Richmond PET Practice Tests
Student's Book 9788466812962

Richmond PET Practice Tests
Teacher's Book 9788466812979

Richmond PET Practice Tests
Audio CD 9788466813006

 

 

 

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FCE FOR SCHOOLS

TEACHERS
Target FCE for Schools

Exam Format:

The FCE for Schools exam consists of five papers:

Reading and Writing Paper

This paper takes 1 hour. It carries 20% of the total marks for the exam.

Part 1: Multiple choice 8 questions
Students read a text and choose the correct answer to eight multiple-choice questions.

Part 2: Gapped text 7 questions
Students complete a text with seven missing sentences chosen from a list of eight options.

Part 3: Multiple matching 15 questions
Students read a text or several short texts preceded by fifteen questions. Students match questions to sections of the text.

Writing paper

This paper takes 1 hour 20 minutes. It carries 20% of the total marks for the exam.

Part 1: Letter or email 1 question
Students write a letter or email in response to input material and accompanying notes.

Part 2: Choice of task 1 question
Students choose from five questions, and write one of the following: an article, an essay, a letter, a report, a review or a story. The last question has two options which are based on the set texts.

Use of English Paper

This paper takes 45 minutes and carries 20% of the total marks.

Part 1: Multiple choice cloze 12 questions
Students choose the correct word from multiple-choice options to complete the gaps in a text.

Part 2: Open cloze 12 questions
Students think of the correct word to complete the gaps in a text.

Part 3: Word formation 10 questions
Students form the correct word to complete the gaps in a text, using a given stem word.

Part 4: Key word transformations 8 questions
Students complete the second sentence so that it means the same as the first sentence, using a given key word.

Listening Paper

This paper takes about 40 minutes and carries 20% of the total marks. Students hear each part twice.

Part 1: Multiple choice 8 questions
Students listen to eight short recordings and choose the correct answer to eight multiple-choice questions.

Part 2: Sentence completion 10 questions
Students listen to a monologue or text and complete the sentences with information from the recording.

Part 3: Multiple matching 5 questions
Students listen to five related monologues and complete five multiple-matching questions.

Part 4: Multiple choice 7 questions
Students listen to a longer recording and choose the correct answer to seven multiple-choice questions.

Speaking Paper

This paper lasts about 14 minutes and carries 20% of the total marks. Students do this part of the exam with one other candidate. There will be two examiners. One, the interlocutor, will ask the questions. The other will just listen.

Part 1: Interview Time: 3 minutes
Students answer the examiner’s questions about themselves, and listen to their partner answering questions.

Part 2: Long turn Time: About 1 minute 20 seconds for each candidate
Students talk about two photographs they are given, and listen to their partner describing two photographs. Students answer a short question about their partner’s photographs.

Part 3: Collaborative task Time: 3 minutes
With their partner, students discuss visual material they are given, and negotiate a decision related to the material.
Part 4: Discussion Time: 4 minutes
Students have a discussion with the examiner and their partner, continuing the theme from Part 3.

Vocabulary Worksheets

Coming Soon!

Unit 1: Your life
Unit 2: Style and substance
Unit 3: Adventure
Unit 4: Saving the planet
Unit 5: City space
Unit 6: Fit for life!
Unit 7: Hi-tech
Unit 8: Don’t worry, be happy
Unit 9: Go for it!
Unit 10: Blockbuster
Unit 11: Sound and vision
Unit 12: Just the job
Vocabulary Worksheet Answers

Wordlist

Coming soon you can download a complete wordlist for Target FCE

Here are some ideas for using this wordlist with your classes:

Remembering new words: Encourage students to make notes to help them remember each word or phrase. They could write a translation, write a definition, draw a picture, or write an example sentence from their textbook. Make this a regular homework activity for your students.

Reviewing words: Make cards of words and phrases that the class has studied recently and put them in a bag. Have students draw a card and use the word or phrase in a sentence.

Testing knowledge of words: Replace some of the letters with blanks. Then write definitions next to the words. Can students complete the words?

Focus on collocation: Stress to students how important it is to remember how to use new words as well as what they mean. Here are some ideas:
Group phrases by common element, e.g. the same preposition or verb. Remove the common elements in each group, and have students replace them.
Give students cards with collocating phrases, and ask them to group them by verb pattern.
Select a few phrases they have been studying, and ask students to construct a story using as many as possible.

Transcripts

Coming soon you can download complete transcripts for Target FCE.

Here are some ideas for using these transcripts with your classes:

Presentations and explanations: Shape these photocopier-friendly transcripts to fit your needs – make handouts, OHP transparencies, whiteboard activities or worksheets to look at dialogues in detail.

Cloze dialogues: Remove some words from the dialogue (e.g. vocabulary students studied last week). Then have students try to guess what the missing words will be and listen to check.

Dialogue strips: Cut the dialogue into strips – one speaker’s turn per strip. Can students place the strips in the correct order? After a few minutes, let them listen to check and make any changes.

Exam-Teaching Tips

Encourage students to keep a vocabulary notebook organised by topic. Emphasise the importance of learning phrases and collocations, as well as individual words.
Tell students to always read the exam questions carefully. Questions, titles and examples all provide useful information which will help students understand the task they need to complete.

Have students practise reading texts quickly all the way through for gist before worrying about specific words, details or gaps. Encourage students to focus on the meaning, ideas or opinions expressed in a text, not just the words used.

In class, ask students to say which parts of a text or recording led them to choose their answers. Sometimes students are distracted when words or phrases in a text appear in one of the incorrect options – they need to think carefully about their choices and learn to understand why such answers are wrong.

Show students how synonyms and paraphrasing are used in exam questions, which often say the same thing as the text or recording but in different words. Get them to use the technique for themselves in speaking exercises, when they don’t know or can’t remember a word.

Allow students to experiment with new vocabulary and language structures in class. Remind them that the exam requires them to use a range of language, particularly in the writing paper – accuracy is always important but answers that use only basic, familiar language will not stand out.

Give students plenty of opportunity to discuss ideas and issues in pairs and in groups: they need to learn the importance of interaction and turn-taking when speaking.

Try asking students to write their own questions for different parts of the exam. They will have to think about how the individual tasks are structured as well as which skills are being tested in each one.

Be sure to give students plenty of realistic exam practice. This will help them understand what is expected of them in the exam, such as how long they need to speak for in the speaking test or how much they must write for each writing task.

Reduce student’s stress about the exam by giving them as much information about it as you can:
show them the sample answer sheets and allow them to practise using them
show them the photographs of the speaking test in the Student’s Book and show them the speaking test video on this website
conduct mock speaking tests with other teachers taking the role of the examiner
do practice tests under exam conditions to recreate the time pressure
use the practice tests to show students how well they are doing

 

 

 


 

 

 

 

 

 

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