Professional Documents
Culture Documents
I. INTRODUCTION
This preparation course for the Cambridge First Certificate Examination (FCE) is 45 hours and is designed to prepare students to sit the official examination. The content and expectations for student performance in this course are described at the B2 level of the Common European Framework of Reference for Languages (CEFR). Students who have completed PEI level 5 may register for this course; however, due to the nature of the course and its short duration, it is recommended that only students who have received a minimum mark of 7,5 in PEI level 5 register for the course. This course is neither a general revision course nor a level course. Students are expected to have a solid pre-advanced level upon entry with the objective of sitting the FCE examining session following the course. The FCE is at an upper-intermediate level, which is adequate for everyday purposes including work and study. The FCE has five parts in the following order:
More detailed information about the Cambridge ESOL examinations may be found at the following web site: http:// www.cambridgeesol.org/index.htm
revision of language appropriate to the level and according to the needs of students and time available.
Reading comprehension
Students will read texts from a variety of genres: Articles Reports Fiction Advertisements Correspondence Messages Informational material Comprehension of these texts will require knowledge and practise of the following: Skim texts for relevant information Scan texts for words, phrases and details Distinguish main ideas from supporting detail Deduce implicit ideas and information Deduce the meaning and use of unfamiliar words from context Recognize text organisation features (exemplification, comparison, reference) Recognize relations within the sentence Recognize relations across sentences and paragraphs Apprehend the purpose of a text Apprehend writers attitude toward topic and tone
Written expression
Students will produce the following text types during the course: Article Book review Essay Narrative Report Transactional letter (non-transactional / transactional) In producing the above text types, students will practise the following: Micro-functions o o o o Expressing opinions Persuading Comparing Recommending
o o o o o o o
Use cohesive devices appropriately Understand the purpose of a text Produce language in different registers (informal and formal) Implement strategies for inventing and developing content Format texts in different genres Organise discourse at the sentence, paragraph and text level Spell words and punctuate sentences appropriately Analyze audience Comprehend and manage task input
Listening comprehension
Students will listen to a variety of text types during the course: Messages Commentaries Radio documentaries Instructions Short lectures News Public announcements Publicity and advertisements Reports Speeches Stories and anecdotes Talks Conversations Discussions Interviews Radio plays Transactions In listening to these to the above text types, students will practise the following: Comprehend general gist Recognise place, situation or context Recognise relationship between speakers Recognise genre of text Detect agreement / disagreement between speakers Recognize vocabulary used in core conversational topics Detect key words Guess the meaning of words from the contexts in which they occur Recognize major syntactic patterns and devices Recognize cohesive devices in spoken discourse
Distinguish between major and minor constituents of text Recognize the communicative functions of utterances, according to situations, participants and goals Detect attitude of speaker toward subject matter Reconstruct or infer situations, goals, participants, procedures Distinguish between literal and implied meanings Recognize relations such as main idea, supporting idea, given information, new information, generalization, exemplification
Oral expression
Students will practise each part of the FCE speaking paper as well as do other tasks designed to improve accuracy and fluency in speech. In performing these tasks, students will practise the following macro- and micro-functions: Macro-functions o o o o o o o o o Description Narration Comparison and contrast Commentary Exposition Explanation Justification Negotiation Persuasion
Expressing and finding out attitudes o o o Factual (agreement / disagreement) Knowledge (certainty, probability, speculation) Emotions (pleasure, likes, satisfaction, interest, hope)
Structuring discourse o o o o o o o Opening Turn-taking Closing Thematic development Planning moves Co-operating Gaining time
o o
Communication repair o o o o Asking for clarification Giving clarification Overcoming gaps Adapting
Lexis
The following lexical fields containing words and phrases that frequently appear in the FCE will be addressed during the course: Animals The arts and cinema Consumer goods and shopping The environment Fashion Friends and family Geography Health and lifestyle Language The media Music and the music industry Personal experiences Sports Study Transport Travel and tourism
History Holidays
Weather Work
It should be noted that from the December 2008 examining session and onward, the focus of the English in Use paper will be primarily lexical and lexico-grammatical. Consequently, lexical phrases and collocations that frequently appear on the FCE exam will also be addressed throughout the course. Delexicalised verbs (have, make, do, put, etc.) High-frequency phrasal verbs High-frequency lexical phrases High-frequency collocations
IV. EVALUATION
70% final exam 30% continuous assessment 5% participation 10% class work and homework assignments 15% writing assignments