FCE STRATEGIES

General aspects
 The examination consists of four papers.
 Each paper is worth 25% of the total.
 Pass grades: A, B and C.

FCE EXAM STRUCTURE

Papers and times
Paper 1 Reading and Use Part 1: Multiple-choice lexical cloze 1:15 hrs.
Part 2: Open cloze
of English
Part 3: Word formation
Part 4: Key word transformations
Part 5: Multiple choice
Part 6: Gapped text
Part 7: Multiple matching
Paper 2 Writing Part 1: Compulsory essay question 1:20 hrs
Part 2: Choice of one task from four options:
 An essay
 An article
 A letter or email
 A review
 A story
 A task based on a set text
Paper 3 Listening Part 1: Multiple choice (eight extracts / 0:40 hrs.
speakers)
Part 2: Sentence completion
Part 3: Multiple matching
Part 4: Multiple choice (an interview or
conversation)
Paper 4 Speaking Part 1: Interview 0:14 hrs
Part 2: Individual long turn
Part 3: Two-way collaborative task
Part 4: Three-way discussion
Total time: 3:30 hrs.
 GENERAL PREPARATION FOR FCE

 Read, listen and watch English as much as you can. It may be better if you focus on what
you enjoy most; sports, fashion, music, non-fiction, show-business, etc. Anything you do in
English will help you to acquire not just more vocabulary but a feeling for the grammar of
the language.
 Regularly revise what you have learnt; words, expressions, new forms, etc. Try to use and
incorporate all the new language to your daily English.
 Do as much practice as you can. Do exercises in books, handouts, websites, etc.
 Try to learn from the answers that you get wrong when practicing.
 Make sure you know exactly what you have to do in the exam.
 Read and listen to the instructions and the questions of the practice tests very carefully.
 READING PAPER

Preparation
 Read as much as possible in English. Read anything that you enjoy.
 Try to read a variety of types of English. In the exam you may find authentic English
extracts from magazines, newspapers, stories, advertisements, guides, manuals or
reports, for example.
 Get used to understanding the general meaning without worrying about each individual
word.

Part 1: Multiple- choice

Target
Read to gist and understand detailed points in a text, such as opinions, attitudes, tone,
purpose. main ideas, meaning from context, and text organization features (exemplification,
comparison, reference)

Strategies
 Read the complete text to get a general idea of its contents.
 Don’t worry about individual words you don’t understand.
 You may predict it by reading the title and looking at any illustrations it may have
(book and workbook not FCE exam).
 Read each question carefully. Decide what information is required and highlight key
words.
 Read ALL the options. Highlight key words.
 Look at part of the text where the information you want should be. Underline
evidence.
 Don’t expect to find exactly the same words.
 Check your answers by trying to eliminate the others.
 Don’t forget that the questions are in the same order as the information in the text.
 Don’t leave any answer blank.
 Don’t transfer your answers onto the answer sheet until you have finished with each
part.
Part 2: Gapped text time: 20 minutes

Target
Understanding of the structure, cohesion and coherence of a text.

Strategies
 Read the gapped text quickly for a general understanding.
 Read the text before and after each gap. Try to guess what the missing information is.
 Read ALL the missing sentences. Underline any reference words that link the text and
the gapped sentences, such as names, pronouns and times.
 The text and the gapped sentence must be on the same topic. Try to identify the main
idea of each paragraph.
 Check that any reference words and other language connections fit in the context.
 Read the whole text to check that it makes sense.
 Don’t leave any answer blank.
 Don’t transfer your answers onto the answer sheet until you have finished with each
part.

Part 3: Multiple- matching time: 20 minutes

Target
Read to scan and locate specific information, details, opinions and attitudes.

Strategies
 Read the questions quickly FIRST, to find out what information you are looking for.
 Highlight key words in the questions.
 Read the texts for general understanding. Make a note of any answers that you find.
 Remember that the key words might not be in text at all, but there will be other words
or expressions with the same meaning.
 Look at the questions again. For each question, identify the key words, then read the
part of the text where the information is mentioned. Don’t read everything again.
 If you find a text where the key words are mentioned, look through the other texts as
well to make sure you have got the correct answer.
 Go on to next question if you can’t find the information quickly.
 Make a sensible guess if you can’t find the answer.
 Don’t leave questions unanswered.
WRITING PAPER

Preparation
 The best way to improve your writing is to read a lot in English.
 You can also improve your writing by practicing writing. Get an English-speaking pen friend,
take part in groups on the Web connected to one of your interests or hobbies, keep a diary
in English, etc.
 Learn by your mistakes. Make sure you understand the corrections your teacher makes on
your work. Try to use the same words or structures correctly in your next writing homework.
 In the exam, choose the question that you can answer best, even if it is not very interesting.
 Read the question carefully and do exactly what you are asked to do.
 Plan your written text. Write 3 or 4 paragraphs.
 Do not write less than 120 words or more than 200.
 Use clear and neat handwriting.
 Make sure you are familiar with the format and know the kind of language you have to use
in the different types of composition.
 In a notebook make a list of useful expressions and linkers that can be used with different
purposes.
Part 1: The compulsory letter or email time: 45 minutes

Target
Ability to identify key information in accompanying notes (input information) to respond to a letter
or email for a particular purpose: advising, apologising, comparing, describing, explaining,
expressing opinions, justifying, persuading, recommending, suggesting or requesting something.

Strategies
 Read the instructions carefully and highlight key words that show what you have to answer
or ask.
 Read the input information (advertisement, email, letter, etc.) and the notes very carefully.
Decide who you are writing to and the style you should use.
 Plan your answer. It should have three parts:
 Introduction:
 Say why you are writing.
 Body:
 Form questions or give answers using the notes of the input information. Remember
you have to use all the notes.
 Use a mixture of direct (How much does it cost?) and indirect questions (I would like
to know how much it costs.)
 The body should have two or three paragraphs. Say about some notes or points in
one paragraph and the rest of notes or points in another paragraph.
 Conclusion:
 Say what you expect to happen; a reply or something else.
 Your mail must have opening or closing lines and useful expressions. Eg. I look forward to
hearing from you.
 You have to write words and sentences in full. “Texting” style is not accepted by Cambridge.
 Use linking words to join ideas and sentences.
 Refer to the input information but do not copy out large parts of it.
 Use a style (formal or informal) appropriate to the situation.
Part 2: The choice time: 45 minutes

Target
Ability to put together, develop and express ideas on a topic clearly, with a purpose and a target
reader within the appropriate format and style of the task. Awareness of the kind of writing required
to accomplish the task as well as the appropriate use of one the following functions: describing,
explaining, expressing opinions, giving information, narrating, suggesting, applying, complaining,
etc., according to the context of the input information.

Strategies
 Read the questions carefully. There are four questions, you have to choose ONE. One of
these four questions is based on set books or texts.
 You will be required to write ONE of the following:

 an article
 an essay
 a letter
 a report
 a short story
 a review.

 Decide what question you can answer best. Choose the question you have ideas and
vocabulary for.
 Highlight key points in the instructions or input information.
 Before start writing, think of the task type you have chosen. Remember the characteristics
and useful phrases you have learnt about each type of writing task.
 Plan your answer. Spend some time making your paragraph plan.
 Pay attention to the organization: all the options require you to write in paragraphs. Decide
on the main point or subtopic of each paragraph.
 Make sure your ideas are clearly expressed and organized.
 Finally, re-read what you have written and check the length of your answer, your grammar,
spelling and punctuation.

How is the Writing paper marked?

 Complete the task properly. Do what you were asked to do.
 Include all the main points within the word limit.
 Organise and link your ideas properly.
 Write correct English and with a good range of vocabulary.
 USE OF ENGLISH PAPER

Preparation
 Read extensively so you build up a wide vocabulary range and become familiar
with the many uses of different words, expressions and structures in context.
 When you are learning new words or structures, try to use them in a context
immediately.
 Pay attention to any corrections that your teacher makes on your work and try
to learn from your mistakes.
 When studying, use reference grammar books, dictionaries an apps, but also
develop strategies for operating independently of these resources.

Part 1: Multiple-choice lexical cloze

Target
Accurate use of vocabulary, including differences in meaning between similar words,
and how these words fit with the grammar of a sentence.

Strategies
 Read the title and whole text for a general understanding.
 Don’t look at the four choices first.
 Read again trying to fill in each gap.
 Study the four choices A-D and the words at both sides of the gap.
 The words of the options can have similar meanings, but one may seem more
natural than the others.
 The word you need may be part of a collocation, idiom, phrasal verb or linker.
 If you’re not sure, read the sentence yourself filling the gap with each of the four
words in turn.
 Try to eliminate three of the four alternatives.
 When you finish, read again to make sure the whole text makes sense.
Part 2: Open cloze time: 10 minutes

Target
Accurate use of grammar and vocabulary in context.

Strategies
 First, read the whole text quickly to decide what it is about.
 Think what kind of words (parts of the speech) is needed: verb, pronoun, article,
determiner, adjective, adverb, preposition, quantifier, etc.
 Read the text one sentence at a time, fill in the gaps you are confident about first.
 Remember you just have to write ONE word in the gaps. You cannot use
contractions.
 Say the phrase or sentence to yourself and see which word sounds right in each
gap.
 Pay attention to the context as well as grammatical construction forms.
 Look at the words after and before the gaps and check reference words as well.
 Read the text again and fill in the remaining gaps.
 Finally check the whole text makes sense.

Part 3: Word formation time: 10 minutes

Target
Accuracy in word-building, including compound words and the use of prefixes and suffixes.

Strategies
 Read the text quickly to get a general idea of the topic.
 Read again and use the words on either side of the gap to help you decide what
type of word you need (noun, verb, adjective, etc.)
 Pay attention to the context. The word may be negative or positive. Nouns can be
singular or plural as well.
 Change the word in BLOCK CAPITALS into the word you need.
 You will need to add a prefix and / or a suffix, or make some other changes to the
prompt word.
 Check your spelling.
 Check the whole text makes sense.
 Make a sensible guess if you are not sure.
 Don’t leave any space blank.
Part 4: Key word transformations time: 10 minutes

Target
Accurate use of a wide range of structures, as well as phrasal verbs and lexical phrases.

Strategies
 Read the first sentence and the gapped sentence before rewriting. Look what
comes before and after the gap.
 Remember that the meaning of the first sentence must remain in the second
sentence as well.
 Think carefully about how the key word can be used grammatically in the gapped
sentence. If it needs a dependent preposition, a change in another word or if it
would be active or passive, or in indirect speech, for example.
 Use all the information in the first sentence, but don’t add any more information.
 Don’t change the word given in any way.
 Use between two and five words to complete the sentence. Contractions count as
two words.
 Check your spelling.
LISTENING PAPER

Preparation
 Understanding what you hear can improve dramatically if you are regularly exposed
to audio materials. So, listen to English as much as you can.
 Try to listen to something in English every day; the news, songs, TV programmes,
films, etc.
 Watch sub-titled videos or DVDs in English. Watching these several times, and
gradually using the subtitles less and less, should improve your listening skills.
 Read and listen to stories on CD. Get simplified readers that are available both on
CD and in a book.
 Focus on identifying the stress syllables and words in a listening extract which carry
the message, rather than trying to listen for every single syllable.
 Take part in classroom discussions.

Part 1: Multiple choice time: 10 minutes

Target
Understanding of general gist and detailed points, such as function, purpose, attitudes,
opinions, relationships, topic, places, situations, genre, agreement, etc.

Strategies
 Look at the first sentence of each question. It gives you information about what you
are going to hear.
 Read and listen carefully to the question for each listening passage and underline
key words.
 Make sure you know what you are listening for. Listen for the answer to the
question.
 Read the three options and think of words that are associated with them.
 The listening passages may be dialogues or monologues. The answer may come
at the beginning, in the middle or at the end of the listening passage.
 Listen for the general meaning. Don’t worry about understanding EVERY word you
hear.
 If you hear an exact word or phrase from an answer, do not assume that is the
answer. It’s very likely it is a distractor.
 As you listen for the first time, mark the options you think are possible.
 As you listen for the second time, check your ideas and make your final choice.
 Don’t think about the last extract. Relax and concentrate on each new extract.
Part 2: Sentence Completion time: 10 minutes

Target
Selection of detailed and specific information, stated opinions and taking notes ability while
listening.

Strategies
 Read the instructions and think about the topic before you listen.
 Read the sentences or notes you have to complete.
 Decide what the sort of information you need to listen for.
 Remember that the sentences or questions follow the order of the recording.
 Listen to the recording and complete any sentences you can.
 Don’t worry if you can’t complete many at this stage.
 Listen again and complete the remaining ones. Check the sentences you have
already complete.
 You will hear the EXACT WORDS you need to complete the sentences, but the
rest of these sentences are differently expressed.
 Most answers are concrete pieces of information such as names, numbers or
proper nouns. Try to identify what part of the speech is the missing word.
 Don’t write more than THREE WORDS in each space.
 Check all your answers make grammatical sense.
 Check your spelling.
 Don’t waste time before the recording starts. You can get a lot of useful information
from the sentences or notes. So try to get this information by reading in advance.
 Don’t decide on your final answer until you have heard the extract twice.
 Don’t leave any questions unanswered; make a sensible guess if necessary.
Part 3. Multiple matching time: 10 minutes

Target
Understanding of general gist and detailed points, such as function, purpose, attitudes,
opinions, relationships, topic, places, situations, genre, agreement, etc.

Strategies
 Read the instructions and the SIX options carefully to identify what the speakers
will be talking about.
 Before you listen, look at each option and think of how these ideas can be also
expressed.
 Remember there is an option which is not needed.
 All the speakers will talk about the same topic. You’d better focus on the
differences between them.
 Be careful with the words in the options that are the same the speakers use. Most
of the times they are distractors.
 Sometimes a word in an option occurs in several extracts.
 The first time you hear the recording, pay attention for the speaker’s main idea.
Mark the option closest to this idea.
 You can also take note of clue words.
 The second time you hear, check your answers. You may need to change some of
them.
 Make your final choice of answers using your notes.
 Don’t leave any space blank.
Part 4: Multiple choice time: 10 minutes

Target
Understanding of general gist, attitudes, opinions, main ideas and specific information.

Strategies
 Read all the questions and the three options carefully.
 Try to predict the content of each extract.
 Remember the questions follow the order of the recording.
 When listening for the first time, listen for words you can associate with the three
answers.
 You can highlight clue words or make notes on the options you think are possible.
 Be careful with the distractors. Some textual words may be in the wrong answers.
 The second time you listen, make your final choice.
 Most questions will be about people’s ideas, opinions, feeling, or attitudes.
 Be calm, you can answer even if you don’t understand every word.
 If you are not sure, make a sensible guess.
SPEAKING PAPER

Preparation
 Practice listening to and speaking English as much as possible.
 Watch English language films and TV whenever you can.
 Participate actively in the classroom activities which involve students working in
pairs and in small groups.
 Look for opportunities to socialise with English speakers.
 Speak clearly so that you can be heard by your interlocutors.
 Do not worry too much about making mistakes, the important thing is that what you
say can be clearly understood.
 Practice paraphrasing when you do not know or remember a word.
 You will not lose marks if you ask the examiner to repeat the instructions or a
question.
 Observe good model answers given by more advanced partners.
 If you are not sure what a picture shows, say so and then suggest what it might be.
The marks are for speaking English and not for identifying the pictures.
 It is not necessary to tell the truth about yourself. The important thing is to make
the discussions interesting.

Part 1: The interview time: 3 minutes

Target
Social language and general interaction to give particular personal information about
yourself.

Strategies
 Listen carefully to the questions and answer exactly what is asked.
 Give full answers to the questions.
 Don’t just answer with a few words or single sentences.
 Avoid answers that are too long and complicated as well.
 Try to sound natural. Don’t learn a speech off by heart.
 You can prepare for this interview by making sure you can talk about yourself, your
home, your family, your hobbies, etc.
Part 2: The individual long turn time: 4 minutes

Target
Organising thoughts and ideas in a large unit of discourse; comparing, describing and
expressing opinions coherently.

Strategies
 In this part you have to keep talking for a full minute.
 First, listen carefully to what you are asked to do.
 You must compare and contrast two colour photographs.
 Don’t give separate descriptions of each picture.
 You say what the pictures have in common when you compare.
 You say how the two photos are different when you contrast.
 If you don’t know a word of the pictures, describe what you mean using other
words.
 After comparing and contrasting, you will be asked to comment and give your
personal reaction on these pictures.
 Don’t interrupt when your partner is speaking. Listen to him, so you can comment
afterwards.
 When your partner finishes speaking, you will be given 30 seconds to comment on
your partner’s photos.
 Use a few sentences to answer about his pictures after he has spoken.
Part 3: The two-way collaborative task time: 3 minutes

Target
Sustaining interaction; exchanging ideas, expressing and justifying opinions, agreeing
and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through
negotiation.

Strategies
 Work together with your partner. Discuss the question and decide on an answer.
 Involve your partner in the discussion. Your contributions and his / hers should be
equal.
 Make sure you give your partner the opportunity to speak. Ask him / her a question
if they don’t say anything.
 Practice and use expressions for giving your opinion and agreeing or disagreeing,
such as in my opinion, I’m afraid I don’t agree, etc.
 You and your partner have to talk for three minutes. So, don’t make a decision too
quickly.
 Look at the pictures first, give your opinion about them, ask your partner’s opinion
and THEN make a decision.
 Remember you don’t have to agree with your partner. What is more important is
reaching a decision.
Part 4: The three-way discussion time: 4 minutes

Target
Expressing and justifying opinions, agreeing and/or disagreeing in full and natural answers.

Strategies
 You may be asked questions in turn or general questions for you and your partner
to answer.
 Don’t interrupt when your partner is speaking, but be ready to give your opinion
after he / she has finished.
 It doesn’t matter if you agree or disagree with your partner, but it is important to
give REASONS and explanations for your opinion.
 Your answers should be as full and natural as possible.
 Remember this is your last chance to impress the examiner!

How is the Speaking paper marked?

 Grammar and Vocabulary.- The accuracy, range and appropriacy of grammar and
vocabulary. Overall effective use of language in spoken interaction.
 Discourse Management.- Your ability to link your ideas and form a coherent speech
as well as the relevance of your contributions with a minimum of hesitation.
 Pronunciation.- Your ability of having control of phonological features to produce an
intelligible speech.
 Interactive Communication.- Your ability to take an active part in the development of
the discourse and keep interaction and meaningful communication going on.
 BIBLIOGRAPHIC REFERENCES

 Osborne, Ch. (2009). First Certificate Practice Tests. London: Heinle Cengage
Learning.
 O’Dell, F. (2008). FCE Practice Tests Extra. Cantebury: Black Cat Publishing.
 ESOL Examinations, (2007). First Certificate in English Handbook for teachers for
examinations from December 2008. Cambridge: University of Cambridge.
 Kenny, N. & Luque-Mortimer, L. (2008). First Certificate Practice Tests Plus.
England: Pearson Education Limited.
 Loveday, P., Metclf, R. & Thomas, F. (2005). First Certificate in English FCE Practice
Tests. Madrid: McGraw-Hill.
 Harrison, M. (2010). FCE Practice Tests. Oxford: Oxfors University Press.
 Haines, S. & Stewart, B. (2010). First Certificate Masterclass. Oxford: Oxford
University Press.