Paper 1: Reading

R Overview
How long is the paper?
How many parts are there?
What kind of texts will be used?
How long will each text be?
How is the paper marked?
1 hour
Three
A selection from newspaper and magazine
articles, reports, correspondence (e.g.
letters), extracts from novels or short stories,
brochures and guides, advertisements and
messages.
Each text will be around 550–750 words. The
whole paper will be around 2,000 words in
total.
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 a selection of short texts
• Fifteen multiple-matching questions or statements
• Candidates match the questions or statements to a section or 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

3
 Reading
R1 Part 1

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.
Q Do students have to know what happened before or after?
A No. They have all the information they need on the page.
Q How many questions are there?
A There are always eight questions.
Q How many options are there in each question?
A There are four. One of them is the correct answer, but the other three may look
tempting.
Q 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?’
Q 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?
1 I can do Part 1 quickly.
2 I should underline the words I don’t know.
3 There will be a question about a word I don’t know.
4 I should try to answer the question without looking at the options.
5 There can be two correct answers to a question.
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
guess the meaning by reading the text around it. Besides, you don’t need to
understand every word in order to answer the questions.
3 True. 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
to 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.

4
 Part 1 1 What was unusual about Christian’s decision to go to the concert?
You are going to read an extract from a novel. For questions 1–8, choose the answer (A, A He was not particularly keen on cultural events.
B He had nobody to discuss the experience with.
B, C or D) which you think fits best according to the text.
C He had heard negative opinions about it.
Mark your answers on the separate answer sheet. D He normally spent his free time outdoors.
_______________________________________________________________________________ 2 In the second paragraph, what do we learn about Christian’s
In the previous year Christian Thrale, who was then in his twenties, unexpectedly had an evening free reaction to the younger woman?
from his weekend work at a government office. Looking back it seemed to have been an evening free, A He was annoyed she took a long time to settle down.
also, of himself. He did not often go alone to a concert or other cultural events. On your own, you were B He wished she had sat somewhere else in the hall.
at the mercy of your responses. Accompanied, on the other hand, you remained in control. You could C He feared she might have noticed his interest in her.
D He didn’t pay a great deal of attention to her initially.
PAPER 1: READING

also share your opinion, seldom favourable, while walking home. The concert, on that particular evening,
Part 1 (questions 1–8)

was too easy to get into. Passing in light rain, he saw posters and bought a seat on the aisle. 3 What made Christian think the two women might be related?
He was scarcely in his seat when he had to stand up again to let two women into the row. He lifted the A their physical appearance
folded raincoat, hat, and damp umbrella he had dumped on the empty seat alongside; and the younger B the age difference between them
woman, having stood back for the elder, now sat there. He had noticed her large-eyed good looks at C the way they were behaving
once when she glanced up saying sorry. But as the struggling out of coats went on, and the drawing off D the similarity of their voices
of stubborn gloves, he lost interest.
It was the other woman he next became aware of. 4 What does ‘coaxed’ in line 18 mean?
The older woman was small and dark and wore a red felt hat on her head, trimmed with navy ribbon. A invited
Around her shoulders there was a shawl of little furs. That she was in some way related to the girl, B persuaded
though not of an age to be her mother, was evident from their manner together. It was hard to C forced
summarise, even in guesses, even in his mind, the relation of girl to woman. Until, as the musicians D called
started to appear and more arrivals pushed along the rows, the phrase came to him: she is in her power. 5 What does ‘something’ refer to in line 21?
18
The older woman had been coaxed for an outing, in the desperation of an interminable Sunday. That A a lack of response
she expected nothing of the music was apparent from her turning this way and that, providing her own B a type of comment
commentary. ‘The way people dress! Will you just look at that one. I ask you.’ ‘They might have C a way of dressing
21
smartened the place up a bit by now. Wouldn’t you think?’ The girl sat quietly, something she would D an old-fashioned style
not be allowed to get away with. ‘You’re cheery I must say. First you tell me I’m depressed, and then you
don’t have a solitary word to say for yourself.’ 6 How did Christian feel when he spoke to the younger woman?
The lights lowered. Throughout the first work Christian was aware of the woman simmering there, a A concerned about the older woman’s reaction
boiling turned low. The girl between them was impassive, hands lightly clasped, slim knees aligned under B amazed by his own level of courage
dark skirt. At the interval the little woman, murmuring to the girl, got up and went out to the ladies. C confident it was the correct thing to do
She was no sooner down the aisle than Christian spoke. He had never done such a thing in his life, but D worried about making the wrong impression
knew there was no time to lose. They got swiftly through some chit-chat about the music, and by the 7 The look on Dora’s face indicated to Christian that she was
time the woman returned Christian had written a phone number and suggested Saturday. All this, which A moved.
should have seemed extraordinary to him, appeared inevitable and entirely right. B embarrassed.
He got to his feet, and Grace said, ‘Dora, this is Mr Thrale.’ He saw Dora’s face flash with the realisation C amused.
that they had stolen a march on her, and with an impulse to spoil things. Dora saw a sandy man, quite D angry.
tall, who could easily present a threat. Christian had discovered they were half-sisters and from Australia.
When the concert was over, he hailed a taxi for them. 8 What did Christian fear might happen when he met Grace again?
He did not, during that week, tell himself that he must have been love-struck, even though love-struck A She might regret having met him.
was one of his expressions. He knew that something out of the ordinary had been set in motion. But B He might no longer think so highly of her.
he did wonder if it would survive a second meeting with Grace, whose attraction could well decline in C He might feel uncomfortable with her.
another setting. One would then be faced with the process of coming to one’s senses. To do him justice, D She might realise he was not attractive.
Christian feared rather than hoped for this.
Sample Test
Activate! Teaching FCE

5
 Reading Part 2
R2
FAQS
Q What type of text is this?
A The sample task uses an article. Text types include reports, fiction and
informational material.
Q What has been taken out of the text?
A Seven sentences have been taken out.
Q Is the number of gaps the same as the number of options?
A 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.
Q Are the options all jumbled up?
A Yes, they are.

Task preparation
Make notes on how you would tell students to approach this task. Read the
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
– in 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. It is 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 follow-up
After completing this task, it may be useful to ask students to analyse their
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?

6
 PART 2
You are going to read an article about a wildlife experience on two small islands of New A The strange call of the kiwi – a half whistling, half screaming
Zealand. Seven sentences have been removed from the article. Choose from the sen- song – ripping though the darkness – makes the night an
tences A–H the one which fits each gap (9–15). There is one extra sentence which you do equally fascinating time.
not need to use.
Mark your answers on the separate answer sheet. B However, the introduction of predators such as rats was not
_______________________________________________________________________________ the only reason why birds had become extinct.
New Zealand Nature Reserves
New Zealand is renowned for its fascinating selection of unusual birds. Thanks to the island’s seventy
PAPER 1: READING

C It had lost much less of its original forest and therefore

million years of isolation, and the fact that there were few mammals to hunt and eat them, its birds have required far less restoration.
Part 2 (questions 9–15)

developed to be quite different from those found in the rest of the world. Nowhere are these better
observed than in the very special island nature reserves of Tiritiri Matangi (Tiri for short) and Ulva.
Though the two islands are more than 1,500 km apart and thus represent extremes of New Zealand’s D There is no need to sweat or struggle while trying to spot
climate and habitat, they have each played a key role in the implementation of bird protection policies. the birds, either, because there are excellent paths in both.
9 That’s why these reserves, managed by New Zealand’s Department of Conservation, are freely
accessible to the public.
Tiri had been farmed for more than a century before it was converted into a nature reserve. A ten-year E Some, such as the nectar-eating tuis and bellbirds, found
restoration programme saw volunteers replant 280,000 native trees and exterminate the rats which had their way on their own, while many more had to be re-
been introduced by 19th-century settlers. As a result, birds began to return in droves. 10 To help them established by releasing specimens bred in captivity.
adapt, fruit-bearing trees were planted, small ponds were dug to provide water supplies and feeders
were installed to ensure survival during the winter.
Sunny and warm, Tiri invites the visitor to take a quiet contemplative walk along its forest footpaths. In F Believed extinct for a hundred years, this enormous,
early spring, the island explodes in golden cascades of kowhai, New Zealand’s national flower. On calm flightless bird was only rediscovered fifty years ago and its
summer evenings, the bellbird melodies take on orchestral proportions. 11
numbers have gradually increased to the current total of
If visitors take even a short stroll around Tiri, the chances are that they will see a family of takahe grazing
along the footpath. 12 Up in the trees, they may well see a pair of kokakos or organbirds and hear the
more than two hundred.
beautiful clear notes of their song.
Ulva is an altogether more primitive setting, cooler, wetter and more densely forested, with dark storm G Another similarity is that here too, the extermination of rats
clouds passing low overhead. 13 Beneath the towering canopy of huge trees, visitors can feel the
has brought on an explosion of bird life, though of different
dark, cool atmosphere that gives this island such a mysterious air. The flora is fascinating and, like Tiri,
Ulva is sheltered from the worst of the southern ocean storms by a nearby larger landmass. species.
14 The prettiest of them all are perhaps the Wekas, small flightless birds, sometimes mistaken for
kiwi, which will run fearlessly across the paths. Visitors will also be able to admire kakarikis, red-crowned
H As well as being spectacular conservation successes, they
and yellow-crowned parakeets often seen scratching about in the leaf-litter in search of seeds, and the
rarer South Island yellowheads.
also share the unusual status of being ‘open sanctuaries’.
Few places in the world can provide such easy and intimate wildlife encounters with some of the rarest
and most beautiful bird species as do the Tiritiri and Ulva islands. 15 This makes walking very easy for
the increasing numbers of nature lovers who visit these wonderful islands.
Sample Test
Activate! Teaching FCE

7
 Reading Part 3
R3
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.
Q Is there a fixed number of questions in this part?
A 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.
Q Will the questions follow the order of the text?
A No, they won’t. Students must read the whole text to find the answers.

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.

8
 …

16

17
PAPER 1: READING

18
Part 3 (questions 16–30)

19

20

21

22

23

24

25

26 Perhaps the greatest difference between people

who are creative and people who are not is that the
27 former always think their idea will work. They never
think, ‘That’s not going to work, that’s a stupid idea’.
28 But a lot of the time I don’t know where my ideas
come from.
29
At school I wasn’t happy. I had serious problems
with reading and spelling. But I can remember
30
incredibly clearly the time I saw my first computer
game, in a shop window. From that moment on it
was as if I’d found my aim in life.
I find the computer game is very creative. It brings
together many different disciplines: the logic of
programming, mathematics, storytelling … I have
a vast number of little notebooks for work, full of
sketches and things. The general idea for a game
is easy, the real challenge always comes about six
months later when you have to design all the parts
of the game, and consider things like how many
pieces of information players can take before they’ll
get confused.
Sample Test
Activate! Teaching FCE

9
 Reading Answer Key
R
PART 1
1 B; 2 D; 3 C; 4 B; 5 A; 6 C; 7 D; 8 B

PART 2
9 H; 10 E; 11 A; 12 F; 13 C; 14 G; 15 D

PART 3

16 C; 17 A; 18 D; 19 B; 20 B; 21 D; 22 A; 23 C; 24 B; 25 A; 26 A; 27 C; 28 B;
29 D; 30 C

10
 Paper 2: Writing
W Overview
How long is the paper? 1 hour 20 minutes

How many parts are there? Two

How long is each part? Part 1: 120–150 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, a
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
• All input 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
the set texts

What language might be focused on in ...

... Part 1? advising, apologising,

comparing, describing,
explaining, expressing
opinions, justifying,
persuading, recommending,
suggesting

... Part 2? advising, comparing,

describing, explaining,
expressing opinions, justifying,
recommending

11
W1 Writing Part 1

FAQS
Q How many words do candidates have to write?
A For Part 1, they must write 120–150 words.
Q 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.
Q Do candidates have to include all the information from the input material?
A Yes. If they miss out any part of the required information, they will lose marks.
Q Is it really important to use paragraphs and to write clearly?
A Yes, it is. A piece of writing which is divided into two or three paragraphs and is
in clear handwriting will create a good first impression.
Q What if candidates make spelling or grammar mistakes?
A 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.
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 in a 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)
5 What kind of details does the last note ask you to give? (cheap accommodation)
6 When you write your email, how are you going to start? (Dear Jennie/Hi Jennie)
7 Do you need to sign your first name at the end? (yes)

12
 PART 1 email
You must answer this question. Write your answer in 120–150 words in an
appropriate style on the opposite page.
To: Jennie Stewart
___________________________________________________________________
Sent: 20th June 2008
You have received an email from your English-speaking friend, Jennie, who
is planning to visit your country. Read Jennie’s email and the notes you have Subject: RE: visit to your country
made. Then write an email to Jennie, using all your notes.
Part 1 (question1)
PAPER 2: WRITING

email .........................................................................................................................

.........................................................................................................................
From: Jennie Stewart
Sent: 20th June 2008 .........................................................................................................................
Subject: visit to your country
.........................................................................................................................

.........................................................................................................................
Clara and I have decided to spend our holidays
getting to know your country. We are coming in .........................................................................................................................
September. Will you be there? It would be great if we
.........................................................................................................................
could do something together.
No, because …
.........................................................................................................................
We want to visit many places, even they are far
from the capital. What’s the best way to travel long .........................................................................................................................
distances without spending too much? Suggest … ........................................................................................................................
We’ll have only three weeks because we have to be .........................................................................................................................
back for the start of term. Can you tell me what part
of your country we should definitely see? Yes, say which .........................................................................................................................
and why
.........................................................................................................................
Finally, I would like to know more about
accommodation we can afford. Are there any places .........................................................................................................................
where young people can stay cheaply?
........................................................................................................................
Love Yes, give details
.........................................................................................................................
Jennie
Sample Test
Activate! Teaching FCE

13
W2 Writing Part 2

FAQS
Q How many words must candidates write?
A For Part 2, candidates must write 120–180 words.
Q 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.
Q 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 Is it 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 will 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.

14
 PART 2
Write an answer to one of the questions 2–5 in this part. Write an answer Question
in 120–180 words in an appropriate style on the opposite page. Put the
question number in the box at the top of the page. .........................................................................................................................
___________________________________________________________________
.........................................................................................................................
2 You have seen an announcement in an international magazine.
.........................................................................................................................
My Best Childhood Memory
Tell us about an unforgettable experience in your childhood and say .........................................................................................................................
why it is so important to you.
PAPER 2: WRITING
Part 2 (questions 2–5)

The best article will get a book prize. .........................................................................................................................

Write your article. .........................................................................................................................

3 You recently saw this notice on a website called Music Today.
.........................................................................................................................
Write a Review for us!
.........................................................................................................................
Have you seen a live music performance recently? If so, could you
write us a review of the music you saw? Include information about .........................................................................................................................
the musicians, the venue and the audience and say whether you’d
recommend the performance to other people. ........................................................................................................................
The best reviews will be published on the website.
.........................................................................................................................
Write your review.
.........................................................................................................................
4 Your teacher has asked you to write a story for an international magazine. The
story must begin with the following words: .........................................................................................................................
When Paul heard a noise in the garden, he got up to look out of the window.
Write your story. .........................................................................................................................
5 Answer one of the following two questions based on your reading of one
........................................................................................................................
of these set books. Write the letter (a) or (b) as well as the number 5 in the
question box on the following page.
.........................................................................................................................
(a) A. J. Cronin – The Citadel
Andrew Manson changed when he started trying to make easy money. .........................................................................................................................
Write an essay describing how his ambition to be rich changed him.
(b) Jules Verne – Round the world in 80 days .........................................................................................................................
Throughout the novel Passepartout encounters many dangerous situa-
tions but manages to survive. Which situation do you think is the most .........................................................................................................................
difficult for him? Write an essay saying which situation you think is the
most difficult for him and why. .........................................................................................................................
Sample Test
Activate! Teaching FCE

15
 Writing Sample
W answers
PART 1
Question 1 – Email

Dear Jennie
What great news! I would have loved to be here to see you, but
I’ll be on holiday myself in September. If had known, I would
have gone on holiday in August.
Anyway, I can give you all the information you need, and I’ll
start with transport. In this country, if you don’t want to spend
a lot of money, it is best to travel by coach. Trains are very
fast, but they are also more expensive.
If I were you, I’d definitely go to Scotland and see the
Highlands. The scenery of mountains and lochs is fantastic. It will
also be a good break if you are visiting lots of busy cities.
Your best chance of staying in places cheaply is to go to Youth
Hostels, but remember it is a good idea to book early. There are
also nice Guest Houses outside big cities.
Love,
Emily
[148 words]

PART 2
Question 2 – Article

My best childhood memory

When I was very young, I used to visit my grandfather every weekend
and during the holidays. He used to read me lovely stories from a
collection 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 and the books had beautiful illustrations.
One day my grandfather phoned me and said that he had a really
special story to read me. I couldn’t wait for the weekend, 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 girl who was seven years old and was called Lisa, like me!
My grandfather had written the story himself, and it was the most
beautiful story I had ever heard.
I still have the story, and one day I shall read it to my own
grandchildren.
[162 words]

16
 Activate! Teaching FCE

Question 3 – Review

Marissa at the Dome

Fado is a Portuguese rhythm and nobody sings it like Marissa, who was
simply marvellous last night. The concert was at the Dome theatre and
all the tickets had been sold out months ago. The theatre was packed
with people of all ages and Marissa didn’t disappoint anyone. She sang
songs from her new album but also some old favourites we were all hoping
to hear.
It was wonderful to see her, in her long dress, moving to the rhythm of
fado, apparently enjoying the experience as much as her audience was.
The musicians who accompanied her, and who travel everywhere with her,
were brilliant as well.
At the end she received a standing ovation and had to come back to
sing 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. Her voice is capable of transporting one to another
world.
[170 words]

Question 4 – Story

M^[dFWkb^[WhZWde_i[_dj^[]WhZ[d"^[]ej
kfjebeeaekje\j^[m_dZem$?jmWi][jj_d]
ZWhaWdZ^[YekbZd½ji[[l[hom[bb"Xkj^[
ijWo[ZXoj^[m_dZem$Ieed^[^[WhZj^[iWc[
a_dZe\de_i[W]W_d"f[h^WfiWX_jbekZ[h"WdZ
j^_ij_c[^[mWiikh[_jmWiYec_d]\hecj^[
i^[ZWjj^[Xejjece\j^[]WhZ[d$>[Z[Y_Z[Z
je]eWdZ^Wl[Wbeea$
>[ef[d[Zj^[a_jY^[dZeehWdZmWba[Zibembo
WYheiij^[bWmd"jho_d]dejjecWa[Wdode_i[$
M^Wj_\_jmWiWXkh]bWhmW_j_d]\eh_jje][j
ZWha5M^Wj_\j^[Xkh]bWhfki^[Z^_cZemd5J^[
ceh[^[j^ek]^jWXekj_j"j^[ceh[\h_]^j[d[Z
FWkb]ej$
>[ef[d[Zj^[i^[ZZeehWb_jjb["Xkj^[YekbZ
deji[[Wdoj^_d]$IkZZ[dbo"iec[j^_d]fki^[Z
j^[Zeehef[dm_j^]h[Wj\ehY[$7X_]YWjhWd
fWijFWkbWdZYb_cX[Zkfj^[d[Wh[ijjh[[$FWkb
mWii^Wa_d]WdZic_b_d]$J^[YWj^WZcWdW][Zje
][j_dj^[i^[Zj^hek]^WYhWYa"Xkj^WZj^[d
X[[dkdWXb[jeÅdZj^[mWoekj
[180 words]

17
 Paper 3: Use of English
UoE 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 ...

... Part 1? Lexical/lexico-grammatical

... Part 2? Grammatical/lexico-grammatical

... Part 3? Lexical/lexico-grammatical

... Part 4? Lexical and grammatical

18
 Use of English
UoE1 Part 1

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 gap.
Read the text before and after the gap to make sure the answer really fits.
Q Can candidates give two answers if they’re not sure?
A 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.
Q If candidates can’t do a question, should they guess?
A Yes. Remind your students that you don’t lose marks for wrong answers, so you
have a one in four chance of being right.
Q Should candidates read through the text more than once?
A 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.
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
It’s 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
orcas; 2 = what he did as a result; 3 = what happened on that day)

Task follow-up
Get students to think about how they approach the task by asking them to
discuss it in pairs.
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?

19
 PAPER 3: USE OF ENGLISH
Part 1 (questions 1–12)

PART 1 1 A rose B increased C added D extended

For questions 1–12, read the text below and decide which answer (A, B, C
or D) best fits each gap. There is an example at the beginning (0). 2 A time B turn C particular D fact
Mark your answers on the separate answer sheet.
Example: 3 A fulfil B reach C obtain D succeed
0 A known B called C named D titled
0 A B C D 4 A On account of B By means of C Except for D Instead of
___________________________________________________________________
5 A hire B rent C pay D purchase
In search of orcas
6 A scarcely B rather C hardly D more
Orcas, also (0) ..... as killer whales, have always held a certain fascination
for John Clark. It all began when his parents told him stories about sea
monsters. His desire to see orcas (1) ..... when he learnt at school that they 7 A compares B resembles C reminds D appears
are in (2) ..... intelligent, gentle creatures.
8 A suggested B insisted C advised D persuaded
John was able to (3) ..... his lifetime ambition when he visited Canada last
year. (4) ..... going on a typical whale-watching boat trip, John decided to 9 A carry B continue C follow D remain
(5) ..... for the services of a guide to take him out on a kayak, a small canoe.
‘I must admit that I 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 10 A advancing B coming C moving D approaching
plastic bathtub,’ said John.
11 A scared B threatened C worried D endangered
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,
12 A away B over C up D out
because he was convinced their patience would be rewarded. Then,
suddenly, as they were (10) ..... a small island, a pod of around fifteen orcas
emerged just a few metres away – a spectacle beyond John’s wildest
dreams. ‘Despite their huge size, I never once felt (11) ..... of them,’ said
Activate! Teaching FCE

John. ‘The moment was (12) ..... all too soon, but I’ll never forget the
experience.’
Sample Test

20
 Use of English
UoE2 Part 2

FAQS
Q Should candidates read the whole text through before filling in any gaps?
A Yes. Tell your students not to start writing in their answers until they have
understood the whole text.
Q If candidates can’t do a question, should they guess?
A 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 detail or should they just con-
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.
Q Are most of the missing words related to the topic?
A 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.
Q To do this part, do candidates have to know their grammar?
A Yes. This task tests understanding of both vocabulary and grammar, but the
words needed are usually grammatical words.

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 example:
1 A drum 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? (take)
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 questions.
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.

21
 Use of English
UoE3 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.
Q Will students be marked down for getting an answer wrong?
A No, they won’t. If they don’t know an answer, tell them to guess – they might
be lucky!
Q Is spelling important for this part of the exam?
A Yes, it is very important. The word must be spelt correctly to get a mark.
Q Are there some words that don’t need changing?
A No, there aren’t. Each word will need at least one change.

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 this,
give each student in your class a card with either a word or a suffix/prefix
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 -able
in- appropriate youth -ful
over- coat fascinat(e) -ing
extra- ordinary geograph(y) -ical
re- cycle gold -en
en- joy popular -ity
under- line behav(e) -iour
mis- understand commerc(e) -ial
super- market mountain -ous

22
 PART 2 PART 3
For questions 13–24, read the text below and think of the word best fits For questions 25–34, read the text below. Use the word given in capitals at
each gap. Use only one word in each gap. There is an example at the the end of some of the lines to form a word that fits in the gap in the same
beginning (0). line. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet. Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 W H I C H Example: 0 I N V E N T I O N
___________________________________________________________________ ___________________________________________________________________
The rhythm of Japanese drums SKATEBOARDING
‘Kodo’ is the name of a Japanese group of drummers (0) .......... was formed Since its (0) ………. in the late 1950s, the INVENT
in 1981. The group made a name for itself at the Berlin Music Festival in that skateboard, which is a narrow board with
same year and has gone (13) .......... to appear at many other famous events, roller-skate wheels fixed to it, has become a
PAPER 3: USE OF ENGLISH

(14) .......... as the FIFA World Cup opening ceremony in 2002. Kodo is
(15) .......... up of forty-eight musicians (16) .......... aim is to promote greater
appreciation of the drum (17) .......... a unique instrument. Each performance
is an overwhelming experience and is much enjoyed by audiences.
The ‘taiko’, as the drum is known, has always featured prominently
in Japanese music, whether it is the gentle tapping sound of a small
instrument (18) .......... the beat of a huge one. ‘Ever (19) .......... ancient
times the taiko has been a symbol of communication,’ Takashi Akamine, the
group’s manager, says. ‘Its beat is like a world language.’
A skilled drummer is (20) .......... to recreate almost any sound: (21) .......... a
strong wind to the voice of an insect, but members of Kodo are (22) ..........
than just drummers. In the course of a performance some of
standard item of sports (25) ………. for teenage EQUIP
boys. It was created as a means of surfing without
water when the waves were not good enough for
sea surfing.
Nowadays there are skateboarding parks for
formal (26) ………., but the earliest venues for COMPETE
skateboarding were just empty swimming pools.
By the early 1970s, bicycle (27) ………. started MANUFACTURE
producing quality skateboards which broke less
(28) ………. and had more EASY
Part 2 (questions 13–24) and Part 3 (questions 25–34)

(29) ………. wheels that would not come off RELY

(23) .......... sing, some dance, whilst others play the flute, cymbals or other and cause injury. These (30) ………. made it IMPROVE
Japanese instruments. These musical combinations keep the rhythm of the possible for skateboarders to try new moves to
programme varied, and the audience guessing about (24) .......... will come demonstrate their skills, the most (31) ………. of IMPRESS
next.
which is perhaps the ‘ollie’, an amazing leap into
the air.

The (32) ………. of the sport declined in the 1980s POPULAR

when some critics argued it was still too risky and
(33) ………. However, skateboarding has made a SAFE
(34) ………. and is likely to remain a symbol of COME
youthful energy for many years.
Sample Test
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23
 Use of English
UoE4 Part 4
FAQS
Q Is it important 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 At least 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?
A This depends on the sentence. Sometimes the words will need to be changed
and sometimes not.
Q Can the key word be changed?
A Definitely not! The key word must remain exactly as it is.
Q Is spelling important?
A Yes, it is. Students will not get marks if their spelling is inaccurate.
Q Does the second sentence always have to mean the same as the first?
A Yes, it does. No information should be left out and nothing new should be
added.
Q Does the answer have to be perfect to get any marks?
A No. There are two marks and students can get one of them if they only make
one mistake.

Task preparation
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 brother’s 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.
3A 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.

24
 Part 4
For questions 35–42, complete the second sentence so that it has a similar meaning to
39 Carol must water these plants every day or else they
the first sentence, using the word given. Do not change the word given. You must use
won’t survive the hot summer.
between two and five words, including the word given. Here is an example (0).
Example: UNLESS
0 They should never allow heavy vehicles into the centre of town.
These plants won’t survive the hot summer
BE ...................................... them every day.
Heavy vehicles ...................................... into the centre of town.
40 You ought to try to understand your sister’s feelings.
The gap can be filled by the words ‘should never be allowed’, so you write:
EFFORT
Part 4 (questions 35–42)

0 SHOULD NEVER BE ALLOWED

You ought to ...................................... understand your
sister’s feelings.
PAPER 3: USE OF ENGLISH

Write the missing words IN CAPITAL LETTERS on the separate answer sheet.
_______________________________________________________________________________ 41 The restaurant manager can’t understand why there are
35 Tom regrets going on such an expensive summer holiday. fewer customers on Fridays than on Thursdays.
NOT MANY
Tom wishes ...................................... on such an expensive summer holiday.
The restaurant manager can’t understand why
36 I really wanted to see that wildlife programme, but my TV was broken. ...................................... customers on Fridays as on
Thursdays.
LOOKING
I was really ...................................... that wildlife programme, but the TV was 42 Can’t you see that the doorway is too narrow to get this
broken. large armchair through it?

37 Barbara only discovered the truth because she read John’s diary. NOT
STILL Can’t you see that the doorway ......................................
If Barbara hadn’t read John’s diary, she ...................................... know the truth. to get this large armchair through it?

38 I was very moved because I’d never been to a wedding ceremony before.
FIRST
I was very moved because this ...................................... I’d ever been to a
wedding ceremony.
Sample Test
Activate! Teaching FCE

25
 Use of English
UoE Answer Key
PART 1

1 B; 2 D; 3 A; 4 D; 5 C; 6 B; 7 C; 8 C; 9 A; 10 D; 11 A; 12 B

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 EQUIPMENT
26 COMPETITIONS
27 MANUFACTURERS
28 EASILY
29 RELIABLE
30 IMPROVEMENTS
31 IMPRESSIVE
32 POPULARITY
33 UNSAFE
34 COMEBACK

PART 4

35 (THAT) HE HAD NOT GONE

36 LOOKING FORWARD TO (SEEING/WATCHING)
37 STILL WOULD NOT/WOULDN’T
38 WAS THE FIRST TIME (THAT)
39 UNLESS CAROL WATERS
40 MAKE AN EFFORT TO
41 THERE AREN’T/ARE NOT AS MANY
42 IS NOT WIDE ENOUGH

26
 Paper 4: Listening
L Overview
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 It is 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? opinion, attitude, gist, main idea, specific

information

27
L1 Listening Part 1
FAQS
Q How many questions are there?
A There are eight extracts and each extract has one question.
Q How many multiple-choice options are there?
A Three for each question.
Q Are the extracts connected in any way?
A No, they are completely unrelated. However, a brief introduction to each makes
students aware of the context.
Q Will all the extracts be monologues?
A 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.
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 It is not as dangerous as people think.
C Formal training is essential.
2 You hear two colleagues talking about travelling to work.
...................................................................... ?
A how long it takes
B how much it costs
C 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 ......................................................................
B ......................................................................
C ......................................................................
4 You hear a health specialist talking on the radio about exercise.
What form of exercise does he recommend?
A ......................................................................
B ......................................................................
C ......................................................................

28
 Activate! Teaching FCE

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, B or C).
______________________________________________________________________________

1 You hear a woman talking about her job.

What does she say about it?
A Women are particularly good at it.
B It is not as dangerous as people think.
C 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
C 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.
C 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
C 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
C 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
C to complain about a service

7 You overhear two people talking about a soap opera.

What does the woman think about it?
A It is poorly acted.
B It has an unrealistic plot.
C It lacks originality.

8 You hear part of a play on the radio.

Who is the man talking to?
A his boss
B his lawyer
C his wife

29
L2 Listening Part 2
FAQS
Q How many sentences have to be completed?
A There are ten sentences.
Q How many words are missing from each sentence?
A A lot of the sentences can be completed with one word, but some will need
two or three.
Q Can candidates use their own words to complete the gaps?
A No. All the words they need will be in the recording.
Q Will the task always be based on a monologue?
A No. It could be either a monologue or interacting speakers.

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.
Example:
1 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
article 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.

30
L3 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 fifth monologue.
Q 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 I prefer going to places that have an interesting history.
What I 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, give
them the audio script after doing the task and ask them questions to help
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?
(1 and 5) What do they say about short breaks?

31
 PAPER 4: LISTENING
Part 2 (questions 9–18) and Part 3 (questions 19–23)

PART 2 PART 3
You will hear an interview with a man called Jack Brown, a chef and You will hear five different people talking about their holiday experiences. For
restaurant owner who has also written a cookery book. For questions 9–18, questions 19–23, choose from the list (A–F) what each speaker says. Use
complete the sentences. the letters only once. There is one extra letter which you do not need to use.
___________________________________________________________________ ___________________________________________________________________
Jack Brown: Chef, Restaurant owner and Writer A I prefer going to places that have an
interesting history.
Jack says that in the area where he lived there were no 9 Speaker 1 19
offering training for chefs.
Jack uses the word ‘ 10 ’ to describe what cooking is all B I have only recently started taking
about for him. proper holidays.
Speaker 2 20
When planning his menus, what’s available in the 11
determines Jack’s choice of ingredients.
C I have to be persuaded to stop working
Jack says his 12 are the most important people in his and take a holiday.
restaurant. Speaker 3 21
Jack believes people return to his restaurant because the 13
of what they eat leaves them with good memories. D I believe a bit of discomfort is
necessary on holiday.
When Jack decided to write a book, his aim was to write about his
Speaker 4 22
14 of cooking as well as give good recipes.
Jack mentions his 15 as an example of a recipe which has
E I find holidaying on my own is the
remained the same over time.
best way to relax.
Speaker 5 23
Jack advises readers of his book to try to get some of the ingredients in
their local 16 .
Activate! Teaching FCE

Sample Test

F I like holidays to be a complete

Jack says that the way meals are served in his restaurant is similar to a
break from work.
17 style of serving food.
Jack admits that his book sells well partly because of the 18
in it.

32
 Teaching FCE

L4 Listening Part 4
FAQS
Q How long is this part of the exam?
A Part 4 is around three minutes long.
Q How many speakers will there be?
A This part will either be a monologue or an exchange between interacting
speakers. In the sample task here, there are two speakers – an interviewer and
a man who runs a travel company.
Q Will there always be the same number of questions?
A Yes, there will always be seven.
Q Will the questions follow the order of the recording?
A Yes, they will.

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
them to complete before they do the task.
Examples:
1 An adventure travel company is ………………………............................................
2 To go on a mountain expedition you need to ………......................................……
3 People who go on adventure trips may not like …….............................….……….
4 Organising adventure travel is interesting because ……........................….………
5 Organising adventure travel may be difficult because …....................…….………

33
Activate! Teaching FCE
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 staff
B the quality of the equipment
C 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.
C 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.
C The food available was unfamiliar.

27 What surprises Andrew’s clients when they first meet him?

A his relaxed manner
B his youthful looks
C his sense of humour

28 What part of his job does Andrew like most?

A making new friends
B planning the next trip
C 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.
C familiarity with the language.

30 Andrew believes that his company’s continuing success may be threatened by

A increased competition.
B rising transport costs.
C new travel regulations.

34
 Teaching FCE

L Listening Answer Key

PART 1
1 B; 2 A; 3 A; 4 B; 5 C; 6 B; 7 C; 8 C

PART 2
9 colleges
10 sharing
11 season
12 (kitchen) staff
13 taste
14 experiences
15 lemon pie
16 market
17 Japanese
18 photographs / photos

PART 3
19 C; 20 F; 21 A; 22 D; 23 B

PART 4
24 C; 25 B; 26 C; 27 A; 28 B; 29 A; 30 B

35
 Listening
L Scripts
PART 1
Extract 1
I am a tree surgeon, so you will see me in a hard
hat up on a tree, climbing some really high ones
and cutting down branches which might otherwise
fall down and hurt somebody. People just stand
there and watch you for ages, thinking you might fall
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. I 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 = woman; M = man
W: So I hear you’ve given up using your car to come
to the office. I don’t blame you given the rising
cost of petrol.
M: It’s more to do with all the hold ups on the road
actually – the price rise hasn’t affected me much
really. I was just tired of seeing how all the buses
went sailing by while I was stuck in a queue of
traffic. I 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. I think car
drivers should pay more tax. Now that would
really make them think.
Extract 3
The newspaper used to have a section for young
writers. I 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
praised my writing skills, 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. I lost touch
with her, so I don’t think she knows that it was her
encouragement that made me move on from writing
short stories and write my first novel; that I owe my
success to her really.
Extract 4
Gyms make a 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
as a regular habit than most other things suggested
by health professionals. I know that swimming is
considered to be just as effective or even more so
than walking, but for most of us it just can’t be fitted
into our daily schedule.
36
Audio
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 – it’ll be a full-time job for at least a week. I do
know a few of my colleagues won’t like it, you know,
that I’m not sharing this job with them, and I have to
admit I am not looking forward to the little comments
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 I gave you my
mother’s telephone number instead of mine, which
is 07035609, 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 I gave you – that’s 24 Ronson Road. I 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: I must get home by five to see the last instalment
of The Barrats.
W: Everybody I know seems to be watching it! I
simply can’t understand it. I saw it a couple of
times and, frankly, if you’ve seen one of these
soap operas, it’s like you’ve seen them all.
M: That’s unfair. It’s very true to life.
W: I wouldn’t disagree with that, but sometimes
real life is not worth making a programme about.
I don’t deny it’s well acted, but I’m sure people
watch it mainly for the famous names. Anyway, I
don’t want you to be late for it!
Extract 8
I’m not sure what I should do, and I’d appreciate your
advice. Life at the office has become unbearable,
there’s a terrible atmosphere and nobody seems to
trust each other anymore. I’ve had some legal advice,
which has confirmed what we both feared: According
to my contract, if I resign, I may lose all rights to
a pension, and that wouldn’t be fair on you or the
children. Two of my colleagues have already handed in
their resignations, but there’s been no reply from the
general manager as yet. Perhaps the best thing to do
is to arrange a formal meeting with him to discuss my
options.
 Activate! Teaching FCE

PART 2 doing it for fifteen years and I can’t make it any

Int = Interviewer; J = Jack better, while my soups are constantly changing,
with new flavours and spices.
Int: Jack, welcome to the programme. You’re a great
Int: Your readers may not find some of the foods you
chef and now you’ve written a book. But you don’t
mention in your book.
have professional qualifications as a cook?
J: Well, some people will travel some distance
J: No, I learnt how to cook in restaurants. When I
to get ingredients, which even the largest food
started cooking there weren’t really any colleges
stores and supermarkets may not have. Often
to go in the area where I lived. A couple of hotels
they don’t realise the market near them has them,
had short training programmes, but that was all.
it’s just that they never thought of asking!
My mother ran a restaurant and said, ‘Do you
Int: Do you find lessons in the food of other
want to be a chef?’ I said yes. She said, ‘Here you
countries?
go, you’re a chef. Now learn how to cook.’
J: Definitely. Although most recipes have a French
Int: And you’ve learnt a lot in twenty-seven years,
origin, there’re many international influences. For
haven’t you?
example, in my menus, I serve small courses over
J: Indeed. In the first few years it was all a bit
a period of time – diners can sometimes spend a
mechanical, learning how to a make basic sauce,
couple of hours eating. That would remind people
for example. It wasn’t until 1977 when I met a
of a type of Japanese meal which is like that,
great chef that I understood what cooking was
extending the meal for a longer period of time.
all about. It wasn’t about mechanics, it was about
Int: Finally, your cookbook is attractively presented.
sharing – that’s the only way I could describe it.
Does that help sell it?
Int: Serving complex menus in your restaurant must
J: You might say that a number of features are
require a lot of advanced planning?
important, such as a chapter on how to lay the
J: I print the final menu for the day at four o’clock.
perfect table, but I don’t think the book sells
I use lots of different ingredients, and I’ll find out
any better because of that. The photographs are
well in advance what’s available and what’s good.
impressive, and here I’m prepared to accept this
The deciding factor is the season, because you
does increase sales. But it’s the fifty recipes in it
shouldn’t expect to get summer fruits in winter.
that should attract buyers.
You have to adapt what’s available.
Int: Jack, many thanks …
Int: Who are the people you value most?
J: Most chefs would say it’s the customers, and it’s
true that without them there’d be no business. PART 3
I wouldn’t be able to even get started each day Speaker 1
without my kitchen staff, so they’re the ones I’d I’m thinking of going to Brazil in the autumn to stay
put first. Of course suppliers are also important, with friends who live a couple of hours from Rio. I
they probably come second. used to have regular holidays a few years back, but
Int: So what makes your customers return to your lately I’m quite bad about getting round to booking
restaurant? them, especially since I started working full-time. If it
J: They go away thinking, ‘Gosh, I wish I had a little wasn’t for a couple of colleagues who keep telling me
more of that.’ Basically what I want them to have to have a break, I’d probably be spending all my free
is memories of the taste of the food, long after time sitting in front of my computer! I don’t like flying
they’ve had it, which will make them come back. – I find it an incredibly uncomfortable experience,
Of course the service and environment are very stuck in a tiny seat, sometimes for twelve hours at a
important too, but that’s not my main selling stretch. But I soon forget about it once I’ve arrived.
point.
Speaker 2
Int: How did this project to write a book start? Why
I like to travel with friends, who share my interests, so
did you decide to write a book?
we can talk and gossip as we drive along. I don’t mind
J: I think every young cook wants to write a book. I
doing some of the things they want to do, like looking
started by looking at cookery books for inspiration.
round archaeological sites, visiting art galleries, that
Then when I made up my mind to actually write
sort of thing, as long as they understand that the
a book, I knew it wouldn’t be just about recipes. I
objective of a holiday for me is to be somewhere
wanted to bring out my experiences of preparing
where my mobile doesn’t work, so colleagues can’t
food, because they make me what I am. We go
get hold of me. An adventurous holiday is fine when
through our careers and things happen to us,
you’re looking for excitement, like me a few years
which are very important.
back. I remember a happy trip to India with my sister,
Int: How much do the recipes change?
hiring a car with a driver with no idea where we were
J: With cooking, what was good enough yesterday
going to end up!
may not be good enough today. Some of the
recipes in the book have evolved, but many Speaker 3
haven’t. The lemon pie, for instance. I’ve been If you flew me to the best beach in the world and left
me there for a couple of weeks, I’m afraid I wouldn’t

37
Activate! Teaching FCE
be grateful at all! I’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. I choose the
destination very carefully, making sure there’s some
interesting past event I can find out about whilst I’m
there. Of course, a good hotel is a must, though I’m
looking for standard facilities rather than luxury.
Speaker 4
I sold my holiday house two years ago because
I always felt I had to go there. Recently I 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. I know it isn’t everyone’s idea
of a good holiday – but unless I have to make a little
effort, carrying my stuff and sleeping under the stars
if necessary, I can’t enjoy it. When the travelling’s part
of my job, then I love to travel first class and stay in
top hotels, but that’s not a holiday of course.
Speaker 5
The first time I travelled by plane on my own I
was only five – I was going to meet my father in
Los Angeles. It wasn’t actually a holiday but I still
remember how exciting it was. Incredibly perhaps,
although I did the whole travelling bit as a student,
until last summer I hadn’t really gone on what you
might call a real holiday – just the odd weekend away,
which isn’t the same really. Now I travel rather a lot,
and spend most of my income on holidays, as if I
want to catch up for lost time. My parents tell me I
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: Well, all companies now offer similar things. No
company can afford not to have either a doctor
or a nurse on an expedition, for example. We do
offer something that, to my knowledge, is usually
lacking with other companies, though. Every
team of 25 people will have with it a team of up
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?
A: 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. I can’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
38
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 climbing a
mountain will leave your muscles hurting. What
few people are prepared for is the fact they’re
not going to get their steak and salad or whatever
their normal diet is. I tell them this early on, but I
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 I want to talk to them for more than
a few minutes. They come expecting to find
somebody under a lot of stress who’ll ask an
assistant to deal with their questions, but that’s
not the case at all. I may not look it, but I’m only
thirty years old, and I hope to be able to keep
offering this personal 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, I ring my friends to tell them about it!
But the truth is that as soon as I’m back, I 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?
A: 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, we do need to
make sure they have certain skills which they can
apply in the job they’ll do, whether it’s a school or
a clinic for example. It’ll usually be their first time
in that particular country, of course.
Int: Finally, does the future look good for your
company?
A: 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 …
 Paper 5: Speaking
S Overview
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
• A conversation 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 1? 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.

... Part 4? expressing and justifying opinions, agreeing

and/or disagreeing

39
 Speaking Parts 1—4
S
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.

40
 Part 1 (3 minutes)
1 Meals
Answer these questions:
• What is your favourite type of music?
• Has your taste in music changed over the years? Why/Why not?
Parts 1 and 2

• Where do you like to listen to music?

• What effect do different types of music have on you?
PAPER 5: SPEAKING

Part 2 (3 or 4 minutes)
their meal?

1 Meals
2 Teaching and Learning
How much might the people be enjoying

Candidate A, here are your photos. They show people having a meal.

I’d like you to compare and contrast these photographs, and say how much
the people may be enjoying their meal. You have a minute to do this.

Candidate B, do you like eating in the open air?

Candidate B, here are your photographs. They show people teaching and
learning.

I’d like you to compare and contrast these photographs, and say how easy
or difficult it may be to learn in these situations. You have a minute to do
this.
2 Teaching and Learning

Candidate A, do you like learning in large classes?

these situations?
How easy or difficult might it be to learn in
Sample Test
Activate! Teaching FCE

41
 Parts 3 and 4

Part 3 (3 or 4 minutes)
Now I’d like you to talk about something together for about three minutes.
v Which two activities would help you to improve your English the most?
I’d like you to imagine that you are going away to an English-speaking
country for a week. Here are some of the activities you are thinking of doing
while you are there.
First, talk to each other about how interesting these activities would
be. Then decide which two activities would help you to improve your
English the most.
Part 4 (3 or 4 minutes)

v How interesting would these activities be?

Answer these questions:
• Have you ever been on holiday in an English-speaking country?
What was it like?
• 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 holiday by yourself? Why or
why not?
• Do you think that people in your country get enough holiday time
every year? Why or why not?
Activate! Teaching FCE

Sample Test

42
 Activate! Teaching FCE

Answer sheet: Reading

Do not write in this box

Candidate Name Centre No.

If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).

Candidate Signature Candidate No.

Examination Title
SAMPLE Examination
0
1
2
0
1
2
0
1
2
0
1
2
Details
3 3 3 3
Centre
4 4 4 4
5 5 5 5
Supervisor: 6 6 6 6
If the candidate is ABSENT or has WITHDRAWN shade here 7 7 7 7
8 8 8 8
9 9 9 9

Candidate Answer Sheet

1 A B C D E F G H 21 A B C D E F G H
Instructions
2 A B C D E F G H 22 A B C D E F G H
Use a PENCIL (B or HB).
3 A B C D E F G H 23 A B C D E F G H
Mark ONE letter for each A B C D E F G H
4 24 A B C D E F G H
question.
5 A B C D E F G H 25 A B C D E F G H
For example, if you think
B is the right answer to 6 A B C D E F G H 26 A B C D E F G H
the question, mark your A B C D E F G H
7 27 A B C D E F G H
answer sheet like this:
8 A B C D E F G H 28 A B C D E F G H
9 A B C D E F G H 29 A B C D E F G H
B

10 A B C D E F G H 30 A B C D E F G H
H

0 A B C D E F G H 11 A B C D E F G H
12 A B C D E F G H
Rub out any answer you 13 A B C D E F G H
wish to change using an
eraser. 14 A B C D E F G H
15 A B C D E F G H
16 A B C D E F G H
17 A B C D E F G H
18 A B C D E F G H
19 A B C D E F G H
20 A B C D E F G H
31 A B C D E F G H
32 A B C D E F G H
33 A B C D E F G H
34 A B C D E F G H
35 A B C D E F G H
36 A B C D E F G H
37 A B C D E F G H
38 A B C D E F G H
39 A B C D E F G H
40 A B C D E F G H

A-H 40 CAS DP594/300

© Cambridge ESOL 43
 © Cambridge ESOL
Do not write in this box
Do not write
Part 3 below here
25
25 1 0 u
26
26 1 0 u
Candidate Name Centre No. 27
If not already printed, write name
27 1 0 u
in CAPITALS and complete the
Candidate No. grid (in pencil).
28
Candidate Signature Candidate No. 28 1 0 u
Examination Title
SAMPLE Examination
0
1
2

0
1
2

0
1
2

0
1
2
29
29
1 0 u
Details
3 3 3 3 30
Centre 30 1 0 u
4 4 4 4
5 5 5 5
31
Supervisor: 6 6 6 6 31 1 0 u
If the candidate is ABSENT or has WITHDRAWN shade here 7 7 7 7
8 8 8 8 32
9 9 9 9
32 1 0 u
33
Candidate Answer Sheet 33 1 0 u
Instructions 34
34 1 0 u
Use a PENCIL (B or HB). Rub out any answer you wish to change using an eraser.
Part 1: Mark ONE letter for each question. Parts 2, 3 and 4: Write your answer clearly
For example, if you think B is the right in CAPITAL LETTERS.
answer to the question, mark your For Parts 2 and 3 write one letter
0 A B C D in each box. For example: 0
answer sheet like this:
Do not write Do not write
Part 1 Part 2 below here Part 4 below here
1 A B C D 13
13
1
14

0 u 35 SAMPLE 35 2
36 2

1 0 u
A B C D 36 1 0 u
Answer sheets: Use of English

2 14 1 0 u
15 37 2 1 0 u
3 A B C D 15 1 0 u 37
16 38 2 1 0 u
4 A B C D 16 1 0 u 38
17 39 2 1 0 u
5 A B C D 17 1 0 u 39
18 40 2
6 A B C D 18 1 0 u 40 1 0 u
19 41 2
7 A B C D 19 1 0 u 41 1 0 u
20 42 2
8 A B C D 20 1 0 u 42 1 0 u
21
9 A B C D 21 1 0 u
Activate! Teaching FCE

22
10 A B C D 22 1 0 u
23
11 A B C D 23 1 0 u
24
12 A B C D 24 1 0 u

6
Continues over
FCE UoE DP596/305

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 Do not write in this box
Part 1
1 A B C

2 A B C

3 A B C

4 A B C

5 A B C
Candidate Name Centre No.
If not already printed, write name A B C

© Cambridge ESOL
in CAPITALS and complete the 6
Candidate No. grid (in pencil).
7 A B C
Candidate Signature Candidate No.
0 0 0 0 8 A B C
SAMPLE 1 1 1 1
Examination Title Examination
2 2 2 2
Details Do not write
3 3 3 3 Part 2 (Remember to write in CAPITAL LETTERS or numbers) below here
Centre
4 4 4 4
9
5 5 5 5
9 1 0 u
Supervisor: 6 6 6 6 SAMPLE
If the candidate is ABSENT or has WITHDRAWN shade here 7 7 7 7 10
8 8 8 8 10 1 0 u
Answer sheets: Listening

9 9 9 9
11
11 1 0 u
Test version: A B C D E F J K L M N Special arrangements: S H
12
12 1 0 u

13
Candidate Answer Sheet 13 1 0 u

14
14 1 0 u

15
15 1 0 u
Instructions
16
Use a PENCIL (B or HB). 16 1 0 u
Rub out any answer you wish to change using an eraser.
17
17 1 0 u

18
Parts 1, 3 and 4: Part 2: 18 1 0 u
Mark ONE letter for each question. Write your answer clearly in CAPITAL LETTERS.
Part 3
For example, if you think B is the Write one letter or number in each box. A B C D E F
19
right answer to the question, mark If the answer has more than one word, leave one
20 A B C D E F
your answer sheet like this: box empty between words.
21 A B C D E F
For example:
0 A B C A B C D E F
22
0
23 A B C D E F

Part 4
Turn this sheet over to start. A B C
24
25 A B C

26 A B C

27 A B C

28 A B C

29 A B C

30 A B C

FCE L DP599/306
Activate! Teaching FCE

45