FCE common mistakes
FCE · Understand the traps and how to avoid them.
In Reading and Use of English Part 1, candidates choose an option because it 'sounds right' with the surrounding words rather than checking that the whole sentence and collocation pattern fit, then move on without re-reading the completed sentence.
The four options in a cloze are usually near-synonyms or share a root, so a quick scan matches surface familiarity (e.g. 'make a decision' vs 'do a decision') instead of testing the actual collocation or grammatical pattern required by the gap.
What to do instead
Before looking at the options, read the sentence and predict the meaning and word class needed. Then test each option by reading the full sentence aloud in your head, checking collocation (verb+noun, adjective+preposition), and eliminate options that fit the meaning but not the grammar. Time-box Part 1 to about 12 minutes so you have room to re-read.
In Part 2 (open cloze), candidates write a word that fits the meaning but is the wrong form or part of speech, e.g. putting 'difficult' where 'difficulty' is needed, or missing that the gap requires a pronoun, auxiliary, or relative pronoun rather than a content word.
Candidates read for meaning only and do not analyse the grammatical slot. Open cloze gaps overwhelmingly test grammar words (articles, prepositions, auxiliaries, pronouns, linkers, comparatives) and word formation from a root, so meaning-driven guessing produces near-misses.
What to do instead
For each gap, decide the word class first by looking at what precedes and follows it. Learn the high-frequency targets: 'the/a/an', 'which/who/whose', 'although/despite', 'so/such', 'enough/too', 'neither/either', and phrasal verb particles. Practise by covering the gap, predicting the grammar word, then checking against the text.
In Part 3 (word formation), candidates write a correctly spelled word from the root but in the wrong form, e.g. 'success' for 'successful', 'care' for 'careless', or 'produce' for 'productivity', and do not check whether a negative prefix or a plural is required.
Candidates stop at the first derivative they recognise. They also under-use the sentence context, which signals whether a noun, adjective, adverb, or negative form is needed, and they forget that some gaps need two changes (e.g. 'fortune' → 'unfortunately').
What to do instead
Build a personal table of common families with prefixes and suffixes (care/careful/careless/carefully; fortune/fortunate/unfortunately). In the exam, identify the word class from the sentence, then decide if a negative prefix (-un, -in, -im, -dis, -less) or plural is needed, and check spelling of the suffix. Allow 10 minutes for Part 3.
In Part 4 (key word transformations), candidates produce a sentence that means roughly the same thing but changes the register, adds or drops information, or uses a different structure from the one being tested, and they write more than the allowed number of words.
Candidates paraphrase freely instead of recognising the fixed structure the key word demands (e.g. 'so ... that', 'not as ... as', 'wish + past perfect', 'would rather', 'despite + -ing', 'have something done'). They also lose marks for writing five words when the limit is two to five including the given word.
What to do instead
Learn the transformation patterns as units, not as vocabulary: reported speech backshift, conditionals, comparatives, passive, causative 'have/get', 'too/enough', 'so/such', 'used to/be used to'. In the exam, underline the key word, identify the structure it signals, write the sentence, then count the words and check the original meaning is preserved exactly.
In Reading Part 5 and Part 7, candidates answer from general knowledge or from a single matching word rather than locating and interpreting the specific lines that support the answer, and they do not eliminate options that are true but not answering the question.
Under time pressure, candidates match a word in the option to a word in the text (a classic distractor technique) and select it without reading the surrounding sentence. Part 7 options are often paraphrases, so word-matching fails and candidates run out of time.
What to do instead
For Part 5, read the question stem first, find the relevant paragraph, and underline the exact phrase that proves the answer; reject options that are true in the text but do not answer the question asked. For Part 7, identify the paraphrases rather than the shared words, and cross off each section as it is used. Do Parts 5–7 in the order you find easiest and keep a strict time budget (about 12–15 minutes per part).
In Reading Part 6 (gapped text), candidates insert a sentence because it shares a topic with the surrounding paragraph, ignoring the cohesive links (pronouns, demonstratives, time expressions, contrast linkers) that tie the missing sentence to the sentences immediately before and after the gap.
Candidates read for topic coherence rather than cohesion. Part 6 is designed so that several sentences are topically plausible; only one has the pronoun reference, lexical chain, or logical connector that fits both sides of the gap.
What to do instead
Read the whole text first for the argument, then for each gap look at the sentence before and after and hunt for the linking device: 'this/these/it/they', 'such a', 'the former', 'however', 'as a result', 'for example'. Match backwards and forwards. Do the gaps you are sure of first and use elimination for the rest, since each sentence is used once.
In Writing Part 1 (essay), candidates summarise the two given notes and add a third idea, but do not develop a clear position, and they write a list of points rather than linked paragraphs with a conclusion.
Candidates treat the essay as a comprehension task ('use the notes') rather than an argument. They also misjudge the word count (140–190 words) and spend too long on Part 1, leaving too little time for Part 2.
What to do instead
Plan for two minutes: decide your own view, choose which note you will support and which you will qualify, and plan three paragraphs (introduction with the question restated, body developing both notes plus your own idea, conclusion stating your position). Use a range of linkers and at least one complex sentence per paragraph. Keep to 140–190 words and leave 20 minutes for Part 2.
In Writing Part 2, candidates ignore the genre conventions of the chosen task (e.g. writing a review with no recommendation, an article with no headline or engaging opening, an email with the wrong register) and do not cover every content point in the prompt.
Candidates focus on grammar and vocabulary and forget that the mark scheme rewards communicative achievement: appropriate format, register, and full coverage of the rubric. They also choose the task they think is easiest rather than the one they can do well.
What to do instead
Learn the skeleton of each genre: review (description + evaluation + recommendation), article (headline, hook, personal angle, conclusion), report (headings, factual tone, recommendation), email/letter (appropriate greeting and closing, register matching the reader). Before writing, list the content points from the prompt and tick each one as you cover it. Choose your Part 2 task in the first minute.
In Listening, candidates lose their place after a distractor and then miss the next two answers because they are still thinking about the previous question, and they write answers that are grammatically or semantically incomplete (e.g. one word where the gap needs a number plus noun).
The recording is played twice but candidates treat the first listening as the only chance and do not use the pause to predict. Distractors are deliberately placed before the correct answer, so a candidate who writes the first thing they hear is caught out.
What to do instead
Use the time before each section to read the questions and predict the answer type (number, name, time, reason). When you hear a distractor, do not stop; note it and keep listening for the correction ('actually', 'no, wait', 'what I meant was'). Write something for every gap, check word limits, and use the second listening to confirm rather than to discover. Transfer answers carefully at the end.
In the Speaking test, candidates give one-line answers to Part 1 and Part 4 questions, and in Part 2 they describe the photographs one by one instead of comparing them and answering the written question above the pictures.
Nervousness and the belief that short answers are safer. In Part 2, candidates also run out of time (one minute each) because they describe every detail instead of comparing and speculating, and in Part 3 they fail to negotiate with their partner.
What to do instead
Practise the 'answer + reason + example' pattern for Part 1 and Part 4 so answers run 20–30 seconds. For Part 2, use a fixed frame: compare (both/whereas/while), speculate (might be, looks as if, seems to), then answer the question directly in the last 15 seconds. In Part 3, ask your partner questions and respond to theirs ('What do you think?', 'I see your point, but...'). Record yourself and check you are not repeating the same three adjectives.