paper 1 reading: part 3 multiple matching0701.nccdn.net/4_2/000/000/181/125/in-other-words... ·...

In other words: paraphrasing at FCE

Paper 1 Reading: Part 3 Multiple matching

C Sylvia King is one of the foremost authorities on plastics in Britain. She has, in every corner of her house, a striking collection of plastic objects of every kind, dating from the middle of the last century and illustrating the complex uses of plastic over the years.…King admits that ‘plastic is a mysterious substance and many people are frightened of it. Even so, the band of collectors is constantly expanding.’

Which person

25 is _______________________________ ?

26 is aware that they form part of _________________________?

FCE Handbook p12

D Janet Pontin already (23) had twenty years of collecting one thing or another behind her when she started collecting ‘art deco’ fans in 1966. It happened when she went to an auction sale and saw a shoe-box filled with them. Someone else got them by offering a higher price and she was very cross. (19) Later to her astonishment, he went round to her flat and presented them to her. ‘That was how it all started.’ There were about five fans in the shoe-box and since then they’ve been exhibited in the first really big exhibition of ‘art deco’ in America. (29) The fans are not normally on show, however, but are kept behind glass. They are extremely fragile and people are tempted to handle them. The idea is to have, one day, a black-lacquered room where they can be more easily seen.

Pontin doesn’t restrict herself to fans of a particular period, but (27) she will only buy a fan if it is in excellent condition. The same rule applies to everything in her house.

Which person

(23) _____________________________________________________?

(19) received ______________________________________________?

(29) has to ________________________________________________?

(27) insists on _____________________________________________?

FCE Handbook p12

Information taken from FCE Handbook and reproduced with permission of Cambridge ESOL

1


You are going to read a magazine article about parents of young children and what they take on holiday with them. For questions 1–15, choose from the parents (A–E).

A Robbie and Trudi Jones

When we go away we always take a first aid kit, with all the usual children’s medicines and plasters and so on. Amazingly, we’ve never once had to get it out on holiday, but I bet that if we didn’t take it, the kids would fall ill and we’d regret not having it with us. It’s the same with their clothes. We always pack something for every type of weather and they end up wearing the same three or four t-shirts all fortnight because, despite our fears to the contrary, it doesn’t rain or snow or blow a gale. I guess for some things we’re guilty of worrying a little too much about what might go wrong. Maybe we should relax a bit more. After all, that’s what holidays are all about.

B Tanya and Steve Simpson

We usually spend our summer holiday camping in the south of France, so the main challenge for us is keeping the children entertained during the long journey down. Reading is not an option because it makes them feel sick, as we’ve learnt to our cost in the past! And we don’t believe in letting them watch videos or play with game consoles when we go away, especially not when there are so many more interesting things to see out of the window. So we always take loads of CDs of music and stories with us. The children have their favourites of course, and we often have to listen to the same ones again and again, but it’s a small price to pay and we don’t mind it. In fact, we rather enjoy the stories, so it’s really not a problem.

C Dale and Paula Lambert

My wife and I are interested in photography and we own expensive camera equipment. Our young daughters have now reached an age where they want to do things for themselves, which we both think is great, of course. But for a while they kept asking us to let them take their own photos with our cameras. We did sometimes, but to prevent costly accidents we now buy them each a low-cost disposable camera before we go on holiday. We don’t have to worry about them being dropped or broken and the girls have stopped asking to use our cameras. The only thing now is that when we’re in the car, they keep wanting us to stop to take photos every five minutes, which can be very irritating. Having said that, we always enjoy looking at their photos when we get back home. My wife and I have a private laugh when we see the images of headless people or little girls’ fingers, but our daughters are proud of their efforts and that’s the main thing.

D Helen and Tom Wright

When we are on holiday, we always have what we call ‘hush moments’, usually after lunch or whenever our three young children get overexcited. They have to stop rushing around and do something quietly. We have a special bag reserved for their things and we start packing it as much as a fortnight or so before we leave. It’s important to get that right because if they’re occupied it means we can get a bit of peace and quiet and maybe even sleep or read. Books are at the top of the list, followed by felt-tip pens and crayons. They’ll happily sit together drawing and colouring in for over an hour before they get tired of it. And they sometimes create souvenirs: we still have pictures of mountains and castles on our kitchen wall that they did in Spain last year. Everyone who sees them comments on them.

E Gerry and Hannah Naylor

Our two boys generally get on quite well, but after a few days on holiday, they get fed up with being together all the time and tempers are often lost. So we always make a point just before we go of buying a few new toys and games to take with us.

From Direct to FCE by Roy Norris and Lynda Edwards. 2


They give us a chance to calm things down at moments of high tension and help restore the peace between them. We don’t tell the boys we’ve bought these things, so it comes as a pleasant surprise for them when we suddenly produce them. That’s part of the trick, of course. The other thing is that because these disputes are quite frequent when we’re away, we only buy fairly cheap things - otherwise we couldn’t afford to have a holiday!



Which parents

Text A

have not needed to __________________________________________? 13 ___

accept that they ____________________________________________? 5 ___

Text B

have experience of _________________________________________? 7 ___

do not allow ______________________________________________? 1 ___

have no objections to _______________________________________? 12 ___

Text C

_________________________________________________________? 2 ___

take things on holiday for their children which are _________________? 14/15 ___

_________________________________________________________? 4 ___

_________________________________________________________? 10 ___

Text D

_________________________________________________________? 6 ___

keep their children _______ at specific times so that they can ________? 11 ___

_________________________________________________________? 9 ___

Text E

_________________________________________________________? 3 ___

_________________________________________________________? 8 ___

take things on holiday for their children which are _________________? 14/15 ___

4


Original questions

Text Ahave not needed to make use of something they always take on holiday? 13 ___accept that they are sometimes overcautious? 5 ___

Text Bhave experience of their children being unwell as the result of an activity? 7 ___do not allow their children to do certain activities when travelling? 1 ___have no objections to the repetitive nature of a particular activity? 12 ___

Text Care generally pleased at their children’s growing desire for independence? 2 ___take things on holiday for their children which are deliberately inexpensive? 14 ___ have avoided one problem but created another? 4 ___are amused by the results of their children’s activities? 10 ___

Text Dthink well in advance about what to take for their children? 6 ___keep their children busy at specific times so that they can both relax? 11 ___have displayed examples of their children’s handiwork for others to look at? 9 ___

Text Ehave children who grow tired of each other’s company on holiday? 3 ___keep something secret from their children until it is needed? 8 ___take things on holiday for their children which are deliberately inexpensive? 15 ___

Questions in original layout

Which parentsdo not allow their children to do certain activities when travelling? 1 ___are generally pleased at their children’s growing desire for independence? 2 ___have children who grow tired of each other’s company on holiday? 3 ___have avoided one problem but created another? 4 ___accept that they are sometimes overcautious? 5 ___think well in advance about what to take for their children? 6 ___have experience of their children being unwell as the result of an activity? 7 ___keep something secret from their children until it is needed? 8 ___have displayed examples of their children’s handiwork for others to look at? 9 ___are amused by the results of their children’s activities? 10 ___keep their children busy at specific times so that they can both relax? 11 ___have no objections to the repetitive nature of a particular activity? 12 ___have not needed to make use of something they always take on holiday? 13 ___take things on holiday for their children which are deliberately inexpensive? 14 ___ 15 ___

Key1 B 2 C 3 E 4 C 5 A 6 D 7 B 8 E 9 D 10 C 11 D 12 B 13 A 14 C/E 15 E/C

5


Avoiding Repetition Which adjective?

1 _________ delighted pleased glad cheerful

2 _________ miserable fed up depressed low

3 _________ anxious tense apprehensive on edge

4 _________ crucial vital essential indispensable

5 _________ dull tedious monotonous unexciting

6 _________ fascinating absorbing stimulating intriguing

7 _________ helpful practical (in)valuable handy

8 _________ historic ancient rundown derelict

9 _________ stunning attractive picturesque fine-looking

10 ________ worn out exhausted weary drained

What type of people?

11 _________ youngsters teenagers adolescents youths

12 _________ pensioners the elderly senior citizens retired couples

6


Part 1: Formal letters and emailsYour family is renting a cottage in Wales for one week this summer. Read the letter which the owner, Mrs Williams, has written to you and the notes you have made. Then write a letter to Mrs Williams, using all your notes.

I have reserved Dove Cottage for you and your family from Friday 29th July to Friday 5th August.

If you would like to stay for two further nights, this is also possible as the cottage is free until midday on No, because …Sunday 7th August.

You can pick up the keys at my house in the town centre or I can meet you at the cottage. Which would you prefer? Say which and why

Could you give me an idea of what time you will be arriving? Tell Mrs Williams

The cottage is well equipped and very comfortable and I am sure you will enjoy your stay here. Has it got ….?

Yours sincerely

Mrs J. Williams

Write your letter in 120 – 150 words. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation.

Model answer

Dear Mrs Williams

Thank you for your letter confirming our reservation. Unfortunately, we will not be able to extend our stay in the cottage until Sunday 7th August, because my father has to return to work on the Saturday.

If you do not mind, we would rather collect the keys from you at Dove Cottage, so that we do not have to spend time driving through the busy town centre looking for somewhere to park. We hope to be there between five and six o’clock. However, we will phone you after lunch on July 29th in order to give you a more exact time of arrival.

I would be grateful if you could tell me whether there is a washing machine in the cottage, as this will help us decide how much clothing to take with us.

We look forward to meeting you in July.

Yours sincerely



Karl Maier



TaskYour family wants to rent a seaside apartment for one week this summer. Read the letter which the owner, Mrs Jones, has written to you and the notes you have made. Then write a letter to Mrs Jones, using all your notes.

I have two apartments available from Friday 24th June to Saturday 2nd July. You would have to leave the apartment at 9.30 on Saturday morning. Is this convenient to you? Yes, because …

One of the apartments is on the fourth floor with a view of the sea, the other is on the ground floor with direct access to the swimming pool. Which would you prefer? Say which and why

Bathroom towels are provided. For a small extra charge I can also provide towels for the beach and swimming pool. Would you require these? Tell Mrs Jones

Is there anything else you would like to know about the cottage or the area? Ask Mrs Jones about …

Yours sincerely

Mrs G Jones____________________________________________________________________

Look at the following reply to Mrs Jones and underline the appropriate alternative.

Dear Mrs Jones,

(1) Thanks a lot / Thank you very much for the information regarding the apartments (2) you have available / you’ve got in June. We have decided we would rather rent the one on the fourth floor, since we feel it might be quite noisy on the ground floor.

As our car is rather small and we (3) don’t have loads of / do not have a great deal of space for luggage, we would like to accept your offer of beach towels. (4) Give us an idea / Could you tell us how much we would have to pay? (5) We would also be grateful if you could / We also want you to recommend some cheap but good restaurants in the area, because we do not wish to cook every day.

Finally, (6) we do not mind / no worries about leaving early on Saturday 2nd July, as we have to pick up our dog from the kennels by 3 o’clock.

(7) We look / We’re looking forward to (8) hearing from you / getting your answer.

Yours sincerely

Ana Monterrubio

© Roy Norris 2011 9


Register: formal → informalBelow are two versions of the same letter, each one written in a different register. Use the information in the formal letter to complete the numbered gaps in the informal version. Write one word in each gap. The words you need do not appear in the formal letter. The exercise begins with an example (0).

FORMAL LETTER

Dear Ms WelbyThank you very much for your offer of accommodation during next month’s chess tournament. Naturally, I would like to accept.

There is only one daily flight. The departure time is 6.20, so I imagine I would arrive at your house at approximately 9.30 on the evening of Thursday 26th. I will contact you from the airport if there is any delay.

Would you mind if I extended my stay to Monday 29th, to enable me to obtain a cheap return flight? Flights on Sundays are rather expensive. Please let me know as soon as possible if this is not convenient to you, so that I can make alternative arrangements if necessary.

I look forward to hearing from you.Yours sincerelyPeter Jones

INFORMAL LETTER

Hi Sue(0) Thanks a lot for offering to (1) ______ me up when I’m at the chess tournament next month. The answer’s ‘yes’ - of (2) ______!

There is only one plane (3) ______ day, and that (4) ______ at 6.20, so I’ll probably (5) ______ to your house at around half past nine on Thursday evening (26th). I’ll get in (6) ______ from the airport if I’m (7) ______ up or anything.

Would it be (8) ______ if stayed on till the Monday, so I (9) ______ get a cheap flight (10) ______? It’s really expensive to fly on Sundays. Let me know as soon as you can if that’s a (11) ______ for you, won’t you? Then I can (12) ______ something else out if I have to.

Looking forward to hearing from you.All the bestPete

Key (other answers may be possible): 1 put 2 course 3 every/each 4 leaves/goes 5 get 6 touch7 held 8 alright/OK 9 can 10 back/home 11 problem

12 sort

Register: informal → formalBelow are two versions of the same letter, each one written in a different register. Use the information in the informal letter to complete the numbered gaps in the formal version. Write one word in each gap. The words you need do not appear in the informal letter. The exercise begins with an example (0).

INFORMAL LETTER



Hi SueThanks a lot for offering to put me up when I’m at the chess tournament next month. The answer’s ‘yes’ - of course!

There is only one plane every day, and that leaves at 6.20, so I’ll probably get to your house at around half past nine on Thursday evening (26th). I’ll get in touch from the airport if I’m held up or anything.

Would it be alright if stayed on till the Monday, so I can get a cheap flight back? It’s really expensive to fly on Sundays. Let me know as soon as you can if that’s a problem for you, won’t you? Then I can sort something else out.

Looking forward to hearing from you.All the bestPete

FORMAL LETTER

Dear Ms Welby(0) Thank you very much for your offer of (1) ______ during next month’s chess tournament. Naturally, I would like to (2) ______ .

There is only one (3) ______ flight. The (4) ______ time is 6.20, so I imagine I would (5) ______ at your house at approximately 9.30 on the evening of Thursday 26th. I will (6) ______ you from the airport if there is any (7) ______.

Would you (8) ______ if I extended my stay to Monday 29th, to (9) ______ me to obtain a cheap (10) ______ flight? Flights on Sundays are rather expensive. Please let me know as soon as possible if this is not (11) ______ for you, so that I can make alternative (12) ______ if necessary.

I look forward to hearing from you.Yours sincerelyPeter Jones

Key (other answers may be possible): 1 accommodation 2 accept 3 daily 4 departure/take-off 5 arrive6 contact 7 delay 8 mind 9 enable 10 return11 convenient/suitable 12 arrangements/plans



BrightonIt is no exaggeration to say that Brighton is one of the most delightful, exciting and extraordinary seaside cities in Britain. Its temperate climate, attractive regency architecture, cosmopolitan atmosphere and vibrant nightlife give this resort its unique character and charm and make it one of the country’s prime holiday destinations.Situated on the coast directly south of London, this one-timefishing village offers its eight million annual visitors a variety ofentertainment, with its theatres and concert halls, pubs and clubs,amusement parks and arcades, and a wide choice of restaurants and cafés. Brighton is also an excellent place for shopping, and a trip tothe city would be incomplete without a stroll around the narrow, historic streets known as ‘The Lanes’, where the numerous independentshops tempt you with antiques, clothes, gifts, and items of jewellery.

Also not to be missed is the Royal Pavilion, King George IV’s former seaside residence with its Indian domes and minarets, and lavish Chinese interiors. And if you are too tired for a walk along the seafront or out to sea on the pier, then have a ride on the Volk’s Electric Railway, which will enable you to sit back and admire some fine regency buildings as you travel along the beach to the impressive Brighton Marina.

AmsterdamThere is no city I enjoy visiting more than Amsterdam. If you ever get the chance to go, don’t hesitate to do so! There are some great parks and fascinating museums, and even if you don’t normally like looking at paintings, I’d still recommend you to go to the Van Gogh museum. It’s well worth seeing and you’d be sorry to miss it. If you want to avoid having to wait for hours in a long queue, don’t forget to buy your tickets on the internet before leaving home.Travelling within the city is easy. If you’d rather not walk, the best way to get around is by bike. Everywhere is flat so it’s easy to cycle. But I couldn’t imagine anyone going to Amsterdam without having a ride on a canal boat. They’re clean, dry and comfortable and they enable you to get the best views of the beautiful buildings which line the canals.



If you feel like getting out of the city, then why not take the train and bus to Keukenhof to see the tulips? Go in April and May, when the flowers are in full bloom. It’s an experience you won’t forget!



Post-reading exercise

Underline the phrasal verbs 1–6 below in the text, then match them to their meanings a–f.

1 grow up (line 60) a think of an idea or a plan2 go on + infinitive with to (line 8) b start to employ someone3 set up (line 11) c change from being a child to being an adult4 come up with (line 17) d calculate5 work out (line 42) e start a business or an organization6 take on (sentence A) f do something after you have finished doing

something else____________________________________________________________________

They ought to think of a solution to the traffic problem.CAMEIt’s time ________________ with a solution to the traffic problem.

The company has never employed students before.ONThis is the first time the company _________________ students.____________________________________________________________________


Speaker 1 C I listened to the advice of other experts. My career on the pitch lasted twenty years, and during that time I was lucky enough to play for three of the biggest clubs in the country. So I had plenty of valuable experience. But of course, working with some of the players nowadays requires an additional kind of skill. They earn a lot of money and some of them have a very high opinion of themselves and their abilities. Dealing with that can be difficult, so when I started out, I’d often pick up the phone and talk to my old bosses, ask them for a few tips. They were my teachers when I was a player, but they were also a great help to me in my early years as a manager. I owe a lot of my success to them.

Speaker 2 F You need to have confidence in your own ability.Experience has taught me not to listen too closely to what other people say. Theatre critics have written some rather nasty things about me over the years. (Laughs gently) As I’ll be explaining in my autobiography – when I eventually find the time, and the patience, to write it. But, no, you just have to ignore everyone else and get on with it. The key to success is to believe in yourself, to convince yourself you can do it every time you go on stage. I usually spend five minutes before a performance, looking in my dressing room mirror telling myself how good I am. Terribly vain, I know, but it works.

Speaker 3 D A successful person is someone who accomplishes their goals.Young people nowadays think that success is all about being on the telly and having loads of money. For me, success is just deciding what you want from life, what your aims are, and then achieving what you set out to do, doesn’t matter how much you earn or how famous or important you become. Not everyone can make it to the top, can they? As a matter of fact, when I left school I started training to be a chef – could have worked in some of the best restaurants if I’d qualified. But I decided early on that I’d be much happier running my own store and selling kitchen equipment. I’ve actually got two now – so I’m doubly successful!

Speaker 4 A I had to be patient for success to come.Success didn’t come overnight for me. Indeed, it was several years before I actually had anything published. During the day I taught English in a private language school – for not very much money, I have to say – and by night I would scribble away in my flat until the early hours of the morning. Essays, short stories, novels – you name it, I had it rejected by publishers. But I was quietly determined and prepared to wait. I knew that it was just a question of time. Then sure enough, one bright young editor read some of my work, liked what I was doing and gave me an opportunity. And I gave up the day job.

Speaker 5 E A combination of factors is required to become successful.It’s never just one thing, is it? I mean, to begin with, luck often comes into it – like bringing out your product at the right time, just when people need it, (Laughs) or think they do, anyway. You can’t always plan for that. And then there’s skill, of course - knowing how to manage people, for example, or understanding how the market works. But in my book, success mostly comes down to hard work. You have to be prepared to spend seven days a week at the office and work maybe fourteen or fifteen hours a day. That’s always my advice to budding entrepreneurs.

From Direct to FCE by Roy Norris and Lynda Edwards.

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Language focus:Obligation, prohibition, advice and necessity

Both exercises from Direct to FCE by Roy Norris and Lynda Edwards.

Word formation: Nouns

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Habitual BehaviourMatch each sentence 1 – 6 with a sentence a) – f) which expresses a similar idea.

1 He usually gets up early. a) It’s not like him to get up early.

2 He used to get up early. b) He tends to get up early.

3 He’s used to getting up early. c) He’s always getting up early.

4 He has never got used to getting up early. d) He has not problems getting up early.

5 It’s unusual for him to get up early. e) He would get up early.

6 He keeps getting up early. f) He still finds it difficult to get up early.

ComparativesMatch each sentence 1 – 6 with a sentence a) – f) which expresses a similar idea.

1 She’s far lazier than anyone else. a) She doesn’t work nearly as much as she should.

2 She works a lot less than she ought to. b) She has fewer difficulties than before.3 She’s not quite as lazy as she used to be. c) Everyone works much harder than her.4 She doesn’t have as many problems as she d) She’s more successful when she works used to. harder.5 She’s the least successful student in the class. e) She’s slightly more hardworking than before.6 The more she works, the more success she has. f) No one does as badly as she does.

Obligation, Prohibition, Advice and NecessityMatch each sentence 1 – 5 with two of the sentences a) – j) which both express a similar idea.

1 She should go out. a) There’s no need for her to go out.

b) She wasn’t allowed to go out.

2 She doesn’t need to go out. c) She’d better go out.

d) She isn’t allowed to go out.

3 She mustn’t go out. e) They made her go out.

f) They wouldn’t let her go out.

4 She couldn’t go out. g) She ought to go out.

h) She was made to go out.

5 She had to go out. i) She needn’t go out.

j) They won’t let her go out.

Present PerfectMatch each sentence 1 – 3 with two of the sentences a) – f) which both express a similar idea.

1 I haven’t done this before. a) It’s five years since I started doing this.

b) It’s five years since I last did this.

2 I haven’t done this for five years. c) I’ve never done this.

d) The last time I did this was five years ago.

3 I’ve been doing this for five years. e) It’s the first time I’ve done this.

f) I began doing this five years ago.

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FuturesMatch each sentence 1 – 6 with a sentence a) – f) which expresses a similar idea.

1 She isn’t going to go out. a) She’ll probably go out.

2 She’s likely to go out. b) She may not go out.

3 She’s about to go out. c) She isn’t planning to go out.

4 She might not go out. d) She won’t be at home.

5 She’s unlikely to go out. e) She probably won’t go out.

6 She’ll have gone out. f) She’s on the point of going out.

QuantifiersMatch each sentence 1 – 6 with a sentence a) – f) which expresses a similar idea.

1 There’s very little chocolate. a) There’s more than enough chocolate.

2 There’s plenty of chocolate. b) There aren’t very many chocolates.

3 There’s a large amount of chocolate. c) There isn’t very much chocolate.

4 There are a large number of chocolates. d) There are no chocolates.

5 There are very few chocolates. e) There are a lot of chocolates.

6 There aren’t any chocolates. f) There’s a lot of chocolate.

SpeculationMatch each sentence 1 – 5 with a sentence a) – d) which expresses a similar idea. You will need to use one sentence from a) – d) twice.

1 He may have left. a) I’m sure he’s left.

2 He must have left. b) I’m sure he’s still here.

3 He couldn’t have left. c) It’s possible that he’s left.

4 He can’t have left. d) He seems to have left.

5 It looks as if he’s left.

AbilityMatch each sentence 1 – 4 with two of the sentences a) – h) which both express a similar idea.

1 She can’t do it. a) She’s incapable of doing it.b) She managed to do it.

2 She couldn’t do it. c) She’s able to do it.d) She was incapable of doing it.

3 She was able to do it. e) She’s capable of doing it.f) She succeeded in doing it.

4 She can do it. g) She’s unable to do it.h) She didn’t manage to do it.

Habitual Behaviour Comparatives1 b) 2 e) 3 d) 4 f) 5 a) 6 c) 1 c) 2 a) 3 e) 4 b) 5 f) 6 d)Obligation, prohibition, advice & necessity Present Perfect1 c & g 2 a & i 3 d & j 4 b & f 5 e & h 1 c & e 2 b & d 3 a & fFutures Quantifiers1 c 2 a 3 f 4 b 5 e 6 d 1 c 2 a 3 f 4 e 5 b 6 dAbility Speculation1 a & g 2 d & h 3 b & f 4 c & e 1 c 2 a 3 b 4 b 5 d

20

What the FCE Handbook saysInformation taken from FCE Handbook and reproduced with permission of Cambridge ESOL

Paper 1 Reading: Part 3 Multiple matchingYou could ask students, either as a pair or group activity in class or as a homework assignment, to devise their own Part 3 task, based on texts you provide or ones that they find for themselves. Writing challenging questions for their classmates to try will help the students understand what clues they will need to look for when tackling a real Part 3 task.FCE Handbook p9

Paper 2 Writing… encourage your students to review their writing, substituting frequently used words with a wider range.FCE Handbook p20

Candidates can use key words from the input text but should not lift whole segments of language.FCE Handbook p21

Paper 3 Use of English: Part 4 Key word transformationsIn this part of the paper the focus is both lexical and grammatical 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.FCE Handbook p41

In preparing for this part of the paper, give your students practice in paraphrasing. This might include rewriting sentences from texts, saying things again ‘in other words’, as well as working on lexical synonyms and grammatical transformations. FCE Handbook p43

Paper 4 Listening: Part 3 Multiple matching It is really important for candidates to use the time they are given to read through the questions, since they need to have clear ideas of what they are listening for. Students could practise doing the exercise with the tapescript, so they can see the kind of matching required. Other relevant exercises would be any which practise ‘saying the same thing in a different way’.FCE Handbook p55

Paper 5 SpeakingTrain your students to paraphrase when they do not know, or cannot remember, a word.FCE Handbook p77

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