Cambridge English: First

Guidelines
General information:
There are two versions of Cambridge English: First available: Cambridge English: First and Cambridge
English: First for Schools. Both follow exactly the same format and the level of the question papers is
identical. The only difference is that the content and treatment of topics in Cambridge English: First for
Schools have been particularly targeted at the interests and experience of school pupils.

At this level, students should be able to use the main structures of the language with some confidence,
demonstrate knowledge of a wide range of vocabulary, and use appropriate communicative strategies in a
variety of social situations. Their understanding of spoken language and written texts should go beyond being
able to pick out items of factual information, and they should be able to distinguish between main and subsidiary
points and between the gist of a text and specific detail. They should be able to produce texts of various types,
showing the ability to develop an argument as well as describe or recount events.

FCE is at Level B2 of the Common European Framework of Reference for Languages. Therefore,
students should be able to communicate confidently in a range of familiar environments and using English
spontaneously.

The text types which can be handled by learners at this level include:

Newspaper and magazine articles

Reports

Fiction

Advertisements

Correspondence

Messages

Information material (e.g. brochures, leaflets and manuals)

The kinds of listening texts they need to handle are:

Monologues and dialogues: answerphone messages, information lines, commentaries, radio

documentaries and features, instructions, lectures, news, public announcements, advertisements,
report speeches, stories and anecdotes, talks.

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Students at FCE Level
Listening and Speaking
CAN identify the expression of
feelings and attitudes such as
criticism, disapproval, agreement,
and so on.
CAN start, have and end
Overall general ability
conversations on a fairly wide
range of topics.
CAN follow a talk on a familiar
topic.
CAN follow TV programmes and
films if they are spoken at a
normal speed and in standard
English.
CAN understand and discuss the
stories in films, books, and TV
programmes with friends.
Social and Tourist
CAN ask for clarification and
further information, and is likely to
understand the answer.
CAN keep a conversation on a
fairly wide range of topics.
CAN ask for factual information
and understand the answer.
CAN ask for clarification and
further explanation and will
probably understand the answer.
CAN express own opinion and
arguments to a limited extent.
School and Study and
work CAN answer predictable or
factual questions.
CAN check that all instructions
are understood.
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Reading and Writing
CAN express views, feelings, and
opinions effectively in writing and
give reasons.
CAN find relevant information in
texts.
CAN make notes while someone
is talking, or write a letter including
non-standard requests.
CAN read the media for
information quickly and with good
understanding.
CAN write emails and letters
which are more or less formal,
according to how well he/she
knows the person he/she is writing
to.
CAN write about events and
experiences in a detailed and
readable way.
CAN express opinions and give
reasons.
CAN write essays on topics he /
she has clear opinions about, and
present his / her argument.
CAN read and understand factual
texts on topics he / she is not
familiar with, if he / she can use a
dictionary.
CAN understand the general
meaning of non-routine letters and
understand most of the content.
CAN make simple notes for study
purposes, capturing the most
important points.
CAN write simple reports and
present arguments using a limited
range of expressions.
Marks and results
The final mark a candidate receives in FCE is the total of the marks obtained in each of the five papers
(Reading, Writing, Listening, Speaking and Use of English). There is no minimum pass mark for
individual papers. Each skill carries equal weighting, providing 20% of the total marks each.

There are three passing grades:

Candidates who have not achieved a FCE passing grade but have demonstrated ability at the CEFR
below this are awarded level B1.
Candidates with a score below B1 will receive a Fail grade.

Exam content:

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How to work with the different papers
in class
Reading
Make sure students are exposed to a wide range of texts both in class and at home.
When working with reading in class, always give students a pre-reading task so as to foster prediction and stimulate
interest in the topic in question. Try to work with the different reading strategies and encourage students to interpret the
meaning of more complex passages as well as read between the lines when necessary, identifying the author’s attitudes,
mood and tone.

Train students on reading instructions carefully and on transferring answers to the corresponding answer sheet. You
should also guide them regarding the allotment of enough time to each one of the tasks in order for them to use time
efficiently.

Warn students about the risks of ‘word spotting’ (assuming that an option must be correct simply because it contains a
word that is also in the text) and encourage the underlining of evidence which justifies their answers and discussion of
this in class.

When working with gapped texts, encourage students to read the passage once before tackling the questions in order to
get a general idea about it. Remind them of the importance of using key words so as to select the sentence which fits the
gap and therefore the text (e.g. linking words, pronouns, etc) coherently, taking into account the information that
appears both before and after the gap.

Writing

Make sure students are familiar with the paper and the range of task types and topics they may have to tackle. Provide
them with enough training regarding reading questions carefully, underlining key words and paying special attention to
the target audience and communicative aim in each case.

Encourage them to plan before writing and to look for opportunities to develop ideas and show their range of language.
Make sure they use a variety of cohesive devices for ideas to flow logically and for the reader to find the piece easy to
read.

Encourage students to use complex language, as credit is given for this, although they should be careful not to make
many mistakes, especially if these impede communication.

Remind students of the importance of using correct spelling and punctuation, since these may impede communication as
well, and the importance of including all the information provided – including the notes – in order to fulfill the task
successfully.

Successful answers to Part 1 include all of the content points and expand them where appropriate with relevant ideas
and information. Work on identifying phrases such as ‘give details’, ‘say which and why’, ‘give opinions’, for students
to have a clear idea of what they have to do. Train students on proofreading for them to edit their work and identify
opportunities to include a wider variety of expressions and structures. Also remind them of the importance of
paraphrasing when using the input provided, since lifting segments of language is penalised.

Students should also be careful regarding the level of formality used and the use of paragraphs.

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Use of English

Students should be encouraged to read extensively in order to acquire new vocabulary and become acquainted with a
range of lexical items and grammatical structures.

Encourage students to read the title of the different texts presented and to make predictions on the topic dealt with. This
will help them activate schemata and be ready to tackle the corresponding activity. They should also read the texts
quickly to get a general idea about the topic before attempting the task set.

Train students regarding time management for them to allocate enough time to each part and also to transfer answers
onto the answer sheet.

Remind them that correct spelling is essential in all parts of the paper.

Make sure you give students enough practice regarding the identification of subtle differences in meaning between
words, since this is required in part 1. Being aware of the different grammatical patterns and collocations is as important
as knowing the meaning of individual words.

Remind students that the chosen words should fit the sentence, and in order to achieve this, special attention should be
given to the sentences before and after the gap. Students should also read the whole text once they finish so as to check
their answers make sense with the rest of the passage.

Listening

Expose students to different audio materials regularly, as this will help them improve their listening skills, as well as
acquire new vocabulary in context. Classroom discussion activities also provide good practice regarding listening.
Work with pronunciation on a regular basis for students to be aware of how the different words are stressed. Make sure
you do a pre-listening activity in order to activate students’ background knowledge on the topic and for them to predict
the kind of vocabulary they might hear.

Provide students with plenty of practice on reading tasks and options within the time set, as they may find it difficult to
read everything before the recording starts and it is essential for them to have a clear idea of what to focus on while
listening.

Speaking
Candidates should be given plenty of opportunities to practise speaking in class, both in pairs and groups. This will give
them valuable practice with regards to initiating, maintaining and ending conversations, as well as agreeing, disagreeing
and negotiating. Make sure they have opportunities to practise giving information about themselves and to give
complete and spontaneous answers.

Students also need to have practised speaking for a minute on a regular basis and learn how to organise ideas in a
logical way. This can be done by bringing different photos to class and having students describe what they can see,
compare the photos, speculate about them and answer a given question.

Make sure students are aware of the different parts in the exam and the interaction patters to take place in each.

Train students to paraphrase when they do not know or do not remember a word.

Discourage students from memorising speeches or phrases, as using these may sound unnatural. Instead, give them the
possibility to think of different answers for each questions and the chance to practise answering exam-like questions
regularly.

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As for part 3, remind students that they do not need to reach a decision, provided that they have discussed the visual
prompts fully. It is of paramount importance that candidates interact with one another, taking turns, agreeing,
disagreeing and negotiating towards an outcome. Students should also be reminded of the importance of making
positive contributions throughout the discussion, rather than just give information about the task or the visual aids.

You should therefore make sure that students acquire the necessary functional language useful to these discussions in
class.

To practise for part 4, students could be systematically asked to think of possible questions on different topics and then
interview their partners using the questions they came up with. Students should be reminded that they need to give
extended answers and justify their opinions, as well as provide examples and anecdotes when appropriate.

Taken from FCE / FCE for Schools Handbooks for teachers

For more information, visit http://www.cambridgeenglish.org/

Booklist 2014
PET
FCE
-NEW READY FOR FCE (Student’s Book + Workbook) (Macmillan)
-First Certificate Practice Tests Plus New Edition(Pearson)
(Nick Kenny / L. Luque Mortimer)
Or
-FCE for Schools Practice Test (Express Publishing)

-Speaking Preparation Pack

OR

-FIRST CERTIFICATE MASTERCLASS - NEW EDITION

- Student's book + Workbook
OR
- Student's book with access to ONLINE SKILLS PRACTICE + Workbook
-First Certificate Practice Tests Plus New Edition (Pearson)
Or
-FCE for Schools Practice Test (Express Publishing)

-Speaking Preparation Pack

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