FCE Exam Teacher's Guide

Syllabus for Cambridge
First Certificate Exam Class

March 2017
Computer Code: B2EM (formerly CM )
Common European Framework Level B2
Julie Simmons September 2016
_______________________________________________________________
1 FC Exam Class March 2017 Syllabus

FIRST CERTIFICATE MARCH 2017
_______________________________________________________________
DATE OF WRITTEN EXAM: (NB these are probable dates at time of writing)
Adult FCE - SATURDAY MARCH 4TH

FCE for Schools - SATURDAY MARCH 18TH
ORAL EXAMS: Not yet established
COURSE BOOKS
(Oxford) Cambridge English First Practice Tests

(to be bought in Sept.)
Cambridge Practice Tests Book 1

(to be bought at the end of Nov.)
(Revised for 2015 Exam)
First Certificate Organiser
LIST OF CONTENTS
Course Structure ....................................................................pg. 4

Homework Record Sheet .......................................................pg. 8
Timetable ...............................................................................pg. 9
Information & Teaching Strategies for the Four papers .........pg. 18
Useful Language & Expressions for the Oral Interview ........ pg. 24
Composition Marking Scheme ............................................. pg. 28
Model Compositions...... ...................................................... pg. 29

COURSE STRUCTURE
We aim to complete the following:
1. (Oxford) Cambridge English First Practice Tests (This book 1st )

Cambridge First Certificate Practice Tests Book 1 (Revised 2015 Edition) (2nd)
Various units from FC Organiser
BEWARE
In this (Oxford) Book of Cambridge Practice Tests they have failed to update the
instructions for Part 3 of the Speaking Test, as seen in their practice material found
on pgs. 25, 45, 65 & 85. It should be You have 2 minutes to discuss (the first part of
question 3). Then once theyve done that, You now have 1 minute to decide (the
second part of question 3).
2. Practice in the following writing skills:

For Part 1 of Paper 2
Compulsory Essay
For Part 2 of Paper 2

Article
Review
Formal & Informal Letters
Story (this appears in FCE for Schools only)
Report (this appears in the Adult FCE only)
3. Thorough revision and fine-tuning of the following major grammar areas:
Linking Words
Gerunds & Infinitives
Verbs, Adjectives & Verbs + Nouns that take Prepositions
Modal Verbs
Passives
Reported Speech
Conditionals & Wish
* Please note: The following less extensive areas are not included
in the syllabus, but should be dealt with by you
in a grammar slot as they come up:
So Vs Such
Too Vs Enough
Little & Few
Relative Clauses (particularly Non-Defining)
Do Vs Make
Be/Get Used to Vs Used to
Expressions + Simple past (Id rather you...
Its time...)

Any tenses that still pose problems

4. Revision of lexical groups with which students should be familiar.
Important to note: The exam tests a wide range of vocabulary, as well

as structure. It concentrates heavily on words in use .
It is essential that when you teach, practise & provide a record of language you
highlight how the words may collocate with other words & grammar.
Word Building : With high-frequency vocabulary, teach and provide a record of

various forms of the word, such as its negative etc.
THE TIMETABLE
The timetable included in this pack is optional. As long as you cover all the material, feel
free to do it in any order you like.
WRITING
The syllabus has been timetabled for a minimum of 12 compositions to be done from now until
the exam. Important to note: It is essential that students do exactly what is required of
them on each composition. In other words, they must be sure to include all points
indicated in the question. Students will therefore need training in interpreting questions
& planning their compositions. Please keep a record of the marks.
HOMEWORK
Please be sure you set a lot of homework every night.

Included here is a homework marks sheet. KEEP A RECORD FOR ALL STUDENTS. All
homework should be done - Even if students were absent on the day you set it.
FOR ALL CLASSES OF YOUNGER LEARNERS, get in touch with their parents
immediately if theyre not doing the homework.
ORAL INTERVIEWS
Students will have a practice interview before their oral exam. You will need to do a lot of
work in class as well, making sure students can describe with ease what they do,
their background, their interests etc., and can contribute confidently in a problem
solving activity with another candidate. Oral work has been included in the timetable.
Please also refer to the list of useful language found in this syllabus.

Vital to your students' success in FC is their dedication & involvement.
Therefore, at the beginning of the course students (or their parents)
should be given a copy of the learner guide outlining the minimum
requirements on their part to best ensure a pass. Please familiarise
yourself with it (copy included on next page) and insist upon it. Again,
if younger students do not comply, contact their parents immediately &
keep a record.
Summary of Changes to FCE as of 2015
Use of English / Reading (total time: 1 hr 15 mins)

Reading and Use of English papers are combined into one same task types,
fewer questions.
Time for Reading + Use of English = 75 minutes (VS 105 before)
Writing (same time allowed)

Word count for Writing is now 140-190 words
Part 1 of Writing is now an essay (with notes)
Part 2 of Writing has fewer task types
Adult FCE FCE for Schools

Article Article
Email/Letter Email/Letter
Review Review
Report Story
Essay
1 Set Text
Listening (same length, same parts)
Part 1 Options no longer read aloud IMPORTANT
Part 3 More distractors (total of 3) Be sure your students realise that after
candidate A (or B) has their long turn
comparing the photos in Part 2, the other
candidate is asked a connected
question, to which they should give an
answer of approx.. 30 seconds.
Speaking (same total length)
Part 1 Shorter (now 2 minutes)
Part 2 Now 4 mins total - Listening candidate gives longer response
Part 3 Now 4 minutes (Vs 3)
Prompts are written (Vs picture prompts)
2 minutes for discussion
1 minute for decision
Part 4 Same

Learner Guide for First Certificate Exam Preparation Classes
1 The Course
This course aims to build up your use of English in both structure and vocabulary to the
required level of the First Certificate Exam, while perfecting your general skills in reading,
writing, listening and speaking. In addition to language and skills focus, you will be doing a
series of practice exams and will be focussing on the various techniques needed to tackle all
the different exam questions.
The course includes three main components:
1. First Certificate Organiser - A minimum of 10 based on grammar & vocabulary

2. First Certificate Practice Tests - A minimum of 8 complete First Certificate tests
3. Composition writing - A minimum of 12 compositions
2 The minimum requirements to best ensure a 'Pass' on First Certificate
If you have been recommended by Academia Lacunza to do the First Certificate, either
by our First Certificate Predictive Test or by our End of Grade First Certificate Exam,
and you follow these guidelines you are on course for passing First Certificate.
1. Your attendance in class is vital. You should aim to attend 100% of the course. If you
must miss class, this should be no more than 5% of the course.
2. Be punctual to all classes, equipped with the books, a notebook and a pen.
3. Do 100% of all homework, including the homework set on a day you were absent.
This includes compositions and practice tests, as well as homework exercises.
4. Speak English in class at all times.
5. Actively participate in class.
3 How to get even more out of your classes and studies
1. Organise your notebook to aid memory and revision. For example, divide it into
different areas and group new language under headings, such as miscellaneous
vocabulary, phrasal verbs, verbs + prepositions, grammar etc.
2. If you must miss a class, be sure to copy down all the new language from another
student when you return.
3. Note and learn new language in whole phrases. For example, instead of learning
to manage = lograr, learn and write: I managed to pass the First Certificate Exam.
4. Use new language when you are writing (for example your compositions) and
speaking.
5. Read and listen to as much English as you can outside the class. Watching TV or
videos, reading magazines, newspapers or information on the Internet, or listening to
music will improve your level considerably.
6. Note down on your own the new language that you hear and see outside class.
7. Revise daily. A good formula for learning is " a little and often".
8. Note and follow the exam techniques outlined by your teacher when doing the
practice tests.

TEACHER
DAY FIRST CERTIFICATE EXAM PREPARATION CLASSES
RECORD SHEET
TIME
COMPOSITIONS PRACTICE TESTS
NOTE MARKS /20
TEST 1 TEST 2 TEST 3 TEST 4 TEST 5 TEST 6 TEST 7 TEST 8
1 2 3 4 5 6 7 8 9 10 11 12
READING / USE
READING / USE
READING / USE
READING / USE
READING / USE
READING / USE
READING / USE
READING / USE
LISTENING
LISTENING
LISTENING
LISTENING
LISTENING
LISTENING
LISTENING
LISTENING
DATE
STUDENT

______________________________________________________________________
TIMETABLE
FIRST CERTIFICATE EXAM CLASS - MARCH 2017
Coursebooks: (Oxford) Cambridge English First Practice Tests Book

Cambridge Practice Tests 1 (New 2015 Edition)
FC Organiser
__________________________ ____________________________________________
Note:
* Grammar Vocabulary: There is a core syllabus of 10 Grammar or Vocabulary

sections of the FC Organiser
Others sections have been slotted in as optional self-study. Set these as

self-study, if you feel your students need the work. Give them a photocopy
of the answers from the teachers book after they have done it at home on
their own.
LOOK AHEAD AT THE SYLLABUS
Please note that DURING THE FIRST THREE WEEKS you will have needed to do
Practice Test 1.
______________________________________________________________________
WEEK ONE: 12th September- 17th September
GRAMMAR: Linking Words ( FC Organiser pg. 192 ) - Extend this list

Collocations with IN (FC Organiser pg. 30)
WRITING: An Overview of Organising & Planning

(FC Organiser pg. 202) Go through the other types of writing too +
See Oxford Test Book Tests 1 & 2 for titles to use to practice
making plans
______________________________________________________________________

______________________________________________________________________
WEEK TWO: 19th September 24th September
GRAMMAR: Gerunds & Infinitives ( Keep revising this )

(FC Organiser pg.116-124)
TIME TO CATCH UP
OPTIONAL: Self-study Vocabulary Sport & Hobbies (FC Organiser pg. 152)
Confusing Words (FC Organiser pg. 103)
______________________________________________________________________
WEEK THREE: 26th September 1st October
LISTENING: Test 1 ( Oxford Test Book )
WRITING: Essay Part 1

( See model pg. 29 in this guide )
Set writing from Test 1 pg. 16 or Test 2 pg. 36 in Test Book

______________________________________________________________________
OXFORD PRACTICE TESTS - THREE WEEKS: 12th September 1st October

TEST ONE
______________________________________________________________________
Friday 7th Oct. - Holiday

WEEK FOUR: 3rd October 8th October
GRAMMAR: Adjectives + Prepositions ( FC Organiser pg.6-9 )

Collocations with ON ( FC Organiser pg. 32 )
TIME TO CATCH UP
OPTIONAL: Self-study Vocabulary At Home (FC Organiser pg. 156)

______________________________________________________________________
WEEK FIVE: 10th October - 15th October Wednesday 12th Oct. - Holiday
ORAL / VOCAB WORK: Part 1 of Oral Interview

( see list of useful phrases in this syllabus )
WRITING: Essay Part 1

(FC Organiser pg. 164 The Environment) (Or see model pg. 30 in this guide)
Set writing from list FC Organiser pg. 204
NB you will have to provide two given ideas that students will need to include
in their essay, as in all Part One Essays two ideas are given and one more is left
up to the students.

______________________________________________________________________
WEEK SIX: 17th October 22nd October
LISTENING: Test 2
WRITING: Article
(FC Organiser pg. 150 Describing People) (Or see model pg. 31 in this guide )
Set writing from Test 1 pg. 17 or Test 2 pg. 37 in Test Book
OPTIONAL: Self-study Vocabulary Holidays (FC Organiser pg. 158)

______________________________________________________________________
OXFORD PRACTICE TESTS - THREE WEEKS: 3rd October- 22nd October

TEST TWO
______________________________________________________________________
WEEK SEVEN: 24th October 29th October
GRAMMAR: Verbs + Prepositions ( FC Organiser pg.10-13 )

Collocations with OUT OF ( FC Organiser pg. 34 )
WRITING: Article
(FC Organiser pg. 176 ) ( Or see model pg. 32 in this guide )
Set writing from Test 3 pg. 57 in Test Book

____________________________________________________________________
WEEK EIGHT: 31st October 5th November Tuesday 1st Nov. - holiday
ORAL/ VOCAB. WORK: Part 1 of Oral Interview (contd)

(See list of useful phrases in this syllabus)
LISTENING: Test 3
OPTIONAL: Self-study Vocabulary Entertainment (FC Organiser pg. 160)

______________________________________________________________________
WEEK NINE: 7th November - 12th November
GRAMMAR: Verbs + Nouns + Prepositions ( FC Organiser pg.14-17 )

Prepositional Phrases ( FC Organiser pg. 38 )
WRITING: Informal Letter or Email

(FC Organiser pg. 194) ( Or see model pg. 33 in this guide )
Set writing from Test 1 pg. 17 in Test Book

______________________________________________________________________

______________________________________________________________________
OXFORD PRACTICE TESTS - THREE WEEKS: 24th October 12th November

TEST THREE
______________________________________________________________________
WEEK TEN: 14th November - 19th November
ORAL/VOCAB WORK: Part 2 of Oral Interview

( See list of useful phrases in this syllabus )
WRITING: Informal Letter or Email

(FC Organiser pg. 166 or pg. 184) ( Or see model pg. 34 in this guide )
Set writing from list FC Organiser pg. 204
OPTIONAL: Self-study Vocabulary Education (FC Organiser pg. 162)

______________________________________________________________________
WEEK ELEVEN: 21st November 26th November
LISTENING: Test 4
WRITING: Formal Letter or Email Asking for Information

Set writing from list Use the same task as on the model pg. 35 in this
guide or from list - FC Organiser pg. 204
______________________________________________________________________
WEEK TWELVE: 28th November 3rd December
ORAL/VOCAB WORK: Part 2 of Oral Interview (Contd)

( See list of useful phrases in this syllabus )
GRAMMAR: Reported Speech AND Indirect Speech

(FC Organiser pg. 132)
NB. The transformations on pg. 132 mix Reported with Indirect Speech
You may need to work on each separately first.
OPTIONAL: Self-study Vocabulary Work (FC Organiser pg. 162)

______________________________________________________________________

_____________________________________________________________________
OXFORD PRACTICE TESTS - THREE WEEKS 14th November 3rd December

TEST FOUR
______________________________________________________________________
th th
WEEK THIRTEEN: 5th December - 10th December Tues. 6 & Thurs 8
holidays
WRITING: Formal Letter or Email - Application for a Job

Set writing from Cambridge Practice Tests 1 pg. 65 Letter of Application
TIME TO CATCH UP
______________________________________________________________________
WEEK FOURTEEN: 12th December 17th December
GRAMMAR: Conditionals & Wish

( FC Organiser pg. 134 )
NB. The transformations on pg. 134 mix Conditionals & Wish

You may need to work on each separately first.
LISTENING: Test 1
OPTIONAL: Self-study Vocabulary Shopping (FC Organiser pg. 174)

______________________________________________________________________
WEEK FIFTEEN: 19th December 22nd December
REVISION OF WORK DONE TO PRESENT
CAMBRIDGE PRACTICE TESTS 1 - THREE WEEKS 5th Dec. 22nd Dec.

TEST ONE

___________________________________________________________________________
WEEK SIXTEEN: 9th January 14th January
WRITING: Review
Set writing from Test Book 1 pg. 21 or pg. 43
TIME TO CATCH UP
OPTIONAL: Self-study Vocabulary Science & Technology (FC Organiser pg. 178)
______________________________________________________________________
WEEK SEVENTEEN: 16th January 21st January

Fri. 20th Jan holiday in SS
LISTENING: Test 2
WRITING: Review
( See model pg. 38 in this guide )
Set writing from Test Book 1 pg. 87
______________________________________________________________________
WEEK EIGHTEEN: 23rd January 28th January
GRAMMAR: Modal Verbs

TIME TO CATCH UP
OPTIONAL: Self-study Vocabulary Family & Relationships (FC Organiser pg. 180)
Uncountable Nouns (FC Organiser pg. 138-139)
________________________________________________________________________
CAMBRIDGE PRACTICE TESTS 1 THREE WEEKS 9th Jan. 28th Jan.

TEST TWO

WEEK NINETEEN: 30th January 4th February
ORAL WORK: Parts 3 & 4 of Oral Interview

WRITING: Report - For Adult Version FCE (only)

Set writing from list - FC Organiser pg. 204 or From Test Book 1 pg. 65
OR
Story - For First for Schools FCE (only)

Set writing from list - FC Organiser pg. 204
______________________________________________________________________
WEEK TWENTY: 6th February 11th February
GRAMMAR: Passives
WRITING: Report - For Adult Version FCE (only)

(See Model pg. 41 in this guide)
Set writing from list - FC Organiser pg. 204 or from Test Book 1 pg. 87
OR
Story - For First for Schools FCE (only)

(See Model pg. 42 in this guide)
Set writing from list - FC Organiser pg. 204
OPTIONAL: Self-study Vocabulary The Media (FC Organiser pg. 182)

______________________________________________________________________
WEEK TWENTY-ONE: 13th February - 18th February
GRAMMAR/VOCAB: Word Families A & B

(FC Organiser pg. 94 & 96)
LISTENING: Test 3

______________________________________________________________________
CAMBRIDGE PRACTICE TESTS 1 - THREE WEEKS 30th January - 18th February

TEST THREE
______________________________________________________________________
WEEK TWENTY-TWO: 20th February 25th February (Last Sat. before Adult FCE)
ORAL WORK: Parts 3 & 4 of Oral Interview (Contd) +

Do a complete run-through of the oral interview.
LISTENING: Test 4
______________________________________________________________________
WEEK TWENTY-THREE: 27th February 4th March
GRAMMAR/VOCAB: Word Families C & D

(FC Organiser pg. 98 & 100)
WRITING: Interpreting Paper 2 Questions & Making Outlines

Go through various Part Ones in Test Book 1, working on interpreting
what is required & making outlines.
______________________________________________________________________
WEEK TWENTY-FOUR: 6th March 11th March
WRITING: Practice making outlines for various questions in Part Two from
Test Book 1.
FOCUS ON EXAM STRATEGIES & TECHNIQUES: Go through and revise these

for each of the papers.
Refer to the information & Strategies Section found in
this syllabus.
______________________________________________________________________
CAMBRIDGE PRACTICE TESTS 1 - THREE WEEKS 20th February 11th March

TEST FOUR
______________________________________________________________________

Adult First Certificate Exam takes place on Saturday, 4TH March 2017
______________________________________________________________________________
______________________________________________________________________
NB: IF YOU WOULD LIKE TO DO ANOTHER PRACTICE EXAM:
Use Sample Exam Paper 1 from FCE 2015 Handbook on Lacunzanet Moodle
______________________________________________________________________
WEEK TWENTY-FIVE: 13th March 17th March
REVISION OF WORK DONE UNTIL NOW + focus on areas still causing problems.
______________________________________________________________________
______________________________________________________________________
First Certificate for Schools - Exam takes place on Saturday, 18TH March 2017
______________________________________________________________________________

INFORMATION
&
TEACHING STRATEGIES
FOR THE FOUR FC PAPAERS

PAPER 1 - READING / USE OF ENGLISH
7 PARTS - 1 HOUR 15 MINUTES
Train students to READ THE INSTRUCTIONS for each part carefully.
PART 1: TASK Multiple choice cloze 8 gaps
Emphasis is on vocabulary, e.g. idioms, collocations, fixed phrases,

complementation, phrasal verbs, semantic precision
Stds need to know: * The meaning of similar words (pour, spill, leak)
* Fixed phrases / collocations (pay attention to, take no
notice of, hold sme responsible for)
* Phrasal verbs
* The grammar that follows ( interested in doing smth)
* Grammatical words e.g. linkers
PART 2: TASK Open cloze test with 8 gaps
Focus is either grammatical or lexico-grammatical
Preparation should include training students:
i.e. To determine what part of speech is missing,

To search for grammatical , as well as lexical clues
To read & look at the text as a whole reading the complete test before
filling any of the gaps
To focus carefully on the words before and after the gap
PART 3 : TASK - Word Formation - 8 words in a text
Stds need systematic practice to know the types of changes possible

and the various parts of speech: Noun, Verb, Adjective, Adverb
Train stds to first decide if the word needs to be positive/negative,

singular/plural etc.
Possibilities: * Addition of affixes - honest to dishonesty

* Addition of suffixes - understand to understanding
* Internal changes - strong to strength
* Compound words - rain to raindrop

PART 4: TASK - Key word transformations (Between 2 & 5 words are needed)
6 questions
Emphasis on both structural & lexical
Stds need to know: * A range of major structures + some less frequent ones
* A wide range of lexico-grammatical phrases
(e.g. find it difficult to..., is supposed to...make changes to)
* Phrasal verbs
PART 5: TASK - Multiple choice questions about a text Presented in the same order as the
6 questions information in the text
Reading more intensively
Questions may focus on: 1. Main ideas or details

2. Attitudes or opinions expressed
3. The meaning (by deduction) of a word / phrase
4. The understanding of references, such as
pronouns, within the text
5. The tone of the text or the writers purpose
Strategies: * Read text once quickly without looking at the questions.
* Then read the questions and try to answer them

without looking at the possible answers as they
read through the text more thoroughly.
* When they find the possible answer in the text, they

then check to see which one of the four possible
answers is most like the answer found.

PART 6: TASK - Plug sentences into a gapped text usually one sentence
from each paragraph.
Reading more intensively
Strategies:
* Read through the text first quickly with the gaps to get an
overall idea of structure and development of ideas.
* Read the sentences through and reread text more carefully
* Train students to look carefully at the information before and

after the gaps with particular attention to logical & cohesive
devices, such as those that indicate time, exemplification,
contrast etc.
* Train stds to look at words in the sentences such as

it, she, my, her, this, that etc. and decide what they refer to.
PART 7: TASK - Match questions to various texts or paragraphs.

10 questions
Questions are not in any particular order & each text can be
used any number of times.
Primarily skimming and scanning for specific information
Strategies: * Train stds to skim read first to get general idea and then
study the questions.
* Train stds to scan for the relevant information and underline

it to check at the end.

PAPER 2 - WRITING
TWO PARTS - 1ST PART COMPULSORY, 2ND HAS A CHOICE
1 HOUR 20 MINUTES
140 190 words
FOLLOWING INSTRUCTIONS IS VITAL
PART 1 Essay Giving opinion & Providing reasons
Students must use the ideas given and provide an idea of their own
PART 2 - Choice out of four
Q. 2-4 may be any of the following: Letter

Review
Article
Essay
Report (on the normal FCE only)
Story (on FCE for Schools only)
Criteria assessed
Range & variety of vocab. & grammar

Accuracy Organisation
Appropriate register Use of cohesive devices
Inclusion of all relevant points Effect on target reader
Strategies: * Familiarise stds with range of tasks & topics

* Train stds to read the Qs carefully and know what the
response requires
* Use models to compare & contrast
for example:
With a model stds decide what the Q was
With a model stds decide the relationship reader/writer
and the purpose of the text
With model of inappropriate register, stds improve

PAPER 3 - LISTENING
4 PARTS - APPROXIMATELY 40 MINUTES
* The general format is the same from test to test - so stds know what to expect
* Train stds to use the questions on the page to help predict what they will hear.
* Stds may now be required to make inferences about attitude.
* Its now worth 20% of the test, the same as the other papers.
PART 1: 8 unrelated extracts (monologues or conversations)
TASK - 3 option multiple choice questions
Questions will deal with one of the following:
* Who is speaking?
* What are they talking about?
* Why is s/he saying this?
* What emotion/ attitude/ feeling/ opinion is being expressed?
PART 2: 1 text - 10 questions
TASK Sentence completion
Stds should know the maximum number of words

needed will be three.
PART 3: 5 extracts related in some way (e.g. same topic, or all asking for info.)
TASK - Multiple matching

Six alternatives, from which stds choose 5 & put in correct order
Reading Qs CAREFULLY - very important in this part.
PART 4: 1 extended text (either a monologue or interacting speakers)
TASK Seven Qs with 3-option multiple choice questions
The questions follow the order of the speakers

comments and they will either be rephrasing, reporting
or summarising the ideas being expressed.

PAPER 4 - SPEAKING
4 PARTS - 14 MINUTES
TWO CANDIDATES - TWO EXAMINERS
Assessment - From 0 to 5
Grammar & Vocabulary ( appropriacy & accuracy)

Discourse Management ( range of language, coherence & extent)
Pronunciation ( sounds, intonation & stress)
Interactive Communication ( turn-taking, Initiating & responding,
contributions to tasks, amount of assistance required)
Global Achievement ( overall effectiveness in tackling the tasks)
PART 1: TASK - Interview with Interlocutor
Stds need to: Respond to Qs & expand on them

Give personal info.
Talk about present circumstances
& preferences
Talk about past experience
Talk about future plans
Beginning:
Q: Where are you from?

Q: What do you like about living there?
Tip: Students wont be able to give prepared answers, but should think previously
about a variety of possible answers to make them stand out.
Follow on:
Students will be asked a variety of questions from topical categories such as the
following:
Home life
Do you spend a lot of time with your family? What sorts of things do you do
together?
What do you like most about your family home?
Education & work

Tell us about the first school you went to.
Does anyone you know have an interesting job?

Free time activity
What is the most interesting thing you do in your free time?
How much time do you spend using a computer?
Personal experience
Tell us about a day that you really enjoyed.
Tell us about a holiday that you will never forget.
Likes & dislikes

What is your favourite day of the week?
Do you like to plan your holidays well in advance?
Work & education

Do you prefer to work/study with friwends or alone?
Is tghere anything youd particularly like to study in the future?
Future life
Do you think your life will change much in the future?
Do you think you will use your English much in the future?
Leisure & entertainment

What sort of films do you prefer to watch?
Do you enjoy shopping?
Travel
Who do you prefer to go on holiday with?
When you go on holiday, do you enjoying travelling to different places or do
you prefer to stay in one place.
Tips:
Students should know how to say what they are doing at the moment and
what they plan to do/study in future.
Highlight common mistakes: to do a degree in (not career)

To do a college entrance exam (not
Selectividad)
To study Arts or Sciences (not Letters)
Students should be trained to elaborate on the types of questions mentioned

above, by adding why/why not to all answers.

PART 2: TASK - Speak individually - comparing two photos
Stds need to: Sustain a long turn

Show they can be clear, organise language & ideas,
use appropriate structure & vocab.
Give info. about photos
Express opinions through comparing
Language for talking about photos:
To start with... ...and another thing... ...and not only that but...
At first glance it seems as if... but actually

looks like... in fact...
Locating elements: The man on the left, the house in the top left corner, the one opposite the..
Contrasting: In this photo.... while in the second...

whereas
In contrast, the person in the second photo...
Stating preference: I think Id prefer.... Id much rather...
Clarifying: Let me put it another way. What I mean is...
Playing for time: Well... Let me see... Mmmmm... (Not Bueno...Pues...O sea...)
PART 3: TASK - Candidates work together to complete a task (based around written stimuli)
Task could include: planning, problem solving, prioritising &

speculating
Stds need to: Exchange information & opinions

Express & justify opinions
Suggest & speculate
Agree & disagree
Respond appropriately & negotiate
Signalling youre ready to start: Right...Well...OK... Shall I/we begin? Are you ready?
Asking for clarification: (from the examiner) Im not exactly sure what we have to do
Could you say that again? (Not repeat, please)
(from the other candidate) So what youre really saying is...
If I understand you correctly...
Sorry, I didnt catch that last part.
Choosing a course of action: Why dont we... Dont you think we should...?

Giving reasons: When you consider that... Bearing in mind... Take for example...
Agreeing/ disagreeing: I think youre absolutely right. Yes, but dont forget...
I agree entirely That may be true, but...
Thats a good idea, but..
Im not sure I agree...
What about...?
PART 4: TASK - Candidates extend & develop the discussion they began in Part 3
(discussion led by Interlocutor)
Stds need to: Exchange information & opinions

Express & justify opinions
Agree, disagree & respond appropriately
Develop topics
Remember, as stated in the Ts book of Cambridge Practice Tests the following

skills are the real focus of the test: Being able to...
* introduce yourself and meet new people

* express opinions
* make suggestions
* take turns
* disagree politely
* make a composed apology for errors

LEVEL: B2.2 (FC) Writing Assessment Give a mark out of 20 each of the four criteria out of 5
1 2 3 (= ON TRACK FOR CEF 4 5
B2
ACHIEVEMENT BY END OF
LEVEL)
Content Irrelevances and
misinterpretation of task may Minor irrelevances and/or All content relevant to task. Target
How well the task be present. Target reader is Between omissions may be present. Between 3 reader is fully informed.
was fulfilled. minimally informed. 1 and 3 Target reader is on the whole and 5
informed.
Communicative
Achievement Uses the conventions of the Holds the target readers attention
communicative task in Holds the target readers effectively and communicates
How appropriate the generally appropriate ways to Between attention and communicates Between 3 straightforward and complex ideas
writing is for the task. communicate straightforward 1 and 3 straightforward ideas. and 5 as appropriate.
ideas.
Appropriate register?
Organisation
Text is connected and Text is generally well organised Text is well organised and coherent,
How the writing is coherent, using basic linking and coherent, using a variety of using a variety of cohesive devices
put together. words and a limited number of Between linking words and cohesive Between 3 and organisational patterns to
cohesive devices. 1 and 3 devices. and 5 generally good effect.
Is it logical / ordered?
Language Uses everyday vocabulary Uses a range of everyday

generally appropriately, while vocabulary appropriately, with Uses a range of vocabulary,
Range & Accuracy occasionally overusing certain occasional inappropriate use of including less common lexis,
of lexis. Uses simple less common lexis. Uses a appropriately. Uses a range of
Between Between 3
Grammar grammatical forms with a range of simple and some simple and complex grammatical
1 and 3 and 5
& good degree of control. complex grammatical forms forms with control and flexibility.
Vocabulary While errors are noticeable, with a good degree of control. Occasional errors may be present
meaning can still be Errors do not impede but do not impede communication.
determined. communication. 29 FC Exam Class March 2017
Syllabus
Model Composition
Writing Part 1 Essay

Useful language
In your English class you have been Expressing opinions Expressing contrast
talking about education. Now your I agree/disagree with the but
teacher has asked you to write an essay statement that even though
for homework, with reference to your own I think/believe that although
learning experiences. It seems to me that in spite of/despite +
In my opinion noun/-ing
A great deal of what students learn in I am in favour of in spite of/despite the
school these days is a waste of time. I am against the idea that the fact that + clause
on the other hand
Write your essay using all the notes and Sequencing ideas however
giving reasons for your point of view. Firstly nevertheless
Secondly while
Write your answer in 140-190 words in Finally
an appropriate style. Conclusions
On the whole I would say that..
Notes: 1. some useful subjects In conclusion,
To sum up, I think that
2. some useless subjects All in all, I believe that
3. . (your own idea)
Most of what we learn at school is useful. The problem is that we do Talk about your
not always realise this fact in the beginning. own experience
if the question
Start your answer
with a sentence that
Take Science, for example. I hated Chemistry lessons when I was asks you to do
younger. I could not see the point in doing boring experiments and learning this.
links to the question
you are discussing. tables. Now I want to be a doctor, I appreciate how important Chemistry is.
I realise that we had to learn the basics first. I used to think learning Latin
was pointless too, but now it really helps me understand my medical
textbooks.
Use linking words Set out your
and phrases. On the other hand, there were some lessons that really were useless. opinion clearly.
At my school we all did Cookery I am sure we could learn that much If you use
better at home! We had to attend Drama classes, too. I could not see the positive and
point of this unless someone wanted to be an actor. negative points,
put them in
In conclusion, I would say that most of what we learn at school is quite separate
Summarise your paragraphs.
useful. I wish, however, that all teachers would make it clear how the
opinion in the final
subjects we study can really help us later on in life.
paragraph and add
some further
comments.

Model Composition
Writing Part 1 Essay

Useful language
Stating an aim Expressing personal opinions

I will discuss both In my opinion
You have had a class discussion about the points of view and I believe that
way animals are treated in modern society. express my own opinion. On balance, it seems to me that..
Your teacher has asked you to write an essay
giving your opinion on the following question: Reporting other peoples opinions
Scientists argue/claim/say that
Should animals be used in scientific Many believe that
experiments to try out new drugs,
medicines or beauty products? Expressions which introduce a contrast
On the other side of the argument,
However,
Write your essay using all the notes and
giving reasons for your point of view.
Write your answer in 140-190 words in an

appropriate style.
Notes: 1. cures for diseases

2. safer for people
3. (your own idea)
In many countries, experiments are carried out on animals to test drugs,

The first medicines and beauty products like shampoo or shower gel. Scientists say The second
paragraph of they need to use animals, but many ordinary people believe these paragraph
your essay experiments are cruel. I will discuss both points of view and express my should provide
should own opinion. more detail in
introduce the support of one
subject and side of the
outline the Scientists argue that cures for human diseases would not be found if
animal experiments were banned. They claim that it is safer to test new argument.
main
arguments medicines on animals before giving them to humans. They say that the
related to it. animals they use do not suffer.
State what you
intend to do in On the other side of the argument, many people believe that animals
your essay. The third
feel pain as much as humans, and the mistreatment of innocent creatures, paragraph
like monkeys or mice, for scientific research is cruel and immoral. They should present
think human volunteers should be used instead. the other side of
the argument.
The concluding In my opinion, there may be no justification for using animals to test
paragraph beauty products. However, I believe that it may be necessary to use
should clearly animals for testing drugs which may save human lives.
express your
own opinion.

Model Composition
Writing Part 2 Article
Useful language
You have seen this advertisement in an
international magazine. Involving your reader
Would you like to?

HOLIDAY COMPETITION Im sure you can imagine
Write your article about the most exciting Im sure youd agree that
holiday you have ever had, explaining to Lets
our readers why the holiday was so special.
The best article will win a weekend for two Conclusiions
in London.
I hope
I suppose
Write your answer in 140-190 words in All in all,
an appropriate style.
A holiday amongst the stars Think of an

interesting title.
You can
include one or Would you like to spend two weeks holiday in the film capital of the
two questions world? Do you fancy meeting some of the biggest stars in Hollywood? This
to get your was the dream holiday I won last year.
readers
interest. Dont use very
formal
As the winner of a film competition, I was given a plane ticket for language.
Hollywood, where I stayed in a top-class hotel. Im sure you can imagine
how exciting it was! Every day a car came to take me to the studios and I
watched performers rehearsing and shooting scenes for films.
I learned so much about the film industry, but the highlight of my holiday
was when I was asked to be an extra in an adventure film. Not only did I
meet one of my all-time favourite stars, but I actually acted with him too! I Make your article
couldnt believe my luck! lively and
interesting.
Finish your
article with a Im sure I will have exciting holidays in the future, but somehow I dont
conclusion that think therell ever be such a special one as Hollywood. All in all, it was the
summarises holiday of a lifetime.
your opinion.

Model Composition
Writing Part 2 Article

Useful language
Addressing the reader Describing a personal
English-language magazine for young
directly experience
people.
Have you ever.? It happened to me when
What do you think about? This is what happened when
The occasion I have in mind
YOU WRITE WE PRINT
Making a strong statement Ill never forget the time
Family celebrations are often memorable
Theres nothing worse than
occasions. Write an article describing a
You may not agree with me, Conversational expressions
family celebration that you remember well.
but I think You can imagine
The three most interesting articles will be
I hope If you ask me
published in our next issue.
I suppose Another thing is that
All in all,
Write your answer in 140-190 words in

Think of an
Start your A day to remember interesting title.
article in an
interesting way.
e.g. ask the Have all the members of your family ever met together in the same
reader a place at the same time? It happened to me quite recently and was a
question, or remarkable event.
make a strong
statement.
The occasion I have in mind took place last summer. It was my The first
grandparents fiftieth wedding anniversary, and my brother Tim decided to paragraph
organize a surprise party for them. He phoned everyone in the family and should involve
told us his plan. Most importantly, we mustnt say anything to our the reader in
grandparents. some way. Try
to end the
paragraph in a
On the eve of the anniversary, we arrived at Tims house at midday. By
way which
three oclock, there were over a hundred people there, including cousins, makes the
uncles and aunts I hadnt seen for years. Everyone was excited as they reader want to
waited for the happy couple to arrive. continue
reading.
Finish the
My grandparents, who thought they were visiting my brother, arrived at
article in an four oclock. You can imagine what happened when they found us waiting
interesting way. for them. I have never seen anyone look so surprised and so happy.
This could be
humorous or The celebration went on until the next morning. Now, were looking
thought- forward to celebrating their sixtieth anniversary.
provoking.

Model Composition
Writing Part 2 Informal Letter / Email

Useful language
You are spending a month abroad, learning Introductions

English, with a group of people you have Thanks for your letter. It was lovely to hear from you.
never met before but with whom you have Sorry I havent written for so long but
a lot in common. Half way through the I was really pleased to hear that
course, you decide to write a letter to your I thought Id better write and tell you about
English-speaking pen friend, telling him/her
about what you have been doing so far and Conclusions
what you plan to do later. Well, thats all for now. Do write back soon.
Looking forward to hearing from you.
Good luck with..!
Write your answer in 140-190 words in Give my love / regards to
Invent the
name of the Dear Anton,
Begin your
person you are letter with some
writing to, if you general
dont know it. I cant believe Ive been here in England for two weeks already. Sorry I comments, or
havent written sooner but Ive been so busy. Im having a fantastic time. by apologising
for a delay in
When I arrived, I was worried because I didnt know any of the people writing, or by
on my course. However, Ive made lots of friends now. Most of the other referring to a
letter you have
students are the same age as me and, although we come from different just received.
countries (Brazil, Greece, Poland and Spain), we have the same sort of
Divide the letter interests and hobbies.
into paragraphs
and include two So far, Ive been to visit lots of places of interest here, including London
or three points
and Cambridge, and I have learned a lot about English history and culture.
in each
paragraph. Im planning an excursion to Scotland next weekend with people from my
class. Were going to spend a night in Edinburgh and then drive across to End your letter
by asking about
see the islands off the west coast. It should be really beautiful and well the reader,
have good fun together too, I think. thanking
him/her,
Ive taken lots of photos here so I can tell you all about it when I get sending
back. Hope you are enjoying your holiday. Write soon and tell me all about greetings to his
what youve been doing. Give my regards to you family. I hope you are all family, referring
Use an informal well. to when you will
phrase like next meet, etc.
Best wishes,
Regards, or
Love to finish Love,
your letter. Simon

Model Composition
Writing Part 2 Informal Letter / Email

Useful language
You have received a letter from a friend in Starting the letter

an English-speaking country, telling you Thanks very much for your letter. It was good to hear
what they did in the summer holidays. from you.
Write a letter back telling them what you How have you been?
did in the holidays. How are things with you and your family?
Im sorry I havent written for ages. Ive been
Finishing the letter

Write your answer in 140-190 words in Anyway, thats all for now.
an appropriate style. Id better stop here. Ive got to
Give my love / regards to
Write again soon.
Im looking forward to seeing you again.,
Invent a name
for the person
you are writing Dear Sally, Mention the
to if you dont letter you have
know it. received.
Thanks for your letter. It sounds like you really had a great summer. I Thank the
enjoyed the holidays too, but they werent long enough! I would have liked person for it or
to have a few more weeks! react to it in
some way.
As soon as school broke up I went off to Spain with my parents. We
stayed in a lovely little village on the north coast and spend loads of time on
Divide the letter
the beach or walking in the mountains.
into three or
four
paragraphs, When I came back I spent three weeks working in a caf to earn a bit of
each with its extra money. At first I was in the kitchen, washing up I hated that. But
own topic. after a while the boss let me take orders and serve customers. That was
much more fun, and I got some good tips too. In the final week of the
holiday I went and stayed with my cousins. We just lazed around and spent
most of the time watching DVDs. Then it was back to school. Use informal
language,
Anyway, Id better stop here, as Ive got quite a lot of homework to get contractions,
through before tomorrow morning! Hows school going for you? Write soon phrasal verbs
with more news. and (one or
two)
Finish the letter exclamation
with an informal marks.
phrase such as
Love, Lots of Love,
love, Take care Laura
or all the best.

Model Composition
Writing Part 2 Formal Letter
Useful language
Say why you are writing

I am writing to request further information about
You have decided to go to Scotland to I would be most grateful if you could send me details of
learn English next summer. You have I am writing to complain about / enquire about/ tell you about/
found a possible school but would like suggest
more information. In response to your letter of 26 February, I am writing to
Asking for action

Write a letter to the school to find out about I would be grateful if you could
their course, their prices and what It would be helpful if you would
accommodation is available. Please could you
Closing the letter

I look forward to hearing from you.
Begin a formal
letter in one of Dear Sir or Madam,
State why you
these ways: are writing.
DearMr/Mrs/ I am thinking of coming to Edinburgh next July for one month to learn Organise the
Miss/Ms Smith English. I saw an advertisement for your school in a local newspaper and I essential
use the persons would like further information regarding the courses you offer. information in a
title and clear and
surname logical way in
Please could you send me details of your classes? I would like to know
the length of the classes, if you have any special courses on offer and the the main
Dear Sir/Madam paragraphs.
if you dont know prices you charge. I was also wondering how big your typical classes are.
the persons Is there a limit to the number of students in each class?
name
I would also be grateful if you could send me information about
accommodation. Does the Centre have its own accommodation service or
will I have to find somewhere to stay myself?
Say how you
Finish your letter Finally I would appreciate it if you could let me have details of any expect the
in one of these exams I would be able to take at this time. other person to
ways: respond
Yours
sincerely, if you I look forward to hearing from you.
have started
your letter with Yours faithfully,
the name of the Eva Peterson
person
Yours faithfully,
if you have
started your
letter with Dear
Sir / Madam.

Model Composition
Writing Part 2 Formal Letter
Useful language
English-language magazine. Giving a reason for writing Applying for a job
I am writing to apply for I have considerable
I am writing to enquire about experience of
Summer Job at Camp UK, Scotland I am writing in response to I consider myself
I am writing to complain about to be
Do you speak English? Do you enjoy I would welcome the
working with teenagers? Would you like to Requesting information opportunity to
work as A Sports and Activities Organiser Id be grateful if you could tell me
at our summer camp? Could you please let me know.?
Write your application letter, asking any

questions you may have, to our Personnel
Director.

If you begin
with Dear Sir or Dear Sir or Madam, Start by saying
Madam, finish why you are
with Yours I am writing to apply for the post of Sports and Activities Organiser, as writing.
faithfully. If you advertised in Jobs Abroad magazine.
begin with Dear
(Mr Smith),
finish with I would very much welcome the opportunity to spend the summer
Yours working at Camp UK in Scotland, as I enjoy working with teenagers, and I
sincerely. would also like to get to know more about life and customs in the UK.
Moreover, I am a keen sportsperson and enjoy horse-riding, tennis and
volleyball. I have ridden horses since I was very young, and I played on my
school volleyball team for four years.
Divide the letter
into three or I have a good command of English, having studied it at school for eight
four years, and I have also spent a month at a summer school in Ireland.
paragraphs,
each with its I would be grateful if you could tell me what type of accommodation you
own topic. provide and what it costs. Could you also let me know when you will be If you expect a
holding the interviews? reply to your
letter write I
look forward to
hearing from
I look forward to hearing from you.
you. after the
final paragraph.
Yours faithfully,
Joanna Mills

Model Composition
Useful language
Writing Part 2 Review
Giving background Recommending
This film stars. Overall, Id recommend
The play is directed by All in all, the film was
Do you like music concerts? If so, could The book is about I wouldnt hesitate to
you write us a review of a concert youve recommend
been to? Include information on the music, I would encourage anyone to..
atmosphere, and venue and say whether
you would recommend the concert to Expressions which introduce a contrast
other people. On the plus side,
On the down side,
On the one hand,
On the other hand,
Write your answer in 140-190 words.
The best reviews will be published next
month.
Happy Shoppers State the name

Cardiff Coal Exchange of the film, play,
concert etc. at
the start of the
review.
Happy Shoppers are four guys from Bristol. They became famous last
Introduce the year because their music was downloaded on the Internet. Yesterday, I
topic of the
review in the
saw them play live to a big audience at the Coal Exchange in Cardiff.
first paragraph.
On the plus side, the music was great. Happy Shoppers have an
original sound, with elements of hip-hop and rock. Their music is very Give the
catchy, and people really enjoyed dancing along. positive and
negative
On the other hand, the band didnt really entertain the audience as features in
separate
much as they could have. The singer never spoke between songs and paragraphs.
didnt encourage the audience to sing along, which was a pity. Also, his
voice was poor.
Finish with a final Overall, Id recommend going to see Happy Shoppers, especially if you
recommendation. like dancing. Im sure they will learn how to entertain the audience more as
they get more experience.

Model Composition
Writing Part 2 Review

Useful language
Giving background Recommending

I recently read / saw I can thoroughly recommend
Have you read any good books recently? One of my favourite this book / film.
If so, please write and tell us about one of films / books is Go and see this film / read this
them. Say what you liked or didnt like book. You wont be
about the story and the characters. Describing a story disappointed.
Its set in I certainly wouldnt
It tells the story of recommend this film/play.
Theres a twist at the end. Dont bother reading/going
The main character is to see It isnt worth it.
The Phantom of the Opera
In the 1st
paragraph say
what you are I recently read The Phantom of the Opera, a novel written in 1910 by
reviewing and Say briefly what
Gaston Leroux. It has been adapted a number of times for the cinema and
give relevant happens in the
also made into an immensely successful musical. book, play, film
key information
(such as the etc.
author of a Its set in Paris and is the story of Erik (the phantom), a menacing
book or the figure who lives hidden away in the basement of the opera house. He is in
director of a love with Christine, an opera singer, but she in turn loves a young aristocrat
film). called Raoul. The plot is very intricate with lots of twists and turns, which
keep the reader turning the pages.
My main criticism of the book is the characterization. The characters

You can give are unmemorable and rather shallow. It is often difficult to understand why
Summarise your
both positive they do certain things, for example, when Christine chooses to have a
opinion in the
and negative conversation with Raoul on the roof of the opera house. final paragraph
opinions. and give a
To sum up, I enjoyed this gothic horror story despite the weaknesses recommendation
in the characterization. However, Id only recommend it to people who (either positive or
really enjoy horror or ghost stories. negative).

Model Composition
Writing Part 2 Report

Useful language
( Adult FCE only )
Introductions Presenting a list
The purpose/aim of this Here are some of the
report is to advantages/disadvantages
A group of foreign students is going to stay
in your town for a month. You have been
This report is intended to This would provide the following
asked to write a report for their group
In order to write this report, (benefits):
leader, Sara Pisa, about eating out in your
I have interviewed/visited., etc.
town. Describe the best places for the
students to eat and drink in the area and
explain why you think these places would Making recommendations
be suitable. I have no hesitation in recommending
I can recommend because
Write your answer in 140-190 words in Conclusions

In conclusion, I think that
In my opinion, the best would be
This is one way

to start your To: Sara Pisa
report. From: Diego Garcia
Date: 5 August 20
Subject: Places to eat and drink for your group visit
State the
purpose of your
report clearly in Introduction
the The purpose of this report is to describe the best places for your group to
introduction. eat and drink in this area. I have visited a number of cafs and restaurants
to check their suitability.
Places to eat and drink

Use formal There are many restaurants in the High Street but they are expensive and Make your
language very formal. Your group might prefer the restaurants in the Old Quarter. report easy to
Here, you can eat outside while admiring the buildings and enjoying the read. Divide it
atmosphere. Two places are particularly good: into sections
under clear
headings.
1 The Fountain is an extremely popular restaurant. The food is excellent
and the menu includes typical dishes of this country as well as a variety of
international dishes to suit everyone.
Give a clear
conclusion, 2 The Metro also serves very high-quality food and has a lively
stating your own atmosphere. There is a band every night and customers can dance and
opinion or join in the singing.
evaluation, and
making a Conclusion
recommendation I can recommend both The Fountain and The Metro. They are highly
if appropriate.
suitable for your group and they are in the Old Quarter, which is well worth
visiting too.

Model Composition
Useful language
Writing Part 2 Story
Start of the story Things that happen fast/
(FCE for Schools only) At first slowly
In the beginning Suddenly,
The first thing that All at once,
You have decided to enter a short story happened was Gradually,
competition. The competition rules say Slowly,
that the story must begin or end with the Sequencing events in
words: the story The end of the story
Then, In the end,
(Minutes) later, Eventually,
Tom woke up when he heard voices. He After some time, At last / finally,
looked at the clock and saw that it was After that,
11 p.m.

The best reviews will be published next
month.
Tom woke up when he heard voices. He looked at the clock and saw Use a range of
that it was 11 p.m. Yawning, he looked out of the window, expecting to see time phrases to
Use a variety of
his parents arriving home. sequence the
narrative (past)
story.
tenses like past
simple, past But there was no car outside. Deciding he must have imagined the
continuous, noise, Tom went back to the book he had been reading. As he turned the
past perfect. page, he heard the noise again. This time, however, it was louder. It
sounded like a window breaking. He turned and looked at the living room
door. The handle was turning! Try to make
your story
What should he do? Keep cool! he told himself. Think! Quick as a interesting /
flash, he jumped behind the curtains just as two men entered the room. exciting.
In crime or Were they kidnappers? Had they come to burgle the house? Whatever
adventure they had come for, Tom was not going to let them succeed.
stories, you can
end on a The telephone was just next to the window. Holding his breath, Tom
moment of crept towards it. The men were busy. Nobody would hear him. He was
suspense and
let your reader
nearly there when, suddenly, the phone rang. Tom froze in horror. My
parents must be calling me, Tom thought. What am I going to do now? Choose vivid,
imagine the colourful words
ending. Or you rather than very
can show how simple
ta problem was vocabulary.
resolved.

Model Composition
Writing Part 2 Report

Useful language
( Adult FCE only )
Stating aims
The aim of this report is to
This report will consider / examine / compare
A group of students from Australia is This report is intended to
coming to stay in your town as part of an
exchange programme. The director has Making suggestions or recommendations
asked you to write a brief report suggesting In view of this, I (would) recommend / suggest (that)
places the group should visit and activities We / I suggest (that)
they could take part in during their stay. They / We could
Giving reasons
Write your answer in 140-190 words in Since / As (our town is well-known),
an appropriate style. For this reason / these reasons
Use clear Introduction

headings to This report will consider what a group of Exchange students from Australia
help the reader could do while they are staying in our town. Several visits and other
see how the activities will be suggested.
report is
organised.
Places to visit
Since our town is well-known as a cultural centre, many foreign visitors find
the following particularly interesting places to visit:
the cathedral
the palace
our market, which is famous as a place where local craftsmen sell
traditional products. Use your
Give each conclusion to
section its own Activities summarise briefly.
paragraph. In the past students from abroad have said they would like to meet and do Make sure that
You can use things with students here. For this reason, joint activities between our you express your
numbers or visitors and our college students should be considered. The following could personal
bullet points to recommendation if
be organised: this is asked for in
make things
a sports competition the question.
stand out.
an arts or music event
Make points
Recommendations clearly and
As our Australian visitors will be staying for some time, I suggest a variety directly.
of visits and activities are planned.
During their first week, they could visit historical sites and go to the market.
Later, a tennis competition involving local students could be held.
Finally, during their last week, our visitors could be invited to take part in a
musical evening at our college.

Model Composition
Writing Part 2 Story

Useful language
(FCE for Schools only)
Sequencing events in the story
An English language magazine is running a At first,

short story competition for its readers. The The first thing that happened was
story must begin with the following words: Next,
After a while,
It was the worst holiday I had ever had. Then,
As soon as
By the time
Meanwhile,
Write your answer in 140-190 words. Suddenly,
The best reviews will be published next Eventually,
month. In the end,
Include an
introductory
paragraph.
Make your Unless you are
beginning writing in the
interesting so It was the worst holiday I had ever had. I had never been to a holiday first person,
that people will camp before, but thought that it would be a good place to meet lots of introduce the
want to read people my own age. I was so wrong! main
on. characters.
The holiday was a total disaster from the start. The first thing that went Say where and
when the
wrong was that I had to share a room with a bad-tempered, seventy-five-
events took
year-old woman who went to bed early, snored loudly all night and then place, and give
complained unreasonably that I woke her up when I came back from the any other
Write one or disco at 3 a.m. important
two middle information.
paragraphs, The next problem was that I was woken up four hours later by a
where you cheerful voice over an intercom saying, Good morning everybody! Time to
develop the get up and start the day! It was impossible to go back to sleep, as the
story. Use a Add descriptive
announcement was followed by loud music and repeated every five detail to make it
new paragraph
for a different minutes! more real.
event.
At the end of the fortnight I was absolutely exhausted and had not had
much fun either. That was the last time I would go to a holiday camp.
Include a
concluding
paragraph,
where you
bring the story
to an end.


FCE Exam Teacher's Guide

Uploaded by

Copyright:

Available Formats

FCE Exam Teacher's Guide

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FCE Exam Teacher's Guide

Uploaded by

Copyright:

Available Formats

Syllabus for Cambridge

First Certificate Exam Class

Common European Framework Level B2

Julie Simmons September 2016

1 FC Exam Class March 2017 Syllabus

Adult FCE - SATURDAY MARCH 4TH

ORAL EXAMS: Not yet established

(Oxford) Cambridge English First Practice Tests

Cambridge Practice Tests Book 1

(Revised for 2015 Exam)

First Certificate Organiser

Course Structure ....................................................................pg. 4

3 FC Exam Class March 2017 Syllabus

We aim to complete the following:

1. (Oxford) Cambridge English First Practice Tests (This book 1st )

Various units from FC Organiser

2. Practice in the following writing skills:

For Part 2 of Paper 2

3. Thorough revision and fine-tuning of the following major grammar areas:

4 FC Exam Class March 2017 Syllabus

5 FC Exam Class March 2017 Syllabus

Important to note: The exam tests a wide range of vocabulary, as well

Word Building : With high-frequency vocabulary, teach and provide a record of

Please be sure you set a lot of homework every night.

6 FC Exam Class March 2017 Syllabus

Summary of Changes to FCE as of 2015

Use of English / Reading (total time: 1 hr 15 mins)

Writing (same time allowed)

Adult FCE FCE for Schools

7 FC Exam Class March 2017 Syllabus

The course includes three main components:

1. First Certificate Organiser - A minimum of 10 based on grammar & vocabulary

2 The minimum requirements to best ensure a 'Pass' on First Certificate

4. Speak English in class at all times.

5. Actively participate in class.

3 How to get even more out of your classes and studies

8 FC Exam Class March 2017 Syllabus

9 FC Exam Class March 2017 Syllabus

Coursebooks: (Oxford) Cambridge English First Practice Tests Book

* Grammar Vocabulary: There is a core syllabus of 10 Grammar or Vocabulary

Others sections have been slotted in as optional self-study. Set these as

LOOK AHEAD AT THE SYLLABUS

WEEK ONE: 12th September- 17th September

GRAMMAR: Linking Words ( FC Organiser pg. 192 ) - Extend this list

WRITING: An Overview of Organising & Planning

10 FC Exam Class March 2017 Syllabus

WEEK TWO: 19th September 24th September

GRAMMAR: Gerunds & Infinitives ( Keep revising this )

WEEK THREE: 26th September 1st October

LISTENING: Test 1 ( Oxford Test Book )

WRITING: Essay Part 1

Set writing from Test 1 pg. 16 or Test 2 pg. 36 in Test Book

OXFORD PRACTICE TESTS - THREE WEEKS: 12th September 1st October

Friday 7th Oct. - Holiday

GRAMMAR: Adjectives + Prepositions ( FC Organiser pg.6-9 )

OPTIONAL: Self-study Vocabulary At Home (FC Organiser pg. 156)

ORAL / VOCAB WORK: Part 1 of Oral Interview

WRITING: Essay Part 1

Set writing from list FC Organiser pg. 204