First Certificate Preparation Course PDF

FIRST CERTIFICATE TRAINING
COURSE
FCE Preparation Course
• Objective & Justification

• Course Timetable
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Xola 324, Del Valle Norte, 03100, Benito Juárez, CDMX
Course Description First Class First Certificate in English First Contact
This rigorous approach prepares students for the First Certificate in English. The
components are described so as to have the candidates become comfortably familiarized
with the actual format of the test: test practice strategies skills for all areas of the exam are
integrated. It is thorough, and academically demanding Cambridge First Certificate Exam
First Contact course puts an equal weight on the items of grammar, reading, writing,
listening, speaking and test taking strategies.
Description of the test. The First Certificate Exam tests students on the following aspects:
Reading and Use of English

Part 1: ability to read a short text and make use of vocabulary knowledge to fill in gaps
within the text with the correct word from 4 multiple-choice options.
Part 2: ability to read a short text and make use of grammar knowledge to fill in gaps within
the text with the correct word Part 3: ability to read a short text and make use of English
word formation to fill in gaps within the text with the correct form of a given word
Part 4: ability to transform a given sentence into a second sentence with a similar meaning
to the first using a key word that must appear in the second sentence
Part 5: ability to read a text and answer multiple choice questions about main ideas, details,
and vocabulary.
Part 6: ability to demonstrate an understanding of text cohesion and structure by filling in a
gapped text with its missing sentences which are provided randomly ordered.
Part 7: ability to read several short texts on a similar topic find details in the texts to answer
multiple matching questions
Writing
Part 1: ability to write a discursive essay within specific indications between 140-190 words
Part 2: ability to write a 140-190 word article, letter or e-mail (formal or informal), review,
or report (students are provided with 3 choices and from which they must choose 1 to
write)
Listening
Part 1: ability to understand short excerpts of listening material (usually dialogues,
messages, or short monologues) and answer multiple choice questions based on general
ideas or details Part 2: ability to listen to and comprehend a short talk on a subject and fill
in gapped sentences with missing information based on what they heard
Part 3: ability to listen to 5 different speakers speak on the same topic and answer multiple
matching questions based on details of what they heard
Part 4: ability to listen to an interview and answer multiple choice questions based on their
comprehension of details
Speaking
Part 1: ability to deliver short answers to personal information questions
Part 2: ability to speak for a minute using the language of comparison and answer a
question based on two picture prompts Part 3: ability to initiate and continue a
conversation with a partner based on a question and 5 written prompts
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Part 4: ability to use the language of opinion, agreement, and disagreement to answer
discussion-based questions
Course Requirements Candidates must take the First Class placement test. If the student places at
Level XXXXX they are eligible for the Cambridge First Certificate in English First
Contact.
Textbooks Required for this All text books and resources:

Course
Core text: FCE trainer
Course Duration 30 hours. Sessions of 2 hours are advisable.
Student Progress/Assessment The course schedules one practice paper every 8 hours so students and
Methods trainers are able to assess students’ progress. Students are to receive
adequate feedback on order to allow them to target areas for improvement.
Attendance Expectations
80%
Learning Outcomes By the end of this course, students should be able to:
• Recognize their true level in grammar, speaking, reading, listening

and writing.
• Write discursive essays, formal and informal letters and e-mails,
articles, reviews, and reports.
• Correctly use verb patterns for suggesting ideas and making
recommendations.
• Evaluate and self-correct their speaking.
• Interact with a degree of fluency and accuracy with a native speaker
so that both parties can participate equally in the conversation.
• Accurately use language of comparison, agreement, and
disagreement.
• Be prepared for the mechanics of the First Certificate in English
examination (time, order, format).
▪ Skim, scan and focus on target material in reading passages of up to
600 words.
▪ Use appropriate vocabulary in writing and speaking
▪ Formulate, express and defend opinions using appropriate
Vocabulary.
▪ Demonstrate improved listening skills for comprehension and
details.
▪ Use their knowledge of English grammar to express themselves
with a B2 CEF level of accuracy in both written and spoken English.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
▪ Skim, scan and focus on target material in reading passages of up to 600
words.
▪ Use appropriate vocabulary in writing and speaking
▪ Formulate, express and defend opinions using appropriate vocabulary.
▪ Demonstrate improved listening skills for comprehension and details.
▪ Use their knowledge of English grammar to express themselves with a B2
CEF level of accuracy in both written and spoken English.
Methodology The course schedules one practice paper every 8 hours so students and
trainers are able to assess students’ progress. Students are to receive
adequate feedback on order to allow them to target areas for improvement.
Course Timetable
Venue Course Start and Finish Dates Duration Tutors Exams date
First Class FCE Monday September 7th 2020 30 hours Wednesday Sept. 30th
Miguel A. Reséndiz
Language Centre Preparation Course Monday September 28th 2020 15 sessions Monday October 5th
Course contents
The course is divided into FIFTEEN sessions of TWO hours each whose contents are presented in the tables below:
Introduction to the FCE Exam

TIME TOPICS SESSION CONTENTS MATERIALS ASSESSMENT*
1. Course Expectations
2. Course Delivery
60 minutes
Welcome to FC’s 3. Exam Familiarisation Cambridge Open Class

FCE Preparation English First Feedback
• FCE sections (4 skills)
Course Handbook 2015 (OCFB)
• Exam Tips
4. Course assessment
1 5. Use of English. Part 1. Multiple-choice cloze

• Task description Cambridge
• Strategies / skills development English First
Handbook 2015
• Test practice
60 minutes
Paper 1 • Summary and OCFB Strategies and

Reading and Use of
6. Use of English. Part 2. Open cloze Skills First Class
English
• Task description manual
• Strategies / skills development
FCE Testbuilder
• Test practice Macmillan
• Summary and OCFB
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
7. Reading. Part 5. Multiple choice.

Cambridge
• Task description English First
• Strategies / skills development Handbook 2015
Paper 1
• Test practice
60 minutes
Use of English and

• Summary and OCFB Strategies and
Reading
Skills First Class Open Class
8. Listening Part 4
manual
Paper 3 • Task description
Listening • Strategies / skills development FCE
• Test practice Testbuilder
• Summary and OCFB Macmillan
2
Cambridge
9. Writing. Task/Question 1. Essay. English First
• Task description Handbook 2015
• Presentation of useful phrases & vocabulary First Class
Paper 2 Writing Manual
• Test practice
60 minutes
Writing
• Summary and OCFB Open Class
FCE
Feedback
Testbuilder
(OCFB)
10. Speaking. Part 1. Interview. Macmillan
• Task description
Paper 4 Strategies and
Speaking • Strategies / skills development Skills First Class
• Presentation of useful phrases & vocabulary manual
• Test practice

11. Use of English. Part 1. Multiple-choice cloze. Cambridge

Open Class
Feedback
Paper 1 (OCFB)
Reading and Use of • Test practice
60 minutes
Strategies and
3 English • Summary and OCFB Skills First Class
Peer
Assessment
12. Listening. Part 3. Multiple matching. manual
Paper 3 • Task description Teacher´s
• Strategies / skills development FCE
Listening Assessment
Testbuilder
• Test practice and Feedback
Macmillan
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Cambridge
English First
Open Class
Handbook 2015
Feedback
13. Writing. Task/Question 2. Informal letter/email. (OCFB)
First Class Writing
3 • Task description
60 minutes
Manual
• Strategies / skills development Peer
Paper 2
Assessment
Writing • Presentation of useful phrases & vocabulary FCE
Teacher´s
Macmillan
• Summary and OCFB Assessment
and Feedback
Strategies and
Skills First Class
manual

14. Use of English. Part 2. Open cloze.
• Task description Cambridge Open Class
• Strategies / skills development English First Feedback
Handbook 2015 (OCFB)
• Test practice
60 minutes
Paper 1 • Summary and OCFB Strategies and Peer

Reading and Use
15. Reading. Part 7. Multiple matching. Skills First Class Assessment
of English
• Task description manual
• Strategies / skills development Teacher´s
FCE Assessment
• Test practice Testbuilder and Feedback
16. Listening. Part 2. Sentence completion.

4 • Task description
• Strategies / skills development Cambridge
Open Class
• Test practice English First
Paper 3 Feedback
• Summary and OCFB Handbook 2015
Listening (OCFB)
17. Speaking. Part 4. Long turn.
60 minutes
Strategies and
• Task description Peer
Skills First Class
Paper 4 Assessment
• Strategies / skills development manual
Speaking
• Presentation of useful phrases & vocabulary Teacher´s
• Test practice FCE
Assessment
Testbuilder
• Summary and OCFB and Feedback
Macmillan
18. Use of English and Reading exam
• P1, Multiple-choice
Exam
• P2, Open cloze
• P7, Multiple matching
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263

19. Use of English. Part 4. Key word transformation. Cambridge

Open Class
Feedback
(OCFB)
• Test practice
60 minutes
Strategies and
Paper 1 • Summary and OCFB Peer
Skills First Class
Reading and Use of Assessment
20. Reading. Part 6. Gapped text. manual
English
• Task description Teacher´s
• Strategies / skills development Assessment
FCE
5 • Summary and OCFB
Testbuilder
Macmillan
Open Class
Feedback
Cambridge (OCFB)
21. Speaking. Part 3. Collaborative task.
English First
60 minutes
• Task description Handbook 2015 Peer

Paper 4 • Strategies / skills development Assessment
Speaking
• Presentation of useful phrases & vocabulary FCE
• Test practice Testbuilder Teacher´s
Macmillan Assessment
and Feedback

22. Use of English. Part 3. Word formation. Cambridge

Open Class
Feedback
(OCFB)
Paper 1
• Test practice
60 minutes
Reading and Use Strategies and

• Summary and OCFB Peer
of English Skills First Class
Assessment
23. Listening. Part 4. Multiple choice. manual
Paper 3 • Task description Teacher´s
Listening • Strategies / skills development FCE
Assessment
Testbuilder
Macmillan
6 Cambridge
24. Writing. Task/Question 2. Report. English First
Open Class
• Task description Handbook 2015
Feedback
Paper 2 • Strategies / skills development (OCFB)
Writing First Class
• Presentation of vocabulary and useful phrases
60 minutes
Writing Manual
• Test practice Peer
Assessment
25. Speaking. Part 4. Discussion. Skills First Class
Teacher´s
Paper 4 • Task description manual
Assessment
Speaking
• Strategies / skills development and Feedback
FCE
• Presentation of vocabulary and useful phrases Testbuilder
• Test practice Macmillan
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263

26. Use of English. Part 1. Multiple-choice cloze

Open Class
• Strategies / skills development Feedback
• Presentation of vocabulary and useful phrases Strategies and
(OCFB)
Skills First Class
• Test practice
60 minutes
manual
Use of English and Assessment
27. Reading. Part 7. Discussion. FCE
Reading
• Strategies / skills development Testbuilder
Teacher´s
• Presentation of vocabulary and useful phrases Macmillan
Assessment
7
28. Writing. Task/Question 2. Review.
Strategies and Open Class
• Strategies / skills development Skills First Class Feedback
Paper 2 • Presentation of vocabulary and useful phrases manual (OCFB)
Writing
• Test practice
60 minutes
• Summary and OCFB First Class Writing Peer

Manual Assessment
29. Listening. Part 2. Sentence completion.
• Strategies / skills development FCE Teacher´s
Paper 3 • Presentation of vocabulary and useful phrases Testbuilder Assessment
Listening
• Test practice Macmillan and Feedback

Open Class
Feedback
30. Use of English. Part 2. Open cloze Strategies and
(OCFB)
Skills First Class
60 minutes
manual
Paper 1 • Test practice Peer
• Summary and OCFB FCE
Reading
31. Reading. Part 5. Gapped text. Testbuilder
Teacher´s
• Strategies / skills development Macmillan
Assessment
8 • Summary and OCFB
Open Class
32. Listening. Part 2. Sentence completion.. Feedback
First Class
• Strategies / skills development (OCFB)
Paper 3 Writing Manual
60 minutes
Listening • Presentation of vocabulary and useful phrases Peer

• Test practice Summary and OCFB Strategies and
Assessment
33. Listening and writing exam. Skills First Class
manual
• Multiple choice Teacher´s
Exam
• Multiple matching Assessment
FCE
and Feedback
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Essay Testbuilder
Macmillan

Open Class
34. Use of English. Part 4. Key word transformation. First Class Writing
Feedback
• Strategies / skills development Manual
(OCFB)
• Test practice
60 minutes
Strategies and
Skills First Class
35. Reading. Part 7. Multiple matching. manual
Reading
• Test practice FCE
Assessment
Testbuilder
Macmillan
9
Open Class
First Class Writing
36. Listening. Part 3. Sentence completion.. Feedback
Paper 3 Manual
(OCFB)
Listening • Strategies / skills development
60 minutes
• Presentation of vocabulary and useful phrases Strategies and

Peer
• Test practice Summary and OCFB Skills First Class
Assessment
manual
Paper 4 37. Listening. Part 3. Sentence completion..
Speaking FCE
Assessment
• Presentation of vocabulary and useful phrases Testbuilder
and Feedback
• Test practice Summary and OCFB Macmillan

First Class Open Class

38. Use of English. Part 3. Word formation. Writing Manual Feedback
• Strategies / skills development (OCFB)
• Test practice Strategies and
60 minutes
Paper 1 • Summary and OCFB Skills First Class Peer

Use of English and manual Assessment
Reading
• Strategies / skills development FCE Teacher´s
• Test practice Testbuilder Assessment
• Summary and OCFB Macmillan and Feedback
10
40. Listening. Part 4. Multiple choice. Open Class
First Class
Writing Manual
(OCFB)
• Test practice
60 minutes

Peer
Paper 3 41. Writing. Task/Question 2. Email. Skills First Class
Assessment
Listening manual
FCE
Assessment
and Feedback
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263

Open Class
42. Reading. Part 6. Gapped text. First Class Writing
Feedback
Paper 1 • Strategies / skills development Manual
(OCFB)
Reading and Use of
• Test practice
60 minutes
English Strategies and

• Summary and OCFB Peer
Skills First Class
Assessment
43. Listening. Part 2. Sentence completion. manual
Paper 3 • Test practice FCE
Assessment
Listening Testbuilder
Macmillan
11
44. Speaking. Parts1 & 2. Open Class
First Class Writing
Manual
Paper 4 (OCFB)
• Test practice
Speaking
60 minutes

Peer
45. Writing. Task/Question 2. Article. Skills First Class
Assessment
manual
Paper 32 • Strategies / skills development Teacher´s
FCE
Writing Assessment
and Feedback

First Class
46. Use of English. Part 1. Multiple-choice cloze. Writing Manual
• Test practice Strategies and
60 minutes
Paper 1 • Summary and OCFB Skills First Class Teacher´s

Use of English and manual Assessment
Reading and Feedback
• Strategies / skills development FCE
12
48. Listening. Part 4. Multiple choice. Strategies and
• Strategies / skills development Skills First Class
• Test practice manual
60 minutes
• Summary and OCFB Teacher´s

Paper 3
Assessment
Listening
FCE and Feedback
49. Use of English and reading, Listening exam. Testbuilder
• P4, Key word transformation Macmillan
• P5, Multiple choice
• Sentence completion
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263

50. Use of English. Part 2. Open cloze.

Paper 1 • Strategies / skills development Strategies and
Reading and Use of • Test practice Skills First Class
60 minutes
English • Summary and OCFB manual Teacher´s

Assessment
51. Reading. Part 6. Gapped text.
(Full FCE and Feedback
Part 4 • Strategies / skills development Testbuilder
Simulation) • Test practice Macmillan
13
52. Listening. Part 1. Multiple choice. First Class Writing
• Strategies / skills development Manual
Paper 3 • Test practice
60 minutes
Listening • Summary and OCFB Strategies and Teacher´s

53. Writing. Task 1/Question 1. Essay Skills First Class Assessment
(Full manual and Feedback
Part 4 • Strategies / skills development
Simulation) • Test practice FCE
• Summary and OCFB Testbuilder
Macmillan

54. Writing exam

90 minutes
FCE FCE Teacher´s

Full • Task 1: Essay Testbuilder Assessment
Paper 4 • Task 2 Macmillan and Feedback
Simulation
14
55. Full Listening exam
40 minutes
FCE FCE Teacher´s

Full • Multiple choice Testbuilder Assessment
Paper 3 • Sentence completion Macmillan and Feedback
Simulation • Multiple matching
• Multiple choice

www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
56. Full Use of English and Reading exam.

FCE • Multiple choice cloze
Paper 1 • Open cloze
80 minutes
FCE
Full • Word formation Open Class
Testbuilder
Simulation Feedback
• Key word transformation Macmillan
(OCFB)
• Multiple choice
• Gapped text
• Multiple matching
15
57. Full Use of English and Reading exam.
• Multiple choice cloze
• Open cloze
90 minutes
FCE Teacher´s
Final Assessment • Word formation Testbuilder Assessment
and
• Key word transformation Macmillan and Feedback
Feedback
• Multiple choice
• Gapped text
• Multiple matching
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Description of tasks
• Skills & Strategies
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Skills & Strategies

Use of English
Part 1.
Task information
• In Part 1 you choose from words A, B, C or D to fill in each gap in a text. Options A, B, C and D are always the same kind of word (e.g.
verbs).
• Part 1 mainly tests vocabulary but you may also need to understand grammatical links between words, or the text as a whole.
• Words that often go together, called 'collocations', are frequently tested and so are words followed by a preposition (e.g. aware of).
• Prepare for this task by keeping a record of words that often go together (e.g. ride a bike, loud noise).
• Understanding the overall meaning of the text makes it easier to choose the correct words for the gaps.
Suggested Gameplay
1. Look at the title and the example.
2. Without filling in any gaps, quickly read the text to get an idea of what it's about.
3. For each gap, decide what kind of word (e.g. nouns, adverbs) the four options are.
4. Study the words either side of the gap, underlining any possible collocations.
5. Try each answer in the gap, checking whether it fits grammatically.
6. Check that the word you choose fits the overall meaning of the sentence.
7. Read through the completed sentence, checking that everything makes sense.
8. Fill in your answers on the question paper in pencil. This will help you check the completed text when you finish.
Part 2.
Task information
• In Part 2 there is a text with eight gaps.
• There are no sets of words from which to choose.
• Part 2 mainly tests 'grammar words' like articles (e.g. the, an), auxiliary verbs (e.g. will, has), pronouns (e.g. they, who), prepositions (e.g.
on, during), linking expressions (e.g. despite) and verb forms (e.g. would do), as well as words in phrasal verbs (e.g. set off) and fixed
phrases (e.g. in favour of).
• You must only use one word in each gap and your spelling must be correct.
• You always have to fill in the gaps in Part 2.
• The missing word can never be left out of the sentence.
• Answers are never hyphenated words.
Suggested Gameplay
1. Look at the title and the example.
2. Without trying to fill in any answers, quickly read the text to see what it is about.
3. For each gap, look at the context and decide what kind of word (e.g. relative pronoun) is needed.
4. Study the words either side of the gap for more clues.
5. Remember to look for prepositions that often follow certain verbs and adjectives.
6. Think of words that might fit and try each one.
7. When you have filled in all the gaps, read your text to check it makes sense.
8. Gaps may have more than one possible answer, but you must only write one.
9. If you cannot answer a particular question, go on to the others and come back to it later when you have completed more of the text.
10. Never write contracted forms like she's or wouldn't as they count as two words.
11. Some answers may be auxiliary verbs like has or will.
12. If you cannot think of an answer, make the best guess you can. Your answer may be correct.
Part 3.
Task information
• In Part 3 you read a text containing eight gaps.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• At the end of some lines there is a word in capital letters for you to form one appropriate word to fill each gap.
• Part 3 mainly tests your ability to form new words and different parts of speech.
• You may, for example, need to form adverbs by adding -/y to adjectives, make nouns plural by adding -s or -es, change verb/adjective
forms by adding -ed or -ing, or form comparative/ superlative forms by adding -er or -est.
• You may also have to make spelling changes (e.g. long to length).
• You must always get the spelling correct to get a point.
• Keep a record of words with affixes that you see while you are reading in English.
• When you learn a word, use a good dictionary to find out which affixes you can add and how these change the meaning. Note these down,
with example sentences.
•
Suggested Gameplay
1. Quickly read the title and the text. What's it about?
2. Remember always to read the whole text before you try to fill in any gaps.
3. Look at each word in CAPITALS and the words before and after the gap.
4. Is the missing word likely to be a noun, a verb, or another part of speech?
5. If it's a noun, is it countable or uncountable?
6. If it's an adjective, is it positive or negative? Does the word in CAPITALS need more than one change?
7. Check the word you have chosen fits the context and is spelt correctly.
8. Remember you always have to change the word given, and that sometimes you will need a prefix and a suffix.
9. When you have filled in all the gaps, read the complete text to make sure everything makes sense.
10. Do not forget you need to make change(s) to ALL the words in capitals. Do not leave any unchanged!
11. Remember to use the context, especially the words next to the gap, to work out what kind of word you need to form (e.g. noun, plural).
Part 4.
Task information
• In Part 4 there are six questions - each with a lead-in sentence, a key word, and a second gapped sentence for you to complete.
• Part 4 tests grammar and vocabulary by asking you to use different structures and words to express the same idea.
• You have to write your answer in two, three, four or five words. This includes the word in capitals, which you have to use and mustn't
change.
• You lose marks if you ignore any of these instructions.
• Each correct answer gets two marks, with one mark for each part of the answer. So Part 4 has more possible marks than Parts 1, 2 or 3.
Suggested Gameplay
1. Read the instructions and the example. This will remind you exactly what you have to do.
2. For each question, study both sentences and the key word in CAPITALS. What differences are there between the two sentences?
3. Decide what kind of word (e.g. noun) the key word is, and what often follows it (e.g. preposition).
4. Begin by thinking about what the question is testing (e.g. conditionals or phrasal verbs).
5. Think about whether you need to make a grammatical change (e.g. from active to passive) or a vocabulary change (e.g. change escape to
the phrasal verb get away, or change a linking expression like because to on account of).
6. Check whether you need to make any other changes (e.g. a noun to an adjective, an affirmative to a negative).
7. Check you have included all the information from the first sentence and that you haven't added anything.
8. If you cannot complete the whole answer write what you can-you may get one mark.
9. For some questions, more than one answer is possible. But you should only write one answer.
10. Check that the completed answer makes sense.
11. Check that your spelling is correct. You will lose marks for spelling mistakes.
12. Do not write the whole sentence on your answer sheet, just the missing words.
13. Check the number of words you've used. Remember that contracted forms (e.g. I'm) count as two words, except can't (= cannot) which
counts as one.
14. When you have finished, read the first sentence again, then the one you have written. Have you got all the ideas from the first sentence in
your new sentence? Do the same with the rest of the sentences.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Part 5.
Task information
• In Part 5 you read a text followed by six questions with four options: A, B, C or D.
• Questions may test your ability to understand overall meaning, main ideas or details, as well as attitudes or opinions.
• You may need to infer meaning (use clues to understand things that aren't actually said).
• The first line can be a question or an unfinished statement.
• Questions follow the order of information in the text.
• Questions may ask you to work out the meaning of words or phrases using the context, or to focus on reference words like it and this.
• Questions could be about the use of examples or comparison, the writer's purpose, or the tone, (e.g. critical) of the text.
Suggested Gameplay
1. Look for clear evidence that the answer you have chosen is correct, and that the other three are incorrect.
2. You do not need to understand every word of the text to be able to answer the questions, so do not spend too much time on expressions
you do not know.
3. Choose your answer according to what the text says, not what you think the correct answer should be from your general knowledge, or
your own opinions.
4. Underline the key words in the stem. Then look for expressions in the text that mean the same or the opposite.
Part 6.
Task information
• Part 6 tests your understanding of the overall structure of the text, and the development of ideas, opinions and events.
• The instructions tell you what kind of text it is and what it is about.
• The text has a title, and often some background information below it.
• Choose your answer according to what the text says, not what you think the correct answer should be from your general knowledge, or
your own opinions.
• The text has a title, and often some background information below it.
Suggested Gameplay
1. Read the instructions, the title and any background information. What kind of text is it? What's the topic?
2. Quickly read through the main text. What is each paragraph about?
3. Look quickly at sentences A-G. Do any of them obviously fit particular gaps?
4. For each gap 37-42, study the ideas and words that come before and after it.
5. Part 6 tests your understanding of the overall structure of the text, and the development of ideas, opinions and events.
6. The instructions tell you what kind of text it is and what it is about.
7. Part 6 tests your understanding of the overall structure of the text, and the development of ideas, opinions and events.
8. The instructions tell you what kind of text it is and what it is about.
9. Look for similar or contrasting ideas in the list of sentences.
10. In both the main text and sentences A-G, underline vocabulary links, reference words such as this or her, and linking expressions like also,
even though, one, do and so.
11. When you have chosen your answers, read the complete text. Does it make sense?
12. Before you choose a sentence, check that the verb forms, singular/plural, etc. in the main text all agree.
13. Each time you choose one of A-G, cross it out so that you do not have to keep reading through the whole list. This will save you time.
14. Underline reference and linking expressions, vocabulary links and words that avoid repetition in both the main text and sentences A-G.
15. After you fill in all the gaps, read through the completed text. Can you see the links in ideas and language between the main text and the
sentences from A-G? Does it make an obviously logical whole?
Part 7.
Task information
• In Part 7 there may be one long text divided into sections or a number of shorter texts.
• There are 10 questions which you match with the sections or short texts (A, B, C, etc.), according to the question at the top, e.g. Which
person ... .
• Part 7 tests your ability to find particular information in a text. You need to understand detail, attitudes and opinions in the questions, and
find the part(s) of the text which express the same idea.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• The instructions tell you what kind of text it is and what it’s about. It always has a title.
• The information you need may not be in the same order as the questions.
• There may be evidence for a particular answer in more than one sentence or part of a sentence.
• The instructions tell you what kind of text it is and what it's about. It always has a title. The information. You need may not be in the same
order as the questions. There may be evidence for a particular answer in more than one sentence or part of a sentence.
• Different texts or parts of the text may contain similar ideas, but you have to read carefully to decide which say exactly the same thing as
the questions.
• You will need to use the same option for more than one question, e.g. four answers might all be A.
Suggested Gameplay
1. Read the instructions and the title to find out what kind of text it is and the topic.
2. Quickly read the questions and underline the key words.
3. Go quickly through the first section to see which questions it answers.
4. When you find information that seems to answer a question, read the question again and study the evidence in the text carefully.
5. Do not expect to find answers in the text that use the same words as the questions. Look for words, phrases and sentences that express
the same ideas.
Writing
Task 1
Task information
• The essay task in Part 1 tests your ability to write an 'opinion' essay for the teacher of an English class.
• There is a question or statement to discuss and you are also given some notes to guide your writing.
• You should write between 140 and 190 words. You should allow about 40 minutes for this task, including time to plan your work and check
for mistakes at the end.
Suggested Gameplay
1. Your essay must be well organised into paragraphs, with good linking expressions.
2. As your reader will be a teacher, you should use fairly formal language.
3. You should write full sentences with correct grammar and punctuation, using a good range of language with accurate spelling.
4. Read the instructions, the question or statement, and the two notes you are given.
5. Decide whether to write for or against, or whether to give arguments both for and against.
6. Think of a third idea to add to the notes you are given.
7. Write this down, then make a plan. Write a short introductory paragraph, commenting generally on the topic, e.g. “The climate is changing,
so many people are saying ... “.
8. You can give your own opinion here and/or in your last paragraph.
9. Write in a fairly formal style, including linking expressions from Useful language on page 34. Write at least two sentences about each main
point, giving reasons and possibly also examples. Give your opinion by summarising your main points in a concluding paragraph. Check
your essay for mistakes —and that you have written at least 140 words.
10. Note down a few useful expressions for each paragraph, but do not write a full draft - you won't have time in the exam.
11. If you want to think of points you disagree with, imagine what someone who disagrees might say. If you are going to write for and against,
list your points in two columns so you can balance the essay.
12. Use expressions such as firstly and besides to link points together to form a complete text.
13. Introduce your own opinion with a suitable expression such as I believe (that) ... or In my view ... .
14. When you've finished, check you've included all the notes and have given appropriate answers. And don't forget to allow time to check
your essay for mistakes.
Task 2
• In Part 2 (questions 2-4) you choose one writing task.
• The possible tasks are: email or letter, article, report and review.
E-mail
Task information
• The email task often tests your ability to write to an English-speaking friend or colleague.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• You are asked to respond to a situation described in the question.
• In your email of 140-190 words you must include all the information asked for.
• You have about 40 minutes for this task, including time at the end to check your work.
• You have to organise your text into paragraphs, with a suitable beginning and ending.
• You must use an appropriate style and tone, depending on who your text is for.
• You need to write grammatically correct sentences with correct punctuation and spelling, and use a good range of language.
Suggested Gameplay
1. Use your own words instead of expressions taken from the question, e.g. if it says “What's your opinion?” write, “My own feeling is ...” or
“I'd say ...”.
2. If you make any mistakes, cross them out and write the corrections. It doesn't matter if you make a lot of corrections, as long as they are
easy to read.
3. You may lose marks if you use the same expression all the time, e.g. instead of repeating “I want to”, say “I'd like to”, “what I'd enjoy is or
it'd be good to ....”
Article
Task information
• The article task in Part 2 tests your ability to write an interesting text for a magazine or newsletter.
• You may need to write descriptions, give examples, make comments or give your opinions.
• You are writing for readers who are already interested in the topic.
• You should write 140-190 words.
Suggested Gameplay
1. Read the instructions. Do you know enough about the topic to write an article?
2. Think about who your readers are and what they would like to read about.
3. Spend a few minutes making a plan based on all parts of the task, noting down points and language for each paragraph. Try to include
plenty of adjectives.
4. Think of a good title to attract your readers' attention, and an interesting introduction to make them want to keep reading.
5. Write your text in a lively way that will hold readers' interest. You can describe your own experiences and give your own opinions.
6. Use language that is fairly informal. Try to include some interesting expressions, e.g. it's well worth it, and perhaps questions like / wonder
what would happen if ...
7. Make the ending interesting by encouraging readers to think about what they have read.
8. Check your article for mistakes - and that you have written at least 140 words.
9. Try to use a wide variety of grammatical structures in your answer.
10. Prepare yourself for this task by reading articles in English in magazines or on the Internet.
Report
Task information
• The report task tests your ability to give factual information and make recommendations or suggestions.
• The instructions include a description of a situation. You have to write a report of between 140 190 words.
• Allow about 40 minutes for this task, including time at the end to check your work.
• The report may be for a teacher or school director, or classmates, members of the same club, etc. You therefore have to write in an
appropriate style.
• Organise your text into report format and use headings if needed.
• Write full sentences and try to use correct grammar and punctuation, with a good range of language with accurate spelling.
Suggested Gameplay
1. Read the instructions. Do you know enough facts about the topic to write a report on it?
2. Decide who will read your report and what they will want to know.
3. Think about any knowledge and/or personal experience you could mention, and note down some ideas.
4. Decide if you will use headings, and think of a good title that indicates the content of the report.
5. Spend a few minutes making a plan based on all parts of the task, including recommendations or suggestions.
6. Write your text in a style that is appropriate for your readers. Try to make it interesting; if possible, include some facts that may be new to
them.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
7. In your first paragraph, say what the purpose of the report is.
8. Remember to organize your work into paragraphs and insert headings if you think it will be clearer.
Letter
Task information
• The letter task in Part 2 tests your ability to write, for example, a formal job application or a letter to a magazine editor. You must write in an
appropriate style.
• The instructions include a description of a situation. In response to this situation, you have to write a letter of between 140-190 words.
• You should allow about 40 minutes for this task, including time at the end to check your work.
• You have to organise your text into paragraphs, with a suitable beginning and ending.
• You should write full sentences with correct grammar and punctuation, using a good range of language with accurate spelling.
Suggested Gameplay
1. Study the exam instructions below and the situation. Think about who you have to write to, why, and which points to include. Should you
use formal or informal language?
2. Make a plan and write down all your ideas. How many paragraphs will you need?
3. Put your best ideas under paragraph headings. Also note down some words and phrases for each paragraph.
4. Write your text, keeping to the topic and to your plan.
5. Use a wide range of vocabulary and grammar, and make sure your handwriting is easy to read.
6. Leave enough time at the end to check for mistakes, and that you have written at least 140 words.
7. Always put the opening (e.g. Dear Frankie or Dear Mr Williams), the closing (e.g. Best wishes or Yours sincerely) and your own name
on separate lines. Never begin Dear Manager or Dear Friend — use their name.
8. If you begin your letter Dear Sir or Dear Madam, end it Yours faithfully; if you use the person's surname, e.g. Dear Ms Kay, end with
Yours sincerely.
Review
Task information
• The review task in Part 2 tests your ability to describe something you have experienced (e.g. a TV programme or a product) and give your
opinion of it, with a recommendation to the reader.
• You read a description of a situation and then write a review of it in 140-190 words. You should allow about 40 minutes for this task,
including time at the end to check your work.
• The instructions also tell you where your review will be published (e.g. in a student newsletter). You therefore have to write in an
appropriate style.
• You need to organise your text into paragraphs.
• You should write full sentences and try to use correct grammar, punctuation and spelling and a good range of language.
Suggested Gameplay
1. Before you plan your review, decide whether you enjoyed yourself or not.
2. Read the instructions and try to think of something relevant that you have seen, heard or read to review. Or just use your imagination.
3. Think about who the readers of your review will be and what they will want to know. 3 Note down some points to mention, and spend a few
minutes making a plan that includes a description, an explanation and a recommendation. Decide how many paragraphs you will use.
4. Give your review a title that tells readers what it is about.
5. Write your text in a style that is appropriate for the publication and the readers.
6. Describe unexpected things, or make both positive and negative points.
7. Finish by recommending or advising readers against the subject of your review (e.g. It would make the perfect day out for young
people).
8. Try to include some interesting facts and lively comments in your review.
Listening
Part 1
Task information
• In Part 1 you hear eight short unrelated extracts from monologues or exchanges.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• There is one multiple-choice question per extract, each with three options. You hear each extract twice.
• Part 1 tests your understanding of: gist, detail, opinion, attitude, function, purpose, relationship, topic, place, situation, agreement, etc.
• The question includes information about the situation (e.g. a phone call, a radio programme, an extract from a play, etc.) followed by a
direct question (e.g. How does she feel?)
• Do not choose your answer until you have heard the whole text at least once.
• You won't hear the same words as the words in the question, so listen for the same idea.
Suggested Gameplay
1. For each question, quickly read the first line. What's the situation? Will you hear one person or two? Female or male?
2. Look at the direct question and stem (e.g. Who is the woman?) and underline the key words.
3. When you first hear the recording, try to think of an answer to each question in your own words. Then choose (from A, B or C) the option
most like your answer.
4. Check your answer the second time you listen, making sure that you have not made a mistake - speakers may use words connected with
more than one option.
5. If you're still not sure which is the correct answer, cross out any you are sure are wrong and guess.
6. Read the question and try to imagine the situation. Who's talking to whom? Where? Why? When? How do they feel?
7. Remember that you can change your mind about an answer while you listen for the first or the second time.
8. When the recording has finished and you have chosen your answer, forget about that question and concentrate on the next one.
Part 2
Task information
• In Part 2 you will hear a monologue lasting three to four minutes.
• Part 2 tests your understanding of detail, stated opinion and specific information.
• You have to listen for particular words, phrases or numbers to complete ten sentences. You should write these down exactly as you hear
them.
• The 1-3 words you have to write will not be above First level.
• Sometimes words or names may be spelt out. If so, you must spell them correctly.
• All the questions follow the order of the information in the recording, and for each one you will hear a 'cue' that indicates an answer is
coming.
• Be careful with words, phrases or numbers you hear which may seem to fit the gaps, but are not correct.
• You may need to write three words, but often you need only write one or two.
Suggested Gameplay
1. Read the instructions to get an idea of the situation.
2. Quickly go through the incomplete sentences, including the words after the gaps. This will help you get an idea of what the text is about.
3. For each gap, decide what kind of information (e.g. object, number) you need to listen for.
4. The first time you listen, write your answer in pencil, in case you want to change it on the second listening.
5. Write clearly, so that you can read your answers later and copy them correctly onto the answer sheet.
6. Check your answers are grammatically correct (e.g. singular/plural, verb tense).
7. When the recording has finished, check the sentences all make sense — and check your spelling, too.
Part 3
Task information
• In Part 3 you hear five short related monologues.
• Part 3 tests your understanding of: gist, detail, opinion, attitude, function, purpose, relationship, topic, place, situation, agreement, etc.
• The instructions you see and hear include information about the link between the five recordings.
• The eight options (A-H) do not usually follow the order of the information in the recording.
• Before you answer a question, wait until you have heard everything the speaker has to say.
• Listen for ideas, not just individual words that are similar to those in A-H.
Suggested Gameplay
1. Quickly read the instructions and options A-H. What is the link between the five recordings?
2. Study options A-H and underline the key words in each.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
3. Before you listen, think of words or phrases that the speakers might use to talk about different aspects of the topic.
4. The first time you hear the recording, listen for the general idea of what each speaker says.
5. Choose the answer to each question that you think is correct.
6. Only write one answer, even if you can think of two or more good ones. There is always plenty of time between each answer for you to
write down the missing words.
7. The second time you listen, check that each of your choices exactly matches what the speaker says.
8. Be careful if a speaker says something connected with two or more options: there is only one correct answer.
9. Underline the key words in each question, then listen for words and phrases that express the same idea.
10. Don't choose an answer just because you hear the same word or phrase. Listen for the same idea.
11. For each question, wait until the speaker finishes talking about it before you decide on your answer.
Part 4
Task information
• In Part 4 you will hear an interview or an exchange between two speakers lasting three to four minutes. There are seven multiple-choice
questions, each with three options.
• Part 4 tests your understanding of: attitude, opinion, gist, main ideas and specific information.
• All the questions follow the order of the information in the recording; each part of the recording relates to a particular question.
• The instructions you see and hear may include information such as the main speaker's name, occupation or hobby, and/or the setting (e.g.
a radio interview). This can tell you the type of language and information you might hear.
Suggested gameplay
1. For every question you will hear a 'cue' - words that express a similar idea to the question - that tells you the answer is in that part of the
recording.
2. The options use phrases or sentences that rephrase, summarise or report the ideas in the text.
3. After you hear the instructions, there's a one-minute pause before the recording begins. Use this time to look through the questions,
underlining the key words.
4. Remember that three of sentences A-H aren't needed.
5. Don't worry about understanding every word in each recording. It isn't necessary.
Speaking
Part 1
Task information
• Part 1 lasts about two minutes.
• One aim of Part 1 is to help you relax by getting you to talk about a topic you know a lot about: yourself.
• One of the examiners tells you their names and asks for yours. Then you give him/her your mark sheet.
• You answer questions from one of the examiners.
• You do not usually talk to the other candidate.
• Part 1 tests your ability to give basic information about yourself and to talk about everyday topics such as your work or studies, your family,
your free time and your future plans.
• To find out how your speaking will be assessed, go to the Cambridge English Language Assessment website.
Suggested Gameplay
1. Be polite and friendly when you meet the examiners and the other candidate.
2. Listen carefully to the examiner's questions. If you do not understand something, politely ask him or her to repeat it (e.g. Could you repeat
that, please?).
3. Don't spend too long thinking before you reply to the examiner's questions.
4. Do not just reply yes or no to the questions.
5. Do not try to give a speech or repeat sentence that you prepared earlier.
6. Make sure you speak loudly and clearly enough for the examiners and your partner to hear you.
7. When you can, give reasons and examples in your answers.
8. Try to use a wide range of grammar and vocabulary.
9. While you are speaking, look at the examiner who asks you the questions, not at the other candidate.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
10. Think of a different way of saying something if you don't know a particular word.
11. Don't worry about getting every factual detail correct (e.g. the exact year you started school). It's a language test, not an authentic job
interview!
Part 2
Task information
• In Part 2 each candidate is given a one-minute “long turn”. Nobody will interrupt you.
• The examiner gives each of you two pictures and will ask you to compare them, and answer a question which is written at the top of the
page.
• This part tests your ability to organise your speaking, and to compare, describe and give your opinions.
• You also talk for 30 seconds about your partner's pictures, after their minute has finished.
Suggested Gameplay
1. Listen to the instructions, study the pictures and read the question.
2. Think about what you're going to say. Imagine you're briefly describing the pictures to somebody who cannot see them.
3. Do not speak too quickly, or for less than a minute. The examiner will say when it's time to stop.
4. If you cannot name something in the pictures, use other words (e.g. the thing you use for ...).
5. When you answer the examiner's question, give your opinion, with reasons and examples.
6. Never interrupt your partner in Part 2. Listen carefully, so you can comment afterwards when the examiner asks you a question.
7. Do not try to describe every detail. Just say what's similar and different about the pictures.
8. lf you make a mistake, it's fine to correct yourself, but then continue talking and complete the task.
9. Make sure you spend enough time on both comparing the photos and answering the question about them.
10. Before the exam, get tots of practice talking about pictures. A minute can seem like an eternity.
11. Remember that the examiner will give you spoken instructions for the task, but you can also read them at the top of the page.
12. As soon as you see the pictures, start thinking about what you will say, making a mental note of any useful vocabulary you can use. If
you're not sure what's in the pictures, don't worry.
13. You can use expressions like It seems that ..., It might be ... or Perhaps ....
14. Don't be so worried about making mistakes that you say very little. The examiners can't give you good marks if you don't speak enough.
15. When you practise for Part 2, if possible, get a friend to time you as you speak. Try to keep speaking for the full minute!
Part 3
Task information
• Part 3 lasts four minutes. You work in pairs.
• The examiner gives you a piece of paper with written prompts that show different ideas or possibilities, and tells you what you have to do.
• First you talk about the prompts together, giving your opinions. Then the examiner asks you to try to make a decision.
• This part tests your ability to talk about different possibilities, make suggestions, express opinions and give reasons, agree or disagree,
and attempt to decide together.
• You take turns so that your partner and you spend about the same amount of time speaking.
Suggested Gameplay
1. Listen carefully to the instructions and look at the diagram with your partner.
2. Start the discussion with something like Would you like to start, or shall I? or Shall we begin with this one?
3. Begin by talking about one of the things, giving your opinion, or perhaps making a suggestion. Then ask what your partner thinks, and why.
4. Talk briefly about each thing. Reply to your partner's ideas and give reasons for your suggestions, opinions and preferences. If you
disagree with him or her, be polite.
5. Listen again to the examiner and then begin the decision-making by saying, for example, So which do you think would be best? or
Which shall we go for?
6. Keep the conversation going, for instance by saying What do you think of this idea or Let’s talk about the next one.
7. Try to decide which to choose (e.g. Shall we do this one? or I'm in favour of that one).
8. If you agree, say something like Right, that's what we’II do. If you cannot decide, you can say Shall we leave it at that, then? or simply
Let's agree to disagree.
9. Do not speak for a long time without letting your partner speak. You may lose marks if you do not take turns.
10. Do not speak for a long time without letting your partner speak. Take turns with your partner to start talking about each thing.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
11. Don't worry if the other candidate seems to know more English than you. Make sure you speak for about the same length of time as
him/her.
12. You can check with the examiner - or your partner - if you're not sure what you have to do.
13. Don't try to talk about something different from the topic in the instructions.
14. Involve your partner in the discussion and give him/her plenty of time to speak.
15. There's no right or wrong decision, and it doesn't matter if you can't agree on a decision.
Part 4
Task information
• Part 4 lasts four minutes. You answer questions based on the same topic as Part 3.
• This part tests your ability to talk about issues in more depth than in the other three parts of the Speaking paper.
• You will need to express opinions and give reasons for them, and also to agree or disagree with different opinions.
• You may want to bring your partner into the discussion, and they might want to involve you in answering their questions, too.
• The examiner may also ask you to reply to your partner's opinions.
• After you finish Part 4, the examiner will thank you and say the test has ended.
Suggested Gameplay
1. Part 4 questions are not written down, so listen carefully. lf you do not understand something, ask the examiner to repeat it (e.g. I'm sorry,
I didn't catch the last word).
2. Justify your opinions by giving reasons and possibly an example beginning for instance, for example or such as .....
3. Avoid answers like “I do not know”. if you do not do know a lot about the subject, say so and give your opinion (e.g. I do not know much
about that, but! think ...).
4. Listen carefully to what your partner says, possibly adding to their ideas.
5. Take turns and speak for about the same length of time. If you disagree with your partner's opinions, be polite.
6. Encourage your partner to say more (e.g. How do you feel about that? or What would you do in that situation?). Then reply.
7. Listen to everything that your partner says and show you are interested in the points that he or she makes.
8. Remember that there are no correct or incorrect answers or opinions. The important thing is to say what you think!
9. Look at the examiner when you are answering his or her questions, but at the other candidate when you are talking together.
10. When this part has ended, the Speaking test is over. Remember that the examiners cannot answer questions about how well you did.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Writing Manual
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Writing Manual
1. Introduction
What’s in the FCE writing exam?
From 2008 FCE Writing paper has two parts:
• Part 1 (Question 1) is a compulsory task (an essay). You write 140 – 190 words.
• Part 2 (Questions 2 – 4) is made up of four questions from which candidates choose one.
You write 140 – 190 words.
You are given 1 hour 20 minutes and write your answers in a question-paper booklet.
Part 1
In Part 1, you are asked to write an essay, basing your answer on input material which comes from a variety of sources such as emails, letters
and advertisements. It is vital that you read the rubric, essay question and prompts very carefully in order to understand what they are expected
to do. Successful essays address the question or statement in a clear or logical way. It is important that you focus of the topic in question and that
your ideas and opinions are relevant to the question.
You need to become experienced at discussing the advantages and disadvantages of aspects of all kinds of topics at B2 level. Being able to
support an opinion with reasons and examples is another skill required when writing an effective essay. The two given prompts help to guide and
develop the essay and clearly relate to the question or statement. You also need to think of a third idea of their own which is distinct from the two
given prompts. Brainstorming ideas for different topics will be very useful practice for this. If any of the three essay prompts is missed out, then
the target reader will not be fully informed and the candidate will be penalised. As this question is worth half the marks it is very important to
improve your essay writing skills.
Avoid copying phrases from the input.
Part 2
In Part 2, you choose from a variety of tasks. These may include:
• a letter
• an article
• a report
• a review
• a story.
Questions 2-4 are general questions, based on a range of topics, such as health and fitness, sport, music and so on.
Task types for the set text options are as for Questions 2-4 with the exception of a story.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Each writing task in Part 2 has a context, a purpose for writing and a specified target reader. You are expected to show that you are aware of the
kind of writing required to accomplish a task, and must be able to demonstrate appropriate use of one or more of the following functions: describing,
explaining, expressing an opinion, giving information, narrating.
How is the exam assessed?
Answers are assessed using both a general mark scheme, which is used for all the questions, and a separate task-specific mark scheme for each
question. The criteria used to assess the candidates’ answers in the general mark scheme include:
• range of structure, vocabulary and expression
• effectiveness of organisation, including paragraphing and linking devices
• accuracy of grammar and spelling
• awareness of the situation and target reader.
4 essentials for good answers
1. Answer the question

2. Plan
3. Use paragraphs
4. Revise your work
Make sure you answer the question exactly and no more.
It is essential to plan your writing. This should take at least 10 minutes to plan for each question.
In a relatively short piece of writing you will need 4 or 5 paragraphs. The first paragraph will be your introduction. Paragraphs 2, 3 and perhaps
4, will contain the body of your answer, and the last paragraph your concluding comments.
Allow at least 5 minutes for each question to check your answer. Look out for silly mistakes with tenses, word order, spellings etc.
2. Writing formal letters or emails

Introduction (Writing formal letters and emails)
Writing formal letters is a necessary skill that you need for most ESL or EFL exams at Intermediate Level and above.
Examples:
• You are given an article to read from a newspaper. • You write requesting information.
• You write to the newspaper disagreeing with the article. • You write giving information.
• You write to complain about something. • You write requesting permission.
• You write making suggestions about something.
Useful phrases (Writing formal letters and emails)
a) Writing formal letters generally:
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Greetings:
• Dear Sir
• Dear Madam
• Dear Sir/Madam Dear Mr Brown Dear Ms Jones etc.
Reason for writing:
• I am writing in response to your article/advertisement/letter • I am writing regarding your article/advertisement/letter

• I am writing with regard to your article/advertisement/letter • I am writing on behalf of
Ending the letter:
• I look forward to receiving your reply • I am, yours sincerely (if you know the name of the person
• I look forward to your reply you are writing to)
• I look to hearing from you • Yours faithfully
• I am, yours faithfully (if you don't know the name of the • Yours sincerely
person you are writing to)
Writing formal letters or emails

b) Writing formal letters to complain:
Reason for writing:
• I am writing in order to complain about

• I am writing to complain about
Introducing the complaint:
• Firstly • The first problem is

• In the first place • The first thing I would like to draw your attention to is My
• First of all first concern is
• My first complaint is
Introducing further complaints:
• Secondly • In addition to this

• In the second place • Added to this
• Not only …….but also • …….was also unacceptable
• In addition
Demanding action:
• I suggest that you replace the item • I would be grateful if my money was refunded
• I therefore suggest that I be given a full refund
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Ending the letter:
• I look forward to hearing from you • I look forward to receiving a replacement

• I look forward to receiving a full refund • I look forward to receiving your explanation
c) Writing formal letters to make suggestions:

Reason for writing:
• I am writing to suggest • I am writing to offer suggestions

• I am writing to arrange • I am writing make arrangements
Making first suggestion:

• My first suggestion is
• First of all I suggest
• I would like to suggest
Making further suggestions:
• Another possibility is • I would further suggest

• A further possibility is • Secondly
• I further suggest
Offering a choice:
• Would you therefore mind choosing between ….?

• Either……or
• You might choose either ……. or
d) Writing formal letters to request information

Reason for writing:
• I am writing to receive further information about • I am writing to receive more detailed information
• I am writing to enquire about about
• I am writing to receive further details about
Requesting first piece of information:
• The first thing I would like to know is First of all I would like to know
• I wonder if you would mind telling me first of all ….?
Requesting further information:
• Could you also tell me….? • Do you know ….?

• Could you also inform me ….? • I would also like to know if
• Would you also mind informing me ….? • I would also like to know whether
• Would you also mind telling me ….? • I hope you might also let me know about …
Thanking for information:
• I would like to thank you in advance for this information
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Thanking you in advance for this information
• Thanking you in advance
e) Writing formal letters to give information:

Reason for writing:
• I am writing to inform you about • I am writing to let you know that

• I am writing to provide you with information about
Providing first point:
• The first thing I would like to inform you of is • The first thing I wish to inform you of is
• The first thing I would like to tell you is • I would like to begin by informing you
Providing further points:
• I would also like to let you know that • It might also be useful for you to know that
• I would also like to inform you that • Another piece of information that might be useful
• You might also find the following information
useful
Ending the letter:
• If you require further information, please do not hesitate to • I am at your disposal should you require further information
as • I am at your disposal should you need further assistance
• If I can be of further assistance, please do not hesitate to • Please do not hesitate to ask should you require further
ask information
• I will willingly provide further information on request
f) Writing formal letters to request permission

Reason for writing:
• I am writing to ask permission to • I am writing to request permission for

• I am writing to ask permission for • I am writing to ask if I might
• I am writing to request permission to
Making first request:
• Firstly I wonder if you would • The first request I would like you to consider is
• First of all I wonder whether you would mind
Making further requests: I would be grateful if you would also consider

• I wonder if it might be possible for me to • I would also like to request permission to
• I would also like to request permission for
Thanking for permission
• Many thanks for kindly considering my requests

• Thank you for considering my requests
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Sample questions (Writing formal letters and emails)
1. You are helping to organise a visit to an English Language Academy in Manchester. You have received a letter from John Webster, the director
of the Academy. Read the letter and the notes you have made. Then write a letter to Mr Webster using all your notes.
I am very glad to see that you are coming to our academy in July. I am sure you will all have a very enjoyable time and
that you will learn a lot of English.
You can either stay all together in a youth hostel, or individually with local families. Please tell me which you would
prefer.
Tell me something about your group so that I can organise interesting spare time activities. What sort of things do they
like doing?
Please ask if you need any further information.
Yours sincerely,
John Webster
Your notes:
• Paragraph 1 – learning a lot of English is very important because …..

• Paragraph 2 – say which you prefer, and why.
• Ask what the weather's like in Manchester and what clothes you will need.
Write your letter in 140-190 words. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate
for the situation.
2. Write 140-190 words in an appropriate style.
You have just returned from a trip to Canada. You flew there and back with Maple Air. You decide to write to the airline to complain about your flight
and ask for some money back.
Read the advertisement and the notes you made and then, using the information, write a letter to the airline. You may add other relevant points of
your own.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
FLY MAPLE AIR TO CANADA

We offer:
• 3 flights a day
• wide, comfortable seats
• friendly, well-trained staff
• a good choice of food – special diets no problem the latest in-flight
entertainment
Phone 0179 765893 now or see your travel agent for more details.
Your notes:
• Late boarding
• Staff quite rude
• No vegetarian food for me
• Old film
Write your letter of complaint. Do not include any postal addresses.
3. Your parents have seen the following advertisement:
IVY GRANGE HEALTH FARM

A marvellous experience and wonderful opportunity to get you fit.
Individualised health and fitness programmes in a charming rural setting.
They want you to send an email to ask for further details including answers to the following questions:
Where? Drinking allowed?
Places available in August? Any trips?
How much for a week? What type of exercise?
Write an email in 140-190 words in an appropriate style
3. Writing informal letters and emails

Introduction (Writing informal letters and emails)
Writing informal letters and emails involves writing letters or emails to friends or relatives.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
When writing an informal letter or email our language is more relaxed and we are able to use abbreviations which is rare in other forms of English
writing, except perhaps when using direct speech.
Look also at Writing Formal Letters and Emails and compare.
Useful phrases - (Writing informal letters and emails)
Informal Letters - Greetings:
• Dear Jim
• Hello Jim
• Hi Jim
Informal Letters - Introductory paragraph:
• Sorry I haven't written for ages Sorry it's taken me so • How are things with you?
long to write How's it going? • How are things?
• How are you?
An informal letter referring to good news:
• Glad to hear about • I was very happy to read about

• I'm really glad to hear about • Great news about your
• I'm very happy to hear about
An informal letter referring to bad news:
• I'm extremely sorry to hear about • Its very sad to hear about your
• I'm very sorry to hear about • I can't tell you how sad I am that
• Sorry to read about
Informal letters - Introducing points
• By the way • Have you seen

• Did you hear about • Tell me about
• Did you see • Oh, another thing
Ending an informal letter or email:
• Well, time to go • Lots of love

• Well, it's time to go • All my love
• Well, got to go • Will write again soon
• Well, time to close • Look after yourself
• I've got to leave off now Write soon • Take care of yourself
• Make sure you write soon • All the best
• Love • Everything good
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Sample Questions - (Writing informal letters and emails)
1. Write 140-190 words in an appropriate style
Your Scottish friend, Maggie, has sent you an email asking you to help her organise a special surprise birthday party for her brother Rupert.
Read Maggie’s email and the notes you have made. Then write an email to Maggie using all your notes.
We must make sure that Rupert doesn't know we are planning this surprise. I'm not sure how many people to
invite but our house is definitely too small. Do you think we should book the Royal hotel for the evening and
have the party there? You know that Rupert is very keen on music so we could hire a live band.
I've also been wondering what we could all buy as a present. What do you think?
Could you come the day before the party to help with preparations.
There's a lot to plan so I'd really like your help.
Can you suggest something else that will really make the party special?
All for now, best wishes,

Anne
Your notes:
• Paragraph 1 - Royal Hotel sounds OK but very expensive

• Paragraph 2 - Rupert really enjoys fishing Paragraph 3 - Sorry, busy that day.
• Paragraph 3 - Something else - Yes, how about ….
Write your email. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation.
2. Write 140-190 words in an appropriate style.
You are studying in Britain and you've recently received a letter from a friend, Susan, who is interested in in arranging a day trip for a group of
students. Read Susan's letter, the advertisement and the notes you have made. Then write a letter to Susan, using all your notes.
….. and the students in my class are really interested in going on a day trip. I know you went on a boat trip with your
class recently. Could you tell me what it was like and whether you'd recommend it?
Susan
Castle and Lake Boat Trips
• Departures 9 a.m. or 11 a.m. daily

• Lunch at restaurant
• Afternoon at lake with choice of water sports
• Reasonable prices with reductions for groups
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Your notes:
• Earlier boat less crowded

• Take a packed lunch because ……..
• You must try ……..(watersport)
• Group minimum is 15
Write your letter. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation.
3. Your friend, Jim, has written you an email, part of which says:
My parents have given me some money for passing my exams. I don’t know whether to spend it on going to watch
United in Madrid, or whether I should save up a bit more and buy some clothes. What do you think?
Write an email in reply in 140-190 words.
5. Writing articles
Introduction and tips (Writing articles)
• ANSWER THE QUESTION • Speak directly to your readers. Eg. Let's just imagine some
• PLAN your article. of the possibilities.
• Give your article a title. • Give examples where appropriate.
• Make sure you have at least 4 paragraphs. • Use humour where appropriate
• Ask rhetorical questions to get your readers' attention. • Give a conclusion and summary in the last paragraph.
Eg. What would the world be like without oil? What will life • Finally, give your opinion where appropriate.
be like in 20 years time? • REVISE your article to correct mistakes.
Useful phrases (Writing articles)
Rhetorical phrases:
• Have you ever ……..? • Are you one of those people who …....?
• What do you think about ……..? • What would life be like if ……?
• Are you one of those people who thinks that ……? • Will the future bring us ….. ?
Introducing your first point:
• Firstly • The first thing to consider is

• In the first place • One thing to consider is
• First of all • To begin with
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Introducing more points:
• Secondly • Added to that

• Another consideration • Apart from that
• Yet another consideration • In addition to this
• Another thing to consider is
Introducing your final points:
• I
• n conclusion • To sum up
• To conclude • So
Introducing your opinion:
• I think • If you ask me

• In my opinion • To my mind
• Personally I believe that • My personal opinion is
• In my view
Sample questions (Writing articles)
1. You see this announcement in your school's English language magazine.
New Clubs after School

Your school wants to start some new after school clubs. Chess, table-tennis, judo, guitar playing and cookery have been suggested as possible
clubs. What do you think?
• Tell us which one of these five ideas you like best and why.
• Make one other suggestion for a new club and explain why it would be a good idea.
Write your article in 120-180 words in an appropriate style.
2. You see this announcement in the Leisure and Entertainment magazine.
Could you live without internet for a month?

Write and tell us what difference this would make to your life. We will publish the best article.
3. You see this announcement in a magazine.
We invite you to write an article on ‘The City of the Future’.

In what ways will Cities be different in the future? In what ways will they be the same? The writer of the best article will receive a prize.
6. Writing essays
Introduction and tips (Writing essays)
• ANSWER THE QUESTION • PLAN your essay

• REVISE your essay to correct mistakes. • Give examples where possible
• 4 or 5 PARAGRAPHS, with Introduction and Conclusion • Use formal language
• The first paragraph should be a general introduction to the • Don't use contractions (we're, I've etc.)
subject • Sum up your argument in the final paragraph
• Develop your arguments in the middle paragraphs • The final paragraph is the best place to express your
• Give reasons to support your argument opinion clearly.
• Use a variety of discussive words and phrases
Useful Phrases (Writing articles)
Presenting two advantages or disadvantages together:
• not only … but … also

• not only … but also
Presenting two opposing views:
• on the one hand, on the other hand
Expressing Contrast:
• nevertheless • in spite of
• even so • despite
• even though • but
• however • although
Expressing results:
• because of this • as a result
• therefore • for this reason
• thus • consequently
Giving examples:
• such as
• like
• for example
• for instance
Expressing the opinion of someone else:
• some people say • people often say

• some people say that • it is said
• many people say • it is said that
• many people say that • according to
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Sample Questions (Writing articles)
1. You have done a project on transport in your English class. Your teacher has asked you to write an essay giving your
opinions on the following statement.
Because cars are so convenient public transport has no future.
Write your essay in 140-190 words in an appropriate style.
2. You have had a discussion on fashion in your English class. Your teacher has asked you to write an essay, giving your
opinions on the following statement.
Young people never want to dress the same as their parents
3. You have had a discussion on the media's treatment of famous people in your English class. Your teacher has asked you
to write an essay, giving your opinions on the following statement.
Famous people such as footballers, film stars and politicians, deserve to have a private life without journalists constantly following
them.
7. Writing reports
Introduction and tips (Writing reports)
• ANSWER THE QUESTION • Put From: on the line below and then add your name.
• PLAN your report. • Put Subject: on the next line. Choose a heading that
• Make sure you have at least 4 paragraphs. describes clearly what the report is about.
• Every paragraph should have a heading which explains • You do not need to put the date but you can if you want to.
what the paragraph is about. • Use formal language.
• You first paragraph heading will be INTRODUCTION and • Do not use contractions.
your last, CONCLUSION • Try to make recommendations in the final paragraph.
• Always start with To: E.g. To: Ms Jones • REVISE your report to correct mistakes.
Useful phrases (Writing reports)
Introductory Information:
• To:
• From:
• Subject:
• Date:
Headings - to include:
• Introduction:
• Subject of each paragraph:
• Conclusion or recommendation(s):
Introductory Paragraph
• As requested I have ….. • My findings are outlined below.

• This involved visiting ……. • My findings are presented below.
• This involved looking at ……. • I outline my findings below.
• This involved investigating …..
Recommending:
• I would like to suggest …… • I therefore do not suggest ……
• I would like to recommend …… • I therefore do not recommend ……
• I therefore suggest …… • I therefore recommend ……
• I therefore recommend …… • I believe we should recommend ……
• I therefore suggest that we do not …… • I believe we should not recommend ……
• I therefore recommend that we do not …… • You may wish to consider ……
Sample questions (Writing reports)
1. You help out at a music festival which is held in your town every year. This takes place outdoors over one weekend. The
organisers want to improve the festival and so have asked you to write a short report.. You should comment on the site,
the programme, the food and other facilities, the cost and anything else you consider relevant.
Write your report of 140-190 words in an appropriate style.
2. Some American students are on an exchange programme with your college for a month. The college has asked you to
write a report on entertainment in your area for the teacher who is in charge of the group. You should give advice on
such things as types of entertainment, venues and prices.
Write your report of 140-190 words in an appropriate style.
3. Your headteacher (or University Chancellor) has sent you a letter explaining that the government is awarding 50, 000
euro grants to organizations which are making big efforts to become greener.
He asks you to tour the school (or university) to see what can be done to make the building more environmentally friendly.
Then he wants you to write a report describing the current situation and making recommendations on how improvements can be made.
Write your report in 140-190 words in an appropriate style.
4. You belong to a youth club which is subsidised by the village council.

The youth club leader has asked you to write a report on the activities of the club to help the council decide whether or not they
will increase the small grant they give every year.
Write your report in 140-190 words in an appropriate style.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
8. Writing reviews
Introduction and tips (Writing reviews)
• ANSWER THE QUESTION • Use a relaxed, friendly, chatty style.

• PLAN your review. • You can use contractions such as I'm, I've etc..
• Make sure you have at least 4 paragraphs. • Use a new paragraph for each point you want to make.
• Choose an appropriate title. • Give your opinion.
• The introduction will talk about what's being reviewed. • In the concluding paragraph give your opinion.
Useful phrases (Writing reviews)
What I liked
• What I liked most was …..

• The thing I liked most was ….
• I was pleasantly surprised by …..
• ….. would appeal to …..
• If you get a chance to ….
What I disliked
• What I disliked most was ….. I was disappointed by …… I was disappointed with …..
• I was very disappointed by …..
• I was very disappointed with ….
Reviews of books:
• main character • chapter

• is set in • factual
• comedy • fiction
• science fiction • unbelievable
• thriller • bestseller
• romance, comedy, author • chapter
• written by • ending
Reviews of films, TV programmes, plays:
• lead role • is set in …..

• star role • based on a true story …..
• star • believable
• star actor • true to life
• star actress • not very believable
• starring • far-fetched
• secondary role • comedy
• He plays a ……. • romance
• She plays a ……. • science fiction
• written by …. • ending
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Reviews of
hotels, restaurants, etc: • staff at reception …….(hotel) hotel facilities ….

• reasonable prices …..
• location • good value for money …..
• service • excellent value for money …..
• setting • expensive
• attractive setting • a bit expensive
• disappointing setting • overpriced
• owned by • not worth the money
• run by • poor value for money
• head chef (restaurant) waiters (restaurant) • always fully booked
• staff ……. • book in advance
Sample questions (Writing reviews)
1. Your teacher has asked you to write a review for a book you have read recently. The best reviews will go in the
school magazine. Review the book giving your opinion and saying whether or not you would recommend it.
Write your review in 140-190 words in an appropriate style.
2. Your teacher has asked you to write a review for a film you have seen recently on DVD or at the cinema. The
best reviews will go in the school magazine. Review the book giving your opinion and saying whether or not you would
recommend it.
3. At school you are building a tourist website in English. Your teacher has asked you to write a review of a
restaurant you have eaten at in your town. Review the restaurant giving your opinion and saying whether or not you
would recommend it.
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Phrases for the Speaking Paper
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Phrases for the Speaking Paper

Likes/dislikes Opinion
I’m into… In my opinion…
I’m a keen/an avid (surfer) I think/reckon…
I’m keen on/fond of (surfing) From my point of view…
I’m a fan of…
Comparing/contrasting Describing pictures

Both pictures show… He/she/they seem to be…
In this picture we can see… whereas/while in the other picture… He/she is probably…
In contrast In this picture it looks as if/though they are…
On the other hand They could/might/may be…
They could/might/may have just…
In the background/corner there is/are…
At the top/bottom…
Agreeing Disagreeing
You’re absolutely right./ Absolutely/totally. I don’t think so…
I feel the same. I take your point but…
I couldn’t agree more. Hmmm, I’m not so sure…
I see what you mean but…
Starting Asking for opinion

Shall I start?/we start with….? What’s your opinion on….?
Would you like to start? What do you think about….?
Do you mind if I start? How do you feel about…?
That’s a difficult/interesting question. Would you agree with that?
Now let me see…
Personalising Impressive structures

Speaking from personal experience,… Another point I’d like to add about … is…
For me personally,.. Coming back to what…was saying about…
I’d prefer to be in this situation because…. It’s also important to remember that…
Another idea which has just occurred to me is…
Repairing and Rescuing Asking fo repetition

I can’t remember the word now but… I beg your pardon, I didn’t catch that.
It’s the thing you use to… Sorry would you mind repeating that?
The person who… Could you repeat the question please?
I have the word on the tip of my tongue.
What I’m trying to say is…
What I mean is…
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
• Online resources
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263
Online resources
• FCE Overview Prezi Presentation
https://prezi.com/jldfktiuds8u/first-certificate-in-english-fce- • Listening Sample 1 Part 2
presentation/ https://youtu.be/G42VP_hxpfU
• Speaking Paper Part 1 • Listening Sample 1 Part 3

https://youtu.be/-tqeI9t4x9Ev https://youtu.be/HSNlWXJS2G4
https://youtu.be/-tqeI9t4x9E
• Listening Sample 1 Part 4
• Speaking Part 2 https://youtu.be/pSOKjpOvVe8
https://youtu.be/UJitnz5R5X0
https://youtu.be/2_jFjQ-TBng • Listening Sample 2 Part 1
https://youtu.be/nIOEXYcFYwI
• Speaking Part 3
https://youtu.be/Gge4Hn6HduY • Listening Sample 2 Part 2
https://youtu.be/bYnImgKaCcE https://youtu.be/xcc9XSb9rJg
• Speaking Part 4 • Listening Sample 2 Part 3

https://youtu.be/_baaJLckxNk https://youtu.be/qqtGSJgTfq0
https://youtu.be/7PSbhtpoYr0
• Listening Sample 2 Part 4
• Listening Sample 1 Part 1 https://youtu.be/WJTC1Q0jb8E
https://youtu.be/SeWwAZ781XE
www.fclass.mx
+ 52 (55) 5088 2182 / + 52 (55) 5131 6263

First Certificate Preparation Course PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

First Certificate Preparation Course PDF

Uploaded by

Copyright:

Available Formats

FIRST CERTIFICATE TRAINING

• Objective & Justification

Reading and Use of English

Textbooks Required for this All text books and resources:

Course Duration 30 hours. Sessions of 2 hours are advisable.

• Recognize their true level in grammar, speaking, reading, listening

Introduction to the FCE Exam

Welcome to FC’s 3. Exam Familiarisation Cambridge Open Class

1 5. Use of English. Part 1. Multiple-choice cloze

Paper 1 • Summary and OCFB Strategies and

7. Reading. Part 5. Multiple choice.

Use of English and

Introduction to the FCE Exam

11. Use of English. Part 1. Multiple-choice cloze. Cambridge

FCE Preparation Course

Paper 1 • Summary and OCFB Strategies and Peer

16. Listening. Part 2. Sentence completion.

Introduction to the FCE Exam

19. Use of English. Part 4. Key word transformation. Cambridge

• Task description Handbook 2015 Peer

FCE Preparation Course

22. Use of English. Part 3. Word formation. Cambridge

Reading and Use Strategies and

Introduction to the FCE Exam

26. Use of English. Part 1. Multiple-choice cloze

• Summary and OCFB First Class Writing Peer

FCE Preparation Course

Listening • Presentation of vocabulary and useful phrases Peer

Introduction to the FCE Exam

• Presentation of vocabulary and useful phrases Strategies and

FCE Preparation Course

First Class Open Class

Paper 1 • Summary and OCFB Skills First Class Peer

• Summary and OCFB Strategies and

Introduction to the FCE Exam

English Strategies and

• Summary and OCFB Strategies and

FCE Preparation Course

Paper 1 • Summary and OCFB Skills First Class Teacher´s

• Summary and OCFB Teacher´s

Introduction to the FCE Exam

50. Use of English. Part 2. Open cloze.

English • Summary and OCFB manual Teacher´s

Listening • Summary and OCFB Strategies and Teacher´s

FCE Preparation Course

54. Writing exam

FCE FCE Teacher´s

FCE FCE Teacher´s

Introduction to the FCE Exam

56. Full Use of English and Reading exam.

Skills & Strategies

From 2008 FCE Writing paper has two parts:

You write 140 – 190 words.

Avoid copying phrases from the input.

In Part 2, you choose from a variety of tasks. These may include:

How is the exam assessed?

• range of structure, vocabulary and expression

• effectiveness of organisation, including paragraphing and linking devices

• accuracy of grammar and spelling

• awareness of the situation and target reader.

4 essentials for good answers

1. Answer the question

Make sure you answer the question exactly and no more.