teaching fce
TRANSCRIPT
RHow long is the paper? 1 hour
How many parts are there? Three
What kind of texts will be used? A selection from newspaper and magazine
articles, reports, correspondence (e.g.
letters), extracts from novels or short stories,
brochures and guides, advertisements and
messages.
How long will each text be? Each text will be around 550–750 words. The
whole paper will be around 2,000 words in
total.
How is the paper marked? Parts 1 and 2: two marks for each correct
answer
Part 3: one mark for each correct answer
Part 1
• One text
• Eight multiple-choice questions
• Four options for each question
Part 2• One text
• Seven missing sentences
• Candidates choose the correct seven sentences from a selection of eight
Part 3• Either one text or a selection of short texts
• Fifteen multiple-matching questions or statements
• Candidates match the questions or statements to a section or subject in
the text(s)
What is being tested in ...
... Part 1? detail, opinion, gist, attitude, tone, purpose, main
idea, meaning from context, text organisation
features (comparison, etc.)
... Part 2? text structure, cohesion and coherence
... Part 3? specifi c information, detail, opinion and attitude
3
Paper 1: ReadingOverview
R1FAQS
Q What type of text is this?
A The sample paper provided is an excerpt from a novel. Text types can include
newspaper and magazine articles, reports and brochures.
Q Do students have to know what happened before or after?
A No. They have all the information they need on the page.
Q How many questions are there?
A There are always eight questions.
Q How many options are there in each question?
A There are four. One of them is the correct answer, but the other three may look
tempting.
Q Sometimes the question is not a question but an incomplete sentence.
Why?
A Sometimes an incomplete sentence is clearer than a question. In question 7,
the incomplete sentence is used instead of ‘What did the look on Dora’s face
indicate to Christian?’
Q Do the questions follow the order of the text?
A Yes, they always do.
Task preparation
Look at these students’ statements about Part 1 of the Reading Paper. Are
they true or false? How would you reply to these students?
1 I can do Part 1 quickly.
2 I should underline the words I don’t know.
3 There will be a question about a word I don’t know.
4 I should try to answer the question without looking at the options.
5 There can be two correct answers to a question.
Now read the answers. Were your replies the same?
1 False. To answer multiple-choice questions you have to read the text and the
options very carefully.
2 False. Don’t worry too much about words you don’t know. You may be able to
guess the meaning by reading the text around it. Besides, you don’t need to
understand every word in order to answer the questions.
3 True. This is to test whether you are able to understand the meaning of an
unknown word from the context. This is a very useful reading skill.
4 True. It is a good idea to read the question, underline the key words in it, and try
to fi nd the answer in the text before looking at the options in any detail. When
you think you have the answer, read each option carefully and make sure the
other three are incorrect.
5 False. There is only one correct option. Read the two options and the text
carefully again.
4
Reading Part 1
Pa
rt 1
You a
re g
oin
g t
o r
ead a
n e
xtr
act
from
a n
ovel. F
or
questions 1
–8, ch
oose t
he a
nsw
er
(A,
B, C
or
D)
whic
h y
ou t
hin
k fi
ts b
est
accord
ing t
o t
he t
ext.
Mark
your
answ
ers
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
_______________________________________________________________________________
In t
he p
revio
us y
ear
Christian T
hra
le, w
ho w
as t
hen in h
is t
wenties, unexpecte
dly
had a
n e
venin
g f
ree
from
his
weekend w
ork
at
a g
overn
ment
offi
ce. Lookin
g b
ack
it
seem
ed t
o h
ave b
een a
n e
venin
g f
ree,
als
o, of
him
self. H
e d
id n
ot
oft
en g
o a
lone t
o a
concert
or
oth
er
cultura
l events
. O
n y
our
ow
n, you w
ere
at
the m
erc
y o
f your
responses. A
ccom
panie
d, on t
he o
ther
hand, you r
em
ain
ed in c
ontr
ol. Y
ou c
ould
als
o s
hare
your
opin
ion, seld
om
favoura
ble
, w
hile
walk
ing h
om
e. T
he c
oncert
, on t
hat
part
icula
r evenin
g,
was t
oo e
asy t
o g
et
into
. P
assin
g in lig
ht
rain
, he s
aw
poste
rs a
nd b
ought
a s
eat
on t
he a
isle
.
He w
as s
carc
ely
in h
is s
eat
when h
e h
ad t
o s
tand u
p a
gain
to let
two w
om
en into
the r
ow
. H
e lifte
d t
he
fold
ed r
ain
coat,
hat,
and d
am
p u
mbre
lla h
e h
ad d
um
ped o
n t
he e
mpty
seat
alo
ngsid
e; and t
he y
ounger
wom
an, havin
g s
tood b
ack
for
the e
lder, n
ow
sat
there
. H
e h
ad n
oticed h
er
larg
e-e
yed g
ood looks a
t
once w
hen s
he g
lanced u
p s
ayin
g s
orr
y. B
ut
as t
he s
trugglin
g o
ut
of
coats
went
on, and t
he d
raw
ing o
ff
of
stu
bborn
glo
ves, he lost
inte
rest.
It w
as t
he o
ther
wom
an h
e n
ext
becam
e a
ware
of.
The o
lder
wom
an w
as s
mall
and d
ark
and w
ore
a r
ed felt h
at
on h
er
head, tr
imm
ed w
ith n
avy r
ibbon.
Aro
und h
er
should
ers
there
was a
shaw
l of
little f
urs
. That
she w
as in s
om
e w
ay r
ela
ted t
o t
he g
irl,
though n
ot
of
an a
ge t
o b
e h
er
moth
er, w
as e
vid
ent
from
their m
anner
togeth
er. It
was h
ard
to
sum
marise, even in g
uesses, even in h
is m
ind, th
e r
ela
tion o
f girl to
wom
an. U
ntil, a
s t
he m
usic
ians
sta
rted t
o a
ppear
and m
ore
arr
ivals
pushed a
long t
he r
ow
s, th
e p
hra
se c
am
e t
o h
im: she is in h
er
pow
er.
18 T
he o
lder
wom
an h
ad b
een c
oaxe
d fo
r an o
uting
, in
the d
espera
tion o
f an inte
rmin
able
Sunday.
That
she e
xpecte
d n
oth
ing o
f th
e m
usic
was a
ppare
nt
from
her
turn
ing t
his
way a
nd t
hat,
pro
vid
ing h
er
ow
n
com
menta
ry. ‘T
he w
ay p
eople
dre
ss!
Will
you just
look a
t th
at
one. I ask y
ou.’
‘They m
ight
have
21 s
mart
ened t
he p
lace u
p a
bit b
y n
ow
. Would
n’t
you t
hin
k?’ T
he g
irl sat
quie
tly,
som
ethi
ng s
he w
ould
not
be a
llow
ed t
o g
et
aw
ay w
ith. ‘Y
ou’re c
heery
I m
ust
say.
First
you t
ell
me I’m
depre
ssed, and t
hen y
ou
don’t
have a
solit
ary
word
to s
ay f
or
yours
elf.’
The lig
hts
low
ere
d. T
hro
ughout
the fi
rst
work
Christian w
as a
ware
of
the w
om
an s
imm
ering t
here
, a
boili
ng turn
ed low
. The g
irl betw
een t
hem
was im
passiv
e, hands lig
htly c
lasped, slim
knees a
ligned u
nder
dark
skirt.
At
the inte
rval th
e little w
om
an, m
urm
uring t
o t
he g
irl, g
ot
up a
nd w
ent
out
to t
he ladie
s.
She w
as n
o s
ooner
dow
n t
he a
isle
than C
hristian s
poke. H
e h
ad n
ever
done s
uch
a t
hin
g in h
is life, but
knew
there
was n
o t
ime t
o lose. T
hey g
ot
sw
iftly t
hro
ugh s
om
e c
hit-c
hat
about
the m
usic
, and b
y t
he
tim
e t
he w
om
an r
etu
rned C
hristian h
ad w
ritt
en a
phone n
um
ber
and s
uggeste
d S
atu
rday.
All
this
, w
hic
h
should
have s
eem
ed e
xtr
aord
inary
to h
im, appeare
d inevitable
and e
ntire
ly r
ight.
He g
ot
to h
is feet,
and G
race s
aid
, ‘D
ora
, th
is is M
r Thra
le.’
He s
aw
Dora
’s f
ace fl
ash w
ith t
he r
ealis
ation
that
they h
ad s
tole
n a
marc
h o
n h
er, a
nd w
ith a
n im
puls
e t
o s
poil
thin
gs. D
ora
saw
a s
andy m
an, quite
tall,
who c
ould
easily
pre
sent
a t
hre
at.
Christian h
ad d
iscovere
d t
hey w
ere
half-s
iste
rs a
nd f
rom
Austr
alia
.
When t
he c
oncert
was o
ver, h
e h
aile
d a
taxi fo
r th
em
.
He d
id n
ot,
during t
hat
week, te
ll him
self t
hat
he m
ust
have b
een love-s
truck
, even t
hough love-s
truck
was o
ne o
f his
expre
ssio
ns. H
e k
new
that
som
eth
ing o
ut
of
the o
rdin
ary
had b
een s
et
in m
otion. B
ut
he d
id w
onder
if it
would
surv
ive a
second m
eeting w
ith G
race, w
hose a
ttra
ction c
ould
well
declin
e in
anoth
er
sett
ing
. O
ne w
ould
then b
e f
aced w
ith t
he p
rocess o
f com
ing t
o o
ne’s
senses. T
o d
o h
im justice,
Christian feare
d r
ath
er
than h
oped f
or
this
.
1
What
was u
nusual about
Christian’s
decis
ion t
o g
o t
o t
he c
oncert
?
A
H
e w
as n
ot
part
icula
rly k
een o
n c
ultura
l events
.
B
H
e h
ad n
obody t
o d
iscuss t
he e
xperience w
ith.
C
H
e h
ad h
eard
negative o
pin
ions a
bout
it.
D
H
e n
orm
ally
spent
his
fre
e t
ime o
utd
oors
.
2
In t
he s
econd p
ara
gra
ph, w
hat
do w
e learn
about
Christian’s
reaction t
o t
he y
ounger
wom
an?
A
H
e w
as a
nnoyed s
he t
ook a
long t
ime t
o s
ett
le d
ow
n.
B
H
e w
ished s
he h
ad s
at
som
ew
here
els
e in t
he h
all.
C
H
e f
eare
d s
he m
ight
have n
oticed h
is inte
rest
in h
er.
D
H
e d
idn’t
pay a
gre
at
deal of
att
ention t
o h
er
initia
lly.
3
What
made C
hristian t
hin
k t
he t
wo w
om
en m
ight
be r
ela
ted?
A
th
eir p
hysic
al appeara
nce
B
th
e a
ge d
iffe
rence b
etw
een t
hem
C
th
e w
ay t
hey w
ere
behavin
g
D
th
e s
imila
rity
of
their v
oic
es
4
What
does ‘coaxed’ in
lin
e 1
8 m
ean?
A
in
vited
B
pers
uaded
C
fo
rced
D
calle
d
5
What
does ‘som
eth
ing’ re
fer
to in lin
e 2
1?
A
a lack
of
response
B
a t
ype o
f com
ment
C
a w
ay o
f dre
ssin
g
D
an o
ld-f
ashio
ned s
tyle
6
How
did
Christian f
eel w
hen h
e s
poke t
o t
he y
ounger
wom
an?
A
concern
ed a
bout
the o
lder
wom
an’s
reaction
B
am
aze
d b
y h
is o
wn level of
coura
ge
C
confident
it w
as t
he c
orr
ect
thin
g t
o d
o
D
w
orr
ied a
bout
makin
g t
he w
rong im
pre
ssio
n
7
The look o
n D
ora
’s f
ace indic
ate
d t
o C
hristian t
hat
she w
as
A
m
oved.
B
em
barr
assed.
C
am
used.
D
angry
.
8
What
did
Christian f
ear
mig
ht
happen w
hen h
e m
et
Gra
ce a
gain
?
A
S
he m
ight
regre
t havin
g m
et
him
.
B
H
e m
ight
no longer
thin
k s
o h
ighly
of
her.
C
H
e m
ight
feel uncom
fort
able
with h
er.
D
S
he m
ight
realis
e h
e w
as n
ot
att
ractive.
PAPER 1: READING
Part 1 (questions 1–8) Sample Test
55
Activate! Teaching FCE
R2FAQS
Q What type of text is this?
A The sample task uses an article. Text types include reports, fi ction and
informational material.
Q What has been taken out of the text?
A Seven sentences have been taken out.
Q Is the number of gaps the same as the number of options?
A No. There are seven gaps and eight sentences. One of the sentences is not
needed. This is there so that there will always be a choice, even for the last gap.
Q Are the options all jumbled up?
A Yes, they are.
Task preparation
Make notes on how you would tell students to approach this task. Read the
notes below. Was your approach the same?
• You should read the base text fi rst (not the sentences) to get the general
meaning. Then read each paragraph very carefully and choose a sentence to go
in the gap. Read the whole paragraph again to make sure it reads well.
• As you read, you may fi nd that you want to change an answer. Don’t worry
– in this part you have to keep your options open until you have found all the
answers. If you think two sentences look OK for a gap, write them down and
return to that gap later to decide which one is the correct one.
• If you are sure of an answer, cross out that sentence so that you don’t read it
again.
• This task requires detailed reading. You need to read and re-read the sentences
before and after the gap. It is a good idea to underline the links between the
gapped sentence and the one before and after.
• This task tests your understanding of the structure of the text – how the
different sentences are linked. You have to pay attention to meaning, vocabulary
and grammar.
Task follow-up
After completing this task, it may be useful to ask students to analyse their
answers either before or after you correct them. How would you ask students
to do this? Read the suggestions below and think about more questions you
could ask.
1 Choose two answers and talk about why you decided they were the correct
answers. Underline the words that linked the gapped sentence to the one
before and after.
2 Talk about the gap you found the most diffi cult. Which of the sentences
seemed correct?
6
Reading Part 2
7
PA
RT
2
You a
re g
oin
g t
o r
ead a
n a
rtic
le a
bout
a w
ildlif
e e
xperience o
n t
wo s
mall
isla
nds o
f N
ew
Zeala
nd. S
even s
ente
nces h
ave b
een r
em
oved f
rom
the a
rtic
le. C
hoose f
rom
the s
en-
tences A
–H
the o
ne w
hic
h fi
ts e
ach
gap (
9–15).
There
is o
ne e
xtr
a s
ente
nce w
hic
h y
ou d
o
not
need t
o u
se.
Mark
your
answ
ers
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
_______________________________________________________________________________
New
Zeala
nd
Natu
re R
eserv
es
New
Zeala
nd is r
enow
ned f
or
its f
ascin
ating s
ele
ction o
f unusual birds. T
hanks t
o t
he isla
nd’s
seventy
mill
ion y
ears
of
isola
tion, and t
he f
act
that
there
were
few
mam
mals
to h
unt
and e
at
them
, its b
irds h
ave
develo
ped t
o b
e q
uite d
iffe
rent
from
those f
ound in t
he r
est
of
the w
orld. N
ow
here
are
these b
ett
er
observ
ed t
han in t
he v
ery
specia
l is
land n
atu
re r
eserv
es o
f Tiritiri M
ata
ngi (T
iri fo
r short
) and U
lva.
Though t
he t
wo isla
nds a
re m
ore
than 1
,50
0 k
m a
part
and t
hus r
epre
sent
extr
em
es o
f N
ew
Zeala
nd’s
clim
ate
and h
abitat,
they h
ave e
ach
pla
yed a
key r
ole
in t
he im
ple
menta
tion o
f bird p
rote
ction p
olic
ies.
9 T
hat’s w
hy t
hese r
eserv
es, m
anaged b
y N
ew
Zeala
nd’s
Depart
ment
of
Conserv
ation, are
fre
ely
accessib
le t
o t
he p
ublic
.
Tiri had b
een f
arm
ed f
or
more
than a
centu
ry b
efo
re it
was c
onvert
ed into
a n
atu
re r
eserv
e. A
ten-y
ear
resto
ration p
rogra
mm
e s
aw
volu
nte
ers
repla
nt
280,0
00 n
ative t
rees a
nd e
xte
rmin
ate
the r
ats
whic
h h
ad
been intr
oduced b
y 1
9th
-centu
ry s
ett
lers
. A
s a
result, birds b
egan t
o r
etu
rn in d
roves.
10
To h
elp
them
adapt,
fru
it-b
earing t
rees w
ere
pla
nte
d, sm
all
ponds w
ere
dug t
o p
rovid
e w
ate
r supplie
s a
nd feeders
were
insta
lled t
o e
nsure
surv
ival during t
he w
inte
r.
Sunny a
nd w
arm
, Tiri in
vites t
he v
isitor
to t
ake a
quie
t conte
mpla
tive w
alk
alo
ng its
fore
st
footp
ath
s. In
early s
pring
, th
e isla
nd e
xplo
des in g
old
en c
ascades o
f kow
hai, N
ew
Zeala
nd’s
national flow
er. O
n c
alm
sum
mer
evenin
gs, th
e b
ellb
ird m
elo
die
s t
ake o
n o
rchestr
al pro
port
ions.
11
If v
isitors
take e
ven a
short
str
oll
aro
und T
iri, t
he c
hances a
re t
hat
they w
ill s
ee a
fam
ily o
f ta
kahe g
razi
ng
alo
ng t
he f
ootp
ath
. 12
U
p in t
he t
rees, th
ey m
ay w
ell
see a
pair o
f kokakos o
r org
anbirds a
nd h
ear
the
beautifu
l cle
ar
note
s o
f th
eir s
ong
.
Ulv
a is a
n a
ltogeth
er
more
prim
itiv
e s
ett
ing
, coole
r, w
ett
er
and m
ore
densely
fore
ste
d, w
ith d
ark
sto
rm
clo
uds p
assin
g low
overh
ead.
13
B
eneath
the t
ow
ering c
anopy o
f huge t
rees, vis
itors
can feel th
e
dark
, cool atm
osphere
that
giv
es t
his
isla
nd s
uch
a m
yste
rious a
ir. T
he fl
ora
is f
ascin
ating a
nd, lik
e T
iri,
Ulv
a is s
heltere
d f
rom
the w
ors
t of
the s
outh
ern
ocean s
torm
s b
y a
nearb
y larg
er
landm
ass.
14
The p
rett
iest
of
them
all
are
perh
aps t
he W
ekas, sm
all
flig
htless b
irds, som
etim
es m
ista
ken f
or
kiw
i, w
hic
h w
ill run fearlessly
acro
ss t
he p
ath
s. V
isitors
will
als
o b
e a
ble
to a
dm
ire k
akarikis
, re
d-c
row
ned
and y
ello
w-c
row
ned p
ara
keets
oft
en s
een s
cra
tchin
g a
bout
in t
he leaf-
litte
r in
searc
h o
f seeds, and t
he
rare
r S
outh
Isla
nd y
ello
wheads.
Few
pla
ces in t
he w
orld c
an p
rovid
e s
uch
easy a
nd intim
ate
wild
life e
ncounte
rs w
ith s
om
e o
f th
e r
are
st
and m
ost
beautifu
l bird s
pecie
s a
s d
o t
he T
iritiri and U
lva isla
nds.
15
This
makes w
alk
ing v
ery
easy f
or
the incre
asin
g n
um
bers
of
natu
re lovers
who v
isit t
hese w
onderf
ul is
lands.
A
Th
e s
tran
ge
call
of
the
kiw
i – a
half w
his
tlin
g,
half s
cre
am
ing
so
ng
– r
ipp
ing
th
ou
gh
th
e d
ark
ne
ss –
make
s t
he
nig
ht
an
eq
ually
fascin
atin
g t
ime
.
B
How
eve
r, t
he
in
tro
du
ctio
n o
f p
red
ato
rs s
uch
as r
ats
was n
ot
the
on
ly r
easo
n w
hy b
ird
s h
ad
be
co
me
extin
ct.
C
It h
ad
lo
st
mu
ch le
ss o
f its o
rig
inal fo
rest
an
d t
he
refo
re
req
uire
d f
ar
less r
esto
ratio
n.
D
Th
ere
is n
o n
ee
d t
o s
we
at
or
str
ug
gle
wh
ile t
ryin
g t
o s
po
t
the
bird
s,
eith
er, b
ecau
se
th
ere
are
exce
llen
t p
ath
s in
bo
th.
E
So
me
, su
ch a
s t
he
ne
cta
r-e
atin
g t
uis
an
d b
ellb
ird
s,
fou
nd
the
ir w
ay o
n t
he
ir o
wn
, w
hile
many m
ore
had
to
be
re
-
esta
blis
he
d b
y r
ele
asin
g s
pe
cim
en
s b
red
in
cap
tivit
y.
F
Be
lieve
d e
xtin
ct
for
a h
un
dre
d y
ears
, th
is e
no
rmo
us,
flig
htle
ss b
ird
was o
nly
re
dis
cove
red
fift
y y
ears
ag
o a
nd
its
nu
mb
ers
have
gra
du
ally
in
cre
ase
d t
o t
he
cu
rre
nt
tota
l o
f
mo
re t
han
tw
o h
un
dre
d.
G
An
oth
er
sim
ilarity
is t
hat
he
re t
oo
, th
e e
xte
rmin
atio
n o
f ra
ts
has b
rou
gh
t o
n a
n e
xp
losio
n o
f b
ird
life
, th
ou
gh
of
diffe
ren
t
sp
ecie
s.
H
As w
ell
as b
ein
g s
pe
cta
cu
lar
co
nse
rvatio
n s
ucce
sse
s,
they
als
o s
hare
th
e u
nu
su
al sta
tus o
f b
ein
g ‘o
pe
n s
an
ctu
arie
s’.
PAPER 1: READING
Part 2 (questions 9–15) Sample Test
7
Activate! Teaching FCE
R3
Task preparation
How would you tell your students to approach this task? Make notes and
then compare them with the approach below.
• If you read the full text fi rst, you may run out of time. Skim through the text
quickly to understand what it is about. Then read each question in turn and
look for a similar meaning in the text. When you fi nd it, read that part of the
text carefully to make sure the answer is there. Then move on to the next
question.
• You can do this task more quickly than Parts 1 and 2 because you do not
need to read each section carefully. The text contains lots of information
that you do not need. Ignore all the information which is not relevant to the
questions.
• To fi nd the answer in the text, look for a different way of saying the same
thing, i.e. the same idea expressed in different words. If you fi nd exactly the
same word, read again carefully because it may not be the answer to the
question.
• Sometimes there is more than one correct answer. If the answer is in two
or three of the texts, there will always be two or three numbered blanks
next to the question. You can write them in any order.
Task follow-up
A lot of students waste time in this part of the exam by reading the
entire text in detail. Students often need proof that you do not need to
do this. After they complete a Part 3 task, try asking them the following
questions to help them understand this better.
1 Did you fi nd unknown words in the text? Which were they? Did they cause
you any problems? Why?
2 Look at one text in pairs. How much of the text was not needed for any of
the answers? Put brackets round the sentences which were not needed.
FAQS
Q How many texts are there?
A In this sample task there are four texts, but there may be up to six texts in
the exam.
Q Is there a fi xed number of questions in this part?
A Yes, there are always 15 blanks to fi ll in with a letter. There may be fewer
actual questions when some of them require more than one answer.
Q Will the questions follow the order of the text?
A No, they won’t. Students must read the whole text to fi nd the answers.
Reading Part 3
8
9
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
PAPER 1: READING
Part 3 (questions 16–30) Sample Test
Perh
aps t
he g
reate
st
diffe
rence b
etw
een p
eople
who a
re c
reative a
nd p
eople
who a
re n
ot
is t
hat
the
form
er
alw
ays t
hin
k t
heir idea w
ill w
ork
. They n
ever
thin
k, ‘T
hat’s n
ot
goin
g t
o w
ork
, th
at’s a
stu
pid
idea’.
But
a lot
of
the t
ime I d
on’t
know
where
my ideas
com
e f
rom
.
At
sch
ool I w
asn’t
happy.
I h
ad s
erious p
roble
ms
with r
eadin
g a
nd s
pelli
ng
. B
ut
I can r
em
em
ber
incre
dib
ly c
learly t
he t
ime I s
aw
my fi
rst
com
pute
r
gam
e, in
a s
hop w
indow
. Fro
m t
hat
mom
ent
on it
was a
s if
I’d f
ound m
y a
im in life.
I find t
he c
om
pute
r gam
e is v
ery
cre
ative. It
brings
togeth
er
many d
iffe
rent
dis
cip
lines: th
e logic
of
pro
gra
mm
ing
, m
ath
em
atics, sto
ryte
lling …
I h
ave
a v
ast
num
ber
of
little n
ote
books f
or
work
, fu
ll of
sketc
hes a
nd t
hin
gs. T
he g
enera
l id
ea f
or
a g
am
e
is e
asy,
the r
eal ch
alle
nge a
lways c
om
es a
bout
six
month
s late
r w
hen y
ou h
ave t
o d
esig
n a
ll th
e p
art
s
of
the g
am
e, and c
onsid
er
thin
gs lik
e h
ow
many
pie
ces o
f in
form
ation p
layers
can t
ake b
efo
re t
hey’ll
get
confu
sed.
…
9
Activate! Teaching FCE
10
ReadingRPART 11 B; 2 D; 3 C; 4 B; 5 A; 6 C; 7 D; 8 B
PART 29 H; 10 E; 11 A; 12 F; 13 C; 14 G; 15 D
PART 3
16 C; 17 A; 18 D; 19 B; 20 B; 21 D; 22 A; 23 C; 24 B; 25 A; 26 A; 27 C; 28 B;
29 D; 30 C
Answer Key
WPaper 2: WritingOverview
11
How long is the paper? 1 hour 20 minutes
How many parts are there? Two
How long is each part? Part 1: 120–150 words
Part 2: 120–180 words
What kind of thing do candidates
have to write?
Part 1: (Question 1) a letter or an email
Part 2: (Questions 2–4) one of: an
article, an essay, a letter, a report, a
review, a story
(Questions 5a and 5b – based on a
set text) one of: an article, an essay, a
letter, a report, a review
How is the paper marked? Both parts carry equal marks. The
examiners are looking for: content,
accuracy, range of language,
organisation and cohesion, and
awareness of audience.
Part 1
• Compulsory
• Input material of up to 160 words
• All input material must be dealt with in the answer
Part 2
• Candidates choose one option from questions 2–5
• Instructions of no more than 70 words
• Questions 5a and 5b give options for those candidates who have read one of
the set texts
What language might be focused on in ...
... Part 1? advising, apologising,
comparing, describing,
explaining, expressing
opinions, justifying,
persuading, recommending,
suggesting
... Part 2? advising, comparing,
describing, explaining,
expressing opinions, justifying,
recommending
W1FAQS
Q How many words do candidates have to write?
A For Part 1, they must write 120–150 words.
Q What if candidates write under the minimum number of words or over the
maximum?
A A few words more or less do not matter. Tell your students that they should
always try to write at or near the upper limit (150 words) because if their
answer is too short, they may not have included all the information required.
Remind them that in Part 1 they only need to refer to the information that is
required.
Q Do candidates have to include all the information from the input material?
A Yes. If they miss out any part of the required information, they will lose marks.
Q Is it really important to use paragraphs and to write clearly?
A Yes, it is. A piece of writing which is divided into two or three paragraphs and is
in clear handwriting will create a good fi rst impression.
Q What if candidates make spelling or grammar mistakes?
A Tell your students to re-read their writing at the end to check for silly spelling or
grammatical mistakes. The Writing paper is assessed on ability to communicate
correctly, which includes spelling and grammatical accuracy.
Q Should students write everything on rough paper and then write it again
on the exam paper?
A No, that would be a waste of time. They should write directly on to the question
paper. If they have to cross out words or sentences, tell them to do it as neatly
as they can.
Task preparation
Students should always prepare before they begin their answer. A good way
to get students in the habit of doing this is to ask them questions about each
task they do in class. For example, these questions are based on the sample
task on page 13.
1 Don’t be in a hurry to start writing! Read the introduction to the task carefully.
Why are you writing to Jennie? (to answer her questions about visiting your
country)
2 Read Jennie’s email and the notes. Can you say that you’ll be there and suggest
something you could do together? (no)
3 Look at the second paragraph. What do you need to tell Jennie about? (a form
of cheap transport)
4 Look at the third note. Apart from mentioning a lovely part of your country, what
else do you have to do? (give reasons of why you like it there)
5 What kind of details does the last note ask you to give? (cheap accommodation)
6 When you write your email, how are you going to start? (Dear Jennie/Hi Jennie)
7 Do you need to sign your fi rst name at the end? (yes)
Writing
12
Part 1
PA
RT
1
You m
ust
answ
er
this
question. W
rite
your
answ
er
in 1
20–150 w
ord
s in a
n
appro
priate
sty
le o
n t
he o
pposite p
age.
___________________________________________________________________
Yo
u h
ave
re
ce
ive
d a
n e
fro
m y
ou
r E
ng
lish
-sp
eakin
g f
rie
nd
, Je
nn
ie,
wh
o
is p
lan
nin
g t
o v
isit y
ou
r co
un
try.
Re
ad
Je
nn
ie’s
em
ail
an
d t
he
no
tes y
ou
have
mad
e. T
he
n w
rite
an
em
ail
to J
en
nie
, u
sin
g a
ll y
ou
r n
ote
s.
em
ail
To
:
Je
nn
ie S
tew
art
Se
nt:
2
0th
Ju
ne
20
08
Su
bje
ct:
R
E:
vis
it t
o y
ou
r co
un
try
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
PAPER 2: WRITING
Part 1 (question1) Sample Test
em
ail
Fro
m:
Je
nn
ie S
tew
art
Se
nt:
2
0th
Ju
ne
20
08
Su
bje
ct:
vis
it t
o y
ou
r co
un
try
Cla
ra a
nd I
hav
e de
cide
d to
spe
nd o
ur h
olid
ays
getti
ng to
kno
w y
our
coun
try.
We
are
com
ing
in
Sept
embe
r. W
ill y
ou b
e th
ere?
It w
ould
be
grea
t if w
e co
uld
do s
omet
hing
toge
ther
.
We
wan
t to
visi
t man
y pl
aces
, eve
n th
ey a
re fa
r fr
om th
e ca
pita
l. W
hat’s
the
best
way
to tr
avel
long
di
stan
ces
with
out s
pend
ing
too
muc
h?
We’
ll ha
ve o
nly
thre
e w
eeks
bec
ause
we
have
to b
e ba
ck fo
r th
e st
art o
f ter
m. C
an y
ou te
ll m
e w
hat p
art
of y
our
coun
try
we
shou
ld d
efini
tely
see
?
Fin
ally
, I w
ould
like
to k
now
mor
e ab
out
acco
mm
odat
ion
we
can
affo
rd. A
re th
ere
any
plac
es
whe
re y
oung
peo
ple
can
stay
che
aply
?
Love
Jenn
ie
No, b
ecau
se …
Sug
gest
…
Yes,
say
whi
ch
and
why
Yes,
give
det
ails
1313
Activate! Teaching FCE
W2
14
FAQS
Q How many words must candidates write?
A For Part 2, candidates must write 120–180 words.
Q What kind of thing will candidates have to write?
A Candidates can choose between several options, which might include an article,
an essay, a letter, a report, a review or a story. Question 5 will always be two
options for those candidates who’ve read one of the set texts.
Q With such a wide choice, how can candidates be sure to choose the one
that is best for them?
A Tell your students to choose a topic they feel confi dent they can write about
and not to choose a topic they know nothing about. Tell them to think about
whether they have some interesting vocabulary and language they could use
for a topic.
Q Do candidates have to write about a real experience or can they pretend
they saw a show, for example?
A They can invent and use their imaginations as much as they like. It does not
matter if it is not true.
Q Is it a good idea for candidates to make a plan of what they want to write?
A Yes. They should write down the points they want to include and roughly the
order they will follow. Tell students to jot down any words that they may want
to use so that they do not forget them. Remind them not to write the whole
piece, just the main idea for each part.
Task follow-up
Students are often confused by marking criteria for writing tasks. For FCE
Paper 2, the examiner will consider fi ve areas: content, organisation, register, range of language and effect on target reader. Make notes on how you would
explain these fi ve areas to your students.
Read the notes below – are they similar to yours?
• Content: You have included all the points in the rubric.
• Organisation: The different points follow each other clearly.
• Register: You have written in an appropriate style (formal or informal).
• Range of language: You have used varied vocabulary and structures at FCE level.
• Effect on target reader: The person who reads your composition would be
clearly informed.
Writing Part 2
PA
RT
2
Write
an a
nsw
er
to o
ne o
f th
e q
uestions 2
–5 in t
his
part
. Write
an a
nsw
er
in 1
20–180 w
ord
s in a
n a
ppro
priate
sty
le o
n t
he o
pposite p
age. P
ut
the
question n
um
ber
in t
he b
ox a
t th
e t
op o
f th
e p
age.
___________________________________________________________________
2
You h
ave s
een a
n a
nnouncem
ent
in a
n inte
rnational m
agazi
ne.
W
rite
your
art
icle
.
3
You r
ecently s
aw
this
notice o
n a
website c
alle
d M
usic
Today.
W
rite
your
revie
w.
4
Your
teach
er
has a
sked y
ou t
o w
rite
a s
tory
for
an inte
rnational m
agazi
ne. T
he
sto
ry m
ust
begin
with t
he f
ollo
win
g w
ord
s:
W
hen P
aul heard
a n
ois
e in t
he g
ard
en, he g
ot
up t
o look o
ut
of
the w
indow
.
W
rite
your
sto
ry.
5
Answ
er
one o
f th
e f
ollo
win
g t
wo q
uestions b
ased o
n y
our
readin
g o
f one
of
these s
et
books. W
rite
the lett
er
(a)
or
(b)
as w
ell
as t
he n
um
ber
5 in t
he
question b
ox o
n t
he f
ollo
win
g p
age.
(a
) A
. J. C
ronin
– T
he C
itadel
Andre
w M
anson c
hanged w
hen h
e s
tart
ed t
ryin
g t
o m
ake e
asy m
oney.
Write
an e
ssay d
escribin
g h
ow
his
am
bitio
n t
o b
e r
ich c
hanged h
im.
(b
) Jule
s V
ern
e –
Round t
he w
orld in 8
0 d
ays
Thro
ughout
the n
ovel P
assepart
out
encounte
rs m
any d
angero
us s
itua-
tions b
ut
manages t
o s
urv
ive. W
hic
h s
ituation d
o y
ou t
hin
k is t
he m
ost
difficult f
or
him
? W
rite
an e
ssay s
ayin
g w
hic
h s
ituation y
ou t
hin
k is t
he
most
difficult f
or
him
and w
hy.
Q
ue
sti
on
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
....
.
PAPER 2: WRITING
Part 2 (questions 2–5) Sample Test
My
Be
st
Ch
ild
ho
od
Me
mo
ry
Tell
us a
bo
ut
an
un
forg
ett
ab
le e
xp
erie
nce
in
yo
ur
child
ho
od
an
d s
ay
why it
is s
o im
po
rtan
t to
yo
u.
Th
e b
est
art
icle
will
ge
t a b
oo
k p
rize
.
Wri
te a
Re
vie
w f
or
us!
Have
yo
u s
ee
n a
liv
e m
usic
pe
rfo
rman
ce
re
ce
ntly? I
f so
, co
uld
yo
u
write
us a
revie
w o
f th
e m
usic
yo
u s
aw
? I
nclu
de
in
form
atio
n a
bo
ut
the
mu
sic
ian
s,
the
ve
nu
e a
nd
th
e a
ud
ien
ce
an
d s
ay w
he
the
r yo
u’d
re
co
mm
en
d t
he
pe
rfo
rman
ce
to
oth
er
pe
op
le.
The b
est
revie
ws w
ill b
e p
ublis
hed o
n t
he w
ebsite.
1515
Activate! Teaching FCE
WPART 1Question 1 – Email
Dear Jennie
What great news! I would have loved to be here to see you, but I’ll be on holiday myself in September. If had known, I would have gone on holiday in August.
Anyway, I can give you all the information you need, and I’ll start with transport. In this country, if you don’t want to spend a lot of money, it is best to travel by coach. Trains are very fast, but they are also more expensive.
If I were you, I’d definitely go to Scotland and see the Highlands. The scenery of mountains and lochs is fantastic. It will also be a good break if you are visiting lots of busy cities.
Your best chance of staying in places cheaply is to go to Youth Hostels, but remember it is a good idea to book early. There are also nice Guest Houses outside big cities.
Love,
Emily
[148 words]
PART 2Question 2 – Article
My best childhood memoryWhen I was very young, I used to visit my grandfather every weekend and during the holidays. He used to read me lovely stories from a collection of books he himself had read when he was a child. I loved those stories because they were so different from the stories in television cartoons and the books had beautiful illustrations.One day my grandfather phoned me and said that he had a really special story to read me. I couldn’t wait for the weekend, and at last Saturday came and I went to his house. We sat down in the garden and he opened a big notebook and began to read the story. It was about a girl who was seven years old and was called Lisa, like me! My grandfather had written the story himself, and it was the most beautiful story I had ever heard.I still have the story, and one day I shall read it to my own grandchildren. [162 words]
16
Writing Sampleanswers
Question 3 – Review
Marissa at the Dome
Fado is a Portuguese rhythm and nobody sings it like Marissa, who was simply marvellous last night. The concert was at the Dome theatre and all the tickets had been sold out months ago. The theatre was packed with people of all ages and Marissa didn’t disappoint anyone. She sang songs from her new album but also some old favourites we were all hoping to hear.
It was wonderful to see her, in her long dress, moving to the rhythm of fado, apparently enjoying the experience as much as her audience was. The musicians who accompanied her, and who travel everywhere with her, were brilliant as well.
At the end she received a standing ovation and had to come back to sing again because the audience didn’t want to let her go. She promised everyone that she would come back next year.
I recommend Marissa to all music lovers, even if they do not understand a word of Portuguese. Her voice is capable of transporting one to another world.[170 words]
Question 4 – Story
[180 words]
1717
Activate! Teaching FCE
How long is the paper? 45 minutes
How many parts are there? Four
How do candidates write their
answers?
Part 1: shade in the correct ‘lozenge’ on
the answer sheet
Parts 2, 3 and 4: write the answer
in capital letters in the boxes on the
answer sheet – one letter per box
How is the paper marked? Parts 1, 2 and 3: one mark for each
correct answer
Part 4: two correct marks for each
correct answer (one mark if the answer
has one mistake)
Part 1
• One text with 12 gaps
• Four options for each gap
Part 2
• One text with 12 gaps
• Candidates write one word to complete each gap
Part 3
• One text with 10 gaps
• A stem word is provided for each gap
• Candidates must use this stem to form the correct words to complete the text
Part 4
• Eight pairs of sentences
• Candidates use two to fi ve words to complete the second sentence so that it
means the same as the fi rst sentence
What language is focused on in ...
... Part 1? Lexical/lexico-grammatical
... Part 2? Grammatical/lexico-grammatical
... Part 3? Lexical/lexico-grammatical
... Part 4? Lexical and grammatical
18
UoE Paper 3: Use of EnglishOverview
UoE1
19
FAQS
Q Should candidates read the text or the options fi rst?
A Candidates should:
Read the whole text fi rst (not the multiple-choice options) to get the general
meaning.
Then read again very carefully and choose one option (A, B, C or D) to go in
each gap.
Read the text before and after the gap to make sure the answer really fi ts.
Q Can candidates give two answers if they’re not sure?
A No. There is only one answer to each question, so they have to choose. If
candidates are not sure, they should leave the question and come back to
it later.
Q If candidates can’t do a question, should they guess?
A Yes. Remind your students that you don’t lose marks for wrong answers, so you
have a one in four chance of being right.
Q Should candidates read through the text more than once?
A Yes. This task requires detailed reading; it can’t be done quickly. Tell your
students to re-read the text when they’ve fi nished to make sure all of their
answers make sense.
Q Does this task just test understanding of grammar?
A No. This task tests understanding of both vocabulary and grammar. Candidates
have to know the words, how words are used together in sentences, and how
sentences are linked together to make a text.
Task preparation
It’s very useful for students to read the text through and think about the
meaning before looking at the questions in detail. Look at the sample task.
How would you engage students’ interest in the text? What questions could
you ask them?
Example questions:
1 What type of text is it? (an article)
2 What are orcas? (a type of whale)
3 Where did John go to see the orcas? (Canada)
4 What is the topic of each paragraph in the text? (1 = how John got interested in
orcas; 2 = what he did as a result; 3 = what happened on that day)
Task follow-up
Get students to think about how they approach the task by asking them to
discuss it in pairs.
Example questions:
1 Choose two answers and talk about why you chose your answer. Underline the
words before and after the gap that helped you make your choice.
2 Talk about the gap you found the most diffi cult. Which of the words did you
choose? Why?
Use of EnglishPart 1
Activate! Teaching FCE
1
A ro
se
B
incre
ase
d
C a
dd
ed
D e
xte
nd
ed
2
A tim
e
B tu
rn
C p
artic
ula
r
D fa
ct
3
A fu
lfi l B
reach
C
ob
tain
D s
ucce
ed
4
A O
n a
cco
un
t of
B B
y m
ean
s o
f C
Exce
pt fo
r
D In
ste
ad
of
5
A h
ire
B re
nt
C p
ay
D
pu
rchase
6
A s
carc
ely
B
rath
er
C h
ard
ly
D
mo
re
7
A c
om
pare
s
B re
se
mb
les
C re
min
ds
D
ap
pe
ars
8
A s
ug
ge
ste
d
B in
sis
ted
C
ad
vis
ed
D p
ers
uad
ed
9
A c
arry
B
co
ntin
ue
C
follo
w
D
rem
ain
10
A a
dvan
cin
g
B c
om
ing
C
movin
g
D
ap
pro
ach
ing
11
A s
care
d
B th
reate
ne
d
C w
orrie
d
D
en
dan
ge
red
12
A a
way
B o
ve
r C
up
D o
ut
PAPER 3: USE OF ENGLISH
Part 1 (questions 1–12)Sample Test
20
PA
RT
1
For q
uestio
ns 1
–12, re
ad th
e te
xt b
elo
w a
nd d
ecid
e w
hich
answ
er (A
, B, C
or D
) best fi ts
each
gap. T
here
is a
n e
xam
ple
at th
e b
egin
nin
g (0
).
Mark
your a
nsw
ers
on
the s
ep
ara
te a
nsw
er s
heet.
Exam
ple
:
0 A
know
n B
calle
d C
nam
ed D
titled
0 A
B C
D
___________________________________________________________________
In s
earc
h o
f orc
as
Orc
as, a
lso (0
) ..... as k
iller w
hale
s, h
ave a
lways h
eld
a c
erta
in fa
scin
atio
n
for J
ohn C
lark
. It all b
egan w
hen h
is p
are
nts
told
him
sto
ries a
bout s
ea
monste
rs. H
is d
esire
to s
ee o
rcas (1
) ..... when h
e le
arn
t at s
chool th
at th
ey
are
in (2
) ..... inte
lligent, g
entle
cre
atu
res.
John w
as a
ble
to (3
) ..... his
lifetim
e a
mbitio
n w
hen h
e v
isite
d C
anada la
st
year. (4
) ..... goin
g o
n a
typic
al w
hale
-watch
ing b
oat trip
, John d
ecid
ed to
(5) ..... fo
r the s
erv
ices o
f a g
uid
e to
take h
im o
ut o
n a
kayak, a
sm
all c
anoe.
‘I must a
dm
it that I fe
lt (6) ..... frig
hte
ned a
t the p
rospect o
f bein
g in
the
mid
dle
of a
pod o
f whale
s, p
rote
cte
d o
nly
by s
om
eth
ing th
at (7
) ..... me o
f a
pla
stic
bath
tub,’ s
aid
John.
They s
et o
ff early, b
ut in
the fi rs
t two h
ours
only
saw
one d
olp
hin
, so th
e
guid
e (8
) ..... John to
turn
back
. John w
ante
d to
(9) ..... o
n try
ing
, how
ever,
because h
e w
as c
onvin
ced th
eir p
atie
nce w
ould
be re
ward
ed. T
hen,
suddenly, a
s th
ey w
ere
(10) ..... a
sm
all is
land, a
pod o
f aro
und fi fte
en o
rcas
em
erg
ed ju
st a
few
metre
s a
way –
a s
pecta
cle
beyond J
ohn’s
wild
est
dre
am
s. ‘D
espite
their h
uge s
ize, I n
ever o
nce fe
lt (11) ..... o
f them
,’ said
John. ‘T
he m
om
ent w
as (1
2) ..... a
ll too s
oon, b
ut I’ll n
ever fo
rget th
e
experie
nce.’
21
UoE2
FAQS
Q Should candidates read the whole text through before fi lling in any gaps?
A Yes. Tell your students not to start writing in their answers until they have
understood the whole text.
Q If candidates can’t do a question, should they guess?
A Yes. In the FCE exam, you don’t lose marks for wrong answers, so don’t leave
any gaps blank.
Q Should candidates read the whole text in detail or should they just con-
centrate on the gaps?
A Tell your students that they should always read the whole text fi rst, without
looking at the gaps. After that, they should look carefully at the text before and
after the gap and think about the meaning of the whole text when they do each
question.
Q Are most of the missing words related to the topic?
A No, they aren’t. Candidates do not need specialist topic knowledge to complete
the text. The words they are looking for are the grammatical words.
Q To do this part, do candidates have to know their grammar?
A Yes. This task tests understanding of both vocabulary and grammar, but the
words needed are usually grammatical words.
Task preparation
If your students are not confi dent at this task, start with a few sentences
(each missing one word), related to the topic of the task, which they can
complete in groups.
For example:
1 A drum is a musical instrument which you play ...... a stick. (with)
2 It’s not easy to learn ...... to play the drums. (how)
3 There’s a website where you can fi nd ...... more about drums. (out)
4 Unfortunately, I’m ...... able to play the drums. (not)
5 The Japanese drum is ...... as a taiko. (known)
6 Some drums are bigger ...... others. (than)
7 How long does it ...... to learn to play the drums? (take)
8 Drums have been important in Japanese music ...... centuries. (for)
Task follow-up
After you’ve corrected the task with the class, ask students to discuss the
following questions.
1 Choose two answers you got right and tell your partner why you chose that
answer. Underline the words before and after the gap that helped you make
your choice.
2 Talk about the gap you found the most diffi cult. Now you know the answer,
discuss why it was hard.
Use of EnglishPart 2
22
UoE3
FAQS
Q What should students do fi rst – read the whole text or read it line by line?
A Students should always read the whole text fi rst, to make sure they understand
it. Understanding the context will make it easier to fi ll in the gaps.
Q Can students write two words if they’re not sure which is correct?
A No. There is only one answer to each question. Tell students that if they are not
sure, they should leave the space and come back to it at the end.
Q Will students be marked down for getting an answer wrong?
A No, they won’t. If they don’t know an answer, tell them to guess – they might
be lucky!
Q Is spelling important for this part of the exam?
A Yes, it is very important. The word must be spelt correctly to get a mark.
Q Are there some words that don’t need changing?
A No, there aren’t. Each word will need at least one change.
Task preparation
For this task type, it is important that students know how and when to use
a range of suffi xes and prefi xes. To give them practice and confi dence in this,
give each student in your class a card with either a word or a suffi x/prefi x
written on it. Tell them to walk around the classroom, comparing cards with
other students until they fi nd their ‘match’. Remind them that they may have
to make other changes so that the suffi xes ‘fi t’.
Examples:
Words with matching prefi xes Words with matching suffi xes
un-
dis-
in-
over-
extra-
re-
en-
under-
mis-
super-
safe
advantage
appropriate
coat
ordinary
cycle
joy
line
understand
market
invent
comfort
youth
fascinat(e)
geograph(y)
gold
popular
behav(e)
commerc(e)
mountain
-ion
-able
-ful
-ing
-ical
-en
-ity
-iour
-ial
-ous
Use of EnglishPart 3
23
Activate! Teaching FCE
PA
RT
2
For
questions 1
3–24, re
ad t
he t
ext
belo
w a
nd t
hin
k o
f th
e w
ord
best
fits
each
gap. U
se o
nly
one w
ord
in e
ach
gap. T
here
is a
n e
xam
ple
at
the
begin
nin
g (0).
Write
your
answ
ers
IN
CA
PIT
AL L
ET
TE
RS
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
Exam
ple
: 0
W H
I
C H
___________________________________________________________________
Th
e r
hy
thm
of
Ja
pa
ne
se
dru
ms
‘Ko
do’
is t
he
nam
e o
f a J
ap
an
ese
gro
up
of
dru
mm
ers
(0
) ..
....
....
was f
orm
ed
in 1
98
1. T
he
gro
up
mad
e a
nam
e f
or
itse
lf a
t th
e B
erlin
Mu
sic
Fe
stival in
th
at
sam
e y
ear
an
d h
as g
on
e (
13
) ..
....
....
to
ap
pe
ar
at
many o
the
r fa
mo
us e
ve
nts
,
(14
) ..
....
....
as t
he
FIF
A W
orld
Cu
p o
pe
nin
g c
ere
mo
ny in
20
02
. K
od
o is
(15
) ..
....
....
up
of
fort
y-e
igh
t m
usic
ian
s (
16
) ..
....
....
aim
is t
o p
rom
ote
gre
ate
r
ap
pre
cia
tio
n o
f th
e d
rum
(17
) ..
....
....
a u
niq
ue
in
str
um
en
t. E
ach
pe
rfo
rman
ce
is a
n o
ve
rwh
elm
ing
exp
erie
nce
an
d is m
uch
en
joye
d b
y a
ud
ien
ce
s.
Th
e ‘
taik
o’, a
s t
he
dru
m is k
now
n,
has a
lways f
eatu
red
pro
min
en
tly
in J
ap
an
ese
mu
sic
, w
he
the
r it is t
he
ge
ntle
tap
pin
g s
ou
nd
of
a s
mall
instr
um
en
t (1
8)
....
....
.. t
he
be
at
of
a h
ug
e o
ne
. ‘E
ve
r (1
9)
....
....
.. a
ncie
nt
tim
es t
he
taik
o h
as b
ee
n a
sym
bo
l o
f co
mm
un
icatio
n,’ Takash
i A
kam
ine
, th
e
gro
up
’s m
an
ag
er, s
ays.
‘Its
be
at
is lik
e a
wo
rld
lan
gu
ag
e.’
A s
kill
ed
dru
mm
er
is (
20
) ..
....
....
to
re
cre
ate
alm
ost
any s
ou
nd
: (2
1)
....
....
.. a
str
on
g w
ind
to
th
e v
oic
e o
f an
in
se
ct,
bu
t m
em
be
rs o
f K
od
o a
re (
22
) ..
....
....
than
ju
st
dru
mm
ers
. In
th
e c
ou
rse
of
a p
erf
orm
an
ce
so
me
of
(23
) ..
....
....
sin
g,
so
me
dan
ce
, w
hils
t o
the
rs p
lay t
he
flu
te,
cym
bals
or
oth
er
Jap
an
ese
in
str
um
en
ts. T
he
se
mu
sic
al co
mb
inatio
ns k
ee
p t
he
rhyth
m o
f th
e
pro
gra
mm
e v
arie
d,
an
d t
he
au
die
nce
gu
essin
g a
bo
ut
(24
) ..
....
....
will
co
me
next.
PA
RT
3
For
questions 2
5–34, re
ad t
he t
ext
belo
w. U
se t
he w
ord
giv
en in c
apitals
at
the e
nd o
f som
e o
f th
e lin
es t
o f
orm
a w
ord
that
fits
in t
he g
ap in
th
e s
am
e
lin
e. T
here
is a
n e
xam
ple
at
the b
egin
nin
g (0).
Write
your
answ
ers
IN
CA
PIT
AL L
ET
TE
RS
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
Exam
ple
: 0
I N
V E
N T
I
O N
___________________________________________________________________
SK
AT
EB
OA
RD
ING
PAPER 3: USE OF ENGLISH
Part 2 (questions 13–24) and Part 3 (questions 25–34) Sample Test
23
Sin
ce
its
(0
) …
……
. in
th
e late
19
50
s,
the
skate
bo
ard
, w
hic
h is a
narr
ow
bo
ard
with
rolle
r-skate
wh
ee
ls fi
xe
d t
o it,
has b
eco
me
a
sta
nd
ard
ite
m o
f sp
ort
s (
25
) …
……
. fo
r te
en
ag
e
boys.
It w
as c
reate
d a
s a
me
an
s o
f su
rfin
g w
ith
ou
t
wate
r w
he
n t
he
wave
s w
ere
no
t g
oo
d e
no
ug
h f
or
se
a s
urfi
ng
.
Now
ad
ays t
he
re a
re s
kate
bo
ard
ing
park
s f
or
form
al (2
6)
……
….,
bu
t th
e e
arlie
st
ve
nu
es f
or
skate
bo
ard
ing
we
re ju
st
em
pty
sw
imm
ing
po
ols
.
By t
he
early 1
97
0s,
bic
ycle
(2
7)
……
….
sta
rte
d
pro
du
cin
g q
ualit
y s
kate
bo
ard
s w
hic
h b
roke
le
ss
(28
) …
……
. an
d h
ad
mo
re
(29
) …
……
. w
he
els
th
at
wo
uld
no
t co
me
off
an
d c
au
se
in
jury
. Th
ese
(3
0)
……
….
mad
e it
po
ssib
le f
or
skate
bo
ard
ers
to
try
new
move
s t
o
de
mo
nstr
ate
th
eir s
kill
s,
the
mo
st
(31
) …
……
. o
f
wh
ich
is p
erh
ap
s t
he
‘o
llie’, a
n a
mazi
ng
le
ap
in
to
the
air.
Th
e (
32
) …
……
. o
f th
e s
po
rt d
eclin
ed
in
th
e 1
98
0s
wh
en
so
me
critics a
rgu
ed
it
was s
till
too
ris
ky a
nd
(33
) …
……
. H
ow
eve
r, s
kate
bo
ard
ing
has m
ad
e a
(34
) …
……
. an
d is lik
ely
to
re
main
a s
ym
bo
l o
f
yo
uth
ful e
ne
rgy f
or
many y
ears
.
INV
EN
T
EQ
UIP
CO
MP
ET
E
MA
NU
FA
CT
UR
E
EA
SY
RE
LY
IMP
RO
VE
IMP
RE
SS
PO
PU
LA
R
SA
FE
CO
ME
UoE4
FAQS
Q Is it important for candidates to read all the questions before attempting
any?
A No. Each question is separate and unconnected with the others, so they can do
one at a time.
Q How many words are needed to complete the sentence?
A At least two, but no more than fi ve. Contractions (e.g. can’t) count as two
words.
Q Will candidates always have to change the words that appear in the fi rst
sentence?
A This depends on the sentence. Sometimes the words will need to be changed
and sometimes not.
Q Can the key word be changed?
A Defi nitely not! The key word must remain exactly as it is.
Q Is spelling important?
A Yes, it is. Students will not get marks if their spelling is inaccurate.
Q Does the second sentence always have to mean the same as the fi rst?
A Yes, it does. No information should be left out and nothing new should be
added.
Q Does the answer have to be perfect to get any marks?
A No. There are two marks and students can get one of them if they only make
one mistake.
Task preparation
Students often need a lot of practice at making sure the two fi nished
sentences actually mean the same thing. Write pairs of sentences that mean
the same thing. Cut them up and give each person in the class one sentence.
Tell them to walk around the classroom, comparing sentences with their
classmates until they fi nd their ‘match’.
Examples:
1 A
B
2 A
B
3 A
B
4 A
B
5 A
B
Terry regrets borrowing his brother’s bicycle.
Terry wishes he hadn’t borrowed his brother’s bicycle.
‘Will you lend me your bicycle, please?’ said Terry to his brother.
Terry asked if he could borrow his brother’s bicycle.
It was the fi rst time Terry had ridden his brother’s bicycle.
Terry had never ridden his brother’s bicycle before.
Terry found riding his brother’s bicycle exciting.
Terry felt excited when he rode his brother’s bicycle.
Terry couldn’t wait to ride his brother’s bicycle.
Terry was really looking forward to riding his brother’s bicycle.
24
Use of EnglishPart 4
25
Activate! Teaching FCE
Pa
rt 4
For
questions 3
5–42, com
ple
te t
he s
econd s
ente
nce s
o t
hat
it h
as a
sim
ilar
meanin
g t
o
the fi
rst
sente
nce, usin
g t
he w
ord
giv
en. D
o n
ot
ch
an
ge t
he w
ord
giv
en
. You m
ust
use
betw
een t
wo
and fi
ve w
ord
s, in
clu
din
g t
he w
ord
giv
en. H
ere
is a
n e
xam
ple
(0).
Exam
ple
:
0
They s
hould
never
allo
w h
eavy v
ehic
les into
the c
entr
e o
f to
wn.
B
E
H
eavy v
ehic
les ...................................... in
to t
he c
entr
e o
f to
wn.
The g
ap c
an b
e fi
lled b
y t
he w
ord
s ‘should
never
be a
llow
ed’,
so y
ou w
rite
:
0
SHOU
LD N
EVER
BE
ALLO
WED
Write
the m
issin
g w
ord
s IN
CA
PIT
AL L
ET
TE
RS
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
_______________________________________________________________________________
35
To
m r
eg
rets
go
ing
on
su
ch a
n e
xp
en
siv
e s
um
me
r h
olid
ay.
N
OT
To
m w
ish
es .
....
....
....
....
....
....
....
....
....
. o
n s
uch
an
exp
en
siv
e s
um
me
r h
olid
ay.
36
I
really
wan
ted
to
se
e t
hat
wild
life
pro
gra
mm
e,
bu
t m
y T
V w
as b
roke
n.
LO
OK
ING
I
was r
eally
...
....
....
....
....
....
....
....
....
...
that
wild
life
pro
gra
mm
e,
bu
t th
e T
V w
as
bro
ke
n.
37
B
arb
ara
on
ly d
iscove
red
th
e t
ruth
be
cau
se
sh
e r
ead
Jo
hn’s
dia
ry.
S
TIL
L
If
Barb
ara
had
n’t
re
ad
Jo
hn’s
dia
ry,
sh
e .
....
....
....
....
....
....
....
....
....
. kn
ow
th
e t
ruth
.
38
I
was v
ery
move
d b
ecau
se
I’d
neve
r b
ee
n t
o a
we
dd
ing
ce
rem
ony b
efo
re.
F
IRS
T
I
was v
ery
move
d b
ecau
se
th
is .
....
....
....
....
....
....
....
....
....
. I’d
eve
r b
ee
n t
o a
we
dd
ing
ce
rem
ony.
39
C
aro
l m
ust
wate
r th
ese
pla
nts
eve
ry d
ay o
r e
lse
th
ey
wo
n’t
su
rviv
e t
he
ho
t su
mm
er.
U
NL
ES
S
Th
ese
pla
nts
wo
n’t
su
rviv
e t
he
ho
t su
mm
er
....
....
....
....
....
....
....
....
....
.. t
he
m e
ve
ry d
ay.
40
Yo
u o
ug
ht
to t
ry t
o u
nd
ers
tan
d y
ou
r sis
ter’s f
ee
ling
s.
E
FF
OR
T
Yo
u o
ug
ht
to .
....
....
....
....
....
....
....
....
....
. u
nd
ers
tan
d y
ou
r
sis
ter’s f
ee
ling
s.
41
Th
e r
esta
ura
nt
man
ag
er
can’t
un
de
rsta
nd
why t
he
re a
re
few
er
cu
sto
me
rs o
n F
rid
ays t
han
on
Th
urs
days.
M
AN
Y
Th
e r
esta
ura
nt
man
ag
er
can’t
un
de
rsta
nd
why
....
....
....
....
....
....
....
....
....
.. c
usto
me
rs o
n F
rid
ays a
s o
n
Th
urs
days.
42
C
an’t
yo
u s
ee
th
at
the
do
orw
ay is t
oo
narr
ow
to
ge
t th
is
larg
e a
rmch
air t
hro
ug
h it?
N
OT
C
an’t
yo
u s
ee
th
at
the
do
orw
ay .
....
....
....
....
....
....
....
....
....
.
to g
et
this
larg
e a
rmch
air t
hro
ug
h it?
PAPER 3: USE OF ENGLISH
Part 4 (questions 35–42) Sample Test
25
UoE
PART 1
1 B; 2 D; 3 A; 4 D; 5 C; 6 B; 7 C; 8 C; 9 A; 10 D; 11 A; 12 B
PART 2
13 ON; 14 SUCH; 15 MADE; 16 WHOSE; 17 AS; 18 OR; 19 SINCE; 20 ABLE;
21 FROM; 22 MORE; 23 THEM; 24 WHAT
PART 3
25 EQUIPMENT
26 COMPETITIONS
27 MANUFACTURERS
28 EASILY
29 RELIABLE
30 IMPROVEMENTS
31 IMPRESSIVE
32 POPULARITY
33 UNSAFE
34 COMEBACK
PART 4
35 (THAT) HE HAD NOT GONE
36 LOOKING FORWARD TO (SEEING/WATCHING)
37 STILL WOULD NOT/WOULDN’T
38 WAS THE FIRST TIME (THAT)
39 UNLESS CAROL WATERS
40 MAKE AN EFFORT TO
41 THERE AREN’T/ARE NOT AS MANY
42 IS NOT WIDE ENOUGH
26
Use of EnglishAnswer Key
L Paper 4: ListeningOverview
27
How long is the paper? Around 40 minutes
How many parts are there? Four. Each part is heard twice.
What kind of texts will be used? Monologues and texts with interacting
speakers.
Monologues could include: answerphone
messages, radio documentaries, lectures,
advertisements, anecdotes and lectures.
Interacting speakers could include:
interviews, conversations, radio plays and
transactions.
How do candidates write their
answers?
It is best to write directly on the question
sheet while listening to the recordings. At
the end, candidates are given fi ve minutes
to transfer their answers to the separate
answer sheet.
How is the paper marked? One mark for each correct answer.
Part 1
• Eight unrelated extracts
• One question per extract
• Three options for each question
Part 2
• A three-minute recording
• Ten sentences with a gap in each
• One to three words are needed to complete each gap
Part 3
• Five related monologues
• Six options to choose from
Part 4
• A three-minute recording
• Seven questions based on the recording
• Four options for each question
What is being tested in ...
... Part 1? general gist, detail, function, purpose,
attitude, opinion, relationship, topic, place,
situation, genre, agreement, etc.
... Part 2? detail, specifi c information, stated opinion
... Part 3? general gist, detail, function, purpose,
attitude, opinion, relationship, topic, place,
situation, genre, agreement, etc.
... Part 4? opinion, attitude, gist, main idea, specifi c
information
ListeningL1FAQS
Q How many questions are there?
A There are eight extracts and each extract has one question.
Q How many multiple-choice options are there?
A Three for each question.
Q Are the extracts connected in any way?
A No, they are completely unrelated. However, a brief introduction to each makes
students aware of the context.
Q Will all the extracts be monologues?
A No. They are sometimes monologues and sometimes exchanges between
interacting speakers. Students should listen carefully to the introduction so that
they know how many voices they will hear.
Q How long are the extracts and how many times are they played?
A They are around 30 seconds long each and each one is played twice.
Task preparation
Help students to understand the links between the questions and the options
before they attempt a listening task. Delete part of the question or some of
the options from a task and ask them to guess what goes in the spaces.
If you emphasise that even before listening, students were able to come up
with similar questions and options, it will give them more confi dence when
approaching the task, and demonstrate to them how the task works.
Examples:
1 You hear a woman talking about her job.
...................................................................... ?
A Women are particularly good at it.
B It is not as dangerous as people think.
C Formal training is essential.
2 You hear two colleagues talking about travelling to work.
...................................................................... ?
A how long it takes
B how much it costs
C how frequently it runs
3 You hear a novelist talking on the radio about a newspaper editor.
What did the editor do for him?
A ......................................................................
B ......................................................................
C ......................................................................
4 You hear a health specialist talking on the radio about exercise.
What form of exercise does he recommend?
A ......................................................................
B ......................................................................
C ......................................................................
Part 1
28
29
PAPER 4: LISTENING
Part 1 (questions 1–8) Sample Test
Part 1
You will hear people talking in eight different situations. For questions 1–8, choose the best answer,
(A, B or C).
______________________________________________________________________________
1 You hear a woman talking about her job.
What does she say about it?
A Women are particularly good at it.
B It is not as dangerous as people think.
C Formal training is essential.
2 You hear two colleagues talking about travelling to work.
What made the man decide to use the bus?
A how long it takes
B how much it costs
C how frequently it runs
3 You hear a novelist talking on the radio about a newspaper editor.
What did the editor do for him?
A She increased his self-confidence.
B She published some of his work.
C She introduced him to well-known authors.
4 You hear a health specialist talking on the radio about exercise.
What form of exercise does he recommend?
A gym workouts
B walking
C swimming
5 You overhear a woman talking about organising a conference.
How does she feel about it?
A doubtful about how much work it will involve
B upset about having to do the work herself
C concerned about what other people will say
6 You overhear a man making a telephone call.
Why is he phoning?
A to change an arrangement
B to correct some information
C to complain about a service
7 You overhear two people talking about a soap opera.
What does the woman think about it?
A It is poorly acted.
B It has an unrealistic plot.
C It lacks originality.
8 You hear part of a play on the radio.
Who is the man talking to?
A his boss
B his lawyer
C his wife
Activate! Teaching FCE
30
L2FAQS
Q How many sentences have to be completed?
A There are ten sentences.
Q How many words are missing from each sentence?
A A lot of the sentences can be completed with one word, but some will need
two or three.
Q Can candidates use their own words to complete the gaps?
A No. All the words they need will be in the recording.
Q Will the task always be based on a monologue?
A No. It could be either a monologue or interacting speakers.
Task preparation
Before listening to the recording, students have 45 seconds to read the
questions in the exam. Tell them to use this time wisely! Ask them questions
about the task to get them in the habit of predicting the missing words.
Example:
1 Which words would fi t within the context?
For example, in question 9, we are looking for the name of a type of place that
offers training for chefs. Would ‘school’ work here? How about ‘college’?
2 Do you need an adjective or a noun, singular or plural? How do you know?
For example, in question 12, we know we need a noun because of the defi nite
article before the gap. We know it must be a plural noun, because of the verb
‘are’ after the gap.
Task follow-up
While students will hear all the individual words they need, they will not hear
exactly the same sentences in the recording as they read on the question
paper. To raise awareness of this, give them sections of the audio script after
they have done the task. Ask them to underline the sentences that give them
the answers and in small groups, compare how different they are from the
task sentences.
Listening Part 2
L3
31
FAQS
Q How many speakers are there?
A There are always fi ve speakers. Each one gives a short monologue of around 30
seconds.
Q Are the monologues related?
A Yes, they are related by topic. For example, in the sample task the topic is
holiday experiences.
Q Why are there six options if there are only fi ve speakers?
A There is an extra option so that students will always have a choice, even when
listening to the fi fth monologue.
Q How many times will the recording be played?
A As with all parts of the Listening paper, students will hear the recording twice.
Task preparation
To train students to read the questions carefully and make sure they
understand them, ask them to look at the task in pairs or small groups before
listening. Tell them to think of another way of expressing the main ideas in
each option and then compare answers as a class.
Example:
1 I prefer going to places that have an interesting history.
What I like most is going to places which have an interesting past / where you can
learn about something interesting that happened in the past.
Task follow-up
In this task, there are often ‘distractions’ (answers that seem correct because
of the language used, but which are actually wrong within the context, for
example).
To get students out of the habit of just word spotting to fi nd answers, give
them the audio script after doing the task and ask them questions to help
them see where the distractions were and why they were wrong.
Example:
1 Three of the speakers mention comfort in different ways. Who are they?
(1, 3 and 4) What do they say about comfort?
2 Four of the speakers mention work in different ways. Who are they?
(1, 2, 3 and 4) What do they say about work?
3 Two of the speakers mention short breaks in different ways. Who are they?
(1 and 5) What do they say about short breaks?
Listening Part 3
32
Activate! Teaching FCE
PA
RT
3
You w
ill hear fi v
e d
iffere
nt p
eople
talk
ing a
bout th
eir h
olid
ay e
xperie
nces. F
or
questio
ns 1
9–23, ch
oose fro
m th
e lis
t (A–F) w
hat e
ach
speaker s
ays. U
se
the le
tters
only
once. T
here
is o
ne e
xtra
lette
r which
you d
o n
ot n
eed to
use.
___________________________________________________________________
A
I pre
fer g
oin
g to
pla
ces th
at h
ave a
n
in
tere
stin
g h
isto
ry.
Speaker 1
19
B
I have o
nly
recently
sta
rted ta
kin
g
pro
per h
olid
ays.
Speaker 2
20
C
I have to
be p
ers
uaded to
sto
p w
ork
ing
and ta
ke a
holid
ay.
Speaker 3
21
D
I belie
ve a
bit o
f dis
com
fort is
necessary
on h
olid
ay.
Speaker 4
22
E
I fi nd h
olid
ayin
g o
n m
y o
wn is
the
best w
ay to
rela
x.
Speaker 5
23
F
I like h
olid
ays to
be a
com
ple
te
bre
ak fro
m w
ork
.
PAPER 4: LISTENING
Part 2 (questions 9–18) and Part 3 (questions 19–23)Sample TestPA
RT
2
You w
ill hear a
n in
terv
iew
with
a m
an c
alle
d J
ack
Bro
wn, a
chef a
nd
resta
ura
nt o
wner w
ho h
as a
lso w
ritten a
cookery
book. F
or q
uestio
ns 9
–18,
com
ple
te th
e s
ente
nces.
___________________________________________________________________
Jack B
row
n: C
hef, R
esta
ura
nt o
wn
er a
nd
Write
r
Jack
says th
at in
the a
rea w
here
he liv
ed th
ere
were
no
9
offe
ring tra
inin
g fo
r chefs
.
Jack
uses th
e w
ord
‘10
’ to d
escrib
e w
hat c
ookin
g is
all
about fo
r him
.
When p
lannin
g h
is m
enus, w
hat’s
availa
ble
in th
e
11
dete
rmin
es J
ack
’s ch
oic
e o
f ingre
die
nts
.
Jack
says h
is
12
are
the m
ost im
porta
nt p
eople
in h
is
resta
ura
nt.
Jack
belie
ves p
eople
retu
rn to
his
resta
ura
nt b
ecause th
e
13
of w
hat th
ey e
at le
aves th
em
with
good m
em
orie
s.
When J
ack
decid
ed to
write
a b
ook, h
is a
im w
as to
write
about h
is
14
of c
ookin
g a
s w
ell a
s g
ive g
ood re
cip
es.
Jack
mentio
ns h
is
15
as a
n e
xam
ple
of a
recip
e w
hich
has
rem
ain
ed th
e s
am
e o
ver tim
e.
Jack
advis
es re
aders
of h
is b
ook to
try to
get s
om
e o
f the in
gre
die
nts
in
their lo
cal
16
.
Jack
says th
at th
e w
ay m
eals
are
serv
ed in
his
resta
ura
nt is
sim
ilar to
a
17
sty
le o
f serv
ing fo
od.
Jack
adm
its th
at h
is b
ook s
ells
well p
artly
because o
f the
18
in it.
33
Teaching FCETeaching FCE
L4FAQS
Q How long is this part of the exam?
A Part 4 is around three minutes long.
Q How many speakers will there be?
A This part will either be a monologue or an exchange between interacting
speakers. In the sample task here, there are two speakers – an interviewer and
a man who runs a travel company.
Q Will there always be the same number of questions?
A Yes, there will always be seven.
Q Will the questions follow the order of the recording?
A Yes, they will.
Task preparation 1
In a multiple-choice task, it is best to concentrate on the question fi rst
before looking at the options. Train students in this by giving them only the
questions before they listen to the recording. After they’ve written their own
answers, give them the options for each question and ask them to fi nd the
option which most closely matches their answer.
Task preparation 2
It’s important for students to know that these tasks don’t test knowledge of
a topic, but they should be aware that thinking about the topic when reading
the questions may help to prepare them.
Get students in the habit of thinking about a topic by preparing sentences for
them to complete before they do the task.
Examples:
1 An adventure travel company is ………………………............................................
2 To go on a mountain expedition you need to ………......................................……
3 People who go on adventure trips may not like …….............................….……….
4 Organising adventure travel is interesting because ……........................….………
5 Organising adventure travel may be diffi cult because …....................…….………
Listening Part 4
34
PAPER 4: LISTENING
Part 4 (questions 24–30)Sample Test
PART 4
You will hear an interview with a man called Andrew Burns, who owns and runs an adventure travel com-
pany. For questions 24–30, choose the best answer (A, B or C).
________________________________________________________________________________________________
24 What makes Andrew’s mountain expeditions different from others?
A the presence of medical staff
B the quality of the equipment
C the number of team leaders
25 Andrew says he is reluctant to accept clients who
A lack strength because of their age.
B are not sure of what they want to do.
C fi nd it hard to be a member of a team.
26 What do Andrew’s clients sometimes complain about when they return from a trip?
A The physical effort was too great.
B The local people were unfriendly.
C The food available was unfamiliar.
27 What surprises Andrew’s clients when they fi rst meet him?
A his relaxed manner
B his youthful looks
C his sense of humour
28 What part of his job does Andrew like most?
A making new friends
B planning the next trip
C helping people in need
29 When he’s choosing a destination for gap-year students, the most important thing for Andrew is their
A practical abilities.
B knowledge of the country.
C familiarity with the language.
30 Andrew believes that his company’s continuing success may be threatened by
A increased competition.
B rising transport costs.
C new travel regulations.
Activate! Teaching FCE
35
Teaching FCETeaching FCE
LPART 11 B; 2 A; 3 A; 4 B; 5 C; 6 B; 7 C; 8 C
PART 29 colleges
10 sharing
11 season
12 (kitchen) staff
13 taste
14 experiences
15 lemon pie
16 market
17 Japanese
18 photographs / photos
PART 319 C; 20 F; 21 A; 22 D; 23 B
PART 424 C; 25 B; 26 C; 27 A; 28 B; 29 A; 30 B
Listening Answer Key
LPART 1Extract 1
I am a tree surgeon, so you will see me in a hard
hat up on a tree, climbing some really high ones
and cutting down branches which might otherwise
fall down and hurt somebody. People just stand
there and watch you for ages, thinking you might fall
any time. They can’t believe there’s this woman up
there climbing around on branches. In fact, we take
safety very seriously and you’ll hardly ever hear of an
accident. I took a course in Australia to become a tree
surgeon, and there are now a number of courses in
the UK, though there’s no obligatory training as yet.
Extract 2
W = woman; M = man
W: So I hear you’ve given up using your car to come
to the offi ce. I don’t blame you given the rising
cost of petrol.
M: It’s more to do with all the hold ups on the road
actually – the price rise hasn’t affected me much
really. I was just tired of seeing how all the buses
went sailing by while I was stuck in a queue of
traffi c. I wish they’d put on more buses during
the rush hour, though – three an hour’s hardly
adequate. That might change though if more
people decided to follow my example. I think car
drivers should pay more tax. Now that would
really make them think.
Extract 3
The newspaper used to have a section for young
writers. I remember the editor so well – she was
a really eccentric elderly lady, a fantastic character.
She didn’t actually buy any of my stories but she
praised my writing skills, which meant a lot to me.
She’d tell me about the famous writers she’d met,
and how they’d all been beginners once. I lost touch
with her, so I don’t think she knows that it was her
encouragement that made me move on from writing
short stories and write my fi rst novel; that I owe my
success to her really.
Extract 4
Gyms make a fair proportion of their income from
people who pay in advance and then drop out after
a few sessions. To avoid making this mistake, the
trick is to choose a form of exercise that you can
enjoy on a daily basis. Research shows that walking
does precisely that. People fi nd it easier to adopt
as a regular habit than most other things suggested
by health professionals. I know that swimming is
considered to be just as effective or even more so
than walking, but for most of us it just can’t be fi tted
into our daily schedule.
Extract 5
They’ve asked me to be responsible for the whole
thing – from drawing up the conference programme
to deciding what speakers to invite, to hiring a venue.
I’ve done all this before of course, so I know what to
expect – it’ll be a full-time job for at least a week. I do
know a few of my colleagues won’t like it, you know,
that I’m not sharing this job with them, and I have to
admit I am not looking forward to the little comments
that I’m bound to hear. But there again, as everybody
knows I’ve never been any good at working in a team.
Extract 6
Hello, this is Alan Wright. I’m phoning about
the delivery of a washing machine on Friday the
nineteenth. I’ve just realised that I gave you my
mother’s telephone number instead of mine, which
is 07035609, just in case there are any problems and
you need to contact me. As we agreed last week, the
delivery time will be between nine and twelve at the
address I gave you – that’s 24 Ronson Road. I hope
this delivery time is still OK as there’ll be nobody at
home after midday. Thank you, end of message.
Extract 7
W = woman; M = man
M: I must get home by fi ve to see the last instalment
of The Barrats.
W: Everybody I know seems to be watching it! I
simply can’t understand it. I saw it a couple of
times and, frankly, if you’ve seen one of these
soap operas, it’s like you’ve seen them all.
M: That’s unfair. It’s very true to life.
W: I wouldn’t disagree with that, but sometimes
real life is not worth making a programme about.
I don’t deny it’s well acted, but I’m sure people
watch it mainly for the famous names. Anyway, I
don’t want you to be late for it!
Extract 8
I’m not sure what I should do, and I’d appreciate your
advice. Life at the offi ce has become unbearable,
there’s a terrible atmosphere and nobody seems to
trust each other anymore. I’ve had some legal advice,
which has confi rmed what we both feared: According
to my contract, if I resign, I may lose all rights to
a pension, and that wouldn’t be fair on you or the
children. Two of my colleagues have already handed in
their resignations, but there’s been no reply from the
general manager as yet. Perhaps the best thing to do
is to arrange a formal meeting with him to discuss my
options.
36
Listening AudioScripts
37
Activate! Teaching FCE
PART 2Int = Interviewer; J = Jack
Int: Jack, welcome to the programme. You’re a great
chef and now you’ve written a book. But you don’t
have professional qualifications as a cook?
J: No, I learnt how to cook in restaurants. When I
started cooking there weren’t really any colleges
to go in the area where I lived. A couple of hotels
had short training programmes, but that was all.
My mother ran a restaurant and said, ‘Do you
want to be a chef?’ I said yes. She said, ‘Here you
go, you’re a chef. Now learn how to cook.’
Int: And you’ve learnt a lot in twenty-seven years,
haven’t you?
J: Indeed. In the first few years it was all a bit
mechanical, learning how to a make basic sauce,
for example. It wasn’t until 1977 when I met a
great chef that I understood what cooking was
all about. It wasn’t about mechanics, it was about
sharing – that’s the only way I could describe it.
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.
I use lots of different ingredients, and I’ll find out
well in advance what’s available and what’s good.
The deciding factor is the season, because you
shouldn’t expect to get summer fruits in winter.
You have to adapt what’s available.
Int: Who are the people you value most?
J: Most chefs would say it’s the customers, and it’s
true that without them there’d be no business.
I wouldn’t be able to even get started each day
without my kitchen staff, so they’re the ones I’d
put first. Of course suppliers are also important,
they probably come second.
Int: So what makes your customers return to your
restaurant?
J: They go away thinking, ‘Gosh, I wish I had a little
more of that.’ Basically what I want them to have
is memories of the taste of the food, long after
they’ve had it, which will make them come back.
Of course the service and environment are very
important too, but that’s not my main selling
point.
Int: How did this project to write a book start? Why
did you decide to write a book?
J: I think every young cook wants to write a book. I
started by looking at cookery books for inspiration.
Then when I made up my mind to actually write
a book, I knew it wouldn’t be just about recipes. I
wanted to bring out my experiences of preparing
food, because they make me what I am. We go
through our careers and things happen to us,
which are very important.
Int: How much do the recipes change?
J: With cooking, what was good enough yesterday
may not be good enough today. Some of the
recipes in the book have evolved, but many
haven’t. The lemon pie, for instance. I’ve been
doing it for fifteen years and I can’t make it any
better, while my soups are constantly changing,
with new flavours and spices.
Int: Your readers may not find some of the foods you
mention in your book.
J: Well, some people will travel some distance
to get ingredients, which even the largest food
stores and supermarkets may not have. Often
they don’t realise the market near them has them,
it’s just that they never thought of asking!
Int: Do you find lessons in the food of other
countries?
J: Definitely. Although most recipes have a French
origin, there’re many international influences. For
example, in my menus, I serve small courses over
a period of time – diners can sometimes spend a
couple of hours eating. That would remind people
of a type of Japanese meal which is like that,
extending the meal for a longer period of time.
Int: Finally, your cookbook is attractively presented.
Does that help sell it?
J: You might say that a number of features are
important, such as a chapter on how to lay the
perfect table, but I don’t think the book sells
any better because of that. The photographs are
impressive, and here I’m prepared to accept this
does increase sales. But it’s the fifty recipes in it
that should attract buyers.
Int: Jack, many thanks …
PART 3Speaker 1
I’m thinking of going to Brazil in the autumn to stay
with friends who live a couple of hours from Rio. I
used to have regular holidays a few years back, but
lately I’m quite bad about getting round to booking
them, especially since I started working full-time. If it
wasn’t for a couple of colleagues who keep telling me
to have a break, I’d probably be spending all my free
time sitting in front of my computer! I don’t like flying
– I find it an incredibly uncomfortable experience,
stuck in a tiny seat, sometimes for twelve hours at a
stretch. But I soon forget about it once I’ve arrived.
Speaker 2
I like to travel with friends, who share my interests, so
we can talk and gossip as we drive along. I don’t mind
doing some of the things they want to do, like looking
round archaeological sites, visiting art galleries, that
sort of thing, as long as they understand that the
objective of a holiday for me is to be somewhere
where my mobile doesn’t work, so colleagues can’t
get hold of me. An adventurous holiday is fine when
you’re looking for excitement, like me a few years
back. I remember a happy trip to India with my sister,
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’m afraid I wouldn’t
37
38
be grateful at all! I’ve got peace and quiet around me
all year round, working at home and mostly on my
own. My friends can’t understand how I can spend my
holidays in museums and bookshops, which to them
sounds like the opposite of a good time. I choose the
destination very carefully, making sure there’s some
interesting past event I can fi nd out about whilst I’m
there. Of course, a good hotel is a must, though I’m
looking for standard facilities rather than luxury.
Speaker 4
I sold my holiday house two years ago because
I always felt I had to go there. Recently I went
backpacking around Egypt with a colleague for six
weeks. We made friends with a group of children
who took us everywhere in donkey and cart and
showed us around. I know it isn’t everyone’s idea
of a good holiday – but unless I have to make a little
effort, carrying my stuff and sleeping under the stars
if necessary, I can’t enjoy it. When the travelling’s part
of my job, then I love to travel fi rst class and stay in
top hotels, but that’s not a holiday of course.
Speaker 5
The fi rst time I travelled by plane on my own I
was only fi ve – I was going to meet my father in
Los Angeles. It wasn’t actually a holiday but I still
remember how exciting it was. Incredibly perhaps,
although I did the whole travelling bit as a student,
until last summer I hadn’t really gone on what you
might call a real holiday – just the odd weekend away,
which isn’t the same really. Now I travel rather a lot,
and spend most of my income on holidays, as if I
want to catch up for lost time. My parents tell me I
should take time off and have a break from travelling!
PART 4Int = Interviewer; A = Andrew
Int: Andrew, welcome to the programme. Your travel
company is well-known for organising climbing
expeditions. What makes it special?
A: Well, all companies now offer similar things. No
company can afford not to have either a doctor
or a nurse on an expedition, for example. We do
offer something that, to my knowledge, is usually
lacking with other companies, though. Every
team of 25 people will have with it a team of up
to eight leaders. We have all the latest technology
as well, though of course I’m not claiming my
company’s unique in this respect.
Int: Can anyone join your expeditions?
A: I’m interested in people who don’t allow the word
‘impossible’ into their vocabulary. The older you
are, the less energy you have, so it gets more
diffi cult, but I’ve accompanied teams of people
in their seventies on climbs. The main thing is
that the person should be motivated and ready
to achieve an objective. I can’t have time-wasters
on any expedition, you know, the sort who can’t
make up their mind about things.
Int: And do people complain about things when they
return, if the expedition has been too hard for
them for example?
A: Everyone knows what to expect: you may have
been to the gym regularly but still climbing a
mountain will leave your muscles hurting. What
few people are prepared for is the fact they’re
not going to get their steak and salad or whatever
their normal diet is. I tell them this early on, but I
still get negative comments about it. The people
from the area provide us with everything we
need, but some of my clients can’t cope with it.
Int: Do you meet your clients personally?
A: I want my clients to realise that profi t isn’t my
only motivation for doing what I do. When they
fi rst come to my offi ce, most of them can’t
believe that I want to talk to them for more than
a few minutes. They come expecting to fi nd
somebody under a lot of stress who’ll ask an
assistant to deal with their questions, but that’s
not the case at all. I may not look it, but I’m only
thirty years old, and I hope to be able to keep
offering this personal touch for many more years!
Int: What’s the best part of the job; the thing you
enjoy the most?
A: There are so many things – I’m lucky to be able
to provide employment for so many people in
different countries. Every time I return home
after a trip, I ring my friends to tell them about it!
But the truth is that as soon as I’m back, I start
thinking about some other expedition, something
even better than the last one, which I’m sure I can
offer. That may sound like hard work, but it’s what
makes this work most enjoyable.
Int: You take lots of students on ‘gap-year trips’,
when they take a year off between school and
university. Does that require a different kind of
organisation?
A: Yes, it does. These are students who want
adventurous travel but also to do some work in
the country they visit, something useful to them
when they return to university or to a job. So we
have to choose the destination very carefully. If
they speak the local language, all the better, but
it’s not a requirement because there’ll pick up
the basics fairly quickly. However, we do need to
make sure they have certain skills which they can
apply in the job they’ll do, whether it’s a school or
a clinic for example. It’ll usually be their fi rst time
in that particular country, of course.
Int: Finally, does the future look good for your
company?
A: Well, some things have made our life easier, like
the latest agreements with airlines regarding
heavy luggage and insurance. On the other hand,
higher fuel prices may mean more expensive
fl ights, and that’s going to affect us badly and may
even force us to scale down our operations. But
that’s going to affect our competitors as well, so
it’s an even playing fi eld in that respect.
Int: Andrew, many thanks …
Activate! Teaching FCE
S
39
How long is the paper? Around 14 minutes
How many parts are there? Four
Who will be in the room? Normally two candidates, but occasionally
three (timings are adjusted accordingly in this
case).
Two examiners. One is an interlocutor (i.e. asks
questions and interacts with the candidates)
and assessor. The second is an assessor but
does not speak.
How is the paper marked? Assessment throughout the test
Part 1
• A conversation between the interlocutor and each candidate in turn
• General questions about the candidate’s life (e.g. job, studies, hobbies)
Part 2
• Each candidate is given a pair of photographs to talk about for one minute
• Each candidate must comment briefl y on their partner’s topic
Part 3
• The candidates are given written and visual stimuli
• The candidates work together to make a decision
Part 4
• A three-way conversation between the interlocutor and the candidates
• The topic follows on from the topic of Part 3
What is the focus of ...
... Part 1? social and interactional language
... Part 2? organising a larger unit of discourse,
comparing, describing, expressing opinions
... Part 3? sustaining interaction, exchanging ideas,
expressing and justifying opinions, agreeing
and/or disagreeing, suggesting, speculating,
evaluating, reaching a decision through
negotiation, etc.
... Part 4? expressing and justifying opinions, agreeing
and/or disagreeing
Paper 5: SpeakingOverview
40
SFAQS
Q Why do candidates take the exam in pairs?
A Candidates need to demonstrate not just that they can speak by themselves (which is tested mainly in part
2) but also that they can sustain a conversation and that they have a good grasp of social and interactional
language.
Q Can candidates choose who they take the Speaking paper with?
A This depends on the examining centre and if candidates want to be paired with someone in particular, they
should talk to the local organiser to fi nd out if this will be possible.
Q Will pairs be given the same mark? What happens if one candidate is much stronger than the other?
A It does not matter if one candidate is much stronger. The examiners will listen to and mark all
candidates individually.
Q In Part 3, does it matter if the candidates can’t agree on the fi nal decision?
A No, it doesn’t. What matters is that the candidates discuss everything they are asked to and sustain the
conversation. They should, of course, try to reach a decision through negotiation, but the examiners will
understand that sometimes candidates won’t be able to agree!
Task preparation
There are many things that students can do to prepare for the Speaking paper. Here are a few ideas.
Part 1:
Put students in pairs and call out a common Part 1 topic (e.g. family, hobbies, holidays, future aspirations). Give
students one minute to take turns asking and answering questions on this topic before calling out another
topic. You can ask for feedback at the end of each topic, or at the end of the whole activity.
Tip:
Remind students not to rehearse scripted answers to common questions. Marks are given for natural
communication and they may be caught out and end up not answering the examiner’s exact question!
Part 2:
Ask students to bring in two photos or magazine pictures of a subject that interests them, e.g. people playing
music, sports teams, families on holiday, etc. Ask them to write the kind of question that an examiner might
ask about these pictures (go around the class helping them at this point) and then give their pictures and
question to a partner to talk about.
Tip:
Questions for Part 2 have two parts. The fi rst part is always ‘compare these photographs’ and the second is
more specifi c to the subject of the pictures. Remind students that the second part will be printed with the
photographs so they can read it to remind themselves not to wander off topic! Also tell students that they
must always listen to their partner’s long turn, as the examiner will ask them a short question on the topic
afterwards.
Parts 3 and 4:
A lot of functions are tested in these parts (expressing opinions, agreeing and disagreeing, speculating,
negotiating, etc.) and a good way to practise these is through debates in class. Give students a topic that they
are familiar with and that is not too serious (e.g. ‘Mobile phones at work/school should be banned’) and split
the class into two groups – A: those who must agree and B: those who must disagree. Give them time in their
groups to think of points, then split them into pairs (one A with one B) to hold their mini-debate. Afterwards,
give the class general questions connected with the topic to discuss (e.g. Have you ever studied anywhere
that didn’t allow mobile phones? When might it be vital to use one?)
Tip:
Reassure students that they don’t have to have any specialist knowledge to excel in this part of the paper. The
tasks will always be based on everyday subjects. Tell them that if they don’t have an opinion on the topic, they
should make it up! The important thing is to show off their command of English, not give true opinions.
Speaking Parts 1—4
41
Activate! Teaching FCE
41
Part
1
(3 m
inute
s)
Answ
er
these q
uestions:
• W
hat
is y
ou
r fa
vo
uri
te t
yp
e o
f m
usic
?
• H
as y
ou
r ta
ste
in
mu
sic
ch
an
ged
over
the y
ears
? W
hy/W
hy n
ot?
• W
here
do
yo
u lik
e t
o lis
ten
to
mu
sic
?
• W
hat
eff
ect
do
diffe
ren
t ty
pes o
f m
usic
have o
n y
ou
?
Part
2
(3 o
r 4 m
inute
s)
1 M
eals
2 T
each
ing
an
d L
earn
ing
Candid
ate
A, here
are
your
photo
s. T
hey s
how
people
havin
g a
meal.
I’d lik
e y
ou t
o c
om
pare
and c
ontr
ast
these p
hoto
gra
phs, and s
ay h
ow
mu
ch
the p
eo
ple
may b
e e
njo
yin
g t
heir
meal. Y
ou h
ave a
min
ute
to d
o t
his
.
Candid
ate
B, d
o y
ou
lik
e e
ati
ng
in
th
e o
pen
air
?
Candid
ate
B, here
are
your
photo
gra
phs. T
hey s
how
people
teach
ing a
nd
learn
ing
.
I’d lik
e y
ou t
o c
om
pare
and c
ontr
ast
these p
hoto
gra
phs, and s
ay h
ow
easy
or
diffi
cu
lt it
may b
e t
o learn
in
th
ese s
itu
ati
on
s. Y
ou h
ave a
min
ute
to d
o
this
.
Candid
ate
A, d
o y
ou
lik
e learn
ing
in
larg
e c
lasses?
PAPER 5: SPEAKING
Parts 1 and 2 Sample Test
How much might the people be enjoying
their meal?
1 Meals
How easy or difficult might it be to learn in
these situations?
2 Teaching and Learning
Parts 3 and 4Sample Test P
art 3
(3 o
r 4 m
inu
tes)
Now
I’d lik
e y
ou
to ta
lk a
bo
ut s
om
eth
ing
tog
eth
er fo
r ab
ou
t thre
e m
inu
tes.
I’d lik
e y
ou
to im
ag
ine
that y
ou
are
go
ing
aw
ay to
an
En
glis
h-s
pe
akin
g
co
un
try fo
r a w
ee
k. H
ere
are
so
me
of th
e a
ctiv
ities y
ou
are
thin
kin
g o
f do
ing
wh
ile y
ou
are
the
re.
Firs
t, talk
to e
ach
oth
er a
bo
ut h
ow
inte
restin
g th
ese
activ
ities w
ou
ld
be
. Th
en
de
cid
e w
hic
h tw
o a
ctiv
ities w
ou
ld h
elp
yo
u to
imp
rove
yo
ur
En
glis
h th
e m
ost.
Pa
rt 4
(3
or 4
min
ute
s)
An
sw
er th
ese
qu
estio
ns:
• H
ave
yo
u e
ve
r be
en
on
ho
liday
in a
n E
ng
lish
-sp
ea
kin
g c
ou
ntry
?
Wh
at w
as it lik
e?
• W
ha
t kin
d o
f ho
liday
s m
ost a
pp
ea
l to y
ou
– re
lax
ing
on
a b
ea
ch
,
activ
ity h
olid
ay
s o
r city
bre
ak
s? W
hy
?
• H
ave
yo
u e
ve
r or w
ou
ld y
ou
eve
r go
on
ho
liday
by
yo
urs
elf?
Wh
y o
r
wh
y n
ot?
• D
o y
ou
thin
k th
at p
eo
ple
in y
ou
r co
un
try g
et e
no
ug
h h
olid
ay
time
eve
ry y
ea
r? W
hy
or w
hy
no
t?
42
How interesting would these activities be?Which two activities would help you to improve your English the most?
Activate! Teaching FCE
43
Activate! Teaching FCE
SAMPLE
Candidate Answer Sheet
0000
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
Candidate NameIf not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).
Candidate Signature
Examination Title
Centre
If the candidate is ABSENT or has WITHDRAWN shade here
Candidate No.
Centre No.
Examination
Details
Supervisor:
A-H 40 CAS DP594/300
Use a PENCIL (B or HB).
Mark ONE letter for each
question.
Rub out any answer you
wish to change using an
eraser.
For example, if you think
B is the right answer to
the question, mark your
answer sheet like this:
DCBA2 E F G H
DCBA1 E F G H
Do not write in this box
DCBA4 E F G H
DCBA3 E F G H
DCBA6 E F G H
DCBA5 E F G H
DCBA8 E F G H
DCBA7 E F G H
DCBA10 E F G H
DCBA9 E F G H
DCBA12 E F G H
DCBA11 E F G H
DCBA14 E F G H
DCBA13 E F G H
DCBA16 E F G H
DCBA15 E F G H
DCBA18 E F G H
DCBA17 E F G H
DCBA20 E F G H
DCBA19 E F G H
DCBA22 E F G H
DCBA21 E F G H
DCBA24 E F G H
DCBA23 E F G H
DCBA26 E F G H
DCBA25 E F G H
DCBA28 E F G H
DCBA27 E F G H
DCBA30 E F G H
DCBA29 E F G H
DCBA32 E F G H
DCBA31 E F G H
DCBA34 E F G H
DCBA33 E F G H
DCBA36 E F G H
DCBA35 E F G H
DCBA38 E F G H
DCBA37 E F G H
DCBA40 E F G H
DCBA39 E F G H
Instructions
DCBA0
HB
E F G H
43© Cambridge ESOL
Answer sheet: Reading
SA
MP
LE
Su
pe
rvis
or:
246810
12 1357911
Can
did
ate
An
sw
er S
heet
00
00123456789
123456789
123456789
123456789
Ca
nd
ida
te N
am
eIf n
ot a
lrea
dy
prin
ted
, write
na
me
in C
AP
ITA
LS
an
d c
om
ple
te th
e
Ca
nd
ida
te N
o. g
rid (in
pe
nc
il).
Ca
nd
ida
te S
ign
atu
re
Ex
am
ina
tion
Title
Ce
ntre
If the
ca
nd
ida
te is
AB
SE
NT
or h
asW
ITH
DR
AW
Nsh
ad
e h
ere
Ca
nd
ida
te N
o.
Ce
ntre
No
.
Ex
am
ina
tion
De
tails
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
FC
EU
oE
DP
596/3
05
Co
ntin
ues o
ver
6
Do
no
t write
in th
is b
ox
14
13
16
15
18
17
20
19
22
21
24
23 P
art 2
Ins
truc
tion
sU
se
a P
EN
CIL
(B o
r HB
).R
ub
ou
t an
y a
nsw
er y
ou
wis
h to
ch
an
ge
usin
g a
n e
rase
r.
Do
no
t write
belo
w h
ere
u1
13
Part 1
0
u1
14
0
u1
15
0
u1
16
0
u1
17
0
u1
18
0
u1
19
0
u1
20
0
u1
21
0
u1
22
0
u1
23
0
u1
24
0
Pa
rts 2
, 3 a
nd
4: W
rite y
ou
r an
sw
er c
lea
rly
in C
AP
ITA
L L
ET
TE
RS
.
Pa
rt 1: M
ark
ON
E le
tter fo
r ea
ch
qu
estio
n.
0A
BC
D0
Fo
r exa
mp
le, if y
ou
thin
k B
is th
e rig
ht
an
sw
er to
the
qu
estio
n, m
ark
yo
ur
an
sw
er s
he
et lik
e th
is:
Fo
r Pa
rts 2
an
d 3
write
on
e le
tter
in e
ach
bo
x. F
or e
xa
mp
le:
SA
MP
LE
Pa
rt 3D
o n
ot w
rite
be
low
he
re
26
25
u1
28
27
30
29
32
31
29
30
31
32
25
26
27
28
0
u1
0
u1
0
u1
0
u1
0
u1
0
u1
0
u1
0
34
33
33
34
u1
0
u1
0
Pa
rt 4D
o n
ot w
rite
be
low
he
re
35
02
35
1u
36
02
36
1u
37
02
37
1u
38
02
38
1u
39
02
39
1u
40
02
40
1u
41
02
41
1u
42
02
42
1u
© Cambridge ESOL
Answer sheets: Use of English
44
Activate! Teaching FCE
45
Activate! Teaching FCE
45© Cambridge ESOL
SA
MP
LE
Superv
isor:
00
00 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
Can
did
ate
Nam
eIf
no
t a
lre
ad
y p
rin
ted
, w
rite
na
me
in C
AP
ITA
LS
an
d c
om
ple
te t
he
Ca
nd
ida
te N
o.
gri
d (
in p
en
cil
).
Can
did
ate
Sig
natu
re
Exam
inati
on
Tit
le
Cen
tre
If t
he
ca
nd
ida
te is A
BS
EN
To
r h
asW
ITH
DR
AW
Nsh
ad
e h
ere
Can
did
ate
No
.
Cen
tre N
o.
Exam
inati
on
Deta
ils
Test
vers
ion
:S
pe
cia
l a
rra
ng
em
en
ts:
FC
E L
Do
no
t w
rite
in
th
is b
ox
DP
59
9/3
06
Ca
nd
ida
te A
ns
we
r S
he
et
HS
NM
LK
JF
ED
CB
A
Part
2:
Write
your
answ
er
cle
arly in C
AP
ITA
L L
ET
TE
RS
.
Write
one letter
or
num
ber
in e
ach b
ox.
If the a
nsw
er
has m
ore
than o
ne w
ord
, le
ave o
ne
box e
mpty
betw
een w
ord
s.
Fo
r e
xa
mp
le:
0A
BC
Instr
ucti
on
s
Use a
PE
NC
IL(B
or
HB
).
Rub o
ut any a
nsw
er
you w
ish to c
hange u
sin
g a
n e
raser.
Part
s 1
, 3 a
nd
4:
Mark
ON
E letter
for
each q
uestion.
For
exam
ple
, if y
ou thin
k B
is the
right answ
er
to the q
uestion, m
ark
your
answ
er
sheet lik
e this
:
Tu
rn t
his
sh
eet
over
to s
tart
.
0
SA
MP
LE
24
AB
C
25
AB
C
26
AB
C
27
AB
C
28
AB
C
29
AB
C
30
AB
C
Part
4
19
AB
C
20
AB
C
21
AB
C
22
AB
C
23
AB
C
Part
3D
EF
DE
F
DE
F
DE
F
DE
F
9Part
2 (
Rem
em
ber
to w
rite
in C
AP
ITA
L L
ET
TE
RS
or
num
bers
)D
o n
ot
wri
te
be
low
he
re u1
90
10
u1
10
0
11
u1
11
0
12
u1
12
0
13
u1
13
0
14
u1
14
0
15
u1
15
0
16
u1
16
0
17
u1
17
0
18
u1
18
0
1A
BC
2A
BC
3A
BC
4A
BC
5A
BC
6A
BC
7A
BC
8A
BC
Part
1Answer sheets: Listening