Task preparation 1 In a multiple-choice task, it is best to concentrate on the question first before looking at the options. Train students in this by giving them only the questions before they listen to the recording. After they've written their own ‘answers, give them the options for each question and ask them to find the ‘option which most closely matches their answer. Task preparation 2 It’s important for students to know that these tasks don’t test knowledge of a topic, but they should be aware that thinking about the topic when reading the questions may help to prepare them. Get students in the habit of thinking about a topic by preparing sentences for thom to complete before they do the task. Examples: ‘An adventure travel company is To go ona mountain expedition you need to People who go on adventure trips may not like Organising adventure travel is interesting because Organising adventure travel may be difficult becauseRied PAPER 4: LISTENING Sample Test Part 4 (questions 24-30) PART 4 ‘You will hear an interview with a man called Andrew Burns, who owns and runs an adventure travel com> pany. For questions 24-30, choose the best answer (A, B or C) 24 What makes Andrew's mountain expeditions different from others? A the presence of medical statf B the quality of the equipment © the number of team leaders 25 Andrew says he is reluctant to accept clients who A lack strength because of their age. B are not sure of what they want to do. © find it hard to be a member of a team. 26 What do Andrew's clients sometimes complain about when they return from a trip? A The physical effort was too great B The local people were unfriendly. © The food available was unfamiliar 27 What surprises Andrew's clients when they first meet him? A his relaxed manner B his youthful looks his sense of humour 28 What part of his job does Andrew like most? ‘A making new friends B planning the next trip © helping people in need 29 When he's choosing a destination for gap-year students, the most important thing for Andrew is their A practical abilities. B knowledge of the country © familiarity with the language, 30 Andrew believes that his company’s continuing success may be threatened by A increased competition. B ising transport costs, new travel regulations.PART 1 18;2A;3.4;48;5C;6B;7C;8C PART 2 9 colleges 10 sharing 11 season 12 (kit 13 taste en) stetf 14 experiences 15 lemon pie 16 market 17 Japanese 18 photographs / photos PART 3 19.C; 20 F214; 220; 238 PART 4 24 C; 25 B; 26 C; 27 A; 288; 29,308PART 1 Extract 1 |/am a tree surgeon, so you will see me in a hard hat up on @ tree, climbing some really high ones and cutting down branches which might otherwise fall down and hurt somebody. Peoole just stand there and watch you for ages, thinking you might fll any time. They can't believe there's this woman up there climbing around on branches. In fact, we take safety very seriously and you'll hardly ever hear of an accident, | took a course in Australia to become a tree surgeon, and there are now a number of courses in the UK, though there's no obligatory training as yet. Extract 2 W = womar 'W: So | hear you've given up using your car to come. to the office. | don’t blame you given the rising cost of petrol M: It’s with a ups on the road actualy ~ the price rise hasr't affected me much really. | was just tired of seeing how all the buses went sailing by while L was stuck in a queue of raffic. | wish they'd put on more buses during the rush hour, though ~ three an hour's hardly adequate. That might change though if more people decided to follow my example. | think car rivers should pay more tax. Now that would really make them think. Extract 3 The newspaper used to have a section for young waiters. | remember the editor so well ~ she was a really eccentric elderly lady, a fantastic character. She didn’t actually buy any of my stories but she. raised my writing skils, which meant a lot to me. ‘She'd tell me about the famous writers she'd met, and how they'd all been beginners once. | lost touch with her, S0 I don't think she knows that it was her encouragement thal made me move on from writing. short stories and write my first novel: that | owe my. ‘success to her really. Extract 4 Gyms make @ fair proportion of their income from people who pay in advance and then drop out after a few sessions. To avoid making this mistake, the trick is to choose a form of exercise that you can enjoy on a daily basis. Research shows that walking does precisely that, People find it easier to adopt x habit than most other thin by health professionals. | know that swimming is considered to be just as effective or even more so than walking, but for most of us it ust can't be fitted into our daily schedule M=man Extract 5 They've asked me to be responsible for the whole thing - from drawing up the conference programme to deciding what speakers to invite, to hiring a venue. I've done all this before of course, so I know what to expect - itll be 2 fulltime job for at least a week. | do. know a few of my collesgues won't ike it, you know, that I'm not sharing this job with them, and Lhave to mit Lam not looking forward to the (tl that I'm bound to hear. But there again, as everybody knows I've never been any good at working in a team, Extract 6 Hello, this is Alan Wright. I'm phoning about the delivery of a washing machine on Friday the nineteenth, I've just realised that Lgave you my. mother’s telephone number instead of mine, which i's 07035608, just in case there are any problems and you need to contact me. As we agreed last week, the delivery time will be between nine and twelve at the address | gave you - that's 24 Ronson Road. | hope this delivery time is still OK as there'll be nobody at home after midday. Thank you, end of message. Extract 7 W = woman; M = man M: | must get hame by five to see the last instalment, of The Barrats. W: Everybody | know seems to be watching it! | simply can't understand it. | saw it @ couple of times and, frankly, if you've seen one of these ‘ a em all M: That's unfair b's very truo to life. Ws | wouldn't disegree with that, but sometimes real life is not worth making a programme about. | don't deny i's well acted, but I'm sure people watch it mainly for the famous names. Anyway, 1 don't want you to be late for it Extract 8 I'm not sure what | should do, and I'd appreciate your advice. Life at the office has become unbearable, there's a terrible atmosphere and nobody seems to ttust each other anymore. I've had some legal advice, which has confirmed what we both feared: According to my contract, if | resign, | may lose all riahts to _pension, and that wouldn't be fair on you or the chiloren, Two of my colleagues have already handed in their resignations, but there's been no realy from the general manager as yet. Perhaps the best thing to do is to arrange 2 formal meeting with him to discuss my options.PART 2 Int = Interviewer; J = Jack Int: Jack, welcome to the programme. You're a great chef and now you've written a book. But you don't, have professional qualifications as a cook? No, | learnt how to cook in restaurants. When |. ‘ted cooking there woren't really any colleges 1o.g0in the area where Lived. A couple of hotels had short training programmes, but that was all My mother ran a restaurant and said, ‘Do you want to be a chef?’ | said yes. She said, ‘Here you G0, you're a chef. Now eam how to cook! Int: And you've learnt a lot in twenty-seven years, haven't you? J: Indeed. In the first few years it was all a bit mechanical, learning how to @ make basic sauce, for example. It wasn't until 1977 when | met a great chef that | understood what cooking was all about. It wasn't about mechanics, it was about. Sharing ~ that's the only way I could describe i Int: Serving complex menus in your restaurant must require a lot of advanced planning? J: print the final menu for the day at four o'clock | use lots of different ingredients, and I'll find out wel in advance what's available and what's good. The deciding factoris the season, because you shouldn't expect to get summer fruits in winter. You have to adapt what's available. Int: Who are the people you value most? J: Most chefs would say is the customers, and it's true that without them there'd be no business. | wouldr't be able to even get started each day without my kitchen staff. so they're the anes Id put first. Of course suppliers are also important, ‘they probably come second. Int: So what makes your customers return to your restaurant? J: They go away thinking, ‘Gosh, | wish | had a litle more of that: Basically what | want them to have is memories of the taste of the food. long after ‘they've had it, which will make them come back. Gf course the service and environment are very important too, but that's not my main selling point Int: How did this project to write a book start? Why did you decide to write a book? ‘J: think every young cook wants to write a book. I started by looking at cookery books for inspiration Then when I made up my mind to actually write a book, | knew it wouldn't be just about recipes. | ‘wanted to bring out my experiences of preparing. food, because they make me what Lam. We go through our careers and things heppen to us, which are very important. Int: How much do the recipes change? J: With cooking, what was good enough yesterday may not be good enough today. Some of the recipes in the book have evolved, but many. haven't. The lemon pie, for instance, [ve heen POOR Crone cf sand | better, while my soups are constantly changing, with new flavours and spices. Int: Your readers may not find some of the foods you mention in your book J: Well, some people will travel some distance {0 get ingredients, which even the largest food stores and supermarkets may not have. Often. they don't realise the market near them has them, it's just that they never thought of asking! Int:Do you find lessons in the food of other countries? Definitely. Although most recipes have a French origin, there're many international influonces. For example, in my menus, | serve small courses over a period of time - diners can sometimes spend a couple of hours eating. That would remind people. ‘ofa type of Japanese meal which is like that, extending the meal for a longer period of time Int: Finally, your cookbook is attractively presented. Does that help sell it? You might say that @ number of features are important, such as @ chapter on how to lay the perfect table, but | don't think the book sells any better because of that. The photographs are. impressive, and here I'm prepared to accept this. does increase sales. But it's the fifty recipes in it that should attract buyers. Int: Jack, many thanks .. PART 3 ‘Speaker 1 I'm thinking of going to Brazil in the autumn to stay with friends who live a couple of hours from Rio. | Used to have regular holidays a few years back, but lately I'm quite bad about getting round to booking them, especially since I started working fulltime. [Fit wasn't for @ couple of colleagues who keep telling me h roak, Id probabl t fr time sitting in front of my computer! | don’t like fiying = find it an incredibly uncomfortable experience, stuck in a tiny seat, sometimes for twelve hours at @ stretch. But | soon forget about it once I've arrived. Speaker 2 ike to travel with frionds, who share my interests, so ‘we can talk and gossip as we drive along. | don't mind doing some of the things they want to do, like looking round archaeological sites, visting art galleries, that sort of thing, as long as they understand that the. objective of a holiday for me is to be somewhere where my mobile doesn't work. so colleagues can't. get hold of me. An adventurous holiday is fine when you're looking for excitement, like me a few years back. | remember a happy trip to India with my sister, hiring @ car with a driver with no idea where we were going to end up! Speaker 3 If you flew me to the best beach in the world and left me there for a couple of weeks, I'm afraid | wouldn'tbe grateful at alll 've got peace and quiet around me all year round, working at home and mostly on my ‘own. My friends can't understand how I can spend my holidays in museums and bookshops, which to them sounds like the opposite of a good time. | choose the destination very carefully, making sure there's some interesting past event | can find out about whilst 'm there. Of course, 2 good hotel is a must, though I'm looking for standard facilites rather than luxury. ‘Speaker 4 I sold my holiday house two years ago because | always felt I had to go there. Recently | went backpacking around Egypt with a colleague for six ‘weeks. We made friends with a group of children ‘who took us everywhere in donkey and cart and showed us around. | know it isn’t everyone's idea of a good holiday — e yi f and sleeping under the stars if necessary, | can't eniay it, When the travelling's part of my jab, then | love to travel frst class and stay in top hotels, but that's not a holiday of course. Speaker 5 The first time | travelled by plane on my own | was only five - I was going to meet my father in Los Angeles. It wasn't actually a holiday but! stil remember how exciting it was. Incredibly perheps, although | did the whole travelling bit as a student, ntillast summer | hadn't really gone on what you might call areal holiday = just the odd weekend away. which isn't the same really. Now | travel rather a lot, ‘and spend most of my income on holidays, as if | went to catch up for ost time. My parents tell me | should take time off and have a break from travelling! PART 4 Int = Interviewer; A = Andrew Int: Andrew, welcome to the programme. Your travel ‘company is well-known for organising climbing. expeditions. What makes it special? ‘A: Wel, all companies now offer similar things, No ‘company can afford not to have either a doctor of a nurse on an expedition, for example. We do offer something that, to my knowledge, is usually lackirig with other companies, though. Every team of 25 people will have with ita team of un to-eight leaders. We have all the latest technology as well, though of course I'm not claiming my company’s unique in this respect. Int: Can anyone join your expeditions? \:_ I'm interested in people who don't allow the word impossible’ into their vocabulary. The older you are, the less energy you have, so it gets more difficult, but I've accompanied teams of people in their seventies on climbs. The main thing is that the person should be motivated and ready to achieve an objective. Lcan't have time-wasters. on any expedition. you know, the sort who can’t make up their mind about things. Int: And do people complain about things when they return, if the expedition has been too hard for them for example? A: Everyone knows what to expect: you may have been to the gym regularly but still clmbing a mountain will leave your muscles hurting. What few people are prepared for is the fact they're. i their steak and salad or whatever their normal diet is. | tell them this early on, but | ‘still get negative comments about it. The people from the area provide us with everything we need, but some of my clients can’t cope with it Int: Do you meet your clients personally? A: I want my clients to realise that profit isn’t my only motivation for doing what I do. When they first come to my office, most of them can't believe that | want to talk to them for more than a few minutes. They come expecting to find. somebody undar a lot of stress who'll ask an assistant to deal with their questions, but that's, not the case at al. | may not look it, but I'm only thirty years old, and | hope to be able to keep offering this personel touch for many more years! Int: What's the best part of the job; the thing you enjoy the most? ‘A: There are so many things ~ I'm lucky to be able to provide employment for so many people in different countries. Every time I return home after a trip, | ring my friends to tell them about it! Butthe truth is that as soon as I'm back | start thinking about some other expedition, something ‘even better than the last one, which I'm sure I can offer. That may sound like hard work, but it's what_ makes this work most enjoyable. Int: You take lots of students on ‘gap-year trips’, when they take a year off between school and university, Does that require a different kind of organisation? Yes, it does. These are students who want adventurous travel but also to do some work in ‘the country they visit, something useful to them, when they return to university or to a job. So we have to choose the destination very carefully. If they speak the local language, all the better, but it's not a requirement because there'll pick up the basics fairly quickly. However, wo do need to make sure they have certain skills which they can. in the job they'll do, whether it’ Lor a.clinic for exemple. It'll usually be their first time in that particular country, of course. Int Finally, does the future look good for your company? ‘Well, some things have made our life easier, like the latest agreements with airlines regarding heavy luggage and insurance. On the other hand. higher fuel prices may mean more expensive. flights, and that's going to affect us badly and may ‘even force us to scale down our operations. But that's going to affect our competitors as well, so it’s an even playing field in that respect. Int: Andrew, many thanksHow long is the paper? Around 14 minutes How many parts are there? Four Who will be in the room? Normally two candidates, but occasionally three (timings are adjusted accordingly in this case). ‘Two examiners. One is an interlocutor (i.e, asks questions and interacts with the candidates) and assessor. The second is an assessor but does not speak. How is the paper marked? Assessment throughout the test Part 1 '* Acconversation between the interlocutor and each candidate in turn '* General questions about the candidate's life (e.g. job, studies, hobbies) Part 2 ‘Each candidate is given a pair of photographs to talk about for one minute ‘Each candidate must comment briefly on their partner's topic Part 3 * The candidates are given written and visual stimuli * ‘The candidates work together to make a decision Part 4 ‘* A three-way conversation between the interlocutor and the candidates ‘* The topic follows on from the topic of Part 3 ‘What is the focus of . Part 12 social and interactional language Part 2? organising a larger unit of discourse, comparing, describing, expressing opinions Part 3? sustaining interaction, exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc. expressing and justifying opinions, agreeing and/or disagreeingFAQS Q Why do candidates take the exam in pairs? ‘A Candidates need to demonstrate not just that they can speak by themselves (which is tested mainly in part 2) but also that they can sustain a conversation and that they have a good grasp of social and interactional language. Q Can candidates choose who they take the Speaking paper with? ‘A This depends on the examining centre and if candidates want to be paired with someone in particular, they should talk to the local organiser to find out if this will be possible. Q Will pairs be given the same mark? What happens if one candidate is much stronger than the other? A It does not matter if one candidate is much stronger. The examiners will listen to and mark all candidates individually. Q In Part 3, does it matter if the candidates can’t agree on the final decision? ‘A. No, it doesn't. What matters is that the candidates discuss everything they are asked to and sustain the conversation. They should, of course, try to reach a decision through negotiation, but the examiners will understand that sometimes candidates won't be able to agree! Task preparation There are many things that students can do to prepare for the Speaking paper. Here are a few ideas. Part 1: Put students in pairs and call out a common Part 1 topic (e.g. family, hobbies, holidays, future aspirations). Give students one minute to take turns asking and answering questions on this topic before calling out another topic. You can ask for feedback at the end of each topic, or at the end of the whole activity. Tip: Remind students not to rehearse scripted answers to common questions. Marks are given for natural ‘communication and they may be caught out and end up not answering the examiner's exact question! Part 2: Ask students to bring in two photos or magazine pictures of a subject that interests them, e.g. people playing music, sports teams, families on holiday, etc. Ask them to write the kind of question that an examiner might ask about these pictures (go around the class helping them at this point) and then give their pictures and question to a partner to talk about, Tip: Questions for Part 2 have two parts. The first part is always ‘compare these photographs’ and the second is more specific to the subject of the pictures, Remind students that the second part will be printed with the photographs so they can read it to remind themselves not to wander off topic! Also tell students that they ‘must always listen to their partner's long turn, as the examiner will ask them a short question on the topic afterwards. Parts 3 and 4: ‘A lot of functions are tested in these parts (expressing opinions, agreeing and disagreeing, speculating, negotiating, etc.) and a good way to practise these is through debates in class. Give students a topic that they are familiar with and that is not too serious (e.g. ‘Mobile phones at work/school should be banned’) and split the class into two groups - A those who must agree and B: those who must disagree. Give them time in their groups to think of points, then split them into pairs (one A with one B) to hold their mini-debate. Afterwards, give the class general questions connected with the topic to discuss (e.g. Have you ever studied anywhere that didn't allow mobile phones? When might it be vital to use one?) Tip: Reassure students that they don't have to have any specialist knowledge to excel in this part of the paper. The tasks will always be based on everyday subjects. Tell them that if they don't have an opinion on the topic, they should make it up! The important thing is to show off their command of English, not give true opinions.tivate! Teaching FCE PAPER 5: SPEAKING Parts 1 and 2 Sample Test i i 3 3 £ 3 & these situations? How easy or difficult might it be to How much might the people be enjoying their meal?’ esessepp 210] u} Buyuse9] ayy] NOA op “y e1epIpUeD si OP 0} OINUILU @ AAeY NO, ‘suOREMYS oso4p UI WED} 04 9q ABLE H aINDIYD 40 ‘Asee moy Aes pue ‘s\des6oi0yd esau 1Se/1U09 pue aiedwOd O} NOK Sy! P| Sue9| ue Buypeer ejdoad moys Ket, 'sydesBo.0yd snoA exe a10y 'g e1eprpueD {se uado o43 uy Bunee oy! NOA op ‘g e1epIPUED, SIYL Op 0} einUIU e aney no, yeow seYA Buofue oq Aew ejdoad oun. yoru moy Aes pue ‘sydesboioyd esaya 18es1U00 pue eied.U0d 01 NO @HH P| JeoLu @ Burney ejdoad moys Aauyt ‘soioyd snod exe a1oy ‘y e1epIpueD ee pue Bunyoeaiz (sernuw y 40 ¢) {Hoh uo oney oysnuu jo sodA auos0y)p Op r20H0 30M» {218m 0} Ueysy 03 911 NOK OP aI0yM + 20U AYNVAUAA 284804 o4p Jano poBuEYD aIsnWU UI a3SER NCA SoH {olsnus jo edAy ayunoney noA 81 eUNA ‘suonsenb sau Jamsuy conug — [ ve | |Part3 | (3 or 4 minutes) Now I'd like you to talk about some! Parts 3 and 4 st be. Then decide which two a English the most, (3 oF 4 minutes} ies be? an English-speaking country? What kind of holidays most appeal to you - relaxing on a beach, activity holidays or city breaks? Why? Have you ever or would you ever go on he why not? xy by yourself? Why or ‘* Do you think that people in your country get enough holiday time | ‘every year? Why or why not? Which two activities would help you to improve your English the most? How interesting would these acti Sample TestAnswer sheet: Reading 8 UNIVERSITY of CAMBRIDGE ESOL Examinations = = Candisate Centre No. = Candidate Signature Canaisateno, ||| | | afoot. | Examination Title Examination fehl Details 2 hae Centre 3483 Supervisor: see le, t ABSENT orn ria ; # Instructions Use a PENCIL (@ or He), Mark ONE letter for each question. For example, if you think Bis the right answer to the question, mark your answer sheet like this: lo rsskGercn Rub out any answer you wish to change using an eraser. © Cambridge ESOL 19 |[@ |[o Je} Jo |[}o |e | jo |e te @ |J0 |Jo |Jo [0 |jo loAnswer sheets: Use of English TTT J I TTT TT TTT [continues over © Cambridge ESOLAnswer sheets: Listening TTT TTT TTT TT > sv for = 3a vie 3 av |e 3a v/a Se ve 5 3 viel "yes 01 49K0 YBays sp Wun, ase we Bsn 2bueW9 01 usin NOK SLE Au no gry U i ITT [ i il I Td ELT SEED | 6 © Cambridge ESOLThe FCE exam FCE Level The FCE exam is at B2 level of the Council of Europe Common European Framework of Reference for Languages. The Association of Language Testers in Europe (ALTE) has developed a ’Can do’ framework 10 describe what language users at different levels can usually do within different situations (work, study, social and tourist) Below is an overview of the ‘Can do’ framework for B2 level. ‘Typical abilities _| Listening and Speaking Reading and Writing ‘Overall general | CAN follow a talk on a familiar topic, CAN scan texts for relevant information. abil CAN keep up a conversation on a fairly | CAN make notes while someone is | wide range of topics talking, or write a letter including non- standard requests. | Social & Tourist | CAN ask for clarification and further CAN read the mdia for information | explanation, and is likely to understand —_| quickly and with good understanding, the answer CAN express opinions and give reasons. | CAN keep up a conversation on a fairly wide range of topics. Work CAN ask for factual information and CAN understand the general meaning of understand the answer. non-routine letters and understand most of the content. CAN express own opinion and present arguments to a limited extent. CAN write a simple report of a factual nature and begin to evaluate, advise, e CAN make simple notes that are of reasonable use for essay or revision purposes, capturing the most important points. Study CAN answer predictable or factual questions CAN check that all instructions are understoos. CAN present arguments, using a limited range of expression (vocabulary, | grammatical structures}. FCE Marking Candidates are given a final grade based on their total score in all five papers. Each paper contributes 40 marks to the total of 200. This is then standardised to a score out of 100 and grades are awarded as following Grade A = 80-100 marks Grade 8 = 75-79 marks Grade C = 60-74 marks Grade D = 55-69 marks Grade E = 64 marks or below Grades A-C are passes and successful candidates will receive a certificate. Grades D and E are fails and these candidates will not receive a certificate. Candidates do not need to pass all five papers to gain an FCE pass, as the grade is based on how they perform overall. An FCE pass is valid for lifePearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonlongman.com © Pearson Education Limited 2008 ‘The right of Lucrecia Luque-Mortimer to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reservad; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers, First published 2008 ISBN-13: 978-1-4058-8436-5 (Activate! Exams Box pack) . Set in 10pt Univers 45 Light Printed in China (SWTC) Publishers’ Acknowledgements We are grateful to the following for permission to reproduce copyright material: A.M, Heath & Co Ltd for an extract from The Transit of Venus by Shirley Hezzerd copyright © Shirley Hazzard 1998; BEC Wildlife for an extract from “Tirtiri Matangi and Ulva Islands” by Tul De Roy published in BBC Wildlife Travel Supplement April 2003 copyright © BBC Wildlife; Guardian News & Media Ltd for extracts adapted from “What's the big idea?” by Kate Mikhail published in OM Magazine 22nd ‘September 2002 and “Tourism quota for Antarctic” by Gemma Bowes published in The Guardian 23rd October 2008 copyright © Guardian 2002, 2005; Moving Mountains Trust for material adapted from www. movingmountains.o7g.uk; Powell's Books for an extract adapted from an interview with Thomas Keller by Dave Welch; and Understanding Global Issues, a division of European Schoolbooks Limited for an extract adapted from "UGI Antarctica: Protecting the Last Wilderness” edited by Richard Buckley, ISBN 978-0850-489538 copyright © 1995. ‘Sample answer sheets are reproduced with the kind permission of Cambridge ESOL. The ‘Can do’ framework is reproduced with the kind permission of the Association of Language Testers in Europe (ALTE), Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We wauld be pleased to insert the appropriate acknowledgement in any subsequent ecition of this publication. ‘The publisher would like to thank the following for their kind permission to reproduce their photographs’ (Key: b-bottom; c-centre; Heft; rright; ttop) Getty Images: ColorBlind Images 411r; Larry Dale Gordon 41 tl; StockaB 41bI Martin Riedl 42be; John Eder 42b1; PunchStock: Design Pics 41br; Digital Vision 424, 42tr Rex Features: Image Source 42br Picture Research by: Sarah Purtill Designed by: lan Foulis,Tze) eorauen Great teachers motivate