Preparing your FCE students for the March exam
Have you got an FCE class coming up for the March exam?
Want some last minute tips for preparing your students?
Well, the following information is a summary of what can be found at http://www.cambridge-efl.org.uk/. I have cut out some of the DOs and DON'Ts, just so you have a quick reference list for you and your students. Any queries or if you want a copy of this that you can edit, just email me on gtedwards@hotmail.com.
Reading
Teachers and students should note that no single FCE 1 paper includes all possible tasks or question types. The FCE Handbook lists all the task types that may appear on the paper. In addition to specific examination practice, students should be advised to read as widely as they can, with a range of reading purposes reflecting those sampled in the paper (retrieving relevant information, getting the 'gist', understanding detail, etc). Many of the texts for the Reading Paper are drawn from magazines and newspapers, rather than books, and students will benefit from being familiar with these types of text.
DOs and DON'Ts
DO consider possible alternative meanings of headings before attempting to match them to the text. (Part 1).
DO avoid being attracted solely by the presence in the text of a word used in the question ('word-spotting'). The mere presence of the word is no guarantee that it is the correct answer (all parts).
DO pay careful attention to pronouns at the beginning and/or end of extracted sentences or paragraphs. Where appropriate, they must refer correctly to the nouns that precede and/or follow the gap in the text which you are considering. (Part 3).
DON'T ignore the need in Part 3 to connect introductory adverbs or phrases with the ideas which go before the gap you are working on (e.g., However must be preceded by a contrasting idea: Another mistake we made ... must be preceded by a previous mistake etc.).
DON'T ignore the need in Part 3 for the tenses in the extract to fit logically with those already present in the base text.
DON'T ignore similar information in other sections of the text, when you decide on an answer in Parts 1 and 4. There are usually some similarities between sections, and you need to make sure that your choice matches the question you are asked.
Writing
In general, the continuing message has to be for candidates to read each question carefully and carry out the task required, rather than attempt to tailor a question to an earlier piece of writing done in class, which rarely works in the candidate's favour. Information about the target reader and the reason for writing is given in each question to help the candidate, and this should be borne in mind during classroom practice. Working with past papers in pairs or groups, where students spend time identifying the reader, the text type, and for Part 1, the important content points, is all useful preparation. It is often very instructive for students to work on a second draft of a homework answer. In this way, the teacher, or fellow students, can make useful suggestions regarding organisation, language, and content omissions. The second draft can then be compared to the first, which is not only instructive regarding weaknesses, but also builds confidence.
Part 1
Students should be encouraged to make a plan that includes all the content points, and should then think carefully about what they can say on each one. Here too, paired discussion can often lead to more ideas for expansion. Candidates will score higher marks if they can develop the points in this way. It would be useful for time to be spent in class looking at the reformulation of Part 1 notes into grammatically accurate sentences, written in an appropriate register. Candidates often score lower marks because they haven't organised their writing well. Spending time on paragraphing and the use of linkers is recommended, although students should try to use linkers selectively, rather than fronting every sentence with one. It is also worth spending some time in class considering appropriate ways of starting and ending a letter, referring to past papers. Candidates who fully engage with the task, producing a relevant opening and natural ending, will score better marks. The tendency to end with what is often an inappropriate stock sentence like I look forward to hearing from you at your earliest convenience can mar an otherwise reasonable or good attempt.
Part 2
Stories generally require a range of past tenses to be used and this area can be practised in class, for example, the use of the past perfect to show time sequence. Fellow students can be asked to give their opinion about other students' stories, in terms of their plot clarity, their effectiveness in holding attention, their general language range. Here, especially, a second draft approach is often useful. Students should also be encouraged to lead on relevantly and logically from the prompt sentence. Showing them examples of poor attempts might make the point more clearly. For any composition, students should ideally brainstorm their ideas in class, as often they need to think through an argument, or review what language they need in order to express their opinions. Planning before writing the answer is also important, to avoid repetition and to ensure that the argument is presented in the most logical way. Students need to be made more aware of article style and format. Draw their attention to the features of articles in suitable texts from their course book (many will be taken from newspapers and magazines). Encourage them to write short, snappy titles and work with them on producing strong opening paragraphs, which engage the reader's attention. As already highlighted in the report on Version 0100 above, there is more than one kind of report and students should be discouraged from adopting a 'default' position and reproducing inappropriate facts and figures. What is needed in all forms of reports is a clear layout, neutral register and an impersonal tone. Work could usefully be done in class on these aspects of report writing.
DOs and DON'Ts
DO read the question thoroughly and underline important parts.
DO make a plan for each answer.
DO spell key words from the question paper correctly.
DO write in paragraphs, whenever appropriate.
DO use a range of vocabulary, even if you are unsure of the correct spelling.
DO check past tense endings, plural forms, and word order in sentences.
DO write clearly, so that the examiner can read your answer.
DO use the extra blank pages at the back of the booklet if necessary.
DON'T mix formal and informal language.
DON'T 'lift' too much language from the question paper.
DON'T waste time writing addresses for a letter, as they are not required.
DON'T answer Question 5 if you haven't read one of the books.
DON'T worry if you run slightly over the 180-word limit.
Use of English
In Parts 1 and 2 candidates sometimes make mistakes by not looking at the words which follow the gap. It can be tempting to choose to write down a word which seems obvious but which turns out to be incorrect because of a following word. Here is an example: John missed the train and did not (1) ..... at his office until almost ten o'clock. A candidate on reading this quickly might be tempted to write 'get' or 'reach', as both fit in perfectly well with the meaning of the sentence. However, 'get' would need to be followed by 'to' while 'reach' would be followed by the object of the sentence without any preceding preposition. In fact, the gap is followed by 'at', which has to be preceded by 'arrive'. In Part 3, some candidates not only write out the answer to fill the gap but also all the words before and after the gap, i.e., the whole of the second sentence. This is not necessary. Other candidates in Part 3 write out their answer but omit the prompt word, presumably because this is given on the question paper. Candidates must not do this; they must always write out the prompt word in full as, if they do not do this, the marker cannot tell whether or not they had planned to change the prompt word in some way. In Part 5 candidates sometimes write the base word (i.e., the word at the end of the line) without changing it in any way. Candidates should note that it is always necessary to change this word.
DOs and DON'Ts
DO read the words following the gaps in Parts 1 and 2 as they may have an effect on the answer.
DO make sure that any verb you write in a gap in Part 2 agrees with its subject.
DO write the prompt word in your answer in Part 3 without changing it in any way.
DO remember that in Part 4 incorrect words can occur in any line including the first and last.
DO remember that the base word at the end of each line in Part 5 might have to change into a negative or a plural.
DON'T write the answers to any of the examples on your answer sheets.
DON'T choose your answer in Part 1 before you have read all the options.
DON'T write out the full sentence when answering the questions in Part 3.
DON'T decide on the incorrect word in Part 4 before reading to the end of the sentence.
DON'T leave the base word at the end of the line in Part 5 unchanged.
Listening
The Listening Paper is based on recorded material taken from various authentic contexts and is designed to test a range of listening skills. The test lasts around 40 minutes and contains 30 questions. There are four parts to the test, each of which is heard twice, and a range of text and task types is represented. All instructions and pauses are recorded on to the tape, as is the transfer time at the end. Candidates record their answers in one of two ways. In Parts 1/3/4, candidates must choose the appropriate answer from those provided. Candidates write only the appropriate letter (A,B,C, etc.) on to the answer sheet, and should not attempt to copy out the wording of the answer. In Part 2, candidates must write a word, number or short phrase in response to a written prompt. Only the candidate's answer should be copied on to the answer sheet.
Part 1
There are eight texts in Part 1 and candidates can expect to hear a range of voices and styles of delivery in different listening contexts. As the questions are read out on the tape, candidates have plenty of time to think about both the context and the task before they listen. A contextualising rubric sets the scene for the text, and candidates should be encouraged to use the information about speaker(s), context, topic, etc., to prepare themselves for what they are about to hear. The question itself provides a focus for the task and candidates should be encouraged to think about what it is they are listening for. Although in some texts points of detail may be targeted in the question, the majority call for elements of gist understanding. It may be the speakers' attitudes, opinions or feelings, for example, or the focus could be on the topic, function or main point of what the speaker says. As was evident in the report on Test A above, weak candidates often pick up on individual words used in the text, but fail to grasp the overall meaning. This may be because they are employing inappropriate listening strategies, and this may, therefore, be a useful point to address during preparation. A full list of task focuses for this part can be found on page 20.
Part 2
In Part 2, candidates are required to produce written answers in response to various types of prompts. There may be gaps in a set of notes or sentences, or a list of question prompts to be answered. Texts may be either monologues or dialogues and, as in Part 1, a contextualising rubric sets the scene in terms of speaker, topic and context. Candidates should be reminded that questions follow the order of information presented in the text, and so provide additional support to the listener. Therefore, they should use the reading time before the text begins to look through the questions and think about the context and the type of information which is missing. It is important to remind candidates that there may be information on the page both before and after the gap and their answer must make sense in this context, without repeating information already given in the prompt. The various task formats used in this part all target the same kind of listening skills; the retrieval and recording of stated information from the text. Whether the prompts are framed as notes or sentences, for example, the target language will be of the same kind and the focus is on listening. Candidates are not required to use or interpret language in note form in note-completion tasks, nor are they required to make grammatical transformations from text to task in sentence-completion tasks. Preparation should, therefore, be focused on listening skills, on using the information on the page to guide one through the text, and on the identification and recording of the correct piece of information to complete the task. In certain questions, some extra help is given within the box where candidates write their answers. In Test A, for example, the word 'and' was used to indicate that two pieces of information were required. On other occasions, a £ sign may appear in the box to indicate that a price is required, so that candidates need not concern themselves with how to write the appropriate symbol. In both cases, candidates do not need to copy the given information on to the answer sheet, but neither are they penalised for doing so. Whatever task format is used, keys generally focus on concrete items of information or stated opinions and are designed to be short and fit comfortably into the space on the answer sheet. Most answers will be single words, numbers or very short phrases such as noun groups. Candidates should therefore be discouraged from attempting longer answers, and told, the keys focus on the actual words used in the test. It is these words which candidates should try to write. Candidates who paraphrase the information may still get the mark, but only if their answers are fully meaningful in the context of the question prompts. As seen in Test A above, attempts by candidates to use abbreviations or to give redundant information may result in unclear or ambiguous answers which may not get the mark. Correct spelling is not always expected at this level, and some variations are allowed, as long as the candidate's answer is unambiguously correct. Both US and English spellings are accepted.
Part3
In Part 3, the focus returns to gist listening skills. Here there are five short texts on a theme, which is indicated in the contextualising rubric, and the task is multiple-matching. As in Part 1, candidates should be encouraged to think carefully about the context before they listen. The question itself provides a focus for the task and candidates should be encouraged to think about exactly what it is they are listening for. In Test A, for example, the task focused on the speakers' reason for moving, but weaker candidates may have lost sight of this when listening to the texts and so focused in on the wrong piece of text for their answer. Once again, candidates should be encouraged to listen for the meaning of the whole text, but they should also be prepared to amend their answers on the second listening if necessary. This is because in a matching task, the answers are interdependent, e.g., if A is the answer to the first question, it cannot also be the answer to a subsequent question. Candidates are unlikely, therefore, to be completely sure of their answers until they have heard the full set of texts through once, and all answers will need to be checked on the second listening.
Part 4
There are various task formats used in Part 4, but in each of them the questions focus on a range of listening skills. Candidates may be tested on points of detail, the stated opinions and feelings of speakers, plus elements of gist meaning. As in other parts of the test, candidates should use the information given in the rubric and the reading time before the text begins to think about what they are going to hear. As in Part 2, the question prompts follow the order of the text and so provide support by guiding the listener through the text. As was seen in Test A, each question will deal with one piece of text, and will generally test understanding of that whole piece of text rather than isolated words and phrases. Candidates should be encouraged to read the question prompts carefully, underlining the key ideas, before they hear the text. It is always worth reminding candidates that in multiple-choice questions, all three options will include ideas and information from the text, but only one will combine with the question prompt to reflect the exact meaning expressed in the text.
DOs and DON'Ts
DO listen to and read the rubric. Make sure you understand what you are listening for and what you have to do.
DO use the preparation time before each text is played to read through the questions and think about the context.
DO use the information on the page to help you follow the text.
DO look carefully at what is printed before and after the gap in Part 2 and think about the kind of information that you are listening for. Write only the missing information on the answer sheet.
DO write your answers as clearly as possible in Part 2.
DO concentrate on understanding what speakers say, especially in Parts 1, 3 and 4, in as much depth as possible, rather than just being satisfied with the surface meaning.
DO check that your idea of what the correct answer is when you first hear the recording is confirmed when you hear it for the second time.
DO think about the gist of what people are saying in Parts 1/3/4; don't be distracted by individual words and phrases.
DO answer all the questions - even if you're not sure, you've probably understood more than think.
DON'T rephrase what you hear in Part 2; do write down the figure(s) or word(s) that you hear spoken.
DON'T complicate an answer in Part 2 by writing extra, irrelevant information.
DON'T spend too much time on a question you are having difficulty with, as this may make it harder to answer other questions.
DON'T forget to make sure that you transfer your answers correctly to the answer sheet.
Speaking
Candidates are expected to take a full and active part in the test. It is important, therefore, that candidates seek as many opportunities to practise their spoken English as possible, inside and outside the classroom. 'Exam training' can help with nervousness and candidates certainly benefit from being familiar with the different parts of the test, but this is no substitute for a genuine interest in the language. Candidates who put themselves in a position where they need to use English on a regular basis are likely to perform well.
Part 1
For this part of the test, candidates will benefit from finding opportunities to practise explaining themselves, their likes and dislikes, personal/educational history, present circumstances, plans and hopes for the future, etc.
Part 2
Candidates can improve their performance in this part of the test by choosing pairs of thematically linked photographs, practising comparing and contrasting them, and going on to talk about the theme in a more general way. Candidates should time themselves to check that they are able to keep going for a full minute. Without practice, candidates may find it difficult to speak for a full minute in the test.
Part3
The best preparation for this part of the test is for candidates to practise taking part in discussions in small groups so that all candidates have the opportunity to take the floor. Candidates with a quieter disposition should be encouraged to develop strategies to ensure they are able to take their turn. Stronger candidates should be encouraged to invite opinions from others. Suitable thematic areas for discussion can be found in FCE course books and should relate to the candidate's own experience rather than more abstract concepts. (See the FCE Handbook for a list of topic areas.)
Part 4
As in Part 3, candidates will benefit from being given as many opportunities as possible to give their opinions on a range of issues, and to expand on their views while inviting opinions from others and responding to them.
DOs and DON'Ts
DO familiarize yourself with the focus, function and procedures of all parts of the test.
DO listen carefully to instructions given and questions asked throughout the test and focus your answers appropriately.
DO respond to your partner's contributions and invite your partner to contribute in Parts 3 and 4.
DO speak clearly so that both the assessor and the interlocutor can hear you.
DO make use of opportunities to speak in all parts of the test and give extended contributions where you can.
DO ask for repetition of instructions if you are unclear about what you should do.
DOmake sure that you answer the additional question in Part 2, as well as comparing and contrasting the photographs.
DO be prepared to initiate discussion as well as responding to what your partner has said.
DON'T prepare long responses in advance. You are unlikely to answer questions appropriately.
DON'T try to give your views during your partner's long turn.
DON'T try to dominate your partner or to interrupt him or her in an abrupt way.
DON'T allow frequent pauses and hesitations during the interaction or during your own turn. Do make full use of the time available.
DON'T worry if you disagree with your partner in Parts 3 and 4. As long as you are not overbearing, this is all part of interactive communication.
DON'T worry about being interrupted by the examiner. For administrative reasons it is important that tests do not overrun.
Guy Edwards - ADOS Borovitsraya
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