why is this book called ‘trainer’?€¦ · why is this book called ‘trainer’? this book is...

Cambridge University Press978-1-107-68247-4 – First for Schools TrainerSarah Dymond Sue Elliott Felicity O’Dell and Helen TiliouineExcerptMore information

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4 Introduction

Introduction

Who is this book for?

If you are aged between 12 and 17 and want to take First for Schools (FCE), this book is for you!

Why is this book called ‘Trainer’?

This book is called ‘Trainer’ because it is full of exercises to help you get better and better at doing each part of First for Schools.So, complete all the exercises then do all the practice papers! If you train and work hard, you’ll soon be ready to take First for Schools.

How do I use this book?

First, do the grammar and vocabulary exercises on each Training page. Then do the task on the Exam practice page and check your answers.

http://www.cambridge.org/9781107682474http://www.cambridge.orghttp://www.cambridge.org



On Training pages you will find:

Cambridge Learner CorpusThis shows information about mistakes that some FCE candidates make. If you do these useful exercises, you will learn not to make these mistakes when you do First for Schools.

Tips!

These are ideas to help you do well in the exam. For example: To find the answers in Reading Part 1 candidates may need to infer the meaning from clues in the text.

Remember!

These are quick reminders about grammar points or vocabulary that you should learn. For example: To change direct questions to indirect questions: Wh- questions: What’s the time? ➞ Do you know what the time is? Yes/No questions: Is John here? ➞ Do you know if John is here?

On Exam practice pages you will find:● a First for Schools exam task for you to try and complete● advice to help you with different parts of the task.

Tests 3, 4, 5 and 6:When you finish Tests 1 and 2 you will be ready to do complete First for Schools practice tests.

Tests 3, 4, 5 and 6 are just like real First for Schools Reading, Writing, Use of English, Listening and Speaking papers. Doing these tests will give you extra help to prepare for the exam.

Keep a record of your scores as you do the tests. You may find that your scores are good in some parts of the test but you may need to practise other parts more. Make simple tables like this to help record your scores.

Paper 3 Use of English

Part 1 Part 2 Part 3 Part 4

Test 3

Test 4

Test 5

Test 6

Introduction 5




6 Introduction

Other features of the First for Schools Trainer● Visual materialIn the Speaking test the examiner will give you a booklet with pictures and photographs in it. The visual material in the colour section from pages C1–C16 will help you practise and become familiar with the type of pictures and photographs you will see in the test and help you increase your confidence.

● Answer sheetsLook at these to see what the First for Schools answer sheets in the test look like and learn how to complete them. Ask your teacher to photocopy them so that you can use them when you do your practice tests.

● Three audio CDsListen to these to practise the Listening paper. You will need to listen to these to practise some parts of the Speaking paper too.

Cambridge English: First for SchoolsContentsFirst for Schools has five papers:

Reading: 1 hour The paper contains three parts. One part may contain two or more shorter related texts. The task types are multiple choice, gapped text and multiple matching. The texts are approximately 550–700 words long, making about 2,000 words overall. For Parts 1 and 2 each correct answer receives two marks. For Part 3 each correct answer receives one mark.

Writing: 1 hour 20 minutesThe paper contains two parts. Candidates are required to complete two tasks: a compulsory one in Part 1 and one from a choice of five in Part 2. Each question on this paper carries equal marks.

Use of English: 45 minutesThe paper contains four parts. The tasks are multiple-choice cloze, open cloze, word formation and key word transformations. For Parts 1, 2 and 3 each correct answer receives one mark. For Part 4 each correct answer receives up to two marks.

Listening: about 40 minutesThe paper contains four parts. The text types are monologues (answerphone messages, information lines, commentaries, radio documentaries and features, instructions, lectures, news, public announcements, advertisements, reports, speeches, stories and anecdotes, talks) and interacting speakers (conversations, discussions, interviews, quizzes, radio plays, transactions). Each correct answer receives one mark.

Speaking: 14 minutesThe Speaking test contains four parts: short exchanges with one examiner and another candidate; a one-minute ‘long turn’; a collaborative task involving both candidates; a discussion. Usually candidates take the Speaking test with just one other candidate, but sometimes candidates take the Speaking test in groups of three. Candidates are assessed on their performance throughout.




Introduction 7

Frequently asked questions:

What level is First for Schools?

At this level a learner should be able to:● use the main structures of the language with some confidence● demonstrate knowledge of a wide range of vocabulary● use appropriate communicative strategies in a variety of social situations ● pick out items of factual information from spoken language and written text● distinguish between main and subsidiary points● distinguish between the gist of a text and specific detail● produce written texts of various types showing the ability to develop an argument as well as

describe or recount events.

For more information on ‘Can Do’ statements go to:http://www.cambridgeesol.org/exams/exams-info/cefr.html

Note that different students have different strengths and weaknesses. Some may be good at speaking but not so good at writing; others may be good at reading but not so good at listening. The B2 Level ‘Can Do’ statements simply help teachers understand what First for Schools candidates should generally be able to do at this level.

What grade do I need to pass First for Schools?

Results are reported as three passing grades (A, B and C) and two failing grades (D and E). Candidates who don’t get a passing grade but show that they have ability in English at a slightly lower level (Council of Europe Level B1) get level B1 on their certificate. Candidates who score below level B1 get a fail grade.

Basic user Independent user Proficient user

A1 A2 B1 B2 C1 C2

Key for Schools (KET for Schools)

Preliminary for Schools

(PET for Schools)

First for Schools (FCE for Schools)




8 Introduction

What marks do I need to pass each paper, and to get an A or B in the exam?

Candidates do not have to get a certain mark to pass each paper in the test. The final mark for First for Schools is the total number of marks from all five papers: Reading and Writing, Use of English, Listening and Speaking. Each paper contributes 40 marks to the examination overall mark of 200. Candidates receive a graphical Statement of Results and a standardised score for each paper out of 100. This means that the score a candidate needs to achieve a passing grade will always be 60.Grade A = 80–100 Grade B = 75–79 Grade C = 60–74

How can I find out about my performance in each paper of

First for Schools?

Before you get a certificate you will get the Statement of Results telling you how well you did in First for Schools. As well as your result and your score out of 100 it also gives you your ‘Candidate Profile’. This is an easy-to-read graph that shows how you performed on all the papers of the test compared to the all the other candidates taking the same test. If you do not get the score that you wanted, the Candidate Profile will show you which of the skills (reading, writing, use of English, listening or speaking) you did well in and which you need to improve.

Is First for Schools suitable for candidates of any age?

First for Schools is more suitable for students who are at school and aged from 12–16 but it is generally suited to students who are still at school. To make sure that the material is interesting for this age group and not too difficult or too easy for the B2 level, all the parts of the reading, writing, use of English, listening and speaking papers are pre-tested. This means that different groups of students try the materials for each part of the test first. The material will then only be used in real exams if the result of the pre-test show that they are suitable for candidates who want to take First for Schools.




Introduction 9

Can I use pens and pencils in the exam?

In First for Schools candidates must use pencil in all the papers. It’s useful for you if you want to change one of your answers on the answer sheet.

What happens if I don’t have enough time to finish writing?

You can only be given marks for what you write on your answer sheet, so if you do not complete this then you will miss the chance to show the examiner what you can do and how good your English is. Watch the clock and plan your time carefully. Do not waste time writing your answers on other pieces of paper. However, in the Listening test it is a good idea to write your answers on the question paper first. You will have time at the end to move your answers from the question paper to your answer sheet.

If I write in capital letters, will it affect my score?

No. You do not lose marks for writing in capital letters in First for Schools. Whether you choose to use capital letters or not, you should always make sure that your handwriting is clear and easy to read. Remember that the examiners can’t mark a piece of writing that they can’t read!




Test 1 Training

10 Test 1 Training Reading Part 1

Reading Part 1

In this part of the test you:

● read a long text

● answer eight multiple-choice questions

● choose your answer from four options (A, B, C or D)

1a Read quickly through the section of text below, and then cover the text and try to tell your partner what happened, in your own words.

b Now try to answer the following questions to check your understanding.1 Who is ‘I’ in the text, do you think?

2 Where are they? Who with?

3 What activity are they planning to do?

4 How are they travelling?

5 What’s the weather like?

6 How does the writer feel as a result?

On Saturday, my family and I went out to our favourite island to do a bit of snorkelling. The trip involved what we’d thought would be an enjoyable one-hour boat ride some miles out to sea, to get to the snorkelling area near the island. The � rst part of the trip was � ne as we were close to the harbour, but as soon as we hit open water, the waves got bigger, and we realised just how windy it really was, away from the shelter of the beach. The boat rolled around and I suddenly began to fear I’d feel seasick – I sometimes do on boats. But almost as soon as I’d had that thought, our boat landed on the island.

2a Read this question about the section of text that you have just read. What was unexpected about the trip to the island?

Read through the text and underline the part where the answer comes from.

b Now read the four options below. Which one is the closest to the answer that you marked in the text?

A The writer felt ill during the journey.

B It involved a longer boat journey than usual.

C The weather made travelling diffi cult.

D It was impossible to land on the beach as usual.

3 Read the next section of the text on page 11. Check your understanding by answering the following questions.

1 What were the water conditions like around the island?

2 Where did they go before their snorkelling?

3 What did they see from there?

Compare your answers with your partner.

Read through the whole text first so that you have a good idea of what it’s about, for example who the writer is and why they are writing.

Tip!

When you’ve located your answer in the text, look for synonyms and paraphrases in the options – words that mean similar things, or ideas that are expressed in similar ways. Don’t just try to match the same words in the text and the option – this may not give you the correct answer.

Tip!

Don’t worry too much about words and expressions that you don’t understand – you may find you don’t need to know them to answer the question.

Tip!




Reading Part 1 Test 1 Training 11

The island is surrounded by smaller islands, making the clear blue water much calmer. But this time, before we went snorkelling, we � rst boarded the famous glass-sided boat we’d heard so much about. It’s parked there permanently so that visitors can view some of the � sh that they can swim among. Once we were on our way, a guide told us what the � sh were all called, and which ones we were likely to see. Then he threw some bread into the water, which attracted loads of beautifully coloured � sh of all shapes and sizes. They suddenly appeared and swam past the observation window.

4a Find the answer to the following question and underline it in the text. Why did the writer get to see such a variety of fi sh?

Compare your answer with your partner.

b Now look at the four options. Which one is closest in meaning to the answer that you underlined in the text? Why are the other three options wrong?

A The water was very clear where they were.

B The area was well known for its different fi sh.

C The fi sh were fed to bring them to the boat.

D The guide told them the names of all the fi sh.

5 Now read the fi nal section of the text. As you read, think about whether the writer is positive or negative about this part of their trip. Which words and expressions tell you this?

Finally the boat headed back to the island and we were soon back at the beach. We all agreed it had been worth giving up precious snorkelling time to do the boat trip, but now we were keen to get into the water ourselves. We quickly changed into our swimming gear, and as we dived down under the waves, we were buzzing with excitement, wondering what kind of wildlife we’d encounter. As it turned out, we weren’t disappointed – a shoal of tiny � ame-coloured � sh swam right by us as we went down into the depths, followed by some other wonderful sights, all of which made a perfect end to our trip.

6 Now look at the question and options, and underline in the text where you fi nd the answer. Why are the other options wrong? Compare your answers with your partner.

How did the writer feel when they fi nally went snorkelling in the sea?

A sorry that they hadn’t gone sooner

B thrilled at the thought of what they’d fi nd

C let down by the size of some fi sh they saw

D keen to stay underwater for as long as possible

Your answers must come from the text, not from your own opinions.

Tip!




Test 1 Exam practice

12 Test 1 Exam practice Reading Part 1

You are going to read an extract from the biography of a girl called Sarah, who is visiting Australia. For questions 1 – 8, choose the answer (A, B, C or D) which you think fits best according to the text.

Mark your answers on the separate answer sheet.

Australian road tripDad had been driving our family through the beautiful countryside of Australia for some days, mainly along the coast. Then he suddenly decided we should explore what the scenery was like inland too, so we turned away from the sea and drove for miles through the countryside. Dad was very optimistic about what an adventure it would be, but it wasn’t long before the rest of us suspected it was going to be pretty dull, not to mention uncomfortable as the roads were now full of hazardous holes.

The scenery was mostly dry plains, spotted with eucalyptus trees and a few flowering plants somehow managing to survive the climate. It seemed just about the loneliest place I’d ever visited. We drove through several towns – tiny groups of houses with a handful of stores – separated by miles and miles of empty road in between, sometimes punctuated by the odd house on the roadside here and there.

I was curious about the signs that pointed away up endless long driveways to single houses, and started to wonder about the lives of people living there. But immediately the thought of living in such a quiet, remote place made my heart sink, and I thought longingly of my own house thousands of miles away.

If we were hoping to see some wildlife, we weren’t disappointed. Large adult kangaroos were a common sight as the sun started to go down, feeding off the rather thin grass on the roadside – probably because on the other side of the fences the cattle had eaten absolutely all the nicer stuff, so nothing else remained for the poor kangaroos. Luckily they stayed away from vehicles, so at least we weren’t in danger of crashing into them.

Further along the way, we met some cattle drovers who’d been driving their cattle thousands of miles over a period of months, towards areas where they knew there’d been small amounts of rain. There were just five of them to look after more than a thousand animals, and we learnt that they just drove their cattle towards wherever it rained. They never knew what would happen from one day to the next, which seemed a strange, unattractive sort of life to me.

Then we finally approached a big town, where there was a huge zoo. By this time, we really wanted to get out of our car and do something, so we parked up and went in. The zoo had mainly Australian animals, some of which we’d already come across along the way, so we were quite keen to find out more about them. We saw a crocodile show, where they get crocodiles to jump out of the water by hanging some meat in the air. Far from being the quiet animals they look when they’re fast asleep on a riverbank, they were transformed into fierce, snapping creatures that reminded me of ancient, terrifying dinosaurs.

While we were there, two new crocodiles arrived. The two adults had been found injured in the wild, and transported to the zoo in a plane, inside special long wooden boxes designed to keep crocodiles cool and quiet during a journey. Once they were at the zoo, they were released into their pond, and they ran straight into the water to cool off, sinking down until just their eyes were visible.

Then we went off to see some kangaroos. This time, rather than just seeing them from afar, you could touch them if you wanted and feel their soft fur. One actually had a baby in its special pouch, like a little pocket, with just the baby’s tail sticking out! The keeper happened to mention that adult kangaroos can kick at their enemies really fiercely, so I decided against getting too near

the mother, even though she was with the keeper, and just settled for a photo instead.

Read the instructions and the title of the text. Read quickly through the whole text. What is it about?

Tips!

Reading • Part 1




Reading Part 1 Test 1 Exam practice 13

1 Sarah says that when her dad drove off the coast road to explore the countryside

A he quickly decided he had made a mistake. B the family were relieved to be on better roads. C he was thrilled with the views they discovered. D the family soon realised the drive wouldn’t be very exciting.

2 How does Sarah describe the towns they passed through?

A There was no sign of life between each one. B They were located very far apart. C There were a lot of gardens in each one. D They had quite a few shops.

3 How was Sarah affected by the remote homes she saw along the way?

A She began to feel quite homesick. B She was keen to know more about the owners’ lifestyles. C She found the thought of living there scary. D She wondered why people wanted to live so far from other people.

4 When Sarah first spotted some wild kangaroos, she

A hoped they wouldn’t be the only wildlife they saw. B was afraid they might be dangerous. C felt concerned about their lack of food. D was surprised at their size.

5 What did Sarah feel about the cattle drovers’ way of life?

A She envied them their lifestyle. B It was very unpredictable. C It was physically exhausting. D She decided she’d like to work with animals too.

6 When Sarah saw the crocodile show at the zoo, she was

A frightened by their behaviour. B disappointed that they were asleep. C keen to have a better look at them. D attracted by their unusual appearance.

7 Sarah says that the new crocodiles at the zoo

A appeared stressed by the journey they’d had. B had been transported there in an unusual way. C seemed pleased to be in their new home. D had been brought in because they were babies.

8 At the zoo, Sarah managed to

A photograph some kangaroos. B see how kangaroos defend themselves. C ask the kangaroos’ keeper some questions. D stroke the kangaroos.

Advice

1 What kind of drive were the family expecting, through the countryside?

4 Why does Sarah talk about ‘poor’ kangaroos?

5 Which adjectives does Sarah use to describe the cattle drovers’ life? Why?

why is this book called ‘trainer’?€¦ · why is this book called ‘trainer’? this book is...

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