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successfully. For example, many weak candidates were content to choose D, Gary Talbot, as
a course leader (Questions 28/29), presumably because he is described in the text as a
leading portrait photographer.
" RECOMMENDATIONS FOR CANDIDATE PREPARATION
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 which 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.
Focusing on the sequence of tenses in running text and extended noun/pronoun sequences
would also be beneficial, particularly in Part 3 (see Dos and Don ts).
© UCLES 2001 0101
4
" DOs and DON Ts for FCE PAPER 1 READING
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 same, or a similar, word
is no guarantee that it is the correct answer. (All parts, but specifically, in this
instance, Part 4).
DO spend as much time as is feasible familiarising yourself with the base text, and
the content of the extracts before attempting to choose any answers in Part 3.
DO attempt to predict what is missing in the gaps in Part 3 by looking carefully at
the text before and after each gap. Read through the relevant parts of the
text with your chosen answers in place to check that everything flows
naturally.
DO constantly review your choices in Parts 1 and 3. As you work through the
task, difficulty in finding a particular answer may indicate that you have already
used the correct answer for an earlier question. Always be prepared to go
back.
DO spend plenty of time reading English, both fiction and non-fiction. There is no
need to look up everything you don't know in every piece you look at; just
reading for fun will get you used to the rhythms of the language and help to
increase your reading speed, leaving more time to focus on the examination
tasks and review your answers.
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.
DON'T forget that, if a Part 2 multiple-choice question is an incomplete sentence, the
whole sentence must match the text, not just the phrase presented as A, B, C
or D. The information in these options may be true in itself, but not work with
the sentence beginning you are given.
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 fall into the trap of answering on the basis of what you think the extracts say,
possibly because of preconceived ideas about the subject matter. You should
always be able to underline the section of text which has provided you with
your chosen response.
© UCLES 2001 0101
5
PAPER 2 WRITING
Part Task Type and Focus Number of Tasks Task Format
and Length
1 Q. 1 1 compulsory task Candidates are required to deal
with input material of up to 250
Writing a transactional
words, which may include
letter (formal/informal) 120 180 words
graphic and pictorial material.
Texts may include
advertisements, letters,
postcards, diaries, short
articles, etc.
2 Q. 2 4 4 tasks from which A situationally-based writing
the candidates task specified in no more than
Writing one of the
choose 1 70 words.
following:
" an article
" a non-transactional
120 180 words
letter
" a report
" a discursive
composition
" a descriptive/narrative
composition/short story
Q. 5 Q. 5 has two
options
Writing one of the above
on a prescribed
background reading text
" Marking
All scripts are marked by experienced examiners, who must attend a training and
standardisation day before they commence any marking. Examiners award marks according
to a General Mark Scheme, which has detailed Performance Bands from 0 5, where Band
3 describes a satisfactory level. Within the bands, examiners place the script more exactly
at bottom, mid or top of the band range, e.g., 3·1, 3·2, 3·3. These scores are converted to
provide a mark out of 20 for each piece of writing.
Examiners also use a Task Specific Mark Scheme for each question. This describes
satisfactory Band 3 performance and covers content, organisation, range, register and
format, and effect on target reader. Examples of the mark schemes are included in the FCE
Past Paper Packs.
Examiners work in small teams and are monitored and advised by Team Leaders, who in
turn are monitored by the Principal Examiner.
© UCLES 2001 0101
6
" Candidate Performance
Part 1, Question 1
This compulsory question required candidates to write to the editor of a newspaper,
correcting information in an article. The article was about an activities weekend of courses
held at the candidate s college. It was clear that some candidates found it difficult to relate to
this scenario, since there were misinterpretations of the task, including letters of complaint to
the college itself. However, many candidates dealt with the task reasonably well and
included all five necessary points (see the Task-specific Mark Scheme published in the Past
Paper Booklet).
With reference to the point about the teacher being ill, most candidates interpreted this as
meaning that the class was cancelled just on the final afternoon, but some candidates
referred to the course only starting on the last afternoon. Both interpretations were accepted.
The second point, refuting the inaccurate information about lack of registrations for the local [ Pobierz całość w formacie PDF ]