FCE Prep_BOOKLET

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FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 1 
FCE Preparation Course 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Welcome to FCE Prep course! 
 
The FCE preparation course is composed of exam-oriented lessons that aim at 
helping you understand the structure of the FCE and develop strategies and 
improve your chances of succeeding in this specific international exam. 
Therefore, a list of the sources used in this course is available below. Feel free 
to check it. 
 
 
Sources: 
Cambridge English First Handbook for Teachers 2015 
Cambridge ESOL Sample Papers 
e-Campus 
First for Schools 2015: Reading and Use of English sample paper 
http://www.examenglish.com/FCE/fce_listening_part2.htm 
http://englishtests.ucoz.com/FCE/test2/listening 
 
 
 
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FCE Preparation Course 
Session 1 
 
For questions 1-8, read the text below and think of the word which best fits each gap. Use only 
one word in each gap. There is an example at the beginning (0). 
 
 
Motorbike stunt rider 
 
I work (0) ....... a motorbike stunt rider, that is, I do tricks on my motorbike t shows. The Le Mans 
race track in France was (1) …………… I first saw some guys doing motorbike stunts. I’d never seen 
anyone riding a motorbike using just the back wheel before and I was (2) …………… impressed I 
went straight home and taught (3) …………… to the same. It wasn’t very long before I began to earn 
my living at shows performing my own motorbike stunts. 
I have a degree (4) …………… mechanical engineering: this helps me to look at the physics (5) 
…………… lies behind each stunt. In addition to being responsible for design changes to the 
motorbike, I have to work (6) …………… every stunt I do. People often think that my work is very 
dangerous, but, apart (7) …………… some minor mechanical problem happening occasionally during 
a stunt, nothing ever goes wrong. I never feel in (8) …………… kind of danger because I’m very 
experienced. 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Open cloze 
 
Source: Cambridge English First Handbook for Teachers 2015 
 
AS 
 
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FCE Preparation Course 
Session 1 
 
For questions 1-8, complete the second sentence so that it has a similar meaning to the first 
sentence, using the word given. Do not change the word given. You must use between three and 
five words, including the word given. Here is an example: 
0 A very friendly taxi driver drove us into town. 
DRIVEN 
We ……………………………………………. a very friendly taxi driver 
The gap can be filled by the words ‘were driven into town by’, so you write: 
Example: (0) WERE DRIVEN INTO TOWN BY 
1 Joan was in favour of visiting the museum. 
IDEA 
Joan though it would be ………………………………….. to the museum. 
 
2 Arthur has the talent to become a concert pianist. 
THAT 
Arthur is so ……………………………could become a concert pianist. 
 
3 ‘Do you know when the match starts, Sally?’ asked Mary. 
IF 
Mary asked Sally ………………………………….. time the match started. 
 
4 I knocked for ages at Ruth’s door but I got no reply. 
LONG 
I ………………………………….. knocking at Ruth’s door but I got no reply. 
 
5 Everybody says that the band is planning to go on a world tour next year. 
SAID 
The band ………………………………….. planning to go on a world tour next year. 
 
6 I’d prefer not to cancel the meeting. 
CALL 
I’d rather ………………………………….. the meeting. 
 
 
READING AND USE OF ENGLISH: Part 4 Key word transformation 
 
Source: Cambridge English First Handbook for Teachers 2015 
 
 
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FCE Preparation Course 
Session 1 
 
You are going to read an extract from a novel in which a young woman called Caitlin talks about 
her life on an island. For questions 1-6, choose the answer (A,B,C or D) which you think fits best 
according to the text. 
 
READING AND USE OF ENGLISH: Part 5 Multiple Choice 
 
Source: Cambridge English First Handbook for Teachers 2015 
 
 
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FCE Preparation Course 
Session 1 
1 In the first paragraph, what is Caitlin’s main point bout the island? 
 
A It can be dangerous to try to cross from the mainland. 
B It is much smaller than it looks from the mainland. 
C It is only completely cut off at certain times. 
D It can be a difficult place for people to live in. 
 
2 What does Caitlin suggest about her father? 
 
A His writing prevents him from doing things he wants to with his family. 
B Hi initial reaction to his son’s request is different than usual. 
C His true feelings are easily hidden from his daughter. 
D His son’s arrival is one event he will take time off for. 
 
3 Caitlin emphasises her feeling of discomfort because she 
 
A is embarrassed that she doesn’t understand what her brother is talking about. 
B feels confused about why she can relate to her brother any more. 
C is upset by the unexpected change in her brother’s behaviour. 
D feels foolish that her brother’s attention is so important to her. 
 
4 In the fourth paragraph, what is Caitlin’s purpose in describing the island? 
 
A To express her positive feeling about it. 
B To explain how the road was build. 
C To illustrate what kind of weather was usual. 
D To describe her journey home. 
 
5 In ‘because of that’ in line 31, ‘that’ refers to the fact that 
 
A locals think it is odds to walk anywhere. 
B it is easier for people to take the bus than walk. 
C people have everything they need on the island. 
D there is nowhere particular to walk to from the island. 
 
6 What do we learn about Caitlin’s reactions to the boy? 
 
A She felt that his air of confidence contrasted with his physical appearance. 
B She was able to come up with a reason for him being there. 
C She realized that her first impression of him was inaccurate. 
D She though he had seen him somewhere before. 
 
 
 
 
 
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FCE Preparation Course 
Session 1 
 
 
You will hear five different people talking about a mistake they recently made. For questions 19 – 
23, choose from the list (A – F) the type of mistake that each person made. Use the letters only 
once.There is one extra letter which you do not need to use. 
 
 
A ignoring someone’s advice 
B failing to inform someone about something 
C mistaking someone’s identity 
D arriving somewhere too early 
E getting a particular date wrong 
F losing something important 
 
LISTENING : Part 3 Multiple Matching 
 
Source: Cambridge English First Handbook for Teachers 
 
Speaker 1 
Speaker 2 
Speaker 3 
Speaker 5 
Speaker 4 
 
 
 
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FCE Preparation Course 
Session 2 
 
Choose the correct answer for each question: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 1 
 
 Source: e-Campus E000022 
Texto extra 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o Read through the text before looking at the questions. As three out of the four options 
are incorrect, there is no point in trying to absorb them all before tackling the text. 
o Read each stem carefully so that you have some idea of what you need to look for. 
o Avoid ‘word spotting’, that is assuming that an option must be correct simply because it 
contains a word that is also in the text. You need to check that the meaning of an 
option is reflected in the text, not that one word is the same in both. 
o When the questions take the form of incomplete sentences, read both parts of the 
sentence carefully. You need to check that the whole sentence matches what is written 
in the text and not just the phrase in option A, B, C or D. 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
UFOs - have we been visited? 
Is there a scientific explanation for UFOs or do alien life forms really exist? Kevin McCullough investigates 
two cases of UFO sightings. 
On a cold, dark winter's evening in 1988, Jon Hickes and Richard Williams were driving to a friend's house 
near Canterbury when they saw a bright red object glowing above the fields about 500 metres in front of 
them. As they drove nearer to investigate they were amazed to find a large area of molten metal, bubbling 
on the ground like a pool of volcanic lava. When firemen arrived shortly after, it took them over an hour to 
cool down the boiling mass and make it safe. 
Samples of the solidified metal were taken to the nearby University of Kent where they were found to 
contain iron and small amounts of tin and chromium. James Radcliffe, a specialist at the University, 
concluded that material such as this could not have come from a meteor, and military experts, for their 
part, were quick to point out that it could not have fallen from any aeroplane or spacecraft; space debris 
does not hit the earth's surface in a liquid state. 
Of course, there were suggestions that the whole thing might have been a hoax, but a practical joke on this 
scale would have been very difficult to set up. The only factory in the area capable of producing molten 
metal had recently closed down, and besides, arranging for large quantities of the metal to be dropped 
from the sky would not be very easy. Clearly, this was not a simple open-and-shut matter. 
Unexplained aerial phenomena of this nature have been observed and noted down for centuries, but the 
modern preoccupation with UFOs began in 1947, when there was an unusually large number of reported 
sightings. In the last 50 years there have been over 10,000 such reports in Britain alone. Most of these can 
be attributed to manmade objects such as aircraft and satellites, or astronomical phenomena such as 
shooting stars. Just over five per cent of cases, however, remain unexplained, leading many UFO experts to 
the conclusion that aliens have indeed visited our planet. 
In another case in the 1980s Les and Linda Burnham were cycling together along a country road near Rye in 
Sussex when a sudden, blinding light almost caused them to fall off their bicycles. As the couple stopped to 
cover their eyes, they felt intense heat and heard a deafening roar like the sound of a high-speed train. A 
minute or so later they were able to look up again, and were greeted with the sight of a huge, diamond-
shaped metal object floating above the treetops, spitting flames and emitting a loud, high-pitched noise. 
They watched in shocked silence as the gigantic structure climbed high into the air and disappeared at 
great speed out to sea. Then, they claimed, five or six jet aircraft appeared from nowhere and raced off 
after the mysterious object. 
As they cycled the short distance home, Les and Linda suffered headaches and sickness, and during the next 
few days experienced diarrhoea and minor skin burns. As a result of illness and depression Linda was 
unable to go to work for nearly six weeks. 
Underneath where the object had been floating, an area of woodland had burnt down, electricity cables 
had snapped and the road surface had melted. Whatever caused it, the heat must have been incredibly 
intense to do all that. As for the jet aircraft, military bases denied all knowledge of them and to this day 
their origin, like that of the diamond-shaped object, remains a mystery. 
Secret military activities or rare atmospheric phenomena may account for some of the unexplained 
sightings but the origins of others could lie elsewhere. And until the opposite is proved, that 'elsewhere' 
might include visits from extraterrestrial beings. 
 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 1 
 
 Source: e-Campus E000022 
Texto extra 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 10 
FCE Preparation Course 
Session 2 
 
Choose the correct answer for each question: 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 2 
 
Source: e-Campus MEP005008 
 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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FCE Preparation Course 
Session 2 
The perfect recipe for stardom in the kitchen 
The British public's insatiable appetite for learning how to cook hasn't stopped with television programmes 
and best-selling books from celebrity chefs. Restaurants and colleges across London are rapidly launching 
new courses in a bid to keep up with demand from keen amateurs looking to raise their culinary game. At 
the last count, some 44 London establishments were running programmes varying from one evening to a 
whole year. And this in addition to the catering colleges offering training for those who want to be 
professional chefs. But before plumping for a course, be clear about what you want from it. Do you want 
hands-on experience under expert tutelage, or would you prefer demonstrations and tastings? 
Anna Eriksson, who works in publishing, describes cooking as her chief hobby and she confesses to being a 
'serial participant' in one-day and evening classes both in London and further afield. Eriksson, 26, feels that 
every class she's done has taught her something different and been enjoyable in a different way. 'I did a 
one-off class at Enrica Rocca's Cookery School, where you basically go with a group of friends, take a bottle 
of wine, and help Enrica prepare a five-course dinner before tucking in,' she says. 'I still use lots of the little 
tips I learned from her that evening.' In contrast, an afternoon and evening cookery workshop at Almeida 
restaurant was less hands-on, involving a demonstration by the chefs before sitting down to sample their 
food. 'There were lots of men on that course and I think they particularly enjoyed it because they didn't 
have to make fools of themselves by getting stuck in, but we still learned lots about French cuisine,' Anna 
says. 
Of all the courses she's done so far, though, Anna says the two-day course she did at Rick Stein's Seafood 
School in Cornwall was the best. 'The quality of ingredients was amazing and the teaching was superb. Youhave to do everything yourself, including skinning and filleting fish. I couldn't possibly have learned those 
skills from a book.' She hasn't quite decided which cookery course she would like to do next, but will 
definitely be signing up to something. 'I'm passionate about cooking, so this is a lovely way to meet like-
minded people and indulge my passion.' 
For 23-year-old Hamish Scott, it was important that the cookery course he chose was from a college with 
an international reputation, as his main aim was to use his new-found culinary prowess to work abroad 
during his gap year between school and university. When Hamish left school, he immediately enrolled on a 
four-week basic Certificate course at Leith's School of Food and Wine in London. 'Leith's name is really well-
known around the world, so it was a logical choice for me,' he says. And it proved a shrewd move as, within 
weeks of finishing the course - armed with a basic knowledge of knife skills, meat preparation, fish filleting, 
pastry work and sauce making - he was running a chalet in the French ski resort of Courchevel. 
'I've always loved cooking since I was a child, but the course really broadened my knowledge and gave me 
confidence,' says Hamish. 'Working in Courchevel was one of the best experiences of my life because I love 
skiing and enjoyed the work, too.' His culinary grounding allowed him to work during his holidays from 
Cardiff University (he graduated with a degree in economics and philosophy last year) in ski resorts each 
winter and for outside event caterers every summer. 'It also meant I ate well as a student - more healthily 
and more cheaply than most of my friends.' 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 2 
 
Source: e-Campus MEP005008 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 13 
FCE Preparation Course 
Session 2 
 
Choose the correct answer for each question: 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 3 
 
Source: e-Campus MEP003816 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
The Convenience Society, or con for short 
 
The other day I took my younger children to a Burger King for lunch and there was a line of about a dozen 
cars at the drive-through window. Now, a drive-through window is not a window you drive through, but a 
window you drive up to and collect your food from, having placed your order over a speakerphone along 
the way; the idea is to provide quick, takeaway food for those in a hurry. 
We parked, went in, ordered and ate and came out again, all in about ten minutes. As we departed, I 
noticed that a white pick-up truck that had been last in the queue when we arrived was still four or five cars 
back from collecting its food. It would have been much quicker if the driver had parked like us and gone in 
and got his food himself, but he would never have thought that way because the drive-through window is 
supposed to be speedier and more convenient. Americans have become so attached to the idea of 
convenience that they will put up with almost any inconvenience to achieve it. The things that are 
supposed to speed up and simplify our lives more often than not have the opposite effect and I started 
wondering why this should be. 
Americans have always looked for ways to increase comfort. It is an interesting fact that nearly all the 
everyday inventions that take the difficulties out of life - escalators, automatic doors, passenger lifts, 
refrigerators, washing machines, frozen food, fast food - were invented in America, or at least first widely 
used here. Americans grew so used to seeing a constant stream of labour-saving devices, in fact, that by the 
sixties they had come to expect machines to do almost everything for them. 
The moment I first realized that this was not necessarily a good idea was at Christmas of 1961 or '62, when 
my father was given an electric carving knife. It was an early model and not as light as the ones you can buy 
today. Perhaps my memory is playing tricks on me, but I have a clear impression of him putting on goggles 
and heavy rubber gloves before plugging it in. What is certainly true is that when he sank it into the turkey, 
it sent pieces flying everywhere and then the blade hit the plate with a shower of blue sparks and the 
whole thing flew out of his hands and shot across the table and out of the room, like a creature from a 
Gremlins movie. My father was always buying gadgets that proved to be disastrous - clothes steamers that 
failed to take the wrinkles out of suits but caused wallpaper to fall off the walls in whole sheets, or an 
electric pencil sharpener that could consume an entire pencil (including the tips of your fingers if you 
weren't quick) in less than a second. 
But all of this was nothing compared with the situation today. Americans are now surrounded with items 
that do things for them to an almost absurd degree - automatic cat-food dispensers, refrigerators that 
make their own ice cubes, automatic car windows, disposable toothbrushes that come with their own 
ration of toothpaste. People are so addicted to convenience that they have become trapped in a vicious 
circle: the more labour-saving devices they buy, the harder they need to work; the harder they work, the 
more labour-saving appliances they feel they need. In fact, all they do is add expense and complication to 
your existence 
 
 
READING AND USE OF ENGLISH: Part 2 Multiple Choice TASK 3 
 
Source: e-Campus MEP003816 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o Read through the questions, since you need to have a clear idea of what you 
are listening for. 
o If you are unsure about an answer, you should wait for the second listening 
before making a final decision. Making too quick a decision may mean that 
a candidate ‘uses up’ an answer that belongs to another speaker. 
 
LISTENING: Part 3 Multiple Matching TASK 1 
 
 Source: e-Campus E000039 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Matching TASK 2 
 
 Source: e-Campus MEP003812 
LISTENING: Part 3 Multiple Matching TASK 3 
 
 Source: e-Campus MEP004497 
 
 
 
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FCE Preparation Course 
Session 2 
 
Write the missing word in each gap to complete the text: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READINGAND USE OF ENGLISH: Part 2 Open Cloze TASK 1 
 
Source: e-Campus E000028 
 
 
 
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FCE Preparation Course 
Session 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o Read the words which follow the gap as well as those which come before it. 
You should make sure that if you are filling the gap with a verb, it agrees 
with its subject. 
o Keep in mind a sense of the whole text. 
o You must use only one word to fill each gap. You should never use 
abbreviations (e.g. ’sthg’ for ‘something’, and (with the exception of can’t = 
cannot) do not fill any gaps with a contraction (e.g. didn’t, he’ll), as these 
count as two words. 
o 
o 
 
 
 
 
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FCE Preparation Course 
Session 2 
 
Write the missing word in each gap to complete the text: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze TASK 2 
 
Source: e-Campus E000029 
 
 
 
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FCE Preparation Course 
Session 2 
 
Write the missing word in each gap to complete the text: 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze TASK 3 
 
Source: e-Campus MEP004473 
 
 
 
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FCE Preparation Course 
Session 3 
 
Read the text below. Write the correct letter (A-G) in each gap to complete the text. There is one 
extra sentence which does not fit any of the gaps. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 1 
 
Source: e-Campus MEP004469 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 23 
 
FCE Preparation Course 
Session 3 
 
Read the text below. Key the correct letter (A-G) in each gap to complete the text. There is one 
extra sentence which does not fit any of the gaps. 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 1 
 
Source: e-Campus MEP004469 
 
A But in fact a 120-year-old natural climate shift is the real cause. 
B Therefore, our understanding of what is happening to them is just beginning to develop. 
C This is another way in which it is similar to many places in the world. 
D So it was not surprising that environmentalists focused their attention on it in a report in 2001. 
E The debate over it obscures the nearly universal agreement among glacier and climate experts 
that glaciers are retreating all over the world, probably as a result of the greenhouse gas build-up. 
F Their objection is that they simplify too much what is still a complicated scientific puzzle. 
G This process, it was claimed, started more than a century ago, long before humans could have 
been an influence. 
 
PREPARATION – STRATEGIES 
o Read through the text with the gaps in it so that you gain an overall idea of the 
structure of the text and the development of the writer’s ideas, before starting to do 
the task. 
o When you are selecting a sentence to fill a gap, make sure you look carefully at the 
information before and after the gap. Candidates sometimes make the wrong choices 
by selecting options which seem to fit the text before the gap, and neglecting to check 
that the text after the gap follows on logically. 
o Get plenty of practice in recognising a wide range of linguistic devices which mark the 
logical and cohesive development of a text, for example words and phrases indicating 
time periods, cause and effect, exemplification, contrasting arguments, repetition, 
concordance of tenses, pronouns, etc. This will help you to make the correct choice 
between two possible sentences which seem rather similar at first sight. 
o Avoid ‘word spotting’, that is assuming that an option must be correct simply because 
it contains a word that is also in the text. You need to check that the meaning of an 
option is reflected in the text, not that one word is the same in both. 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 24 
 
FCE Preparation Course 
Session 3 
 
Read the text below. Write the correct letter (A-G) in each gap to complete the text. There is one 
extra sentence which does not fit any of the gaps. 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 2 
 
Source: e-Campus E000023 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 25 
 
FCE Preparation Course 
Session 3 
 
Read the text below. Write the correct letter (A-G) in each gap to complete the text. There is one 
extra sentence which does not fit any of the gaps. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 2 
 
Source: e-Campus E000023 
A He counted the number of separate window panes (85), worked out the most popular colour for coats 
(blue) and calculated the ratio of females to males in the room (5:2). 
B However, no obvious improvement was ever made. 
C There were lists of names to make, seating plans to draw and identity papers to check. 
D This brief delay gave her hope that he might turn a blind eye and forget he had seen anything. 
E She had obviously not heard him approaching. 
F They had only been writing for some 20 minutes when he received the first complaint. 
G For a brief moment, they stared at each other in disbelief, neither one of them quite sure what to do 
next. 
 
 
 
 
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FCE Preparation Course 
Session 3 
 
Read the text below. Write the correct letter (A-G) in each gap to complete the text. There is one 
extra sentence which does not fit any of the gaps. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 3 
 
Source: e-Campus MEP003900 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 27 
 
FCE Preparation Course 
Session 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 28 
 
FCE Preparation Course 
Session 3 
 
Choose the correct letter (A-G) in each gap to complete the text. There is one extra sentence 
which does not fit any of the gaps.READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 3 
 
Source: e-Campus MEP003900 
A Even so, it is clear that swans use their intelligence rather than relying on instinct to navigate 
their way from Russia to Britain and back. 
B This indicates the importance of the moon and stars in navigation. 
C They fly there in summer to take advantage of the warm weather and ample food in one of 
the world's most remote areas. 
D Up to now, scientists have been able to track migratory birds only using ringing - attaching 
tags to their legs and hoping they will be found at the end of their journey. 
E The migration of birds has baffled biologists for decades. 
F Scientists believe that with such detailed information about these marathon journeys, they 
may at last be able to unlock the secret of birds' extraordinary navigational ability. 
G This much is known about them. 
 
 
 
 
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FCE Preparation Course 
Session 3 
 
Listen to eight short recording. Choose the correct answer for each question. There is one question 
for each recording. 
 
 
LISTENING: Part 1 Multiple Choice TASK 1 
 
Source: e-Campus MEP003814 
 
 
 
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FCE Preparation Course 
Session 3 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
o Candidates can be distracted by hearing words or phrases in the text which 
appear in one of the incorrect options. You need to practice spotting such 
mismatches, and understanding why they are wrong. 
 
 
 
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FCE Preparation Course 
Session 3 
 
Listen to eight short recording. Choose the correct answer for each question. There is one question 
for each recording. 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 2 
 
Source: e-Campus MEP004495 
 
 
 
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FCE Preparation Course 
Session 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 33 
 
FCE Preparation Course 
Session 3 
 
Listen to eight short recording. Choose the correct answer for each question. There is one question 
for each recording. 
 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 3 
 
Source: e-Campus MEP005052 
 
 
 
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FCE Preparation Course 
Session 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Session 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
o Candidates should be made aware of the range of words which can be formed from 
the same stem word e.g. ‘compete’, ‘competition’, ‘competitor’, ‘competitive’, 
‘competitively’, and the negative forms of these words, e.g. ‘uncompetitive’. In the 
examination when they see the ‘stem word’ at the end of a line, they must not 
automatically write a related word which they know well as their answer. They need 
to read the surrounding sentence to decide what the missing word is. 
o Sometimes the missing word will need to be in the plural, and sometimes it will need 
to be in a negative form. The sense of the text around the gap will help candidates 
decide if it is necessary to put the word in the plural or make it negative. 
o The answers will not always need prefixes or suffixes to be added to a word; 
sometimes internal changes will need to be made (e.g. ‘long’ to ‘length’). 
o Each stem word applies only to the gap on the same line. They must not try to form a 
word from that stem word in any other line. In every case the stem word will have to 
be changed. 
o 
READING AND USE OF ENGLISH: Part 4 Key Word Transformations TASK 1 
 
Source: e-Campus E000034 
Write the correct form of the words in the brackets in each gap: 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 36 
 
FCE Preparation Course 
Session 3 
 
Write the correct form of the words in the brackets in each gap: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key Word Transformations TASK 2 
 
Source: e-Campus E000035 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 37 
 
FCE Preparation Course 
Session 3 
 
Write the correct form of the words in the brackets in each gap: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key Word Transformations TASK 2 
 
Source: e-Campus MEP004479 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 38 
 
FCE Preparation Course 
Session 4 
 
Read the text below. For each question, choose from the sections (A-F). Write the correct letter 
(A-F) in each gap. The sections may be chosen more than once. 
Which of the people states the following? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 1 
 
Source: e-Campus MEP003817 
 
PREPARATION – STRATEGIES 
o Candidates will need practice in skimming and scanning texts quickly for 
specific information in order to prepare for this task. 
o You should be able to tell why a particular part of the text matches a 
prompt. This will help you to check your choices carefully. Once again, do 
not choose an answer on the basis of similar vocabulary alone. 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 39 
 
FCE Preparation Course 
Session 4 
 
A Nikki Bowen After one month without the TV I've become fitter, having spent less time in front of 
the box and more time outside. Of course, I've also spent more time in front of the computer, which 
can sometimes be as bad as passively watching television. And now that I'm 'allowed' to watch 
television, I have no real desire to, apart from the occasional episode of 'The Simpsons'. Not all 
television is bad of course. The problem only arises when these activities take up too much of your 
time and you start to get your priorities wrong. I gave up television, not because it is bad in itself, 
but because it was eating up time that I could spend doing other, more productive activities. 
B Steve TylerI really thought I'd have no difficulty in getting by without a telly, so when I took up 
your challenge I was honestly surprised at how much I missed the ability to watch those shows I 
truly enjoy. In some respects I failed, as I had some episodes of a series I really like recorded for me 
so I could watch them when the 30 days were up. In general though, I discovered that listening to 
the radio is a better alternative to the television. For one thing it enabled me to get on with the job 
of doing up the kids' bedroom. 
C Pete Simpson When I scored 18 on your questionnaire I realized I should give up watching TV for a 
while and try to cure my addiction. I surprised myself by managing to get through the month. I 
certainly watch less television now than I used to, but I'm sure it's just a matter of time before I'm 
back to my bad old ways. The only permanent cure would be to throw away the telly - and I don't 
think my wife and kids would thank me for that. 
D Leanne Watson My husband and I got rid of the TV about a month before we came across your 
web site. We did it to protect our kids from the effects of television and because we felt it was taking 
over our lives. As a result, our daughters are calmer and more relaxed. One thing that has been most 
surprising is other people's reactions to our decision to no longer watch TV. They find it hard to 
understand why we would want to do such a thing. Most speak of the educational benefits, though 
few watch anything but soaps and sitcoms. 
E Jane Kennedy I would have given up after a week if my mum and dad hadn't been there to stop 
me. I'm glad they did, though, as it's had a tremendous effect on my education and general quality 
of life. I do my homework better and more quickly without the television on and whereas before 
there were times when I barely exchanged a word with my family, we've now all become great 
conversationalists. 
F Dave Hamilton Having successfully completed your challenge, I've now gone back to watching 
eight hours or so of television a week - which, you have to agree, is not excessive. For me, television 
is as entertaining and educational as reading and is only harmful when you are unable to separate 
that which entertains and educates from that which simply passes the time. The same is true of the 
computer. Giving up the television just to spend three hours a day surfing on the Internet cannot be 
considered an improvement. 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 1 
 
Source: e-Campus MEP003817 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 40 
 
FCE Preparation Course 
Session 4 
 
 
Read the text below. For each question, choose from the sections (A-D). Write the correct letter 
(A-D) in each gap. The sections may be chosen more than once. 
Of which campsite are the following stated? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 2 
 
Source: e-Campus MEP003901 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 41 
 
FCE Preparation Course 
Session 4 
 
The world's 5-star campsites 
Mark Hodson looks at some of the best places in the world to stay in a tent 
A LONGITUDE 131, AUSTRALIA 
Ayers Rock is the single most popular tourist attraction in Australia. It's an awesome sight, marred 
only by the coach tours and the crowds that descend each day with dusk. Many visitors, in a bid to 
escape the hordes, set their alarm clocks for the middle of the night so that they can arrive before 
sunrise. Happily, there is now a more civilized alternative. Longitude 131 is a luxury camp on the 
perimeter of the Uluru-Kata National Park and the only place to stay where guests enjoy 
uninterrupted views of the world's largest monolith. Everyone else lodges a few miles away in the 
purpose-built Ayers Rock Resort. Longitude 131, named after its map reference, has just 15 tents, 
which, aside from their canvas roofs, are barely distinguishable from posh hotel rooms. They have 
stone floors, ensuite bathrooms, CD players and stylish modern furniture. 
B PANSEA KSAR GHILANE, TUNISIA 
The word 'oasis' is used to describe hotels so frequently that it has become virtually meaningless - 
but it certainly applies to the Pansea, a tented camp surrounded on three sides by spectacular sand 
dunes and on the fourth by the remote village of Ksar Ghilane. Getting to Pansea is a challenge: the 
four-hour drive from the coast must be done in an all-terrain vehicle with a Bedouin driver (tourists 
are not permitted to rent such vehicles, in case they're tempted to venture into the desert). It's 
worth it, though. There is a bar strewn with cushions that looks out over a huge pool and 60 fixed 
tents, each with air conditioning and tiled bathrooms. Swimming in the Sahara feels like an 
outrageous extravagance, but in fact the water rises to the surface and at a perfect 34 degrees 
centigrade. At sunset, many guests take a camel ride across the sands to a nearby Roman fort. 
C WILDERNESS OUTPOST, CANADA 
If something is described as a wilderness outpost in Canada, you know it's not going to be a scrap of 
woodland five minutes from the nearest car park. This particular spot is perched above a sparkling 
river valley, and looks out onto glaciers and snowcapped mountain tops. The only other inhabitants 
are black bears and the only way to get there is by boat from Tofino, some five miles away on the 
west coast of Vancouver Island. With all that wilderness around, you might think you'd have to 
rough it. No chance. The accommodation consists of 10 'prospector-style' tents erected on wooden 
platforms, each with antique furniture, oil lamps, mosquito nets and modern bathrooms. 
D AL MAHA DESERT RESORT, UNITED ARAB EMIRATES 
Visitors to Dubai who have the urge to escape the city for a couple of days should head to Al Maha, 
just 45 minutes away by road, but surrounded on all sides by rolling sand dunes. Drawing its 
inspiration from traditional Bedouin encampments, the Al Maha has been built in a nature reserve 
overlooked by the Hajar Mountains and is the first ecotourism project undertaken by the Emirates. 
The accommodation consists of 27 tents, each equipped with a private plunge pool, canopied 
veranda and air conditioning, and decorated with carved wood furniture and rugs. Activities range 
from the traditional (falconry and camel riding) to the modern (sand-skiing and dune-driving). 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 2 
 
Source: e-Campus MEP003901 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 42 
 
FCE Preparation Course 
Session 4 
 
Read the text below. For each question, choose from the sections (A-E). Write the correct letter 
(A-E) in each gap. The sections may be chosen more than once. 
 
In which section of the text are the following mentioned. 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 3 
 
Source: e-Campus MEP004470 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 43 
 
FCE Preparation Course 
Session 4 
 
Air travel enlightened with art 
A People don't often go to an airport for the art, but that might begin to change when travellers 
start rushing by Gate 122 of the new Terminal 1 at Pearson International Airportin Toronto. Here, 
the German artist Katharina Grosse spray-painted a 23-metre-long burst of colour on the white 
walls. Unruly abstract clouds of orange and pink climb up into the skylights and surround the 
windows. Ms Grosse thinks her mural 'looks like a child has gone mad with a felt pen'. But really it 
looks like artists have taken over the building. 
B At Gate 122 and at seven other places in this massive 371,000-square-metre building, site-specific 
works by established art-world figures like Richard Serra and Sol LeWitt, as well as up-and-comers on 
the international scene like Ms Grosse and the Spanish artist Jaume Plensa, challenge the notion 
that airports have to be boring civic spaces. Toronto has assembled a public-art programme that is 
both striking and challenging. 'We thought it was really important to have work that forced people 
to look at it, that wasn't just there,' said Elsa Cameron, the San Francisco-based art consultant who 
managed the programme, which is estimated to cost between six and seven million dollars. 
C Lou Turpen, the airport's mastermind, agreed. He had worked with Ms Cameron at the San 
Francisco International Airport, where he was director for 14 years until he came to Toronto in 1994 
to be president and chief executive of the private, non-profit Greater Toronto Airports Authority. 
The airport's official criteria for art stipulated work that would communicate 'the essence of aviation 
and flight in a conceptual, abstract or realistic manner.' Mr Turpen explains, 'The art wasn't designed 
to represent Toronto. It was designed to say we are part of the global aviation fabric, we are a major 
player on the global scene, and what you'll experience here is art in support of aviation, not art in 
support of a community or province or even a country.' The sense of place they were hoping for 
from this art abandoned the traditional notion of locality in favour of cosmopolitanism - a fitting 
gesture in a city where half the population is foreign-born. 
D There is a distinct logic to the art placed at each site. Mr Serra's sculpture will eventually occupy 
the terminal's main showplace: the international gates, designed to accommodate the largest 
airliners. Ms Grosse's painting adorns the walls of the passageway to the relatively less prominent 
regional gates. Mr LeWitt's mural occupies the lip of a rotunda just before the entrance to 
Immigration. Mr Plensa commands the baggage hall with a 130-metre-long neon sign. It spells a 
made-up word jumbled together from the names of continents. 
E The art makes the point well: travel, even mind-numbing commercial air travel, opens us up to 
possibilities. 'You're in this state where you've left where you are and you're going somewhere else,' 
Ms Grosse said, 'and so actually you're quite receptive in that moment when you're at the airport.' 
For her, the airport's art is about 'a really unexpected encounter, more than it would be in any other 
space. The potential for making an impression is really high.' Mr Plensa said, 'I think my piece brings 
a kind of human breath to this colossal space. I like this relationship with architecture - they do a 
body, I breathe life into it.' 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 3 
 
Source: e-Campus MEP004470 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 44 
 
FCE Preparation Course 
Session 4 
 
 
Listen to part of an interview with a station officer of a fire station. Complete the sentences with 
a word or short phrase. 
 
 
 
 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 1 
 
Source: e-Campus E000038 
 
PREPARATION – STRATEGIES 
o Candidates sometimes write too much, either by including unnecessary detail, 
or by trying to rephrase what they hear on the recording. Irrelevant detail can 
spoil what would otherwise have been a correct answer. Remember that no 
changes are required to the key information, that no answer will need more 
than three words, and that in many cases they will need only one or two words. 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 45 
 
FCE Preparation Course 
Session 4 
 
Listen to a talk given by Brad Andrews, a club DJ. Complete the sentences with a word or short 
phrase. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 2 
 
Source: e-Campus MEP003811 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 46 
 
FCE Preparation Course 
Session 4 
 
 
Listen to a radio programme about transparent buildings. Complete the sentences with a word or 
short phrase. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 3 
 
Source: e-Campus MEP003940 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 47 
 
FCE Preparation Course 
Session 4 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each gap. 
 
The worker who never wants to retire 
 
He retired once before and didn't like it. So at 90 years of age, Sidney Pior is (1) ..................... to 
keep working as long as he can. The man who started his working (2) ..................... as a 14-year-old 
office boy is enjoying every moment of his job as a gardening assistant at a branch of the chain store 
B and Q. 
Mr Prior started work in a company providing tools for the engineering (3) ..................... . Later he 
worked for 25 years for a company importing machine tools. He (4) ..................... a lucrative sales 
career, travelling all over Europe. By company policy demanded retirement at 65, and he had to 
leave. 'I didn't like it (5) .....................' he recalls. 
So he joined B and Q, which (6) ..................... older workers. He says that one of the (7) 
..................... of the job is meeting people, and he enjoys the camaraderie of his colleagues. 
'Working with people of all ages (8) ..................... youngsters the chance to learn a little from an old 
timer like myself, and they help to keep me young at heart,' he says. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple-choice Cloze TASK 1 
 
Source: e-Campus MEP005011 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 48 
 
FCE Preparation Course 
Session 4 
 
Choose the correct answer to complete the text: 
 
1. A intent B firm C determined D fixed 
2. A existence B period C time D life 
3. A enterprise B trade C line D commerce 
4. A passed B enjoyed C possessed D spent 
5. A indeed B at least C whatever D at all 
6. A enrolls B summons C recruits D gifts 
7. A perks B supplements C accessories D at all 
8. A benefits B gives C grants D provides 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple-choice Cloze TASK 1 
 
Source: e-Campus MEP005011 
 
PREPARATION – STRATEGIES 
o This part of the paper also tests collocations, such as ‘to pay attention to’, and linking 
phrases such as ‘even if’. Phrasal verbs are also testedhere. They may be tested in 
three different ways: the whole of the phrasal verb, e.g. ‘keep on’, just the verb itself, 
e.g. ‘keep’, or just the preposition or adverb which follows the verb, e.g. ‘on’. 
 
o Make sure the answer you choose fits into the sentence. You should not choose your 
answer simply after reading the words which come before the gap; you need to read 
the words which follow as well. It is sometimes the case that a preposition or adverb 
which follows as a gap determines which of the options is correct. 
words, and that in many cases they will need only one or two 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 49 
 
FCE Preparation Course 
Session 4 
 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each gap. 
 
Ancient art 
 
A number of prehistoric paintings still survive on walls of caves in Spain and southern France. They 
show with amazing accuracy a wide (1) ..................... of animals which the cave dwellers hunted, 
such as bison and deer, and are (2) ..................... remarkable for their life and power. It is very likely 
that the pictures were connected with hunting. There is a very famous example in Lascaux, in which 
we can just (3) ..................... out a man among some animals. The meaning of the picture is not 
clear; it does, (4) ..................... show that the cave dwellers were artistic people in many (5) 
..................... . 
More than 5,000 years ago, the Egyptians began painting on the walls of their tombs everything that 
went on in their (6) ..................... lives. The most artistic people of an age, (7) ..................... perhaps 
from the Chinese, were the Greeks. We have many examples of Greek sculpture, but apart from a 
few fragments, Greek wall paintings have not survived, (8) ..................... we can only imagine what 
they were like. 
 
Choose the correct answer to complete the text: 
 
1. A difference B group C set D variety 
2. A quite B too C such D enough 
3. A see B watch C make D look 
4. A however B although C too D despite 
5. A means B points C ways D views 
6. A common B daily C typical D usual 
7. A apart B except C other D besides 
8. A because B since C so D then 
 
READING AND USE OF ENGLISH: Part 1 Multiple-choice Cloze TASK 2 
 
Source: e-Campus MEP000849 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 50 
 
FCE Preparation Course 
Session 4 
 
 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each gap. 
 
Sending children to other countries to learn English 
 
Just as more English is being taught in primary schools worldwide, so there are a growing number of 
language schools in English-speaking countries that are (1) ..................... courses for young learners. 
In Britain, most young learners' courses are to (2) ..................... 11-year-olds and upwards, with a 
few that cater for children as young as seven. But what is a sensible age to start sending children 
abroad to study? 
(3) ..................... deal depends on how a child has been (4) ..................... up. For example, if they 
have been exposed to new things and have already started to learn independence, then they are (5) 
..................... to enjoy the experience. (6) ....................., children who have previously travelled 
abroad with their parents will be well-prepared to undertake a study trip in an English-speaking 
country on their (7) ..................... . Getting (8) ..................... to the idea that other countries have 
different customs and cultures is an important stage in the process of learning a foreign language. 
 
Choose the correct answer to complete the text: 
 
1. A granting B offering C setting D presenting 
2. A open B fit C suitable D allowed 
3. A big B great C wide D large 
4. A turned B brought C put D grown 
5. A about B easily C possibly D likely 
6. A too B on the other hand C in addition D further on 
7. A own B self C alone D lonely 
8. A known B familiar C aware D used 
READING AND USE OF ENGLISH: Part 1 Multiple-choice Cloze TASK 3 
 
Source: e-Campus MEP002199 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 51 
 
FCE Preparation Course 
Session 5 
 
You are going to read a magazine article about a young professional footballer. For questions 1 – 10, 
choose from the sections(A – D). The sectionsmay be chosen more than once. 
 
Which paragraph 
 
states how surprised the writer was at Duncan’s early difficulties? 
says that Duncan sometimes seems much more mature than he really is? 
describes the frustration felt by Duncan’s father? 
says that Duncan is on course to reach a high point his profession? 
suggests that Duncan caught up with his team-mates in terms of physical development? 
explains how Duncan was a good all-round sportsperson? 
gives an example of how Gavin reassured his son? 
mentions Duncan’s current club’s low opinion of him at one time? 
mentions a personal success despite a failure for the team? 
explains how Duncan and his father are fulfilling a similar role? 
 
 
 
 
 
PREPARATION – STRATEGIES 
o In this part of the exam you match statements or questions to paragraphs. The 
texts usually give information about something. 
o Read the text through quickly to get a general idea. Then study the questions. 
Read the text again and underline the relevant information in each paragraph. 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 1 
 
 Source: Cambridge English First Handbook for Teachers 2015.
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 52 
 
FCE Preparation Course 
Session 5 
 
Rising Star 
Margaret Garelly goes to meet Duncan Williams, who plays for Chelsea Football Club.
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 1 
 
 Source: Cambridge English First Handbook for Teachers 2015.
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 53 
 
FCE Preparation Course 
Session 5 
 
You are going to read part of the autobiography of a surfing instructor. For questions 1-10, choose 
from the sections A-E. The sections may be chosen more than once. 
 
In which section does the writer mention 
 
feeling satisfaction that her determination resulted in better performance? 
the problem of having to wait for conditions to be favourable for surfing? 
a chance which helped her to pursue her hobby? 
continuing to surf even when the conditions were unfavourable? 
the pleasure she gets from seeing others succeed? 
being aware that it would take time for her abilities to be recognized? 
her enthusiasm for the sea being recognized by someone else? 
an admission that she doesn’t think what she is doing when surfing? 
not being concerned that she stood out from others? 
people appreciating her serious attitudetowards her surfing? 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 2 
 
 Source: Cambridge English First Handbook for Teachers 2015.
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 54 
 
FCE Preparation Course 
Session 5 
 
 
Walking on waves 
 
Sarah Whiteley talks about her love of surfing and how it began. 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 2 
 
 Source: Cambridge English First Handbook for Teachers 2015.
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 55 
 
FCE Preparation Course 
Session 5 
 
 
You are going to read an article about four teenagers who went to different summer camps. For 
questions 1–10, choose from the teenagers (A–D). The teenagers may be chosen more than once. 
 
 
 
Which teenager 
felt relieved they were kept so busy? 
was pleased to have achieved something hard but worthwhile? 
found that observing other people’s work encouraged them? 
helped to produce something that proved popular? 
got through an activity very promptly? 
says the main location for their activities particularly appealed to them? 
stresses how much opportunity they had to use new knowledge? 
was unwilling to complain about a lack of variety? 
mentions everyone being obliged to complete certain chores daily? 
appreciated coming across something interesting by chance? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 3 
 
Source: First for Schools 2015: Reading and Use of English sample paper. 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 56 
 
FCE Preparation Course 
Session 5 
 
Teenage Summer Camps 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching TASK 3 
 
Source: First for Schools 2015: Reading and Use of English sample paper. 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 57 
 
FCE Preparation Course 
Session 5 
 
Listen to the conversation about mobile phones. For questions 1–7 choose the best 
answer (A, B or C). 
 
 
 
LISTENING: Part 4 Multiple Choice TASK 1 
 
Source: e-Campus E000040 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 58 
 
FCE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
o In Paper 4 Listening, Part 4, you will hear people talking in different situations. 
 Listen for clues about: 
• What the people are talking about. 
• How they feel about what they are saying. 
• The relationships between the people e.g. friends, business colleagues. 
 
o . 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 59 
 
FCE Preparation Course 
Session 5 
 
Listen to part of a radio interview with Grace, a singer who suffers from an eye disease. 
For questions 1–7, choose the best answer (A, B or C). 
 
 
LISTENING: Part 4 Multiple Choice TASK 2 
 
Source: e-Campus MEP003815 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 60 
 
FCE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 61 
 
FCE Preparation Course 
Session 5 
 
Listen to an interview with a businessman. For questions 1–7, choose the best answer 
(A, B or C). 
 
 
LISTENING: Part 4 Multiple Choice TASK 3 
 
Source: e-Campus MEP005055 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 62 
 
FCE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 63 
 
FCE Preparation Course 
Session 5 
 
For questions 1–5, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
1. It’s though that seven people were injured in the accident. 
THOUGHT 
Seven people ………………………………………………………………………………….. injured in the accident. 
 
2. I haven’t been to an Indian restaurant for ages. 
SINCE 
It’s ages ………………………………………………………………………………………… an Indian restaurant. 
 
3. I tried to persuade her. I didn’t succeed, however. 
ALTHOUGH 
………………………………………………………………………………………… her, I didn’t succeed. 
 
4. The book was so interesting that I couldn’t put it down. 
SUCH 
It was ………………………………………………………………………………………… that I couldn’t put it down. 
 
5. It is thought that the company is planning major job cuts. 
THOUGHT 
The company ………………………………………………………………………………………… major job cuts. 
 
 
 
PREPARATION – STRATEGIES 
o In this part of the paper the focus is both vocabulary and grammar, and a range of structures is 
tested. The ability to express a message in different ways shows flexibility and resource in the 
use of language. 
o Before you complete the sentences try to work out what the question is testing, e.g. 
collocation, idioms, phrasal verbs, conditional structures. 
o Do not change the word given and do not change the verb tenses of the original sentence. 
o 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 1 
 
Source: e-Campus E000031 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 64 
 
FCE Preparation Course 
Session 5 
 
 
 
For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
 
1. Because of heavy traffic, he arrived late for the meeting. 
TURN 
Heavy traffic caused ………………………………………………………………………………….. late for the meeting. 
 
2. Karen and I first met each other twenty years ago. 
BEEN 
It ………………………………………………………………………………….. Karen and I first met each other. 
 
3. He regrets lying to her. 
TOLD 
He wishes ………………………………………………………………………………….. truth. 
 
4. Val stayed awake until 3 o’clock in the morning. 
FALL 
Val ………………………………………………………………………………….. until 3 o’clock in the morning. 
 
5. I wanted to go home but I stayed at the party for another hour. 
FELT 
Even ………………………………………………………………………………….. home, I stayed at the party for 
anotherhour. 
 
6. If the weather doesn’t improve quickly, the game will be cancelled. 
UNLESS 
The game will be cancelled ………………………………………………………………………………….. better quickly. 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 2 
 
Source: e-Campus MEP003906 
 
 
FCE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 65 
 
FCE Preparation Course 
Session 5 
 
 
For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
1. Someone said that I was cheating during the game. 
ACCUSED 
I ………………………………………………………………………………….. during the game. 
 
2. I suggest that we talk about a different subject. 
DISCUSS 
Let’s ………………………………………………………………………………….. else. 
 
3. Sharon deals with problems better than I do. 
BETTER 
Sharon ………………………………………………………………………………….. with problems than I am. 
 
4. The journey from here to the airport usually lasts for twenty minutes. 
TRAVEL 
It usually ………………………………………………………………………………….. from here to the airport. 
 
5. Could you tell me the name of this street, please? 
MIND 
Would ………………………………………………………………………………….. the name of this street is, please? 
 
6. I could only afford to go travelling because I had saved all my money. 
ABLE 
If I hadn’t saved all my money, I ………………………………………………………………………………….. to afford 
to go travelling. 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 3 
 
Source: e-Campus MEP003907 
 
 
 
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Session 6 
 
You are going read a newspaper article about the man who designed the recycling symbol. Six 
sentences have been removed from the article. Choose from the sentences A – G the one which fits 
each gap (37-42). There is one extra sentence which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 1 
 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
 
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READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 1 
 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
PREPARATION – STRATEGIES 
o Read through the text with the gaps in it so that you gain an overall idea of the 
structure of the text and the development of the writer’s ideas, before starting to do 
the task. 
o Read the extracted paragraphs. 
o The sentences that have been removed often express the main idea of the 
paragraph. As you read, write down or underline the main idea of each paragraph is. 
o When you are selecting a sentence to fill a gap, make sure you look carefully at the 
information before and after the gap. 
o In the sentences or paragraphs that have been removed: (i) work out what pronouns, 
demonstratives and possessive adjectives refer to; (ii) look for a meaning or 
relationship between the sentences or paragraphs and the text; (iii) pay attention to 
linking words like however, furthermore, therefore, etc. 
 
 
 
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Session 6 
 
You are going read a newspaper article in which a former ballet dancer talks about the physical 
demands of the job. Six sentences have been removed from the article. Choose from the sentences 
A – G the one which fits each gap (37–42). There is one extra sentence which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 2 
 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
 
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READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 2 
 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
 
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You are going read an article about a schoolboy who has come up with a clever invention. Six 
sentences have been removed from the article. Choose from the sentences A–G the one which fits 
each gap (37-42). There is one extra sentence which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 3 
 
 Source: First for Schools 2015: Reading and Use of English sample 
paper. 
. 
 
 
 
 
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READING AND USE OF ENGLISH: Part 6 Gapped Text TASK 3 
 
 Source: First for Schools 2015: Reading and Use of English sample 
paper. 
. 
 
 
 
 
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 You will hear a radio report about a new type of air transport. For questions 1–10, complete the 
sentences. Write no more than three words and/or a number. 
It will take 37 hours for the new form of transport to travel from London to (1) _______________. 
Unlike crowded jets, the Aircruise will allow passengers to travel in (2) _______________. 
The Aircruise can travel at low altitudes if there is something (3) _______________. 
Hydrogen fuels the airship and also provides (4) _______________ for the people on board. 
The airship disaster at Hindenburg killed (5) _______________ people. 
Scientists are keen to develop transport options which are both (6) _______________ and 
environmentally friendly. 
The Aircruise will carry a total of (7) _______________ passengers. 
The luxury features on board include private apartments, a bar and a (8) _______________. 
Compared to airports, the Aircruise has the potential to land closer to (9) _______________. 
The concept is getting a lot of attention from a Korean company which makes (10) _____________. 
 
LISTENING: Part 2 Sentence Completion TASK 1 
 
Source: http://www.examenglish.com/FCE/fce_listening_part2.htm 
 
PREPARATION – STRATEGIES 
o The items tested in this part of the Listening paper come in the same order you will 
hearin the recording. 
o Read not only the text in front of the gap but also the text which follows the gap. 
o No changes are required to the key information, which means that the word/phrase 
you will need for each gap is exactly the same used by the speaker(s). 
o You will need to write between one and three words in each gap, but remember that 
MOST answers will contain only one or two words. 
 
 
 
 
 
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You will hear an interview with a woman called Helen Hunter who runs a summer camp for 
teenagers. For questions 1–10, complete the sentences. 
Helen says that people taking part in the summer camp usually sleep in a (1) _______________. 
The summer camp is a chance for teenagers to meet people and learn (2) _______________. 
As an example of a practical activity, Helen tells us about a team which built a (3) ______________. 
In the next camp, teams will work out problem-solving activities such as a (4) _______________ 
with clues. 
Helen gives the examples of (5) _______________ as the only typical sporting activity at the camp. 
The day when teams can choose their own activities is called (6) _______________. 
The summer camp is good for people who don’t have opportunities or have little 
(7) _______________. 
On ‘Battle of the Bands’ day, the teams make a pop record and a (8) _______________. 
For the teenagers taking part, the camp lasts for (9) _______________. 
You can book for a summer camp that will be held in the month of (10) ____________ 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 2 
 
Source: Cambridge ESOL Sample Papers 
 
 
 
 
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You will hear a radio report about a trip to an animal fair in India. For questions 1–10, complete the 
sentences. 
On the way to the fair, the speaker saw women wearing bracelets made of (1) _______________. 
The fair lasts for almost (2) _______________ 10 each year. 
At the fair, there are people who specialise in checking elephants’ (3) ______________. 
Traditionally, the elephants stand in a special area near to the (4) _______________. 
Behind the elephants there is a very large (5) _______________ which is used by a theatre. 
The speaker bought some perfectly cooked (6) _______________ for her lunch. 
Expensive items made out of (7) _______________ can be bought at the fair. 
The speaker found that large numbers of (8) _______________ were being sold at the back of the 
fairground. 
It is traditional at an Indian (9) _______________ for the man to ride a white horse. 
Some young horse dealers put on a display of (10) _____________ at the fair. 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 2 
 
Source: http://englishtests.ucoz.com/FCE/test2/listening 
 
 
 
 
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For questions 1–5, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
1. Despite the cold weather, we all went for a walk 
ALTHOUGH 
………………………………………………………………………………….. , we all went for a walk. 
 
2. I think I should sell the car. 
I’D 
 If I ………………………………………………………………………………………… the car. 
 
3. There was too much noise, so we couldn’t hear the speech. 
SO 
There was …………………………………………………………………………………… we couldn’t hear the speech. 
 
4. Did you know that people say that this is the best part of the city to live in? 
SUPPOSED 
Did you know that ………………………………………………………………………………………… the best part of the 
city to live in? 
 
5. People say that she is the most talented actress of her generation. 
CONSIDERED 
She ………………………………………………………………………………………………… the most talented actress of 
her generation. 
 
 
PREPARATION – STRATEGIES 
o In this part of the paper the focus is both vocabulary and grammar, and a range of structures is 
tested. The ability to express a message in different ways shows flexibility and resource in the 
use of language. 
o Before you complete the sentences try to work out what the question is testing, e.g. 
collocation, idioms, phrasal verbs, conditional structures. 
o Do not change the word given and do not change the verb tenses of the original sentence. 
o 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 1 
 
 Source: e-Campus MEP001834 
. 
 
 
 
 
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For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
 
1. Sam lost his job because he was lazy. 
SO 
Sam was ………………………………………………………………………………….. his job. 
 
2. The last time Nancy came here was in 1996. 
SINCE 
Nancy hasn’t ………………………………………………………………………………….. 1996. 
 
3. It was raining, but I went swimming anyway. 
SPITE 
………………………………………………………………………………….., I went swimming. 
 
4. People say that Carmen is earning an enormous amount of money. 
SAID 
Carmen ………………………………………………………………………………….. an enormous amount of money. 
 
5. It is believed that he wrote this story as a result of a dream. 
BELIEVED 
He ………………………………………………………………………………….. this story as a result of a dream. 
 
6. The price of computers has fallen during the last few months. 
FALL 
During the last few months, there ………………………………………………………………………………….. in price 
of computers. 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 2 
 
 Source: e-Campus MEP002117 
. 
 
 
 
 
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For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, 
using the word given. Do not change the word given. You must use between two and five words, 
including the word given. 
 
1. I’m sure that wasn’t Maura because I didn’t recognize her car. 
HAVE 
That ………………………………………………………………………………….. Maura because I didn’t recognize 
her car. 
 
2. I would prefer it if you smoked outside the house 
RATHER 
I’d ………………………………………………………………………………….. inside the house. 
 
 
3. As nobody could repair our television, we had to throw it away. 
BE 
As nobody could repair our television, it ……………………………………………………………………….. away. 
 
4. You can eat very cheaply in the student café. 
MUCH 
It doesn’t ………………………………………………………………………………….. in the study café. 
 
5. Someone stole Tom’s bag while he was dozing by the swimming pool. 
HAD 
Tom ………………………………………………………………………………….. while he was dozing by the 
swimming pool. 
 
6. Passengers are advised to book ticketsat least four weeks before their jouney. 
ADVANCE 
Passengers are advised to book tickets at least four weeks ………………………………………………………. 
their journey. 
READING AND USE OF ENGLISH: Part 4 Key Word Transformation TASK 3 
 
 Source: e-Campus MEP004475 
. 
 
 
 
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Part 1 Interview 
 
 In this part of the Speaking paper, you have the opportunity to show your ability to use general social and interactional 
language and to give basic personal information about yourself. 
 You will be asked some questions related to your own life and with focus on areas such as work, leisure time and future 
plans. 
 You are expected to respond to the interlocutor’s questions, and to listen to what your partner has to say. 
 This short social exchange is a natural way to begin an interaction, and it gives you time to settle before dealing with 
more specific tasks in Parts 2, 3 and 4. 
 
Part 2 Long turn 
 In this part of the Speaking paper, you have the opportunity to speak for 1 minute without interruption. 
 Each candidate is asked to compare two colour photographs, and to make a further comment about them in response to 
a task that is read out by the interlocutor. 
 You will be given a prompt in the form of a direct question which is written above the photographs. 
 You are expected to point out the similarities and differences between the photographs and then move on to deal with 
the question. 
 You also have the opportunity to show your ability to organise your thoughts and ideas, and express yourself coherently 
with appropriate language. 
 While your partner is talking, you are expected to listen carefully because you will be asked to comment briefly (for 
about 20 seconds) after your partner’s long turn. 
 You should NOT speak during your partner’s long turn. 
 
SPEAKING: Parts 1 to 4 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
PREPARATION – STRATEGIES 
 
o At the beginning of the Speaking paper the interlocutor encourages you to give personal information 
about yourself, so make sure you know how to talk about: 
o why you are learning English 
o subjects you study/studied at school/university 
o free time activities 
o your family 
o the area where you live 
o your plans for the future 
o If you do the exam with another candidate, listen to what s/he says and show that you are interested. 
 
 
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Part 3 Collaborative task 
 In this part of the Speaking paper, you are given a question to discuss (remember to use the written prompts as much as 
possible). Then, you will be asked a second question to reach a decision by agreeing or disagreeing with your partner. 
 You will discuss each prompt, express and justify opinions, evaluate and speculate, in order to work towards a 
negotiated decision at the end of the task. 
 There is no right or wrong answers to the task. You will have the opportunity to show your range of language and your 
ability to invite the opinions and ideas of your partner(s). You may use some functional language to manage the 
discussion, e.g. ‘Shall we start with this one?’; ‘What do you think?’; ‘Shall we move on to…?’ 
 You cannot forget that you are expected to share the interaction by giving opinions and inviting others’ and to initiate 
and respond appropriately. 
 
 
PREPARATION – STRATEGIES 
 
o Make sure that you can use modals of deduction and speculation accurately. 
o You may get better marks in this part of the Speaking paper if you say how you feel about the 
photograph and give a personal comment. 
o If you don’t know a word for something, use another word or describe the thing. Say things like ‘It’s a 
thing you use for…’ or ‘It’s a kind of …’ 
o It’s vital to relate the photograph to your own experience. 
o Don’t say thinks like ‘That’s all. I don’t know what else to say’. The examiner wants to hear you speak. 
 
PREPARATION – STRATEGIES 
 
o Don’t make a speech! 
o Don’t interrupt the other person and wait until s/he has finished speaking. 
o Ask the other person what s/he thinks and say whether you agree or disagree with what s/he says. 
o If you do not understand what you are supposed to do, ask the examiner to explain again, e.g. ‘I’m 
sorry. Can you repeat that?’ or ‘Could you explain again? I’m not sure what we have to do.’ You may 
lose marks if you do not do what the examiner has asked you to do. 
o Remember there is no ‘right’ answer. 
o Make sure you do ALL the things the examiner asks you to do. 
o Try not to dominate the other candidate because you get marks for interaction, so it’s very important 
to: 
o ask your partner questions; 
o make suggestions; 
o say a word if your partner hesitates or pauses for too long. 
o 
 
 
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Part 4 Discussion 
 In this part of the Speaking paper, you will be asked questions to broaden and discuss further the topics introduced in 
Part 3. 
 You have the opportunity to show you are capable of discussing issues in more depth than in the earlier parts of the 
test. 
 You will NOT be judged on your opinions, only on the language you use to express your opinions. 
 It is quite acceptable to admit that you don’t know much about a particular question, but you should expand on your 
views wherever possible so avoid responses such as ‘I don’t know’, ‘I’m not sure’ or ‘I haven’t thought about that’. 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o In this part of the test the examiner will ask your opinion about something. Make sure you know how to: 
o ask someone else what their opinion is; 
o express your opinion; 
o agree/disagree politely with someone else’s opinion; 
o ask for/give advice. 
 
 
You may find interesting to watch the videos below to get more tips on the Speaking paper. 
► Examiners talking about Speaking Tests: http://www.youtube.com/watch?v=iTdte3pksBs 
► English Language Learning Tips - Speaking Test Skills: 
http://www.youtube.com/watch?v=TxJql518wTI 
 
http://www.youtube.com/watch?v=iTdte3pksBs
http://www.youtube.com/watch?v=TxJql518wTI
 
 
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WRITING: Part 1 Compulsory Task 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
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WRITING: Part 1 Compulsory Task 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
PREPARATION – STRATEGIES 
 
o Understand the scenario in Question 1 and read the input carefully, in order to 
understand what you are supposed to do; so that you are able to address the 
question or statement in a clear and logical way. 
o Successful answers to Part 1 question include the given prompts, expand them 
appropriately and include a third distinct idea of your own. 
o Paragraphs make essays easier for the reader to follow. Organising the three contentpoints gives a natural framework, but you need to find ways to link these points. 
o You can use key words from the input text but you should NOT lift whole segments 
of language. 
o You MUST address each of the points in your essay. Missing out a content point 
means the reader is not fully informed and the task is not adequately achieved. 
 
 
 
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WRITING: Part 1 Compulsory Task 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
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Task Types Preparation/Recommendation 
ARTICLE: is usually written for an English-language magazine or 
newsletter, and the reader is assumed to have similar interests to the 
writer. The main purpose is to interest and engage the reader, so there 
should be some opinion or comment. 
A successful article interests and engages the reader. Descriptions, examples 
and anecdotes are often appropriate, and effective answers will be lively and 
include some colourful use of language. A personal angle usually works well, 
and a catchy title will attract attention. The use of direct and indirect questions 
also adds colour, and students should be taught how to use these. Looking at 
examples from English language magazines may help. 
EMAIL: is written in response to the situation outlined in the input 
information. Candidates can expect to write to, for example, a college 
principal, an English-speaking friend or a colleague. 
You should be aware that in email tasks, and you will be expected to write 
grammatically correct sentences with accurate spelling and punctuation in a 
style suited to the situation and target reader. The abbreviation language used 
in text messages will not be considered appropriate to the task. 
ESSAY: is usually written for a teacher and may be written as a follow-up 
to a class activity. It should be organised, with an introduction, clear 
development and an appropriate conclusion. The main purpose of the 
task is the development of an argument and/or discussion of issue 
surrounding a certain topic. Candidates will usually be expected to give 
reasons for their opinions. 
Essays need to present an argument and give reasons for this. You are 
expected to give opinions and to agree or disagree in a formal or neutral 
register. You are free to agree or disagree with the statement in the task, or 
discuss both sides. Effective planning and paragraphing is important in essay 
writing, as is the correct use of appropriate linking words and phrases. You 
should also practice writing appropriate opening and concluding paragraphs. 
LETTER: is written in response to the situation outlined in the questions. 
Letters in the Cambridge English: First Writing paper will require a 
response which is consistently appropriate in register and tone for the 
specified target reader. Candidates can expect to be asked to write 
letters to, for example, an English-speaking friend or colleague, a 
potential employer, a college principal, or a magazine editor. 
You should use appropriately informal language consistently throughout an 
informal letter. You will be required to describe, express opinion and give 
information, and should use an appropriate range of informal linking 
expressions. It is important that you realize that while a brief general opening 
paragraph is appropriate, the majority of your letter should be devoted to 
dealing with the specific task outlined. 
Formal letters may be written to an individual or to an organisation. The 
purpose may be, for example, to apply for a part-time or vacation work, or to 
study or scholarship opportunity. You need to use appropriate expressions to 
begin and to end the letter, but you also need to work on a range of functions, 
including describing skills and experience, expressing enthusiasm, and 
persuading. 
REPORT: is usually written for a superior (e.g. a teacher) or a peer group 
(e.g. members of an English club). Candidates are expected to give some 
factual information and make suggestions or recommendations. A 
report should be clearly organised and may include headings. 
Reports have a specific format, with the use of heading where appropriate. You 
should also work on specific vocabulary areas such as transport, leisure and 
entertainment, and learn how to make suggestions and recommendations. 
REVIEW: is usually written for an English-language magazine, newspaper 
or website. The main purpose is to describe and express a personal 
opinion about something which the writer has experienced (e.g. a film, a 
holiday, a product, a website etc.) and to give the reader a clear 
impression of what the item discussed is like. Description and 
explanations are key functions for this task, and a review will normally 
include a recommendation to the reader. 
It is recommended that you read as wide a range of reviews as possible, such 
as those for holidays, books, televisions programmes and consumer goods. You 
also need to use appropriate adjectives, and how to describe and explain. You 
will also need to know how to give an opinion, positive or negative, and make a 
recommendation. 
 
 
WRITING: Part 2 Choice of Tasks 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
PREPARATION – STRATEGIES 
 
o Part 2 will always have three different tasks. 
o In this part of the Writing Paper, you are assessed on your range of language, which means a 
variety of grammatical structures and use of vocabulary and expressions. 
o It is recommended to avoid a particular task type if it is not suited to your interests or 
experience. 
o Each word in the instructions is important to the task, so if you are unsure of what is required 
as your answer, avoid answering this particular question as it may not be wholly relevant. 
 
 
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WRITING: Part 2 Choice of Tasks 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
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You are going to read an article about toy inventors. Six sentences have been removed from the article. 
Choose from the sentences A–G the one which fits each gap (1-6). There is one extra sentence which you do 
not need to use. 
The Toy Inventors 
 
The yellow door at Big Monster Toys (BMT), 3m high, is fit for a giant in a fairy tale. Through a 
window, above an oversized silver doorknob and keyhole, an immense, cartoonish green monster 
peers put with bulging eyes at South Racine Avenue in Chicago's West Loop. Two small boys shriek 
at the bug-eyed creature, then pose, grinning, in front of the doorwhile their parents take 
photographs. This was the city's warehouse district in the 19th century. 1_____ The giant's door, 
once the work entrance for a vast trucking business, now protects a magic universe of childhood 
fantasy, and one entirely inhabited by adults. 
There are no signs, no nameplates for BMT. Nothing but the door - and the monster - show that this 
is the world's largest toy design company, the biggest player in a city that the industry regards as the 
toy inventing capital of the world. As the monster suggests jokily, BMT guards its territory fiercely. 
Entry to the building is severely restricted: toy inventors are paranoid about secrecy. The stakes are 
high - a single toy idea can earn millions. 2 _____. Staff agree to be interviewed only of their 
surnames are not revealed, in case they are approached by unscrupulous toy companies seeking 
secrets. 
Inside, all hi-tech steel, glass and exposed brisk, a lifesize toy ape hangs from the ceiling. A giraffe 
almost touches the exposed beams, and a miniature train on an overhead track rattles around the 
18,000 sq ft space. 3 _____ A full-size model of a workman in overalls and helmet lounges against a 
wall. Naturally, there are toys everywhere. 
About 30 inventors - mostly male, aged between 25-60 - are hard at work. 4_____ Every aspect of 
toy prototyping is done in-house, so there are woodworking, moulding and sewing areas, 
computerized milling machines and lathes, and sound booths that produce anything from animal 
roars to baby coos. These designers, engineers, model-makers and sculptors are all beavering away 
at what they hope will be the successful playthings of the future. 
BMT - like a dozen or so other toy-inventing companies in the city - owes its existence to Marvin 
Glass, a larger-than-life figure who pioneered professional toy inventing more than half a century 
ago. From Glass's Chicago studios came many spin-off companies, now dotted around the city. 
5______ It has been estimated that four out of five American homes owns a BMT-invented toy, and 
probably as many in Britain. 
For example, parents who buy a roaring, rocket-launching Mega T-Rex will acquire a toy born in this 
studio. 6______ Toy inventors are mostly unknown figures. This is partly because of their paranoia 
about others stealing their ideas, and partly because the credit usually goes to big companies that 
license, manufacture and market their work. Tim Walsh, the author of the book Timeless Toys and 
himself a toy inventor, says, 'If you're a musician and you sell a million records, you're famous. Be a 
toy inventor and sell 150 million copies of a toy or game, and no one knows who you are.' 
 
READING AND USE OF ENGLISH: Part 6 Gapped Text 
 
MOCK TEST Ecampus: MPE009461 
 
 
 
 
 
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A One of them was BMT, formed in 1988, and it has been responsible for the creation of 
many best-selling toys. 
B Most ideas are sketched out on paper, the rest with rough 3D mock-ups or on a computer. 
C Not that the owners of this or any toy are likely ever to know how they began life. 
D These days it is increasingly trendy - restaurants, galleries, loft apartments. 
E One reason for this success is that the atmosphere - unique, dynamic and fun - is perfect 
for creativity. 
F Therefore, information must be kept out of rival hands at all costs. 
G The staff kitchen takes the form of a replica freight train car. 
READING AND USE OF ENGLISH: Part 6 Gapped Text 
 
MOCK TEST Ecampus: MPE009461 
 
 
 
 
 
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Read the text below. For each question, choose from the sections (A-F). Write the correct letter (A-F) 
in each gap. The sections may be chosen more than once. 
Of which holiday destinations are the following stated? 
 
1. people can choose to add to the length of their holiday. 
2. the company now offers a greater variety of holidays than in the past. 
3. one of the company's easier walking holidays is particularly recommended. 
4. the company has a name for its group of particularly challenging walking holidays. 
5. the company offers other people walking holidays in a different location that has been affected 
by tourism. 
6. the holidays offered include more activities than only walking. 
7. part of one the company's holidays may not always be possible. 
8. one of the locations is particularly good during a certain short period in spring. 
9. the names of the holidays offered by the company emphasizes that the location is not 
commonly visited. 
10. the company offers walks in places that are not generally offered by other companies. 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching 
 
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Great spring walks in Europe 
Tim Jepson rounds up some of the best walking destinations and holidays for Europe in the springtime 
Numerous walking companies offer escorted and independent spring-walking routes in Europe and beyond. Fewer are 
able to offer manageable, non-expert itineraries in April or May that spend time in higher mountain areas, but also allow 
for low-level options if conditions are poor. These are a selection of the best: 
A The Catalan Pyrenées, Spain 
Inntravel offers this mid- to high route in the Pyrenées near Girona from mid-May, allowing you to combine ancient 
villages, drovers' roads and wild valley walking with (optional) higher ridge walks and attempts on peaks such as Coma 
de l'Orri at over 2,500m. The route is self-guided, with route notes and luggage transported; it costs from £850 per 
person full board, excluding flights and airport transfers. See also the company's 'Mountains of the Auvergne' itinerary 
for higher walking in an unspoiled and little-known region. 
B Monti Sibillini, Italy 
ATG Oxford offers both eight-day escorted group walks and independent tailor-made ‘footloose’ itineraries in ‘Unknown 
Umbria’, which provide perfect spring hiking by combining the drama and extraordinary wild flowers of the Sibillini 
mountains (best on and around the Piano Grande late May to early June) with lower and more pastoral walking towards 
the hill-town of Spoleto. Escorted trips (May 25) cost from £2,365 per person full board, excluding flights. 
C Corfu & Vikos Gorge, Greece 
On Foot Holidays is a small specialist that finds excellent and often unusual self-guided routes (notes provided and 
luggage transported), with plenty of gentle and mixed high and low-hike options. This six- or seven-night itinerary (from 
May 1) divides between more relaxed walking on Corfu and the drama of the majestic Vikos Gorge in the mainland's 
Pindos Mountains, with the option of a more challenging hike into the Alpine zone and an overnight at the Astraka 
Refuge at 1,926m. The cost is £725 per person, including transfers and most meals. 
D Durmitor National Park, Montenegro 
KE Adventure can sort you out with some very serious hiking indeed, but it also offers a range of more measured trips, 
notably the eight-day escorted 'Mountains and Monasteries of Montenegro' (from May 25). Boat trips and sightseeing 
are combined with lake, forest and some high-level walking (up to 2,500m, weather allowing). The cost is £795 full board 
per person, including transfers. 
E Mount Toubkal, Morocco 
Explore has long specialized in more adventurousgroup and tailor-made trips, and though it has softened and 
broadened its range, you can still opt for trips in the �Full On' category, the toughest of its four holiday types. In this 
category fall escorted five- or eight-day trips (from May 1) that tackle Mount Toubkal (4,167m), North Africa's highest 
point (from £287 per person, excluding flights). Or opt for easier, but high spring walking in the Taurus Mountains on the 
�Saint Paul Trail' itinerary in Turkey (from May 5). 
F Cévennes, France 
With challenging side-paths, flower-strewn meadows and poignant religious history, the Cévennes in south France may 
just be the perfect place for a spring walking holiday. Inntravel offers its Cévennes walk, �Beneath Mont Lozère', from 
May. Tailor-made options are available, including extra nights plus time in Nîmes at the start or end of a trip, but the 
seven-day route in May costs from £840 per person, including half board, picnics, luggage transfers, in-trip transfers and 
maps and route notes. 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Multiple Matching 
 
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Session 8 
 
 
For questions 9-16, read the text below and think of the word which best fits each gap. Use only one 
word in each gap. There is an example at the beginning (0). 
Write your answers IN CAPITAL LETTERS. 
Example: (0) SINCE….. 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze 
 
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Session 8 
 
For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the 
lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). 
Example: (0) COMMONLY.. 
 
 
 
READING AND USE OF ENGLISH: Part 3 Word Formation 
 
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Session 8 
 
 
For questions 1-6, complete the second sentence so that it has a similar meaning to the first 
sentence, using the word given. Do not change the word given. You must use between two and five 
words, including the word given. 
 
 
1. Paula can't wait to hear the band's new album. 
FORWARD 
Paula is really ................................................................ the band's new album. 
2. Buying a daily newspaper seems pointless to me. 
POINT 
I can't .......................................................................... a daily newspaper. 
3. Daniel thought the flight would be more expensive than it actually was. 
NOT 
The flight ................................................................... as Daniel thought it would be. 
4. It's a shame I'm not able to come to your party on Saturday. 
COULD 
I ..................................................................................... to your party on Saturday. 
5. There were no trainers left in Denzel's size anywhere on the website. 
SOLD 
The website had .......................................................................... trainers in Denzel's size. 
6. Gwenda deleted her sister's photographs by accident. 
MEAN 
Gwenda ................................................................................ her sister's photographs.
READING AND USE OF ENGLISH: Part 4 Key Word Transformation 
 
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Part 1 
You will hear people talking in eight different situations. For questions 1–8, choose the best answer (A, B or C). 
1 You overhear a man talking about an experience he had at an airport. What did he lose? 
A His passport. 
B His wallet. 
C A piece of luggage. 
 
2 You hear an advertisement on the radio. What is special about the Fretlight guitar? 
A It plays recorded music. 
B It teaches you how to play. 
C It plugs into a computer. 
 
3 You hear part of a radio programme. What is the presenter talking about? 
A Food safety 
B Meal times 
C Healthy recipes 
 
4 You hear two people discussing a type of pollution. What do the speakers agree about? 
A The best way to solve the problem 
B How they feel about this type of pollution 
C How they reacted to the solution they saw 
 
5 You hear a conversation between a shop assistant and a customer about a compact disc. What was the 
cause of the problem? 
A The customer gave the wrong number. 
B A mistake was made on the order form. 
C The disc was incorrectly labelled. 
 
6 You overhear a conversation at a football game. What does the speaker say about his team? 
A They’re better than usual. 
B They’re as good as he expected. 
C They tend to be unlucky. 
 
7 You overhear a schoolgirl talking to her friend. What does she think about her new teacher? 
A He is clever. 
B He is funny. 
A He is interesting. 
 
8 In a hotel you overhear a conversation. Who is the woman? 
A A tour guide 
B A tourist 
C A hotel receptionist 
LISTENING 
MOCK TEST 
 
 
 
 
 
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Part 2 
 
You will hear part of a radio interview with a swimming instructor. For questions 9–18, complete the 
sentences. 
 
 
Swimming instructor 
 
Paul works at a hotel in the (9) _______________ 
He started his job in (10) _______________ 
He particularly likes meeting (11) _______________ there. 
Paul isn’t interested in teaching (12) _______________ 
According to Paul, (13) _______________ of all adults can’t swim. 
Paul’s students are afraid of going (14) _______________ 
His students have to put their faces into a salad bowl and (15)______________ below the surface. 
The first thing they do in the pool is to (16) _____________ in the water with their faces down. 
Paul think it’s essential to be (17) _______________ in the water. 
Most people learn to swim after about (18) _______________ 
LISTENING 
MOCK TEST 
 
 
 
 
 
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Session 8 
 
 
 
 
 
Part 3 
 
You will hear part of a radio programme called Morning Market. Five listeners have telephoned the 
programme because they have something to sell. For questions 19–23, choose which of the statements (A–F) 
matches the reason of the people gives for selling their possession. Use the letters only once. There is one 
extra letter which you do not need to use. 
 
 
A I didn’t enjoy using it. 
 Speaker 1 ............ .19. 
B I made a mistake. 
 Speaker 2 ............ .20. 
C It’s an unwanted prize. 
 Speaker 3 ............ .21. 
D It takes up too much space. 
 Speaker 4 ............ .22. 
E I’ve got something better. 
 Speaker 5 ............ .23. 
F I have health problems. 
 
 
LISTENING 
MOCK TEST 
 
 
 
 
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READING AND USE OF ENGLISH 
Part 6 
 
1 D 
2 F 
3 G 
4 B 
5 A 
6 C 
Part 7 
1 F 
2 E 
3 D 
4 E 
5 A 
6 D 
7 D 
8 B 
9 B 
10 C 
 
 
Part 2 
9 took 
10 rather 
11off/out/sail 
12 in 
13 did 
14 came 
15 after 
16 on/for 
 
Part 3 
17 producer 
18 illness(es) 
19 effective 
20 scientists 
21 addition 
22 pressure 
23 disadvantage 
24 spicy 
 
Part 4 
1 looking forward to hearing 
2 see the point in/of buying OR 
 see any point (in) buying 
3 was not as/so expensive 
4 wish (that) I could come 
5 (completely) sold out of (the) 
6 didn’t/ did not mean to delete 
 
LISTENING 
Part 1 
1 C 
2 B 
3 A 
4 B 
5 B 
6 A 
7 C 
8 B 
Part 2 
9 south of France 
10 1970 
11 famous people 
12 (young) children 
13 (about) 50% 
14 under (the) water 
15 breathe (out) 
16 (try to) float 
17 (feeling) confident 
18 hours/lessons 
Part 3 
19 C 
20 B 
21 D 
22 F 
23 E 
 
 
Mock test 
Answers 
 
 
 
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FCE Preparation Course 
Session 9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
WRITING: Part 1 Compulsory Task 
 Source: Cambridge English First Handbook for Teachers 2015. 
 
 
 
 
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FCE Preparation Course 
Session 9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
WRITING: Part 2 Compulsory Task 
 Source: Cambridge English First Handbook for Teachers 2015.