Students often struggle with Part 4 (Transformations).
For decades, the Cambridge English First Certificate (FCE), now known as B2 First (FCE), has been the gold standard for upper-intermediate English learners aiming to study, work, or live abroad. Among the sea of preparation books, one title stands out as a pillar of grammar and vocabulary training: "FCE Use of English 2" by Virginia Evans. For teachers and self-study students alike, the specific edition referenced by the code "Teacher 39" is particularly intriguing.
What does "Teacher 39" mean? Is it a specific ISBN, an edition number, or a reference to a particular overprinted teacher’s book? In the world of ELT (English Language Teaching), the number often corresponds to the edition, page count, or a specific printing run of the Teacher's Book (overprinted edition). This article will unravel everything you need to know about this legendary textbook, its teacher’s edition, and how to leverage it for FCE success. Fce Use Of English 2 Virginia Evans Teacher 39
If page 39 in your edition covers Conditionals (Type 2 & 3) or I wish / If only:
A practical strength of the Teacher’s Book is its differentiation advice. For lower-level students within a B2 group, the book recommends: Students often struggle with Part 4 (Transformations)
For higher-level students, it suggests:
In one-to-one lessons, the Teacher’s Book advises using the error analysis sections as springboards for personalised grammar timelines (e.g., focusing on a student’s persistent confusion between used to and would for past habits). For higher-level students, it suggests:
One of the most overlooked strengths of the Teacher’s Book is its diagnostic potential. Consider the open cloze exercise (Part 2), where students must supply missing grammatical words (prepositions, auxiliary verbs, articles, conjunctions). The Teacher’s Book often includes a sidebar titled “What if the student writes X?” For instance:
By anticipating such errors, the Teacher’s Book allows the instructor to move beyond mere correction toward targeted remediation. Furthermore, the book suggests timed drills – e.g., “Give students only 2 minutes per key word transformation” – to build automaticity, a critical skill for the exam’s time pressure (45 minutes for 42 questions).