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Paper Paper 1: Reading
Task type Task description Part 1: multiple choice Part 1: answering four-option multiple-choice
(8 questions) Part 2: gapped text (7 questions) Part 3: multiple matching (15 questions) Paper 2: Writing Part 1: a compulsory • 1 hour 20 minutes task, 120-150 words Part 2: a choice from • 2 parts four options, 120-180 words • 1 hour • Three parts • 30 questions in total
Paper 3: Use of English Part 1: multiple-choice
• 45 minutes • Four parts • 42 questions
cloze (12 questions) Part 2: open cloze (12 questions) Part 3: word formation (10 questions) Part 4: key word transformations (8 questions)
Paper 4: Listening Part 1: multiple choice • Approximately 40 (8 questions) minutes Part 2: sentence completion • Four parts, all played twice (10 questions) Part 3: multiple • 30 questions matching (5 questions) Part 4: multiple choice (7 questions) Paper 5: Speaking Part 1: interview
• Approximately 14 (3 minutes) Part 2: individual long minutes turn (4 minutes) • Four parts Part 3: collaborative task (3 minutes) Part 4: three-way conversation (4 minutes)
questions on a text Part 2: deciding where jumbled sentences fit into gaps in a text Part 3: deciding which text or part of a text contains information given in a set of questions or statements Part 1: processing the input material provided and using it to produce a text or texts as required Part 2: writing for a specific reader, using the appropriate format and style as required in the instructions Part 1: choosing the correct word or phrase to fill gaps in a text; focus on vocabulary Part 2: filling in gaps with the appropriate word; focus on grammar Part 3: changing the form of given words to make them fit the gaps in a text; focus on grammar and vocabulary Part 4: using a given word to complete a sentence so that it means the same as a previous sentence; focus on grammar and vocabulary Part 1: answering one question about each of eight short extracts Part 2: extracting specific information from a monologue or conversation Part 3: listening to five 30-second monologues and selecting the five correct options from a list of six possibilities Part 4: listening for specific information, attitudes and opinions in a monologue or conversation Part 1: a conversation giving personal information; focus on social and interactional language Part 2: each student speaks for one minute, commenting on visual prompts and also gives a brief response to the other candidate's turn Part 3: students interact and negotiate to solve a problem or make a decision Part 4: examiner-led discussion developing the topic of Part 3; focus on expressing and justifying opinions and ideas
used in this booklet
FAOS = Frequently asked questions 0= Ouestion A 2
Paper 1: Reading
How long is the paper? How many parts are there? What kind of texts will be used?
1 hour Three A selection from newspaper and magazine articles, reports, correspondence (e.g. letters). extracts from novels or short stories, brochures and guides, advertisements and messages. Each text will be around 550-750 words. The whole paper will be around 2,000 words in total. Parts 1 and 2: two marks for each correct answer Part 3: one mark for each correct answer
How long will each text be?
How is the paper marked?
Part 1 • One text • Eight multiple-choice questions • Four options for each question
• One text • Seven missing sentences • Candidates choose the correct seven sentences from a selection of eight
• Either one text or a selection of short texts • Fifteen multiple-matching questions or statements • Candidates match the questions or statements to a section or subject in the text(s)
What is being tested in ... ... Part 1? detail. opinion, gist, attitude, tone, purpose, main idea, meaning from context, text organisation features (comparison, etc.) text structure, cohesion and coherence specific information, detail, opinion and attitude
... Part 2? ... Part 3?
Q What type of text is this?
A The sample paper provided is an excerpt from a novel. Text types can include newspaper and magazine articles, reports and brochures. Q Do students have to know what happened before or after? A No. They have all the information they need on the page.
Q How many questions are there? A There are always eight questions. Q How many options are there in each question?
A There are four. One of them is the correct answer, but the other three may look tempting.
the question is not a question but an incomplete sentence. Why? A Sometimes an incomplete sentence is clearer than a question. In question 7. the incomplete sentence is used instead of 'What did the look on Dora's face indicate to Christian?'
Q Do the questions follow the order of the text?
A Yes, they always do.
Look at these students' statements about Part 1 of the Reading Paper. Are they true or false? How would you reply to these students? 1 I can do Part 1 quickly. 2 I should underline the words I don't know. 3 There will be a question about a word I don't know. 4 I should try to answer the question without looking at the options. 5 There can be two correct answers to a question. Now read the answers. Were your replies the same? False. To answer rnultiple-chcice questions you have to read the text and the options very carefully. 2 False. Don't worry too much about words you don't know. You may be able to guess the meaning by reading the text around it. 'Besides, you don't need to understand every word in order to answer the questions. 3 True. This is to test whether you are able to understand the meaning of an unknown word from the context. This is a very useful reading skill. 4 True. It is a good idea to read the question, underline the key words in it, and try to find the answer in the text before looking at the options in any detail. When you think you have the answer, read each option carefully and make sure the other three are incorrect. 5 False. There is only one correct option. Read the two options and the text carefully again. 1
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it may be useful to ask students to analyse their answers either before or after you correct them.Reading FAQS Part 2 Q What type of text is this? A The sample task uses an article. Q Are the options all jumbled up? A Yes. 1 Choose two answers and talk about why you decided they were the correct answers. One of the sentences is not needed.how the different sentences are linked.in this part you have to keep your options open until you have found all the answers. Which of the sentences seemed correct? 6 . Task preparation Make notes on how you would tell students to approach this task. cross out that sentence so that you don't read it again. As you read. even for the last gap. Q What has been taken out of the text? A Seven sentences have been taken out. Text types include reports. Underline the words that linked the gapped sentence to the one before and after. Read the whole paragraph again to make sure it reads well. You need to read and re-read the sentences before and after the gap. If you are sure of an answer. • • • • Task follow-up After completing this task. This task requires detailed reading. fiction and informational material. Then read each paragraph very carefully and choose a sentence to go in the gap. write them down and return to that gap later to decide which one is the correct one. vocabulary and grammar. 2 Talk about the gap you found the most difficult. You have to pay attention to meaning. you may find that you want to change an answer. This task tests your understanding of the structure of the text . This is there so that there will always be a choice. Q Is the number of gaps the same as the number of options? A No. It is a good idea to underline the links between the gapped sentence and the one before and after. they are. Was your approach the same? • You should read the base text first (not the sentences) to get the general meaning. How would you ask students to do this? Read the suggestions below and think about more questions you could ask. If you think two sentences look OK for a gap. . There are seven gaps and eight sentences. Read the notes below. Don't worry .
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Students must read the whole text to find the answers. Is there a fixed number of questions in this part? A Yes. read that part of the text carefully to make sure the answer is there. • To find the answer in the text. How much of the text was not needed for any of the answers? Put brackets round the sentences which were not needed. • Task follow-up A lot of students waste time in this part of the exam by reading the entire text in detail. When you find it. Then move on to the next question. they won't. but there may be up to six texts in the exam. If you read the full text first. You can write them in any order. If you find exactly the same word. There may be fewer actual questions when some of them require more than one answer. look for a different way of saying the same thing. read again carefully because it may not be the answer to the question. Skim through the text quickly to understand what it is about. After they complete a Part 3 task. a a Task preparation How would you tell your students to approach this task? Make notes and then compare them with the approach below. there will always be two or three numbered blanks next to the question. Students often need proof that you do not need to do this.e. i. The text contains lots of information that you do not need.Reading Part 3 FAQS a A How many texts are there? In this sample task there are four texts. Will the questions follow the order of the text? A No. try asking them the following questions to help them understand this better. • You can do this task more quickly than Parts 1 and 2 because you do not need to read each section carefully. there are always 15 blanks to fill in with a letter. the same idea expressed in different words. you may run out of time. Then read each question in turn and look for a similar meaning in the text. If the answer is in two or three of the texts. Ignore all the information which is not relevant to the questions. • Sometimes there is more than one correct answer. 8 . 1 2 Did you find unknown words in the text? Which were they? Did they cause you any problems? Why? Look at one text in pairs.
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26 A. 21 D. 7 D. 17 A. 20 B. 3 C. 13 C. 29 D.Reading PART 1 1 B. 22 A. 15 D PART 3 16 C. 6 C. 8 B Answer Key PART 2 9 H. 12 F. 19 B. 27 C. 10 E. 14 G. 30 C 10 . 24 B. 2 D. 5 A. 11 A. 23 C. 18 D. 4 B. 25 A. 28 B.
.. Part 2? 11 .. a review. describing....•. a report.. accuracy. How long is the paper? How many parts are there? How long is each part? 1 hour 20 minutes Two Part 1: 120-150 words Part 2: 120-180 words What kind of thing do candidates have to write? Part 1: (Question 1) a letter or an email Part 2: (Questions 2-4) one of: an article. justifying.based on a set text) one of: an article. and awareness of audience... expressing opinions. Part 1? advising. apologising. describing.. a report.Paper 2: Writing ~~~~~ ••••••••••••••••••••••• •••••••••••••••••• ~ . a letter.•. a letter. comparing.. recommending. range of language.•.. organisation and cohesion. a story (Questions 5a and 5b . suggesting advising. an essay. comparing.. a review How is the paper marked? Both parts carry equal marks. explaining. an essay.. The examiners are looking for: content. persuading.... recommending ..•. justifying. Part 1 • Compulsory • Input material of up to 160 words • All input material must be dealt with in the answer Part 2 • Candidates choose one option from questions 2-5 • Instructions of no more than 70 words • Questions 5a and 5b give options for those candidates who have read one of the set texts What language might be focused on in . expressing opinions. explaining.. .
these questions are based on the sample task on page 13. which includes spelling and grammatical accuracy. they will lose marks. what else do you have to do? (give reasons of why you like it there) 5 What kind of details does the last note ask you to give? (cheap accommodation) 6 When you write your email. tell them to do it as neatly as they can. For example. they must write 120-150 words. Q Do candidates have to include all the information from the input material? A Yes. Q Should students write everything on rough paper and then write it again on the exam paper? A No. If they miss out any part of the required information. If they have to cross out words or sentences. Task preparation Students should always prepare before they begin their answer. Apart from mentioning a lovely part of your country. Q Is it really important to use paragraphs and to write clearly? A Yes. Tell your students that they should always try to write at or near the upper limit (150 words) because if their answer is too short. they may not have included all the information required. number of words or over the maximum? A A few words more or less do not matter. that would be a waste of time. 1 Don't be in a hurry to start writing! Read the introduction to the task carefully. Can you say that you'll be there and suggest something you could do together? (no) 3 Look at the second paragraph.Wri ting Part 1 FAQS Q How many words do candidates have to write? A For Part 1. Q What if candidates make spelling or grammar Q What if candidates write under the minimum mistakes? A Tell your students to re-read their writing at the end to check for silly spelling or grammatical mistakes. A piece of writing which is divided into two or three paragraphs and is in clear handwriting will create a good first impression. how are you going to start? (Dear Jennie/Hi Jennie) 7 Do you need to sign your first name at the end? (yes) 12 . The Writing paper is assessed on ability to communicate correctly. A good way to get students in the habit of doing this is to ask them questions about each task they do in class. What do you need to tell Jennie about? (a form of cheap transport) 4 Look at the third note. They should write directly on to the question paper. it is. Why are you writing to Jennie? (to answer her questions about visiting your country') 2 Read Jennie's email and the notes. Remind them that in Part 1 they only need to refer to the information that is required.
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tformal or informal). a report. a letter. • Range of language: You have used varied vocabulary and structures at FCE level. What kind of thing will candidates have to write? A Candidates can choose between several options. which might include an article. an essay. a a a a a Task follow-up Students are often confused by marking criteria for writing tasks. For FeE Paper 2. Tell students to jot down any words that they may want to use so that they do not forget them. for example? A They can invent and use their imaginations as much as they like. candidates must write 120-180 words. Tell them to think about whether they have some interesting vocabulary and language they could use for a topic. With such a wide choice. • Effect on target reader: The person who reads your composition would be clearly informed. Question 5 will always be two options for those candidates who've read one of the set texts. organisation. They should write down the points they want to include and roughly the order they will follow. It does not matter if it is not true. a review or a story.Wri ting FAQS Part 2 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• How many words must candidates write? A For Part 2. 14 . • Organisation: The different points follow each other clearly. range of language and effect on target reader. Is it a good idea for candidates to make a plan of what they want to write? A Yes. • Register: You have written in an appropriate stvle. Do candidates have to write about a real experience or can they pretend they saw a show. register.are they similar to yours? • Content: You have included all the points in the rubric. Read the notes below . Make notes on how you would explain these five areas to your students. Remind them not to write the whole piece. the examiner will consider five areas: content. how can candidates be sure to choose the one that is best for them? A Tell your students to choose a topic they feel confident they can write about and not to choose a topic they know nothing about. just the main idea for each part.
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One day my grandfather phoned me and said that he had a really special story to read me.if ~ou a.ve loved -to be here -to see ~ou~ but T'II be on hollda.a. ~e used to read me lovely stories from a collection of books he himself had read when he was a child.rrt -to spend a.Wri ting PART 1 Question 1 .nd. like mel My grandfather had written the story himself.~self In cSeptem.Email Sample answers .nspor-t.n jive ~ou a.ber.niastic.~ In AUjust.ber it is a. jood idea. I used to visit my grandfather every weekend and during the holidays. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Dear Jennie Wha.lso m.nds. and: T'II sta. [162 words] 16 .ore expensive.ove.nd o. lot of m.Article My best Childhoodmemory When I was very young.vel b~ coach.re also nice quest HOUses outside h0 cities. -the scenery of mountain: and. T'd deflnite/~ jO +o cScotla. Tn -this courrtr~~ If ~ou don'-t Wa. -to hook Tbere a. and at last Saturday came and I went to his hOUse.~lnj In pla.ces chea. brea. and it was the most beautiful story I had ever heard.re ver~ fa.ply is +o jO -to Youth Hostels~ but rem.-t news! T would ha.rt With -tra. T-t will alzo be a. =» t. lochs is [a.~~ T ca.l<. see -the Hiqhla. 5m.1I-the Inform.re visitinj lots of bus~ cities.-t:rea.st~ but -the~ a. Train: a.-tion ~ou need.re a.1/~ [148 words] PART 2 Question 2 . I loved those stories because they were 50 different from the stories in television cartoons and the books had beautiful illustrations. An~wa. r= Your best chance of sta.one~~ it 15 best -to -tra. I still have the story. I couldn't wait for the weekend. and one day I Shallread it to my own grandchildren.~ m.d: known~ T would have jone on hollda. Tf ha. Tf T Were qou.We sat down in the garden and he opened a big notebook and began to read the story. It was about a girl whO was seven yearS old and was called Lisa.em.
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Part 1? ...•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Overview Paper 3: Use of English 45 minutes Four Part 1: shade in the correct 'lozenge' on the answer sheet Parts 2. 2 and 3: one mark for each correct answer Part 4: two correct marks for each correct answer (one mark if the answer has one mistake) Part 1 • One text with 12 gaps • Four options for each gap Part 2 • One text with 12 gaps • Candidates write one word to complete each gap Part 3 • One text with 10 gaps • A stem word is provided for each gap • Candidates must use this stem to form the correct words to complete the text Part 4 • Eight pairs of sentences • Candidates use two to five words to complete the second sentence so that it means the same as the first sentence What language is focused on in .. Part 4? Lexical/lexico-grammatical Grammatical/lexico-grammatical Lexical/lexico-grammatical Lexical and grammatical 18 .. .....one letter per box How long is the paper? How many parts are there? How do candidates write their answers? How is the paper marked? Parts 1. Part 3? .. 3 and 4: write the answer in capital letters in the boxes on the answer sheet . Part 2? ..
There is only one answer to each question. Look at the sample task. Task preparation It's very useful for students to read the text through and think about the meaning before looking at the questions in detail. Which of the words did you choose? Why? 19 . they should leave the question and come back to it later. a Does this task just test understanding of grammar? A No. Tell your students to re-read the text when they've finished to make sure all of their answers make sense. it can't be done quickly. Then read again very carefully and choose one option (A. how words are used together in sentences. so they have to choose. 2 = what he did as a result. Example questions: 1 Choose two answers and talk about why you chose your answer. B. Remind your students that you don't lose marks for wrong answers. If candidates can't do a question. How would you engage students' interest in the text? What questions could you ask them? Example questions: 1 What type of text is it? (an article) 2 What are orcas? (a type of whale) 3 Where did John go to see the orcas? (Canada) 4 What is the topic of each paragraph in the text? (1 = how John got interested in orcas. Can candidates give two answers if they're not sure? A No. C or D) to go in each gap. a a a Should candidates read through the text more than once? A Yes. 2 Talk about the gap you found the most difficult.••••••••••••••••••••• P t1 ~~ Use of English _ . 3 = what happened on that da0 Task follow-up Get students to think about how they approach the task by asking them to discuss it in pairs. This task requires detailed reading.~~ FAQS a Should candidates read the text or the options first? A Candidates should: Read the whole text first (not the multiple-choice options) to get the general meaning. Underline the words before and after the gap that helped you make your choice. so you have a one in four chance of being right.~. . Read the text before and after the gap to make sure the answer really fits. This task tests understanding of both vocabulary and grammar. and how sentences are linked together to make a text. Candidates have to know the words. should they guess? A Yes. If candidates are not sure.
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(for) Task follow-up After you've corrected the task with the class... 1 Choose two answers you got right and tell your partner why you chose that answer.. For example: 1 2 3 4 5 6 7 8 A drum is a musical instrument which you play . Underline the words before and after the gap that helped you make your choice. Q To do this part. more about drums... without looking at the gaps. Q Should candidates read the whole text in detail or should they just con- centrate on the gaps? A Tell your students that they should always read the whole text first.. should they guess? A Yes.. Tell your students not to start writing in their answers until they have understood the whole text.. related to the topic of the task. This task tests understanding of both vocabulary and grammar. (than) How long does it . (known) Some drums are bigger others.. start with a few sentences (each missing one word).. (with) It's not easy to learn .. but the words needed are usually grammatical words.. so don't leave any gaps blank... discuss why it was hard. you don't lose marks for wrong answers. Now you know the answer. to play the drums. Candidates do not need specialist topic knowledge to complete the text.. to learn to play the drums? (take) Drums have been important in Japanese music .••••••••••••••••••••••• P Use 2 English t of ar .. FAQS Q Should candidates read the whole text through before filling in any gaps? A Yes.. In the FCE exam.... (how) There's a website where you can find .. (out) Unfortunately.. The words they are looking for are the grammatical words. ask students to discuss the following questions.. Q If candidates can't do a question. able to play the drums. I'm .. Q Are most of the missing words related to the topic? A No. 21 . do candidates have to know their grammar? A Yes.. a stick.. they aren't. they should look carefully at the text before and after the gap and think about the meaning of the whole text when they do each question. (not) The Japanese drum is as a taiko.. which they can complete in groups. Task preparation If your students are not confident at this task.. After that. 2 Talk about the gap you found the most difficult.... centuries.
it is important that students know how and when to use a range of suffixes and prefixes. Q Will students be marked down for getting an answer wrong? A No. Task preparation For this task type. they won't. it is very important. If they don't know an answer. Tell them to walk around the classroom.they might be lucky! Q Is spelling important for this part of the exam? A Yes. Each word will need at least one change.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Part 3 FAQS se 0 Q What should students do first . to make sure they understand it. Q Can students write two words if they're not sure which is correct? A No. tell them to guess . comparing cards with other students until they find their 'match' Remind them that they may have to make other changes so that the suffixes 'fit~ Examples: Words with matching prefixes undisinoverextrareenundermissupersafe advantage appropriate coat ordinary cycle joy line understand market Words with matching suffixes invent comfort youth fascinat(e) geograph(y) gold popular behav(e) commerc(e) mountain -ion -able -ful -ing -ical -en -ity -iour -ial -ous 22 . Tell students that if they are not sure. Understanding the context will make it easier to fill in the gaps. The word must be spelt correctly to get a mark.read the whole text or read it line by line? A Students should always read the whole text first. they should leave the space and come back to it at the end. To give them practice and confidence in this. Q Are there some words that don't need changing? A No. There is only one answer to each question. there aren't. give each student in your class a card with either a word or a suffix/prefix written on it.
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Terry wishes he hadn't borrowed his brother's bicycle. please?' said Terry to his bro her. so they can do one at a time. can't) count as two words.••••••• Part 4 ••• •• •••••••••• FAQS Use of English ••••••••• • • • •••••• ••• • •• • ••••• for candidates to read all the questions before attempting any? A No. Terry was really looking forward to riding his brother's brc c e 24 . Each question is separate and unconnected with the others. Terry found riding his brother's bicycle exciting. Terry couldn't wait to ride his brother's bicycle. Q Is spelling important? A Yes. Q How many words are needed to complete the sentence? A At least two. Write pairs of sentences that mean the same thing. comparing sentences with their classmates until they find their 'match' Examples: 1A B 2A B 3A B 4A B 5A B Terry regrets borrowing his brother's bicycle. Task preparation Students often need a lot of practice at making sure the two finished sentences actually mean the same thing. Q Will candidates always have to change the words that appear in the first Q Is it important . Q Can the key word be changed? A Definitely not! The key word must remain exactly as it is. Q Does the second sentence always have to mean the same as the first? A Yes. Contractions (e. it does. Cut them up and give each person in the class one sentence. Tell them to walk around the classroom.g. There are two marks and students can get one of them if they only make one mistake. No information should be left out and nothing new should be added. Students will not get marks if their spelling is inaccurate. it is. sentence? A This depends on the sentence. Terry had never ridden his brother's bicycle before. Terry asked if he could borrow his brother's bicycle. Q Does the answer have to be perfect to get any marks? A No. 'Will you lend me your bicycle. but no more than five. Terry felt excited when he rode his brother's bicycle. Sometimes the words will need to be changed and sometimes not. It was the first time Terry had ridden his brother's bicycle.
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3 A. 1 B. 24 WHAT PART 3 25 EOUIPMENT 26 COMPETITIONS 27 MANUFACTURERS 28 EASILY 29 RELIABLE 30 IMPROVEMENTS 31 IMPRESSIVE 32 POPULARITY 33 UNSAFE 34 COMEBACK PART 4 35 (THAT) HE HAD NOT GONE 36 LOOKING FORWARD TO (SEEING/WATCHING) 37 STILL WOULD NOT/WOULDN'T 38 WASTHE FIRSTTIME (THAT) 39 UNLESS CAROL WATERS 40 MAKE AN EFFORTTO 41 THERE AREN'T/ARE NOT AS MANY 42 IS NOT WIDE ENOUGH 26 .Use of English _ ~~~ ~~~ •• •••••••••••••• • • • •••••••••••• PART 1 ••• . 20 ABLE. 8 C. 21 FROM. 10 D. 7 C. 14 SUCH. 5 C. 17 AS. 15 MADE. 23THEM. 4 D. 19 SINCE. 2 D. 11 A. 9 A. 18 OR. 22 MORE. 16 WHOSE. 12 B PART 2 13 ON. 6 B.
relationship. Part 2? .. Interacting speakers could include: interviews. candidates are given five minutes to transfer their answers to the separate answer sheet. etc.. place. specific information . lectures.. main idea. opinion. conversations. Part 11 general gist. Part 3? .. purpose. How do candidates write their answers? It is best to write directly on the question sheet while listening to the recordings. gist.~e~:l... Part 4? 27 . topic. function. specific information. •••••••••••••••••••••••••••••••••••••• What kind of texts will be used? Monologues and texts with interacting speakers. Each part is heard twice. One mark for each correct answer. attitude. ~ . attitude. purpose . situation. etc. opinion. detail. stated opinion general gist. . agreement. radio documentaries. advertisements. anecdotes and lectures. genre. detail. At the end. detail. genre. How is the paper marked? Part 1 • Eight unrelated extracts • One question per extract • Three options for each question Part 2 • A three-minute recording • Ten sentences with a gap in each • One to three words are needed to complete each gap Part 3 • • • • • Five related monologues Six 'options to choose from A three-minute recording Seven questions based on the recording Four options for each question Part 4 What is being tested in . Monologues could include: answerphone messages... agreement. relationship. radio plays and transactions. place.e~ How long is the paper? How many parts are there? Paper 4: Listening Around 40 minutes Four. attitude.. function. topic.. situation. opinion.
............ ...... Q How long are the extracts and how many times are they played? A They are around 30 seconds long each and each one is played twice........... A Women are particularly good at it..... Part 1- Q How many questions are there? A There are eight extracts and each extract has one question... However... A how long it takes B how much it costs C how frequently it runs 3 ? You hear a novelist talking on the radio about a newspaper editor........Listening FAQS Q How many multiple-choice A Three for each question.. it will give them more confidence when approaching the task.. Students should listen carefully to the introduction so that they know how many voices they will hear........... a brief introduction to each makes students aware of the context...... ... ... students were able to come up with similar questions and options... 2 ? You hear two colleagues talking about travelling to work ....... Q Will all the extracts be monologues? A No.. What form of exercise does he recommend? A B C .... B It is not as dangerous as people think..... What did the editor do for him? A B C . . Examples: 1 You hear a woman talking about her job ... 28 ...... Task preparation Help students to understand the links between the questions and the options before they attempt a listening task...... If you emphasise that even before listening... they are completely unrelated. 4 You hear a health specialist talking on the radio about exercise.. ...... .......... They are sometimes monologues and sometimes exchanges between interacting speakers........... and demonstrate to them how the task works... C Formal training is essential...... options are there? Q Are the extracts connected in any way? A No................ Delete part of the question or some of the options from a task and ask them to guess what goes in the spaces.
C She introduced him to well-known authors. How does she feel about it? A doubtful about how much work it will involve B upset about having to do the work herself e concerned about what other people will say 6 You overhear a man making a telephone call. B It has an unrealistic plot. For questions 1-8. B She published some of his work. What does she say about it? A Women are particularly good at it. C Formal training is essential. B or C). 1 You hear a woman talking about her job. What did the editor do for him? A She increased his self-confidence. choose the best answer. Why is he phoning? A to change an arrangement B to correct some information to complain about a service . B It is not as dangerous as people think. 2 You hear two colleagues talking about travelling to work. What form of exercise does he recommend? A gym workouts B walking C swimming 5 You overhear a woman talking about organising a conference. (A. 8 You hear part of a play on the radio. 4 You hear a health specialist talking on the radio about exercise. What does the woman think about it? A It is poorly acted. What made the man decide to use the bus? A how long it takes B how much it costs C how frequently it runs 3 You hear a novelist talking on the radio about a newspaper editor.PAPER 4: LISTENING Part 1 (questions 1-8) Sample Test Part 1 You will hear people talking in eight different situations. e It lacks originality.e 7 You overhear two people talking about a soap opera. Who is the man talking to? A his boss B his lawyer e his wife 29 .
students have 45 seconds to read the questions in the exam. in question 9. Would 'school' work here? How about 'college'? 2 Do you need an adjective or a noun. because of the verb 'are' after the gap. but some will need two or three. Can candidates use their own words to complete the gaps? A No. Tell them to use this time wisely! Ask them questions about the task to get them in the habit of predicting the missing words. we are looking for the name of a type of place that offers training for chefs. give them sections of the audio script after they have done the task. we know we need a noun because of the definite article before the gap.Listening FAQS Part 2 . a How many words are missing from each sentence? A A lot of the sentences can be completed with one word. It could be either a monologue or interacting speakers. All the words they need will be in the recording. To raise awareness of this. Example: 1 Which words would fit within the context? For example. singular or plural? How do you know? For example. Ask them to underline the sentences that give them the answers and in small groups. Will the task always be based on a monologue? A No. they will not hear exactly the same sentences in the recording as they read on the question paper. We know it must be a plural noun. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• a How many sentences have to be completed? A There are ten sentences. a a Task preparation Before listening to the recording. Task follow-up While students will hear all the individual words they need. 30 . in question 12. compare how different they are from the task sentences.
students will hear the recording twice. 31 . give them the audio script after doing the task and ask them questions to help them see where the distractions were and why they were wrong. 2. even when listening to the fifth monologue. Q Are the monologues related? A Yes. To get students out of the habit of just word spotting to find answers. Who are they? ( 1. in the sample task the topic is holiday experiences. there are often 'distractions' (answers that seem correct because of the language used. Each one gives a short monologue of around 30 seconds. Task preparation To train students to read the questions carefully and make sure they understand them. Tell them to think of another way of expressing the main ideas in each option and then compare answers as a class. they are related by topic. 3 and 4) What do they say about work? 3 Two of the speakers mention short breaks in different ways. Tas~ follow-up In this task. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Q How many speakers are there? A There are always five speakers. ask them to look at the task in pairs or small groups before listening. Who are they? ( 1. for example). What I like most is going to places which have an interesting past / where you can learn about something interesting that happened in the past. Example: 1 Three of the speakers mention comfort in different ways. Who are they? (1 and 5) What do they say about short breaks? . 3 and 4) What do they say about comfort? 2 Four of the speakers mention work in different ways. Example: 1 I prefer going to places that have an interesting history. but which are actually wrong within the context.Listening FAQS P&rt 3 . Q How many times will the recording be played? A As with all parts of the Listening paper. Q Why are there six options if there are only five speakers? A There is an extra option so that students will always have a choice. For example.
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.an interviewer and a man who runs a travel company. Train students in this by giving them only the questions before they listen to the recording. . give them the options for each question and ask them to find the option which most closely matches their answer. . it is best to concentrate on the question first before looking at the options.. they will. . Get students in the habit of thinking about a topic by preparing sentences for them to complete before they do the task.. Q How many speakers will there be? Part·4 . Task preparation 2 It's important for students to know that these tasks don't test knowledge of a topic. In the sample task here. After they've written their own answers. . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• A This part will either be a monologue or an exchange between interacting speakers. Q Will there always be the same number of questions? A Yes. Q Will the questions follow the order of the recording? A Yes. but they should be aware that thinking about the topic when reading the questions may help to prepare them.Listening FAQS Q How long is this part of the exam 7 A Part 4 is around three minutes long. there will always be seven. 33 . Examples: 1 An adventure travel company is 2 3 4 5 To go on a mountain expedition you need to People who go on adventure trips may not like Organising adventure travel is interesting because Organising adventure travel may be difficult because . there are two speakers . Task preparation 1 In a multiple-choice task.
B or C). B The local people were unfriendly. . C The food available was unfamiliar. LISTENING Sample Test Part 4 (questions 24-30) PART 4 You will hear an interview with a man called Andrew Burns. . 34 . C familiarity with the language. who owns and runs an adventure travel company.:. the most important thing for Andrew is their A practical abilities. C find it hard to be a member of a team. 24 What makes Andrew's mountain expeditions different from others? A the presence of medical staff B the quality of the equipment C the number of team leaders 25 Andrew says he is reluctant to accept clients who A lack strength because of their age. .. choose the best answer (A. For questions 24-30. C new travel regulations. 26 What do Andrew's clients sometimes complain about when they return from a trip? A The physical effort was too great. B knowledge of the country. B are not sure of what they want to do.. 27 What surprises Andrew's clients when they first meet him? A his relaxed manner B his youthful looks C his sense of humour 28 What part of his job does Andrew like most? A making new friends B planning the next trip C helping people in need 29 When he's choosing a destination for gap-year students. B rising transport costs.:: • ate! Teaching FeE PAPER 4:. 30 Andrew believes that his company's continuing success may be threatened by A increased competition.
28 B. 6 B. 25 B. 26 C. 30 B 35 . 3 A. 23 B PART 4 24 C. 5 C.. 27 A. 20 F.Listening ~~~ . 2 A. ~l . 8 C PART 2 9 colleges 10 sharing 11 season 12 (kitchen) staff 13 taste 14 experiences 15 lemon pie 16 market 17 Japanese 18 photographs / photos PART 3 19 C. 21 A. 4 B. 7 C. 22 D. ! ••••• • •••••••••••••••••••• ••••••••••••••••••• • PART 1 1 B. 29 A.
just in case there are any problems and you need to contact me. to hiring a venue. frankly. there's a terrible atmosphere and nobody seems to trust each other anymore. I was just tired of seeing how all the buses went sailing by while I was stuck in a queue of traffic. thinking you might fall any time. M: That's unfair. I saw it a couple of times and. though there's no obligator\~ training as yet. Now that would really make them think. this is Alan Wright. I don't want you to be late for it! Extract 8 I'm not sure what I should do. 36 . Extract 3 The newspaper used to have a section for young writers. But there again. M = man M: I must get home by five to see the last instalment of The Barrats. They can't believe there's this woman up there climbing around on branches. but for most of us it just can't be fitted into our daily schedule. I think car drivers should pay more tax. Extract 4 Gyms make a fair proportion of their income from people who pay in advance and then drop out after a few sessions. a fantastic character. Perhaps the best thing to do is to arrange a formal meeting with him to discuss my options. People find it easier to adopt as a regular habit than most other things suggested by health professionals. and that wouldn't be fair on you or the children. It's very true to life. but I'm sure people watch it mainly for the famous names.she was a really eccentric elderly lady. M: It's more to do with all the hold ups on the road actually . Extract 2 W -. climbing some really high ones and cutting down branches which might otherwise fall down and hurt somebody. as everybody knows I've never been any good at working in a team. I've just realised that I gave you my mother's telephone number instead of mine. In fact. W: I wouldn't disagree with that. Two of my colleagues have already handed in their resiqnations. I'm phoning about the delivery of a washing machine on Friday the nineteenth. so I don't think she knows that it was her encouragement that made me move on from writing short stories and write my first novel: that lowe my success to her really. I remember the editor so well . That might change though if more people decided to follow my example. which is 07035609. if I resign. I may lose all rights to a pension. Extract 6 Hello.PART 1 Extract 1 I am a tree surgeon. I wish they'd put on more buses during the rush hour. She'd tell me about the famous writers she'd met. Extract 7 W = woman. and I'd appreciate your advice. if you've seen one of these soap operas. know a few of my colleagues won't like it. Research shows that walking does precisely that. I've done all this before of course. it's like you've seen them all. I've had some legal advice. W: Everybody I know seems to be watching it! I simply can't understand it. She didn't actually buy any of my stories but she praised my writing skills. I lost touch with her.from drawing up the conference programme to deciding what speakers to invite.LQQ. Anyway. you know. and I have to admit I am not looking forward to the little comments that I'm bound to hear. but there's been no reply from the general manager as yet. so you will see me in a hard hat up on a tree.that's 24 Ronson Road. As we agreed last week. the trick is to choose a form of exercise that you can enjoy on a daily basis. To avoid making this mistake. which has confirmed what we both feared: According to my contract. Thank you. I took a course in Australia to become a tree surgeon. = woman. Extract 5 They've asked me to be responsible for the whole thing . I hope this delivery time is still OK as there'll be nobody at home after midday. end of message. but sometimes real life is not worth making a programme about. Life at the office has become unbearable. .. so I know what to expect . People just stand there and watch you for ages. and there are now a number of courses in the UK. though .it'll be a full-time job for at least a week . I don't blame you given the rising cost of petrol. the delivery time will be between nine and twelve at the address I gave you . I know that swimming is considered to be just as effective or even more so than walking. that I'm not sharing this job with them. and how thev'd all been beginners once. M = man W: So I hear you've given up using your car to come to the office.the price rise hasn't affected me much really. I don't deny it's well acted.three an hour's hardly adequate. we take safety very seriously and you'll hardly ever hear of an accident. which meant a lot to me.
like looking round archaeological sites. for instance. It wasn't about mechanics. Speaker 2 I like to travel with friends. sometimes for twelve hours at a stretch. I wanted to bring out my experiences of preparing food. such as a chapter on how to lay the perfect table. Int: How much do the recipes change? J: With cooking. For example. The deciding factor is the season. That would remind people of a type of Japanese meal which is like that. I knew it wouldn't be just about recipes. Does that help sell it? J: You might say that a number of features are important. and it's true that without them there'd be no business. The lemon pie. many thanks . which are very important.Activate! Teaching FeE PART 2 Int = Interviewer. Although most recipes have a French origin. as long as they understand that the objective of a holiday for me is to be somewhere where my mobile doesn't work so colleagues can't get hold of me. Int: Who are the people you value most? J: Most chefs would say it's the customers. Of course the service and environment are very important too. which even the largest food stores and supermarkets may not have. you're a chef. If. Int: So what makes your customers return to your restaurant? J: They go away thinking. learning how to a make basic sauce. You have to adapt what's available. Often they don't realise the market near them has them. I wish I had a little more of that: Basically what I want them to have is memories of the taste of the food. I serve small courses over a period of time . some people will travel some distance to get ingredients. We go through our careers and things happen to us. Int: Your readers may not find some of the foods you mention in your book. stuck in a tiny seat. your cookbook is attractively presented. that sort of thing. and I'll find out well in advance what's available and what's good. Int: Jack. An adventurous holiday is fine when you're looking for excitement. welcome to the programme. long after they've had it. J: Well. they probably come second. there're many international influences. for example. in my menus.diners can sometimes spend a couple of hours eating. while my soups are constantly changing. but many haven't. But it's the fifty recipes in it that should attract buyers. Some of the recipes in the book have evolved. which will make them come back. I don't mind doing some of the things they want to do. but that's not my main selling point. Int: How did this project to write a book start? Why did you decide to write a book? J: I think every young cook wants to write a book. I remember a happy trip to India with my sister. My mother ran a restaurant and said. Then when I made up my mind to actually write a book. You're a great chef and now you've written a book.. 'Do you want to be a chef?' I said yes. When I sta'rted cooking there weren't really any colleges to go in the area where I lived. J = Jack Int: Jack. PART 3 Speaker 1 I'm thinking of going to Brazil in the autumn to stay with friends who live a couple of hours from Rio. 'Here you go. so they're the ones I'd put first. Of course suppliers are also important.. I use lots of different ingredients.I find it an incredibly uncomfortable experience. I'd probably be spending all my free time sitting in front of my computer! I don't like flying . The photographs are impressive. It wasn't until 1977 when I met a great chef that I understood what cooking was all about. especially since I started working full-time. I started by looking at cookery books for inspiration. visiting art galleries. But you don't have professional qualifications as a cook? J: No I learnt how to cook in restaurants. She said. it's just that they never thought of asking! Int: Do you find lessons in the food of other countries? J: Definitely. because you shouldn't expect to get summer fruits in winter. Int: Finally. Now learn how to cook: Int: And you've learnt a lot in twenty-seven years. Int: Serving complex menus in your restaurant must require a lot of advanced planning? J: I print the final menu for the day at four o'clock. and here I'm prepared to accept this does increase sales. 'Gosh. A couple of hotels had short training programmes. But I soon forget about it once I've arrived. with new flavours and spices. In the first few years it was all a bit mechanical. but I don't think the book sells any better because of that. but lately I'm quite bad about getting round to booking them. because they make me what I am. like me a few years back. but that was all. hiring a car with a driver with no idea where we were going to end up! Speaker 3 If you flew me to the best beach in the world and left me there for a couple of weeks. I used to have regular holidays a few years back. what was good enough yesterday may not be good enough today.i1_ wasn't for a couple of colleagues who keep telling me to have a break. it was about sharing that's the only way I could describe it. I wouldn't be able to even get started each day without my kitchen staff. I'm afraid I wouldn't 37 . haven't you? J: Indeed. extending the meal for a longer period of time. who share my interests. so we can talk and gossip as we drive along. I've been doing it for fifteen years arid I can't make it any better..
which isn't the same really. Your travel company is well-known for organising climbing expeditions. we do need to make sure they have certain skills which they can apply in the job they'll do. So we have to choose the destination very carefully. most of them can't believe that I want to talk to them for more than a few minutes. a good hotel is a must.. The people from the area provide us with everything we need. but I'm only thirty years old. Andrew. We have all the latest technology as well. making sure there's some interesting past event I can find out about whilst I'm there. to my knowledge. Speaker 5 The first time I travelled by plane on my own I was only five . something even better than the last one. although I did the whole travelling bit as a student. Recently I went backpacking around Egypt with a colleague for six weeks. but that's not the case at all. Int: Can anyone join your expeditions? A: I'm interested in people who don't allow the word 'impossible' into their vocabulary. and I hope to be able to keep offering this personal touch for many more years! What's the best part of the job. and that's going to affect us badly and may even force us to scale down our operations. Every team of 25 people will have with it a team of up to eight leaders. but that's not a holiday of course. whether it's a school or a clinic for example. You take lots of students on 'gap-year trips'. Speaker 4 I sold my holiday house two years ago because I always felt I had to go there. Int: And do people complain about things when they A: Int: A: Int: 38 . all companies now offer similar things. I can't have time-wasters on any expedition you know. We made friends with a group of children who took us everywhere in donkey and cart and showed us around. The older you are.. as if I want to catch up for lost time. Of course. higher fuel prices may mean more expensive flights. when they take a year off between school and university. which I'm sure I can offer. but some of my clients can't cope with it. but L still get negative comments about it. When the travelling's part of my job. some things have made our life easier. but it's not a requirement because there'll pick up the basics fairly quickly. Finally. then I love to travel first class and stay in top hotels. It wasn't actually a holiday but I still remember how exciting it was. is usually lacking with other companies. The main thing is that the person should be motivated and ready to achieve an objective. These are students who want adventurous travel but also to do some work in the country they visit. the sort who can't make up their mind about things.. A: Int: A: Int: A: Int: PART 4 Int = Interviewer. which to them sounds like the opposite of a good time. A = Andrew Int: Andrew. but I've accompanied teams of people in their seventies on climbs. What few people are prepared for is the fact they're not going to get their steak and salad or whatever their normal diet is. I start thinking about some other expedition. of course.Activate! Teaching FeE be grateful at all! I've got peace and quiet around me all year round.just the odd weekend away. Now I travel rather a lot. the less energy you have. I tell them this early on. It'll usually be their first time in that particular country. I choose the destination very carefully. I may not look it. But that's going to affect our competitors as well. working at home and mostly on my own. Do you meet your clients personally? I want my clients to realise that profit isn't my only motivation for doing what I do.I was going to meet my father in Los Angeles. but it's what makes this work most enjoyable.. No company can afford not to have either a doctor or a nurse on an expedition. I know it isn't everyone's idea of a good holiday . What makes it special? A: Well. Does that require a different kind of organisation? Yes. However. If they speak the local language. Every time I return home after a trip. until last summer I hadn't really gone on what you might call a real holiday . it does. if the expedition has been too hard for them for example? Everyone knows what to expect: you may have been to the gym regularly but still climbing a mountain will leave your muscles hurting. though of course I'm not claiming my company's unique in this respect. for example.I'm lucky to be able to provide employment for so many people in different countries. the thing you enjoy the most? There are so many things . holidays in museums and bookshops. so it's an even playing field in that respect. though I'm looking for standard facilities rather than luxury.but unless I have to make a little effort. We do offer something that. When they first come to my office. I can't enjoy it. I ring my friends to tell them about it! But the truth is that as soon as I'm back. though. Incredibly perhaps. My friends can't understand how I can spend illY. many thanks . all the better. welcome to the programme. so it gets more difficult. My parents tell me I should take time off and have a break from travelling! return. They come expecting to find somebody under a lot of stress who'll ask an assistant to deal with their questions. That may sound like hard work. On the other hand. and spend most of my income on holidays. something useful to them when they return to university or to a job. like the latest agreements with airlines regarding heavy luggage and insurance. does the future look good for your company? Well. carrying my stuff and sleeping under the stars if necessary.
.. agreeing and/or disagreeing . Part 1? social and interactional language . agreeing and/or disagreeing. Part 3? .. etc .. reaching a decision through negotiation. describing. Two examiners.. One is an interlocutor (i.. studies..~~~:Il~~ How long is the paper? How many parts are there? Who will be in the room? SpeaJdng Around 14 minutes Four ~ .g. but occasionally three (timings are adjusted accordingly in this case).. suggesting. comparing. expressing and justifying opinions. . Part 2? organising a larger unit of discourse. ••••••••••••••••••••••••••••••••••••• Normally two candidates. The second is an assessor but does not speak. asks questions and interacts with the candidates) and assessor...e. speculating. evaluating. expressing opinions sustaining interaction. job. exchanging ideas. Part 4? 39 . hobbies) Part 2 • Each candidate is given a pair of photographs to talk about for one minute • Each candidate must comment briefly on their partner's topic Part 3 • The candidates are given written and visual stimuli • The candidates work together to make a decision Part 4 • A three-way conversation between the interlocutor and the candidates • The topic follows on from the topic of Part 3 What is the focus of . How is the paper marked? Assessment throughout the test Part 1 • A conversation between the interlocutor and each candidate in turn • General questions about the candidate's life (e. expressing and justifying opinions.
not give true opinions.A: those who must agree and B: those who must disagree. Have you ever studied anywhere that didn't allow mobile phones? When might it be vital to use one?) Tip: Reassure students that they don't have to have any specialist knowledge to excel in this part of the paper. family.g. Give students a topic that they are familiar with and that is not too serious (e. then split them into pairs (one A with one B) to hold their mini-debate. Tell them that if they don't have an opinion on the topic. give the class general questions connected with the topic to discuss (e. as the examiner will ask them a short question on the topic afterwards. it doesn't. Tip: Ouestions for Part 2 have two parts. etc. families on holiday. future aspirations). try to reach a decision through negotiation.g. Afterwards.Speaking FAQS Parts 1-4 ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Q Why do candidates take the exam in pairs? A Candidates need to demonstrate not just that they can speak by themselves (which is tested mainly in part 2) but also that they can sustain a conversation and that they have a good grasp of social and interactional language. Q Can candidates choose who they take the Speaking paper with? A This depends on the examining centre and if candidates want to be paired with someone in particular. Parts 3 and 4: A lot of functions are tested in these parts (expressing opinions. agreeing and disagreeing. Give them time in their groups to think of points.g. 'Mobile phones at work/school should be banned') and split the class into two groups . holidays. or at the end of the whole activity. Q Will pairs be given the same mark? What happens if one candidate is much stronger than the other? A It does not matter if one candidate is much stronger. they should make it up! The important thing is to show off their command of English. sports teams. e. Remind students that the second part will be printed with the photographs so they can read it to remind themselves not to wander off topic! Also tell students that they must always listen to their partner's long turn. The examiners will listen to and mark all candidates individually. speculating. Part 1: Put students in pairs and callout a common Part 1 topic (e.g. The first part is always 'compare these photographs' and the second is more specific to the subject of the pictures. etc. The tasks will always be based on everyday subjects.) and a good way to practise these is through debates in class. hobbies. but the examiners will understand that sometimes candidates won't be able to agree! Task preparation There are many things that students can do to prepare for the Speaking paper. does it matter if the candidates can't agree on the final decision? A No. You can ask for feedback at the end of each topic. Marks are given for natural communication and they may be caught out and end up not answering the examiner's exact question! Part 2: Ask students to bring in two photos or magazine pictures of a subject that interests them. people playing music. Give students one minute to take turns asking and answering questions on this topic before calling out another topic. Q In Part 3. What matters is that the candidates discuss everything they are asked to and sustain the conversation. 40 . They should. of course. Here are a few ideas. Tip: Remind students not to rehearse scripted answers to common questions. Ask them to write the kind of question that an examiner might ask about these pictures (go around the class helping them at this point) and then give their pictures and question to a partner to talk about. they should talk to the local organiser to find out if this will be possible. negotiating.
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The FOE exam •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• FCE Level The FCE exam is at B2 level of the Council of Europe Common European Framework of Reference for Languages. FCE Marking Candidates are given a final grade based on their total score in all five papers. CAN write a simple report of a factual nature and begin to evaluate. study. advise. CAN make simple notes that are of reasonable use for essay or revision purposes. Social & Tourist CAN ask for clarification and further explanation. Work CAN ask for factual information and understand the answer. CAN keep up a conversation on a fairly wide range of topics. Candidates do not need to pass all five papers to gain an FCE pass. CAN check that all instructions are understood. or write a letter including nonstandard requests. Typical abilities Overall general ability Listening and Speaking CAN follow a talk on a familiar topic. social and tourist). Grades D and E are fails and these candidates will not receive a certificate. CAN understand the general meaning of non-routine letters and understand most of the content. Each paper contributes 40 marks to the total of 200. etc. CAN express opinions and give reasons. grammatical structures). Study CAN answer predictable or factual questions. Reading and Writing CAN scan texts for relevant information. as the grade is based on how they perform overall. This is then standardised to a score out of 100 and grades are awarded as following: Grade A = 80-100 marks Grade B Grade D = = 75-79 marks 55-59 marks Grade C = 60-74 marks Grade E = 54 marks or below Grades A-C are passes and successful candidates will receive a certificate. Below is an overview of the 'Can do' framework for B2 level. CAN read the m~dia for information quickly and with good understanding. CAN express own opinion and present arguments to a limited extent. and is likely to understand the answer. capturing the most important points. using a limited range of expression (vocabulary. 46 . An FCE pass is valid for life. CAN make notes while someone is talking. CAN keep up a conversation on a fairly wide range of topics. The Association of Language Testers in Europe (ALTE) has developed a 'Can do' framework to describe what language users at different levels can usually do within different situations (work. CAN present arguments.
First published 2008 ISBN-13: 978-1-4058-8436-5 (Activate! Exams Box pack) Set in 10pt Univers 45 Light Printed in China (SWTC) Publishers' Acknowledgements We are grateful to the following for permission to reproduce copyright material: A. a division of European Schoolbooks Limited for an extract adapted from "UGI Antarctica: Protecting the Last Wilderness" edited by Richard Buckley.M. l-left: r-right. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentiOnal omissions. Martin Riedl 42bc. or transmitted in any form or by any means.com © Pearson Education Limited 2008 The right of Lucrecia Luque-Mortimer to be identified as author of this Work has been asserted by her in accordance with the Copyright.uk. Hop) Getty Images: ColorBlind Images 41tr. Stock4B 41 bl. recording.pearsonlongman. Powell's Books for an extract adapted from an interview with Thomas Keller by Dave Welch. Designs and Patents Act 1988. 2005. The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottorn: c-centre. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.org.movingmountains. and Understanding Global Issues. BBC Wildlife for an extract from "Tiritiri Matangi and Ulva Islands" byTui De Roy published in BBC Wildlife Travel Supplement April 2003 copyright © BBC Wildlife. photocopying. Digital Vision 42tl. PunchStock: Design Pics 41 br. Larry Dale Gordon 41 tl. 42tr Rex Features: Image Source 42br Picture Research by: Sarah Purtill Designed by: Ian Foulis . Heath & Co Ltd for an extract from The Transit of Venus by Shirley Hazzard copyright © Shirley Hazzard 1998. All rights reserved. no part of this publication may be reproduced. www. electronic. ISBN 978-0850-489538 copyright © 1995. or otherwise without the prior written permission of the Publishers. Guardian News & Media Ltd for extracts adapted from "What's the big idea?" by Kate Mikhail published in OM Magazine 22nd September 2002 and "Tourism quota for Antarctic" by Gemma Bowes published in The Guardian 23rd October 2005 copyright © Guardian 2002. Moving Mountains Trust for material adapted from www. John Eder 42bl. Sample answer sheets are reproduced with the kind permission of Cambridge ESOL. mechanical. stored in a retrieval system.Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. The 'Can do' framework is reproduced with the kind permission of the Association of Language Testers in Europe (ALTE).
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