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2086-5Y07-FCE-HB final
PAPER
READING
1
GENERAL DESCRIPTION
STRUCTURE AND TASKS
Paper format
The paper contains four parts,
with a range of texts and
accompanying comprehension
tasks. One part may contain
two or more shorter related
texts.
PART 1
Task type
Multiple matching.
and focus
Main points.
Format
A text preceded by multiple matching questions.
Candidates must match prompts to elements in
the text.
Timing
1 hour 15 minutes.
No. of Qs
6 or 7.
No. of parts
4.
No. of questions 35.
PART 2
Task types
Multiple matching, multiple-
choice, gapped text.
Task type
Multiple-choice.
and focus
Detail, opinion, gist, deducing meaning.
Text types
From the following: newspaper
and magazine articles, reports,
fiction, advertisements,
correspondence, messages,
informational material
(e.g. brochures, guides,
manuals, etc.).
Format
A text followed by four-option multiple-choice
questions.
No. of Qs
7 or 8.
PART 3
Task type
Gapped text.
Length of texts 350–700 words per text:
1,900–2,300 words
approximately overall.
and focus
Text structure.
Format
A text from which paragraphs or sentences have
been removed and placed in jumbled order after
the text.
Candidates must decide from where in the text
the paragraphs or sentences have been removed.
Answer format For all parts of this paper,
candidates indicate their
answers by shading the correct
lozenges on an answer sheet.
No. of Qs
6 or 7.
Marks
Parts 1, 2 and 3 – each correct
answer receives 2 marks.
Part 4 – each correct answer
receives 1 mark.
PART 4
Task type
Multiple matching, multiple-choice.
and focus
Specific information, detail.
Format
A text or several short texts preceded by multiple
matching questions.
Candidates must match prompts to elements in
the text.
No. of Qs
13–15.
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The four parts of the
Reading paper
PART 2 – MULTIPLE-CHOICE
This part tests candidates’ detailed understanding of a text, including
the opinions and attitudes expressed in it.
PART 1 – MULTIPLE MATCHING
Sample task and answer key: pages 11 and 14.
This part tests the candidates’ ability to identify the main points in a
text at paragraph level. One of two different tasks may appear on the
paper: headings or summary sentences.
Each correct answer in Part 2 receives 2 marks.
Candidates need to read the text closely in order to distinguish
between apparently similar viewpoints, outcomes and
reasons. The task may also contain questions focusing on the
meaning of particular words and phrases in the text, and on
reference words such as pronouns, etc.
Sample task and answer key: pages 10 and 14.
Each correct answer in Part 1 receives 2 marks.
Candidates need to read the list of headings or summary
sentences and look at the example heading or summary
sentence. This is always the last in the list (H or I) and relates
to the first paragraph. They should then decide which heading
or summary sentence best fits each of the remaining
paragraphs. There is one extra heading or summary sentence,
which they will not need to use. Candidates should write their
answers above each paragraph and only fill in the lozenges on
the answer sheet when they have completed the task and
checked their answers (or when they have completed the
whole paper, if they prefer).
The multiple-choice questions appear after the text. They are
presented in the same order as the information in the text so
that candidates can follow the development of the text as they
work through the questions. The final question may require
candidates to interpret an aspect of the whole text, e.g. the
writer’s purpose, attitude or opinion.
Candidates will need to read each question very carefully, as
well as the four options, all of which may at first appear to be
likely answers. The questions can be answered correctly only
by referring closely to the text.
Candidates should select one option for each question and
mark it in some way, e.g. by circling the letter A, B, C or D on
the question paper. Once they are satisfied that they have
made the appropriate selections, they should transfer their
answers to the answer sheet.
The headings are not usually taken from the original text
since, in authentic articles or features, subheadings are often
based on plays on words or obscure, cultural references. The
use of these types of headings would not produce a fair test of
reading comprehension for candidates at upper intermediate
level. Consequently a blend of original and specially written
headings is used to generate the task.
PART 3 – GAPPED TEXT
The summary sentences are especially written for the task,
and are designed to convey the main theme of each
paragraph. Secondary themes are not edited out of paragraphs
unless they interfere with the task by creating overlap with
other paragraphs.
This part tests candidates’ understanding of how texts are structured
and their ability to follow text development.
Sample task and answer key: pages 12 and 14.
Each correct answer in Part 3 receives 2 marks.
The headings or summary sentences are printed in a list
before the text to encourage candidates to form an impression
of the main points they are looking for before they start
reading the text. Candidates who prefer to read the text in
detail first should, of course, feel free to do so. Different
techniques suit different candidates and each can be
successful.
The task requires candidates to select from a number of
options the correct extract to fit in each of six or seven gaps in
a text. There are two alternative tasks: one using sentences as
the options, the other using full paragraphs. There is only one
correct answer for each gap.
The task consists of a gapped text followed by the extracts
from the text and one further extract which does not fit in any
of the gaps. Candidates need to read the gapped text first in
order to gain an overall idea of the structure and the meaning
of the text.
They should check the example (0) in or after the first
paragraph and read the extract for it (always H or I). Then they
should decide which extracts fit the other gaps, writing the
appropriate letter in each gap. They should remember that
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each letter may only be used once and that there is one
extract that they will not need to use. When they have made
their selection and checked each choice carefully, they should
transfer their answers to the answer sheet.
are not readily available locally, they can probably be accessed
on the Internet. Research in these areas could also lead to a
series of short class talks or articles for a class project.
It is important to make sure your students are familiar with
the format of the Reading paper. Train them to read the
instructions carefully on the front page of the question paper
and at the start of each task. The instructions give a brief
context for each text and remind candidates what the task
requires them to do.
PART 4 – MULTIPLE MATCHING
This part tests candidates’ ability to locate specific information in a
text or a group of texts.
Sample task and answer key: pages 13 and 14.
It is also important to train students to read the examples
that are provided in Parts 1, 3 and 4, as these will show them
how the tasks operate. This is particularly important in Part 3,
where the example forms an integral part of the base text.
Each correct answer in Part 4 receives 1 mark.
The task consists of a series of prompts, followed by a divided
long text or series of short texts. Candidates scan the text in
order to decide which part of the text each prompt matches.
They should read the example first and then write their
answers on the question paper. Unlike Parts 1 and 3, the
options may be used more than once. Sometimes there will be
two or three ‘matches’ for one prompt. This will be indicated
with separate boxes on the same line in the question paper.
Once they have completed the task and checked any answers
that they are doubtful about, candidates should transfer their
answers to the answer sheet.
Show your students how to fill in the answer sheet and give
them practice in doing this in a timed exercise. Discuss with
them the relative merits of transferring their answers on to
the answer sheet at the end of each task or waiting until the
end of the paper. If they find it difficult to complete the four
tasks in the time allowed, it may be wiser to transfer answers
after each task.
When your students are familiar with the different task
types, discuss with them which part(s) take them longer to
complete. Following this discussion you can suggest possible
timings for each task. Remind students that each task is worth
approximately equal marks. The outcome of the discussion
will also help you to decide which sections of the paper to
focus on for further practice and possible assistance with
faster reading strategies.
Preparation
General
By part
PART 1
Make sure your students read as widely as possible both in
class and at home. Classroom reading can include a range of
reading texts from coursebooks and reading-skills books at
this level. Encourage students to interact fully with each text
by focusing on any pre-reading questions. These stimulate
interest in the topic dealt with by the text and train students
in prediction techniques.
The task is printed with the headings or summary
sentences before the text to encourage candidates to form a
general impression of the main points that they are looking
for before they start reading the text. Some students may feel,
however, that they would prefer to start with a detailed
reading of the text. Encourage them to try both strategies on
different texts and then discuss which approach works best
for them.
In the coursebooks, the questions which are set to be
answered while reading the text will help students work their
way round the structure of the text and interpret the meaning.
Different types of questions will enable students to use
different reading strategies. It is useful to encourage your
students to be aware of alternative ways of dealing with texts
and then decide which ones suit them best.
Encourage your students to keep an open mind as they
work through this task. If they stick too rigidly to their first
choices they may not recognise why they are having difficulty
finding a heading to fit a later paragraph. They should be
willing to review their earlier choices and use checking
strategies to reassure themselves whether the headings fit
properly.
It is helpful to introduce a programme of reading at home.
As part of the weekly homework assignments, you could
introduce a reading scheme which involves the students in
providing verbal or written reviews on the texts they have
read. These could include: graded readers, unabridged short
stories or novels, non-fiction, newspaper and magazine
articles, etc. Where possible, encourage students to follow up
on their hobbies and interests by reading magazines about
sport, computers, fashion, etc. in English. If these magazines
A helpful preparation activity might be to ask your students
to find a newspaper or magazine article on a subject of their
choice with six to eight paragraphs. This could be found
through newspaper sites on the Internet. Ask them to make a
Part 1 task out of it, i.e. by writing headings or summary
sentences. The exercise of devising headings/sentences that fit
only one paragraph will help them to appreciate how the task
works and what clues they need to look out for when they are
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doing a Part 1 task. Once you have checked and possibly
amended your students’ tasks the best ones could be used for
a homework task.
PART 4
Your students will need practice in skimming and scanning
texts quickly in order to prepare for Part 4. Once they are
familiar with this type of task, it may be helpful to divide the
class into teams and encourage the teams to ‘race’ against
each other. Points can then be deducted for wrong answers, to
encourage accuracy as well as speed.
PART 2
Encourage your students to read the text carefully, before
looking at the questions for this part. As three out of the four
options are incorrect, there is not much point in trying to
absorb them all before tackling the text. It is much more
important to train students to check each option against the
evidence of the text.
Make sure your students get into the habit of analysing
why a particular part of the text matches a prompt. Once
again, discourage them from choosing an answer on the basis
of similar vocabulary alone.
Train your students to avoid ‘word spotting’, that is
assuming that an option is correct simply because it contains
a word that is also in the text. Students need to check carefully
that the meaning is the same in the text and the question.
Give your students plenty of opportunity to read book and
film reviews or magazine articles in which different people
discuss their work, hobbies, etc. Ask students, either as a
group or pair work activity or for homework, to devise their
own Part 4 task based on texts you have provided or ones that
they have found for themselves. Writing challenging questions
will help the students understand what clues they will need to
look for when working through a real Part 4 task.
Ask your students to check the questions which take the
form of incomplete sentences very carefully. The whole
sentence has to match what is written in the text and not just
the phrase in option A, B, C or D.
Make sure your students read texts in which opinions and
feelings are expressed, e.g. interviews with famous people
talking about how they began their careers and what made
them successful, or extracts from novels which focus on
characters’ feelings. Multiple-choice questions are often based
on opinions and feelings.
PART 3
Encourage your students to read the gapped text so that
they gain an overall idea of the structure and the development
of the theme of the text, before starting to do the task. They
should pay attention to the information and ideas before and
after each gap as well as throughout the whole of the gapped
text. Candidates frequently make the wrong choices by
selecting options which fit the text before the gap, and
neglecting to check that the text after the gap follows on
smoothly.
Give your students plenty of practice in recognising a wide
range of linguistic devices which mark the logical and
cohesive development of a text, e.g. words and phrases
indicating time, cause and effect, exemplification, contrasting
arguments, pronouns, repetition, use of verb tenses, etc. This
will help them to make the logical choice between two
extracts which seem rather similar at first sight.
As in Part 2, it is important to discourage your students
from relying on ‘word spotting’, that is assuming that if the
same word, name, date etc. appears in the surrounding text as
in one of the extracts, that is automatically the right option to
fill the gap. Train them to check all the other linguistic clues to
make sure the extract fits properly before making their final
decision.
fce examination | paper 1: reading
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2
Part 1
You are going to read a magazine article about an orchestra. Choose the most suitable heading from
the list
for each part (
1- 7
0
).
Mark your answers
on the separate answer sheet
.
A
Not as silly as it sounds
B
Not the original intention
C
Responding to a demand
D
A great discovery for many
E
Leading to new ambitions
F
Modest origins
G
Great dedication
H
Nobody is excluded
I
The orchestra you can join straight away
0102/1 Jun03
) of the article. There is one extra heading which you do not need to use.
There is an example at the beginning (
A-I
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