A2 Key - Cambridge Assessment English · 2018. 11. 27. · A2 Key – an overview. 3 Certificates....

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A2 Key Handbook for Teachers for exams from 2020 A2 Key B2 A2 A1 Pre A1 C2 C1

Transcript of A2 Key - Cambridge Assessment English · 2018. 11. 27. · A2 Key – an overview. 3 Certificates....

  • A2 Key

    A2 KeyHandbook for Teachers for exams from 2020

    A2 Key

    B2

    A2

    A1

    Pre A1

    C2

    C1

  • Make the most of your handbook

    The best way to get the most from your handbook is to use the digital version. The digital version is updated more regularly.

    The digital version contains links which take you straight to related pages if you want to find out more. For example, you can read about Part 1 of the Reading and Writing paper in the Tasks section, then click on the link to take you straight to a sample Part 1 task. There are also links which take you to useful websites and resources.

    Tasks

    The Tasks pages give information about the exam format and what is tested in each part of the paper.

    Preparing learners

    The Preparing learners pages give information and advice about what teachers can do to prepare their learners for the exam. There are also links to useful websites to find additional materials. You’ll find suggested exam strategies to help learners perform to the best of their ability on the day.

    About Cambridge Assessment English 2

    A2 Key – an overview 3

    Exam support 4

    About the exam 5

    Paper 1: Reading and Writing

    Tasks 7

    Preparing learners 8

    Sample paper and assessment 10

    Paper 2: Listening

    Tasks 23

    Preparing learners 24

    Sample paper and assessment 26

    Paper 3: Speaking

    Tasks 36

    Preparing learners 37

    Sample paper and assessment 41

    Speaking assessment glossary of terms 47

    Language specifications 49

    Glossary 52

    Sample paper and assessment

    The Sample paper and assessment section includes a sample paper for each of the four components as well as an answer key for the Reading and Listening components. For the Writing and Speaking papers there is information about the assessment criteria, and for Writing there are example answers for you to refer to or use with your learners.

  • 2

    About Cambridge Assessment English

    Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding.

    Our unique approach encourages continuous progression with a clear path to improving language skills. Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills.

    Our qualifications are based on research into effective teaching and learning. They motivate people of all ages and abilities to learn English and develop practical skills for the real world.

    We have Cambridge English Qualifications for:

    • Schools

    • General and higher education

    • Business

    Whether learners are planning to live, work or study in their own country or abroad, our qualifications prove they have the English language skills to succeed.

    To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr

    We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.

    For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.

    We deliver qualifications and tests in over 130 countries to over 5.5 million people every year.

    Cambridge Assessment International Education

    Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

    The largest assessment research capability of its kind in Europe

    Cambridge Assessment English

    We help millions of people learn English and prove their skills to the world.

    OCR: Oxford Cambridge and RSA Examinations

    A leading UK awarding body.

    Departments of the University

    Departments (exam boards)

    One of the top universities in the world

    Oxford Cambridge and RSA

    http://cambridgeenglish.org/cefr

  • 3A2 Key – an overview

    Certificates

    The certificate shows the candidate’s:

    • score on the Cambridge English Scale for each of the three exam papers

    • overall score on the Cambridge English Scale

    • grade

    • level on the CEFR

    • level on the UK National Qualifications Framework (NQF).

    Special circumstances

    Cambridge English Qualifications are designed to be fair to all test takers. For more information about special circumstances, go to cambridgeenglish.org/help

    A2 Key is a basic level qualification that shows a candidate has achieved a good foundation in learning English. It is an ideal first exam for those new to learning English and gives learners confidence to study for higher Cambridge English Qualifications such as B1 Preliminary and B2 First.

    Exam formats

    A2 Key can be taken as either a paper-based or computer-based exam.

    Who is the exam for?

    A2 Key is aimed at learners who need to show they can:

    • understand and use basic phrases and expressions

    • understand simple written English

    • interact with English speakers at a basic level.

    Who recognises the exam?

    The A2 Key certificate is recognised around the world as a basic qualification in English.

    Cambridge English Qualifications are accepted and trusted by thousands of organisations worldwide. For more information about recognition go to cambridgeenglish.org/recognition

    What level is the exam?

    A2 Key is targeted at Level A2 on the CEFR. Achieving a certificate at this level proves that a candidate can use English to communicate in simple situations.

    Statements of Results

    The Statement of Results shows the candidate’s:

    • score on the Cambridge English Scale for their performance in each of the three exam papers (Reading and Writing, Listening and Speaking)

    • score on the Cambridge English Scale for their overall performance in the exam. The Reading and Writing paper tests two skills so the score is doubled. The overall score is calculated by adding all of the individual scores together and dividing by four

    • grade – this is based on the candidate’s overall score

    • level on the CEFR – this is also based on the overall score.

    A2 Key – an overview

    http://cambridgeenglish.org/helphttp://www.cambridgeenglish.org/recognition

  • 4

    Official Cambridge English preparation materials

    To support teachers and help learners prepare for their exams, Cambridge English and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These materials are available in both print and digital formats.cambridgeenglish.org/exam-preparation

    Support for teachers

    The Teaching English section of our website provides user-friendly, free resources for all teachers preparing for our exams. It includes:

    General information – handbooks for teachers, sample papers.

    Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper.

    Advice for teachers – developing students’ skills and preparing them for the exam.

    Downloadable lessons – a lesson for every part of every paper.

    Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers.

    Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for both new and experienced teachers.

    Teacher development – resources to support teachers in their Continuing Professional Development.

    cambridgeenglish.org/teaching-english

    Facebook for teachers

    Teachers can join our community on Facebook for free resources, activities and tips to help prepare learners for Cambridge English Qualifications. facebook.com/CambridgeEnglishTeaching

    Free support for candidates

    We provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources.cambridgeenglish.org/learning-english

    Facebook

    Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners.facebook.com/CambridgeEnglish

    Registering candidates for an exam

    Exam entries must be made through an authorised Cambridge English examination centre.

    Centre staff have all the latest information about our exams, and can provide you with:

    • details of entry procedures

    • copies of the exam regulations

    • exam dates

    • current fees

    • more information about A2 Key and other Cambridge EnglishQualifications.

    We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at cambridgeenglish.org/centresearch

    Further information

    If your local authorised exam centre is unable to answer your question, please contact our helpdesk: cambridgeenglish.org/help

    Exam support

    http://cambridgeenglish.org/exam-preparationhttp://cambridgeenglish.org/teaching-englishhttp://facebook.com/CambridgeEnglishTeachinghttp://cambridgeenglish.org/learning-englishhttp://facebook.com/CambridgeEnglishhttp://cambridgeenglish.org/centresearchhttp://cambridgeenglish.org/help

  • 5About the exam

    A2 Key is a rigorous and thorough test of English at Level A2. It covers all four language skills – reading, writing, listening and speaking.

    A thorough test of all areas of language ability

    There are three papers: detailed information on each test paper is provided later in this handbook, but the overall focus of each test is as follows:

    Reading and Writing: 60 minutes

    Candidates need to be able to understand simple written information such as signs and newspapers, and produce simple written English.

    Listening: 30 minutes – approximately

    Candidates need to show they can follow and understand a range of spoken materials such as announcements, when people speak reasonably slowly.

    Speaking: 8–10 minutes

    Candidates take the Speaking test with another candidate or in a group of three. They are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves.

    Each of the three test components contributes to a profile which defines the candidates’ overall communicative language ability at this level.

    Marks and results

    A2 Key gives detailed, meaningful results.

    All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels A1 and B1 (Cambridge English Scale scores of 100–150) also receive a certificate.

    Grade A: Cambridge English Scale scores of 140–150 Candidates sometimes show ability beyond Level A2. If a candidate achieves a Grade A in their exam, they will receive the Key English Test certificate stating that they demonstrated ability at Level B1.

    Grade B and Grade C: Cambridge English Scale scores of 120–139 If a candidate achieves a Grade B or Grade C in their exam, they will receive the Key English Test certificate at Level A2.

    CEFR Level A1: Cambridge English Scale scores of 100–119 If a candidate’s performance is below Level A2, but falls within Level A1, they will receive a Cambridge English certificate stating that they demonstrated ability at Level A1.

    About the exam

    Overall lengthNumber of tasks/parts

    Number of items

    A2 Key

    Reading and Writing

    60 mins 7 32

    Listeningapprox 30 mins

    5 25

    Speaking 8–10 mins 2 –

    Totaltotal approx 1 hour 40 mins

  • 6

    Can do summary

    What can candidates do at Level A2?

    The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.

    Typical abilities Reading and Writing Listening and Speaking

    Overall general ability

    CAN understand straightforward information within a known area.

    CAN complete forms and write short, simple letters or postcards related to personal information.

    CAN understand simple questions and instructions.

    CAN express simple opinions or requirements in a familiar context.

    Social and tourist

    CAN understand straightforward information on food, standard menus, road signs and messages on automatic cash machines.

    CAN complete most forms related to personal information.

    CAN understand straightforward directions, provided that these are not lengthy or complex.

    CAN express likes and dislikes in familiar contexts using simple language.

    Work

    CAN understand most short reports or manuals of a predictable nature within his/her own area of expertise.

    CAN write a short, comprehensible note of request to a colleague or a known contact in another company.

    CAN understand the general meaning of a presentation made at a conference if the language is simple and backed up by visuals or video.

    CAN state simple requirements within own job area.

    Study

    CAN understand the general meaning of a simplified textbook or article, reading very slowly.

    CAN write a very short, simple narrative or description.

    CAN understand basic instructions on class time, dates and room numbers.

    CAN express simple opinions using expressions such as ‘I don’t agree’.

  • Reading and Writing Tasks

    Paper 1:

    Reading and Writing tasks

    1 hour

    PartNumber of questions

    Number of marks

    Task types What do candidates have to do?

    1 6 6 3-optionmultiple choice Read six short real-world texts for the main message.

    2 7 7 3-option multiplematching Read seven questions and three short texts on the same topic, then match the questions to the texts.

    3 5 5 3-option multiplechoice Read one long text for detailed understanding and main ideas.

    4 6 6 3-optionmultiple-choice cloze Read a factual text and choose the correct vocabulary items to complete the gaps.

    5 6 6 Open cloze Complete gaps in an email (and sometimes the reply too) using one word.

    Writing

    6 1 15 Guided writing Write a short email or note of 25 words or more.

    7 1 15 Picture story Write a short story of 35 words or more based on three picture prompts.

    Total 32 60

    7

    Reading

  • 8

    Preparing learners

    Advice for teachers

    Writers use the language specifications when preparing tasks so they are suitable for learners at A2 level, which is the CEFR level of A2 Key.

    Whenever possible, the texts used in the Reading component are adapted from authentic reading texts. They may include:

    • notices and signs (Part 1)

    • packaging information (Part 1)

    • notes, emails, cards, text messages (Parts 1, 5)

    • newspapers and magazines (Parts 2, 3, 4)

    • simplified encyclopaedias and other non-fiction books (Part 4)

    • brochures and leaflets (Parts 2, 3, 4)

    • websites (Parts 2, 3, 4).

    Teachers may need to adapt texts to make them suitable for A2-level learners. The vocabulary list and the language specifications can help teachers to identify suitable language areas. The vocabulary list is updated annually.

    6

    Part 3 Questions 14 – 18

    For each question, choose the correct answer.

    A family of dancers

    The women in the Watson family are all crazy about ballet. These

    days, Alice Watson gives ballet lessons, but for many years, she was

    a dancer with the National Ballet Company. Her mother, Hannah, also

    had a full-time job there, making costumes for the dancers.

    Alice’s daughter Demi started learning ballet as soon as she could

    walk. ‘I never taught her,’ says Alice, ‘because she never let me.’ Now

    aged sixteen, Demi is a member of the ballet company where her

    mother was the star dancer for many years.

    Alice’s husband, Jack, is an electrician. They met while he was working at a theatre where she was

    dancing and got married soon after. ‘When Demi started dancing, the house was too small for her

    and Alice to practise in so I made the garage into a dance studio. Now the living room is nice and

    quiet when I’m watching television!’ he says.

    Last month, Demi was invited to dance in the ballet Swan Lake. Of course, Alice and Hannah were

    in the audience and even Jack was there, which made it very special for Demi. Jack says, ‘I’m not

    that interested in ballet myself but it’s fantastic seeing Demi taking her first steps with Alice’s old

    company!’ Demi was wearing a dress that Hannah made for Alice many years before.

    ‘It was very exciting for all of us,’ says Hannah. ‘Demi’s way of dancing is very like Alice’s. I know I’m

    her grandmother, but I think she has a great future!’

    2

    Part 1 Questions 1 – 6

    For each question, choose the correct answer.

    1

    A The bicycle that’s for sale was built for a child.

    B Some parts of the bicycle must be changed.

    C Debbie is selling the bike because she’s too big for it now.

    2

    A Tim thinks Ben should look on the concert website.

    B Tim hopes that Ben will be able to come with him.

    C Tim wants to know if Ben can pay him back today.

    3

    A You get into the park by going this way.

    B It is more expensive to go here alone.

    C You will have fun if you come with friends.

    article

    sign

    text message

    Learners can get more information from the Information for candidates guide.

    Teachers can find lesson plans and sample papers on the Cambridge English website.

    http://www.cambridgeenglish.org/Images/22105-ket-vocabulary-list.pdfhttp://www.cambridgeenglish.org/images/22106-ket-information-for-candidates.pdfhttp://www.cambridgeenglish.org/images/22106-ket-information-for-candidates.pdfhttp://www.cambridgeenglish.orghttp://www.cambridgeenglish.org

  • 9Reading and Writing Preparing learners

    Tips for preparing learners for the Reading component

    ✔✔ Give learners a wide range of text types to read, bothauthentic and adapted. For example, notes and messages onsocial media websites, information leaflets, graded readersand articles.

    ✔✔ Help learners practise skimming and scanning both shorterand longer texts. Encourage learners to develop a habit ofalways skimming a text first to get a general understanding.

    ✔✔ Give learners practice reading texts with unfamiliarvocabulary, learning to ignore words which are not importantfor the task.

    ✔✔ Encourage your learners to read instructions carefully. Askthem to highlight key words, and use examples to help themunderstand what to do.

    ✔✔ Give learners practice doing timed exercises and exam taskswhere they need to manage their own time in the Readingand Writing paper. Suggest that they spend about 40minutes on the Reading component (leaving about20 minutes for the Writing component).

    ✔✔ Help learners think about the different ways they readtexts. For example, if they are reading an information leafletthen ask them to find some specific information. If they arereading a message, ask them to think how they would replyto it.

    ✔✔ Help your learners to work out the meaning of new wordsby using the rest of the text. Encourage them not to use adictionary for every new word.

    Completing the answer sheet (paper-based test only)

    • All answers must go on an answer sheet.

    • Candidates should use a pencil to complete the answer sheet.

    • There is no additional time allowed for completing the answersheet: candidates must do this within the 1 hour allowed for the test.

    • For the Reading component, candidates shade a lozenge on the answer sheet to show their answer.

    • For the Writing component, candidates write their answers on the correct part of the answer sheet.

    Completing the computer-based test (computer-based test only)

    • All answers are typed directly onto the computer.

    • Candidates may take pens and pencils and a bottle of waterinto the exam room, but nothing else (including bags andanything electronic).

    • Candidates should listen carefully to the instructions which the invigilator gives and follow the instructions on the computer screen.

    • There are no examples in the Reading component, butcandidates watch a short tutorial before the test.

    • There is a timer on the screen which tells candidates how much time they have left.

    • Candidates may make notes on paper during the exam, for example if they want to plan an answer for the Writing component. They must leave these notes on their desk at the end of the exam.

    Quick links to resources

    Learners

    cambridgeenglish.org/exams/key/preparation • Information for candidates guide

    Teachers

    cambridgeenglish.org/exams/key/preparation

    cambridgeenglish.org/teaching-english/ resources-for-teachers

    Language specifications: Page 49

    Topics list: Page 51

    • Vocabulary list (including topics list)

    • Free teaching resources

    • Lesson plans

    Paper 1

    http://cambridgeenglish.org/exams/key/preparationhttp://cambridgeenglish.org/exams/key/preparationhttp://www.cambridgeenglish.org/teaching-english/resources-for-teachers/http://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

  • 10

    Reading Part 1

    THE TASK

    uu In this part, candidates have to read six short emails, notices, signs or text messages. There are three sentences next to each one. Candidates have to choose which sentence matches the meaning of the email, notice, sign or text message.

    HOW TO APPROACH THE TASK

    uu Candidates should read the text and decide what context it would appear in.

    uu They can use the visual information (layout, location etc.) to help identify the context.

    uu Next they should read the three options next to each text.

    uu Candidates then need to compare each option with the text before choosing an answer.

    uu Explain that it is important to read the chosen option again to check that the meanings match.

    ASSESSMENT

    uu This part tests the candidate’s understanding of various kinds of short texts.

    2

    Part 1 Questions 1 – 6

    For each question, choose the correct answer.

    1

    A The bicycle that’s for sale was built for a child.

    B Some parts of the bicycle must be changed.

    C Debbie is selling the bike because she’s too big for it now.

    2

    A Tim thinks Ben should look on the concert website.

    B Tim hopes that Ben will be able to come with him.

    C Tim wants to know if Ben can pay him back today.

    3

    A You get into the park by going this way.

    B It is more expensive to go here alone.

    C You will have fun if you come with friends.

    Advice by taskCandidates should practise these exam strategies regularly in class.

    See these tasks in full from page 14.

    Reading Part 2

    THE TASK

    uu In this part, candidates read seven questions and then three short texts on the same topic. Candidates have to match each question to one of the texts.

    HOW TO APPROACH THE TASK

    uu Candidates should read each question to find out what information they need to look for in the texts.

    uu For each question candidates should quickly read the texts and try to find the parts relevant to each question.

    uu After finding a relevant piece of text, candidates should read carefully to check whether that part of the text answers the question.

    uu Before choosing the answer, candidates should check that the other texts do not contain anything that could answer the questions. If one of them does, they must decide which text best matches the question.

    ASSESSMENT

    uu This part tests locating specific information by reading quickly and understanding detail by reading carefully.

    4

    Part 2 Questions 7 – 13

    For each question, choose the correct answer.

    Tasha Danni Chrissie

    7 Who writes both a magazine and a blog? A B C

    8 Who says that studying and writing a blog at the same time can be hard?

    A B C

    9 Who answers questions from other people who read her blog?

    A B C

    10 Who plans to stop writing her blog soon? A B C

    11 Who didn’t have many people reading her blog in the beginning?

    A B C

    12 Who asks a member of her family to help her write her blog?

    A B C

    13 Who says writing a blog is easier than some other types of writing?

    A B C

    5 Turn over ►

    Young blog writers Tasha

    Last year I wrote for my college magazine, which I found really difficult, but I

    don’t think it’s hard to write a good blog. Mine is about things from daily life

    that make me laugh. My older brother also has a blog, but we’re writing about

    different subjects. We don’t discuss what we’re planning, but we read each

    other’s blogs sometimes. I like giving advice to people who write in asking for

    it – it’s good to know I’ve helped.

    Danni I started writing my popular film blog because I love movies. I like it when

    readers send me articles by email about a film they’ve seen, and I put these on

    my blog for everyone to read. I’m still at college, so I’m careful about spending

    too long on my blog, which is difficult as writing well takes time. I don’t think I’ll

    write it for much longer. I’m busy, and it’s time to do something new.

    Chrissie I began writing on a school magazine. I stopped after a few years, but I missed

    it, so I started my own – I’m still writing it now! The blog’s new for me, and I write

    about daily life. I get ideas from friends or my sister when I can’t decide what to

    write about – we always think of something interesting, sad or serious. At first,

    almost nobody visited my site, but now more do, I’ve had some lovely

    comments.

  • 11Reading and Writing Preparing learners

    Paper 1

    Reading Part 3

    THE TASK

    uu In this part, candidates have a longer text, for example, a simplified newspaper or magazine article. There are five multiple-choice questions with three options, A, B and C.

    HOW TO APPROACH THE TASK

    uu Candidates should skim the text to find out the topic and general meaning.

    uu Next candidates should read the text more carefully.

    uu They need to look at each question then compare each option with the text before choosing one.

    uu Candidates should check the choice of answer carefully with the text again.

    uu After choosing an answer they should check the other two options and decide why they are wrong.

    ASSESSMENT

    uu This part tests understanding of the main ideas and some details of longer texts.

    Reading Part 4

    THE TASK

    uu In this part, candidates read a short text with six numbered spaces. Then they decide which of the three words provided belongs in each gap.

    HOW TO APPROACH THE TASK

    uu Candidates should skim the text to find out the topic and general meaning.

    uu They need to work through the six questions, reading the whole sentence to choose the correct word to complete the gap.

    uu After choosing an answer, candidates should check the other two options and decide why they are wrong.

    uu Once all the gaps are completed, they should read the whole text again to make sure it makes sense.

    ASSESSMENT

    uu This part tests understanding of words within a context. The main focus is on vocabulary, but a small amount of grammar may also be tested.

    8

    Part 4 Questions 19 – 24

    For each question, choose the correct answer.

    William Perkin

    William Perkin was born in London in 1838. As a child he had many hobbies, including model making and photography. But it was the (19) ………… of chemistry that really interested him. At the age of 15, he went to college to study it.

    While he was there, he was (20) ………… to make a medicine from coal. This didn’t go well, but when he was working on the problem, he found a cheap (21) ………… to make the colour purple. At that (22) ………… it was very expensive to make clothes in different colours. William knew he could make a business out of his new colour. Helped by his father and brother, William

    (23) ………… his own factory to make the colour. It sold well, and soon purple clothes (24) ………… very popular in England and the rest of the world.

    19 A class B subject C course

    20 A thinking B trying C deciding

    21 A way B path C plan

    22 A day B time C hour

    23 A brought B turned C opened

    24 A began B arrived C became

    6

    Part 3 Questions 14 – 18

    For each question, choose the correct answer.

    A family of dancers

    The women in the Watson family are all crazy about ballet. These

    days, Alice Watson gives ballet lessons, but for many years, she was

    a dancer with the National Ballet Company. Her mother, Hannah, also

    had a full-time job there, making costumes for the dancers.

    Alice’s daughter Demi started learning ballet as soon as she could

    walk. ‘I never taught her,’ says Alice, ‘because she never let me.’ Now

    aged sixteen, Demi is a member of the ballet company where her

    mother was the star dancer for many years.

    Alice’s husband, Jack, is an electrician. They met while he was working at a theatre where she was

    dancing and got married soon after. ‘When Demi started dancing, the house was too small for her

    and Alice to practise in so I made the garage into a dance studio. Now the living room is nice and

    quiet when I’m watching television!’ he says.

    Last month, Demi was invited to dance in the ballet Swan Lake. Of course, Alice and Hannah were

    in the audience and even Jack was there, which made it very special for Demi. Jack says, ‘I’m not

    that interested in ballet myself but it’s fantastic seeing Demi taking her first steps with Alice’s old

    company!’ Demi was wearing a dress that Hannah made for Alice many years before.

    ‘It was very exciting for all of us,’ says Hannah. ‘Demi’s way of dancing is very like Alice’s. I know I’m

    her grandmother, but I think she has a great future!’

    7 Turn over ►

    14 What is Alice Watson’s job now?

    A dancer

    B teacher

    C dress-maker

    15 Demi had her first ballet lessons

    A at a very young age.

    B at the National Ballet Company.

    C from her mother.

    16 Jack helped his wife and daughter by

    A moving to a larger house.

    B letting them use the living room for dancing.

    C making a place for them to practise in.

    17 What was the best thing about the Swan Lake show for Demi?

    A It was her first show with the company.

    B All her family were there.

    C She was wearing a new dress.

    18 Hannah says that Demi

    A will be a star one day.

    B is her favourite granddaughter.

    C dances better than Alice did.

  • 12

    Tips for preparing learners for the Writing component

    ✔✔ Learners need to leave themselves enough time to completeWriting Parts 6 and 7, which carry 30 marks out of the total60 for the Reading and Writing paper.

    ✔✔ Learners must use clear handwriting so that examiners can read their answers easily. The most important thing is that their handwriting is clear; they can write in upper or lower case, and it does not matter if their writing is joined up or not.

    ✔✔ In Parts 6 and 7, learners should aim to write roughly therequired number of words. This will ensure that they don’tleave out important information (for example, a contentpoint in Parts 6 and 7), that their message is clear and doesn'tinclude any irrelevant information.

    ✔✔ Learners should be very familiar with the two writing tasksand their requirements before they take the exam.

    FOR EMAIL-WRITING:

    • Learners should write to penfriends or ‘e-pals’ regularly.

    • Learners should read and notice the organisation of emails, including typical language and phrases used for openingand closing an email.

    FOR STORY-WRITING:

    • Learners should plan and write short stories regularly, bothat home and in class.

    • Learners should also read short stories, for examplesimplified readers in English. They can use these to identifyhow stories start, develop and end.

    ✔✔ The word length is a guide which learners should aim for.

    ✔✔ Learners shouldn’t spend too long on the Reading or Writingpaper. Suggest that they spend about 20 minutes on theWriting component (leaving about 40 minutes for theReading component).

    Reading Part 5

    THE TASK

    uu In this part, candidates have to fill in six gaps in a text or texts using single words.

    uu Spelling must be correct.

    uu Texts are short and simple.

    uu Candidates are asked to write only one word in each gap.

    HOW TO APPROACH THE TASK

    uu Candidates need to skim the text to find out the topic and general meaning.

    uu For each gap in the text they should think of possible words which may fit.

    uu Candidates need to check each possibility with the meaning and grammar of the sentence and the whole text.

    uu They should consider the spelling carefully to make sure it is correct.

    uu Once all the gaps are completed, candidates should read the whole text again to make sure it makes sense.

    ASSESSMENT

    uu This part tests understanding and knowledge of grammatical forms (for example verb forms, determiners, pronouns) as well as structural relationships at the phrase, clause, sentence or paragraph level.

    9 Turn over ►

    Part 5 Questions 25 – 30

    For each question, write the correctanswer. Write ONE word for each gap.

    Example: 0 you

    From: Maria

    To: John

    I hope (0) ………… are well. I’m having a great holiday here in Thailand. Our hotel is very nice and there are a lot of good restaurants near it.

    Yesterday morning, we went to (25) ………… lovely beach. We had to leave before lunch because it was very hot. We went to a party (26) ………… the evening in the centre (27) ………… the town. Everyone had a good time and we got back at midnight. Tomorrow,we want to (28) ………… on a boat trip or (29) ………… tennis.

    I’ll show you my photos (30) ………… I get back.

    See you soon,

    Maria

  • 13Reading and Writing Preparing learners

    Paper 1

    Writing Part 6

    THE TASK

    uu In this part, candidates have to write a message of 25 words or more, for example a note or email.

    HOW TO APPROACH THE TASK

    uu Candidates should read the instructions carefully.

    uu They need to identify what kind of message is required and who it is for.

    uu They should consider what kind of information is needed.

    uu Candidates must respond to all three prompts.

    uu They should write a draft of the message on rough paper before writing the final answer on their answer sheet.

    ASSESSMENT

    uu This part tests candidates' ability to write short texts with a real communicative purpose.

    uu In order to help teachers assess the standards required there are several sample answers to the Writing Part 6 questions on page 21 with marks and examiner comments.

    uu Answers are assessed using the assessment scales, which consist of three subscales: Content, Language and Organisation.

    10

    Part 6

    Question 31

    You want to go swimming on Saturday with your English friend, Toni. Write an email to Toni.

    In your email:

    ask Toni to go swimming with you on Saturday

    say where you want to go swimming

    say how you will travel there.

    Write 25 words or more.

    Write the email on your answer sheet.

    Writing Part 7

    THE TASK

    uu In the last part of the Reading and Writing paper, candidates have to write a short story of 35 words or more based on three picture prompts.

    HOW TO APPROACH THE TASK

    uu Candidates should read the instructions carefully.

    uu They need to look at the pictures and identify the three main events of the story.

    uu They should consider what kind of information is needed.

    uu Candidates must make reference to all three picture prompts.

    uu They should write a draft of the story on rough paper before writing the final answer on their answer sheet.

    ASSESSMENT

    uu This part tests candidates' ability to write short narratives.

    uu In order to help teachers assess the standards required there are several sample answers to the Writing Part 6 questions on page 22 with marks and examiner comments.

    uu Answers are assessed using the assessment scales, which consist of three subscales: Content, Language and Organisation.11

    Part 7

    Question 32

    Look at the three pictures. Write the story shown in the pictures. Write 35 words or more.

    Write the story on your answer sheet.

    Advice by taskCandidates should practise these exam strategies regularly in class.

    See these tasks in full from page 14.

  • 2

    Part

    1

    Que

    stio

    ns 1

    – 6

    For e

    ach

    ques

    tion,

    cho

    ose

    the

    corr

    ect a

    nsw

    er.

    1

    ATh

    e bi

    cycl

    e th

    at’s

    for s

    ale

    was

    bui

    lt fo

    r a

    ch

    ild.

    BS

    ome

    parts

    of t

    he b

    icyc

    le m

    ust b

    e ch

    ange

    d.

    CD

    ebbi

    e is

    sel

    ling

    the

    bike

    bec

    ause

    she

    ’s to

    o bi

    g fo

    r it n

    ow.

    2

    ATi

    m th

    inks

    Ben

    sho

    uld

    look

    on

    the

    conc

    ert

    w

    ebsi

    te.

    BTi

    m h

    opes

    that

    Ben

    will

    be a

    ble

    to c

    ome

    with

    him

    .

    CTi

    m w

    ants

    to k

    now

    if B

    en c

    an p

    ay h

    im b

    ack

    to

    day.

    3

    AY

    ou g

    et in

    to th

    e pa

    rk b

    y go

    ing

    this

    way

    .

    BIt

    is m

    ore

    expe

    nsiv

    e to

    go

    here

    alo

    ne.

    CY

    ou w

    ill h

    ave

    fun

    if yo

    u co

    me

    with

    frie

    nds.

    3 Tu

    rn o

    ver ►

    4

    AE

    mm

    a kn

    ows

    that

    Lyn

    ne c

    an’t

    be a

    t the

    par

    ty

    w

    hen

    it st

    arts

    .

    BE

    mm

    a w

    ants

    to g

    o to

    the

    party

    a b

    it la

    ter

    th

    an L

    ynne

    .

    CE

    mm

    a w

    ants

    to g

    o ou

    t with

    Lyn

    ne b

    ut n

    ot to

    th

    e pa

    rty.

    5

    ATh

    e ic

    e cr

    eam

    sho

    p is

    ope

    n fo

    r onl

    y 2

    hour

    s.

    BTw

    o ic

    e cr

    eam

    s w

    ill co

    st th

    e sa

    me

    as o

    ne.

    CY

    ou c

    an g

    et fr

    ee ic

    e cr

    eam

    s al

    l afte

    rnoo

    n.

    6 W

    hy d

    id S

    ophi

    e w

    rite

    this

    mes

    sage

    ?

    Ato

    che

    ck if

    Ann

    a ha

    s co

    mpl

    eted

    her

    hom

    ewor

    k

    Bto

    let A

    nna

    know

    wha

    t the

    y di

    d in

    cla

    ss to

    day

    Cto

    ask

    Ann

    a to

    con

    tact

    her

    abo

    ut th

    e

    hom

    ewor

    k

    14

  • 15Reading and Writing Sample paper

    Paper 1

    4

    Part

    2

    Que

    stio

    ns 7

    – 1

    3

    For e

    ach

    ques

    tion,

    cho

    ose

    the

    corr

    ect a

    nsw

    er.

    Tash

    a D

    anni

    C

    hris

    sie

    7 W

    ho w

    rites

    bot

    h a

    mag

    azin

    e an

    d a

    blog

    ? A

    B

    C

    8 W

    ho s

    ays

    that

    stu

    dyin

    g an

    d w

    ritin

    g a

    blog

    at t

    he

    sam

    e tim

    e ca

    n be

    har

    d?

    A

    BC

    9 W

    ho a

    nsw

    ers

    ques

    tions

    from

    oth

    er p

    eopl

    e w

    ho

    read

    her

    blo

    g?A

    B

    C

    10

    Who

    pla

    ns to

    sto

    p w

    ritin

    g he

    r blo

    g so

    on?

    A

    BC

    11

    Who

    did

    n’t h

    ave

    man

    y pe

    ople

    read

    ing

    her b

    log

    in

    the

    begi

    nnin

    g?

    A

    BC

    12

    Who

    ask

    s a

    mem

    ber o

    f her

    fam

    ily to

    hel

    p he

    r w

    rite

    her b

    log?

    A

    B

    C

    13

    Who

    say

    s w

    ritin

    g a

    blog

    is e

    asie

    r tha

    n so

    me

    othe

    r ty

    pes

    of w

    ritin

    g?

    A

    BC

    5 Tu

    rn o

    ver ►

    Youn

    g bl

    og w

    riter

    s Ta

    sha

    Last

    yea

    r I w

    rote

    for m

    y co

    llege

    mag

    azin

    e, w

    hich

    I fo

    und

    real

    ly d

    iffic

    ult,

    but I

    don’

    t thi

    nk it

    ’s h

    ard

    to w

    rite

    a go

    od b

    log.

    Min

    e is

    abo

    ut th

    ings

    from

    dai

    ly li

    fe

    that

    mak

    e m

    e la

    ugh.

    My

    olde

    r bro

    ther

    als

    o ha

    s a

    blog

    , but

    we’

    re w

    ritin

    g ab

    out

    diffe

    rent

    sub

    ject

    s. W

    e do

    n’t d

    iscu

    ss w

    hat w

    e’re

    pla

    nnin

    g, b

    ut w

    e re

    ad e

    ach

    othe

    r’s b

    logs

    som

    etim

    es. I

    like

    giv

    ing

    advi

    ce to

    peo

    ple

    who

    writ

    e in

    ask

    ing

    for

    it –

    it’s

    good

    to k

    now

    I’ve

    hel

    ped.

    Dan

    ni

    I sta

    rted

    writ

    ing

    my

    popu

    lar f

    ilm b

    log

    beca

    use

    I lov

    e m

    ovie

    s. I

    like

    it w

    hen

    read

    ers

    send

    me

    artic

    les

    by e

    mai

    l abo

    ut a

    film

    they

    ’ve

    seen

    , and

    I pu

    t the

    se o

    n

    my

    blog

    for e

    very

    one

    to re

    ad. I

    ’m s

    till a

    t col

    lege

    , so

    I’m c

    aref

    ul a

    bout

    spe

    ndin

    g

    too

    long

    on

    my

    blog

    , whi

    ch is

    diff

    icul

    t as

    writ

    ing

    wel

    l tak

    es ti

    me.

    I do

    n’t t

    hink

    I’ll

    writ

    e it

    for m

    uch

    long

    er. I

    ’m b

    usy,

    and

    it’s

    tim

    e to

    do

    som

    ethi

    ng n

    ew.

    Chr

    issi

    e I b

    egan

    writ

    ing

    on a

    sch

    ool m

    agaz

    ine.

    I st

    oppe

    d af

    ter a

    few

    yea

    rs, b

    ut I

    mis

    sed

    it, s

    o I s

    tarte

    d m

    y ow

    n –

    I’m s

    till w

    ritin

    g it

    now

    ! The

    blo

    g’s

    new

    for m

    e, a

    nd I

    writ

    e

    abou

    t dai

    ly li

    fe. I

    get

    idea

    s fro

    m fr

    iend

    s or

    my

    sist

    er w

    hen

    I can

    ’t de

    cide

    wha

    t to

    writ

    e ab

    out –

    we

    alw

    ays

    thin

    k of

    som

    ethi

    ng in

    tere

    stin

    g, s

    ad o

    r ser

    ious

    . At f

    irst,

    alm

    ost n

    obod

    y vi

    site

    d m

    y si

    te, b

    ut n

    ow m

    ore

    do, I

    ’ve

    had

    som

    e lo

    vely

    com

    men

    ts.

    15

    Paper 1

  • 16

    6

    Part

    3

    Que

    stio

    ns 1

    4 –

    18

    For e

    ach

    ques

    tion,

    cho

    ose

    the

    corr

    ect a

    nsw

    er.

    A fa

    mily

    of d

    ance

    rs

    The

    wom

    en in

    the

    Wat

    son

    fam

    ily a

    re a

    ll cr

    azy

    abou

    t bal

    let.

    Thes

    e

    days

    , Alic

    e W

    atso

    n gi

    ves

    balle

    t les

    sons

    , but

    for m

    any

    year

    s, s

    he w

    as

    a da

    ncer

    with

    the

    Nat

    iona

    l Bal

    let C

    ompa

    ny. H

    er m

    othe

    r, H

    anna

    h, a

    lso

    had

    a fu

    ll-tim

    e jo

    b th

    ere,

    mak

    ing

    cost

    umes

    for t

    he d

    ance

    rs.

    Alic

    e’s

    daug

    hter

    Dem

    i sta

    rted

    lear

    ning

    bal

    let a

    s so

    on a

    s sh

    e co

    uld

    wal

    k. ‘I

    nev

    er ta

    ught

    her

    ,’ sa

    ys A

    lice,

    ‘bec

    ause

    she

    nev

    er le

    t me.

    ’ Now

    aged

    six

    teen

    , Dem

    i is

    a m

    embe

    r of t

    he b

    alle

    t com

    pany

    whe

    re h

    er

    mot

    her w

    as th

    e st

    ar d

    ance

    r for

    man

    y ye

    ars.

    Alic

    e’s

    husb

    and,

    Jac

    k, is

    an

    elec

    trici

    an. T

    hey

    met

    whi

    le h

    e w

    as w

    orki

    ng a

    t a th

    eatre

    whe

    re s

    he w

    as

    danc

    ing

    and

    got m

    arrie

    d so

    on a

    fter.

    ‘Whe

    n D

    emi s

    tarte

    d da

    ncin

    g, th

    e ho

    use

    was

    too

    smal

    l for

    her

    and

    Alic

    e to

    pra

    ctis

    e in

    so

    I mad

    e th

    e ga

    rage

    into

    a d

    ance

    stu

    dio.

    Now

    the

    livin

    g ro

    om is

    nic

    e an

    d

    quie

    t whe

    n I’m

    wat

    chin

    g te

    levi

    sion

    !’ he

    say

    s.

    Last

    mon

    th, D

    emi w

    as in

    vite

    d to

    dan

    ce in

    the

    balle

    t Sw

    an L

    ake.

    Of c

    ours

    e, A

    lice

    and

    Han

    nah

    wer

    e

    in th

    e au

    dien

    ce a

    nd e

    ven

    Jack

    was

    ther

    e, w

    hich

    mad

    e it

    very

    spe

    cial

    for D

    emi.

    Jack

    say

    s, ‘I

    ’m n

    ot

    that

    inte

    rest

    ed in

    bal

    let m

    ysel

    f but

    it’s

    fant

    astic

    see

    ing

    Dem

    i tak

    ing

    her f

    irst s

    teps

    with

    Alic

    e’s

    old

    com

    pany

    !’ D

    emi w

    as w

    earin

    g a

    dres

    s th

    at H

    anna

    h m

    ade

    for A

    lice

    man

    y ye

    ars

    befo

    re.

    ‘It w

    as v

    ery

    exci

    ting

    for a

    ll of

    us,

    ’ say

    s H

    anna

    h. ‘D

    emi’s

    way

    of d

    anci

    ng is

    ver

    y lik

    e A

    lice’

    s. I

    know

    I’m

    her g

    rand

    mot

    her,

    but I

    thin

    k sh

    e ha

    s a

    grea

    t fut

    ure!

    7 Tu

    rn o

    ver ►

    14

    Wha

    t is

    Alic

    e W

    atso

    n’s

    job

    now

    ?

    A

    danc

    er

    B

    teac

    her

    C

    dres

    s-m

    aker

    15

    Dem

    i had

    her

    firs

    t bal

    let l

    esso

    ns

    A

    at a

    ver

    y yo

    ung

    age.

    B

    at th

    e N

    atio

    nal B

    alle

    t Com

    pany

    .

    C

    from

    her

    mot

    her.

    16

    Jack

    hel

    ped

    his

    wife

    and

    dau

    ghte

    r by

    A

    mov

    ing

    to a

    larg

    er h

    ouse

    .

    B

    letti

    ng th

    em u

    se th

    e liv

    ing

    room

    for d

    anci

    ng.

    C

    mak

    ing

    a pl

    ace

    for t

    hem

    to p

    ract

    ise

    in.

    17

    Wha

    t was

    the

    best

    thin

    g ab

    out t

    he S

    wan

    Lak

    e sh

    ow fo

    r Dem

    i?

    A

    It w

    as h

    er fi

    rst s

    how

    with

    the

    com

    pany

    .

    B

    All h

    er fa

    mily

    wer

    e th

    ere.

    C

    She

    was

    wea

    ring

    a ne

    w d

    ress

    .

    18

    Han

    nah

    says

    that

    Dem

    i

    A

    will

    be

    a st

    ar o

    ne d

    ay.

    B

    is h

    er fa

    vour

    ite g

    rand

    daug

    hter

    .

    C

    danc

    es b

    ette

    r tha

    n A

    lice

    did.

  • 17Reading and Writing Sample paper

    Paper 1

    8

    Part

    4

    Que

    stio

    ns 1

    9 –

    24

    For e

    ach

    ques

    tion,

    cho

    ose

    the

    corr

    ect a

    nsw

    er.

    Will

    iam

    Per

    kin

    Will

    iam

    Per

    kin

    was

    bor

    n in

    Lon

    don

    in 1

    838.

    As

    a ch

    ild h

    e ha

    d m

    any

    hobb

    ies,

    incl

    udin

    g m

    odel

    mak

    ing

    and

    phot

    ogra

    phy.

    But

    it w

    as th

    e (1

    9) …

    ……

    … o

    f che

    mis

    try th

    at re

    ally

    inte

    rest

    ed h

    im. A

    t

    the

    age

    of 1

    5, h

    e w

    ent t

    o co

    llege

    to s

    tudy

    it.

    Whi

    le h

    e w

    as th

    ere,

    he

    was

    (20)

    ……

    ……

    to m

    ake

    a m

    edic

    ine

    from

    coa

    l. Th

    is d

    idn’

    t go

    wel

    l, bu

    t

    whe

    n he

    was

    wor

    king

    on

    the

    prob

    lem

    , he

    foun

    d a

    chea

    p (2

    1) …

    ……

    … to

    mak

    e th

    e co

    lour

    pur

    ple.

    At th

    at (2

    2) …

    ……

    … it

    was

    ver

    y ex

    pens

    ive

    to m

    ake

    clot

    hes

    in d

    iffer

    ent c

    olou

    rs. W

    illiam

    kne

    w h

    e

    coul

    d m

    ake

    a bu

    sine

    ss o

    ut o

    f his

    new

    col

    our.

    Hel

    ped

    by h

    is fa

    ther

    and

    bro

    ther

    , Will

    iam

    (23)

    ……

    ……

    his

    ow

    n fa

    ctor

    y to

    mak

    e th

    e co

    lour

    . It s

    old

    wel

    l, an

    d so

    on p

    urpl

    e cl

    othe

    s

    (24)

    ……

    ……

    ver

    y po

    pula

    r in

    Eng

    land

    and

    the

    rest

    of t

    he w

    orld

    .

    19

    A

    cl

    ass

    B

    subj

    ect

    C

    cour

    se

    20

    A

    th

    inki

    ng

    B

    tryin

    g C

    de

    cidi

    ng

    21

    A

    w

    ay

    B

    path

    C

    plan

    22

    A

    da

    yB

    tim

    e C

    ho

    ur

    23

    A

    br

    ough

    t B

    tu

    rned

    C

    open

    ed

    24

    A

    be

    gan

    B

    arriv

    ed

    C

    beca

    me

    9Tu

    rnov

    er►

    Part

    5

    Que

    stio

    ns 2

    5 –

    30

    For e

    ach

    ques

    tion,

    writ

    eth

    e co

    rrec

    tan

    swer

    .Writ

    eONE

    wor

    d fo

    r eac

    h ga

    p.

    Exam

    ple:

    0

    you

    From

    : M

    aria

    To:

    John

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    ia

  • 18

    11

    Part

    7

    Que

    stio

    n 32

    Look

    at t

    he th

    ree

    pict

    ures

    . W

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    6

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    as

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    min

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    ay

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    avel

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    e 25

    wor

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    r mor

    e.

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    e th

    e em

    ail o

    n yo

    ur a

    nsw

    er s

    heet

    .

  • 19Reading and Writing Answer sheet

    Paper 1

    OFF

    ICE

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    EPa

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    Key

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    and

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    ing

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    dida

    te A

    nsw

    er S

    heet

    Inst

    ruct

    ions

    Use

    a P

    ENC

    IL (B

    or H

    B).

    Rub

    out

    any

    ans

    wer

    you

    wan

    t to

    chan

    ge w

    ith a

    n er

    aser

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    arts

    1, 2

    , 3 a

    nd 4

    :M

    ark

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    tter f

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    answ

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    1Pa

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    ame

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    tre

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    essm

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    inat

    ion

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    ails

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    inat

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    de h

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    14 15 16 17

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    Con

    tinue

    s ov

    er

    1 2 3 4 5

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    6A

    BC

    Part

    2

    7 8 9 10 11 12 13

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  • 20

    Answer key

    Reading

    Assessment

    Q Part 1

    1 B

    2 C

    3 B

    4 A

    5 B

    6 C

    Q Part 2

    7 C

    8 B

    9 A

    10 B

    11 C

    12 C

    13 A

    Q Part 3

    14 B

    15 A

    16 C

    17 B

    18 A

    Q Part 4

    19 B

    20 B

    21 A

    22 B

    23 C

    24 C

    Q Part 5

    25 a/this

    26 in/during

    27 of

    28 go

    29 play/watch

    30 when/after

  • 21Reading and Writing Assessment

    Paper 1

    Assessment of Writing Part 6

    Mark scheme for Writing Part 6

    Band

    5

    • All parts of the message are fully communicated.• The language used allows the reader to easily

    understand the whole message.• The organisation allows the reader to easily

    understand the whole message.

    4 Writing at this band has a combination of elements from Bands 3 and 5.

    3

    • One element of the message is omitted or unclear. The other elements are clearly communicated.

    • The language used allows the reader tounderstand some of the message.

    • The organisation allows the reader to understand some of the message.

    2 Writing at this band has a combination of elements from Bands 1 and 3.

    1

    • Two elements of the message are omitted or unclear. Very little of the message iscommunicated.

    • The language used means the reader understandsvery little of the message.

    • The organisation used means the readerunderstands very little of the message.

    0 • Text is totally irrelevant.• The reader understands none of the message.

    Sample answers

    Candidate A

    Hi Toni!

    Saturday will be a nice weather, so I want to go swimming.

    Do you want to go with me? I want to visit a pool in park.

    We can travel on the bus. It is faster and not expensive. What

    do you think?

    Alex

    Mark and commentary 5 marks

    Very good attempt at the task. All three elements of the message

    are fully communicated. No effort is required of the reader.

    Candidate B

    Hi Toni,

    Do you want to go swimming with me on Saturday? I want to

    go swimming pool at new sports centre. We will travel by bus

    because pupils are cheaper.

    Mark and commentary 4 marks

    Good attempt at the task. All elements of the message are

    communicated. Minimal effort is required of the reader, for

    example with ‘because pupils are cheaper’.

    Candidate C

    Hi Toni,

    I am happy for your mail. I want to swim to golden beach on

    saturday. We can go with a car from my father. Are you OK?

    Mark and commentary 3 marks

    Satisfactory attempt at the task. Two elements of the message are

    communicated. Some effort is required of the reader, for example

    ‘swim to golden beach’.

    Candidate D

    Toni,

    Do you like to the beach? Maybe we have a nice weather and eat

    an ice cream, or play volleyball.

    Mark and commentary 1 mark

    Poor attempt at the task. Very little of the message is

    communicated.

    Candidate E

    Hi Toni,

    I went to swimming on Saturday with brother and friend. We

    were very funny. Do you good in swimming?

    Mark and commentary 0 marks

    Content is not relevant to the actual task.

  • 22

    Assessment of Writing Part 7

    Mark scheme for Writing Part 7

    Band

    5

    • All parts of the story are fully communicated.• The language used allows the reader to easily

    understand the whole story.• The organisation allows the reader to easily

    understand the whole story.

    4 Writing at this band has a combination of elements from Bands 3 and 5.

    3

    • One part of the story is omitted or unclear. The other parts are clearly communicated.

    • The language used allows the reader tounderstand some of the story.

    • The organisation allows the reader to understand some of the story.

    2 Writing at this band has a combination of elements from Bands 1 and 3.

    1

    • Two parts of the story are omitted or unclear. Very little of the story is communicated.

    • The language used means the reader understandsvery little of the story.

    • The organisation used means the readerunderstands very little of the story.

    0 • Text is totally irrelevant.• The reader understands none of the story.

    Sample answers

    Candidate A

    Tom woke up at 7 o’clock. He washed his face and he wanted to

    make breakfast, but he saw that there were nothing in the fridge,

    so he went to the restaurant and ate a toast.

    Mark and commentary 5 marks

    Very good attempt at the task. All parts of the story are fully

    communicated and the connections between the pictures are

    clearly shown using simple linkers, allowing the reader to easily

    understand the whole story. Vocabulary is used accurately and the

    small grammar mistakes create no difficulty for the reader.

    Candidate B

    A man waked up and go in the kitchen, he searched something to

    eat for breakfast but he didn’t like what he had in his house. So the

    man went to a café and he had breakfast here.

    Mark and commentary 4 marks

    Good attempt at the task. All three pictures are covered and

    communicated clearly. There is some good use of grammar and use

    of simple linkers. Even with the occasional grammar mistake the

    reader is able to understand most of the story.

    Candidate C

    In the morning the man get up. He go to a kitchen and he do a

    Breakfast, but in his fridge the milk doesn’t stay. The man decide

    to go a bar and he order the Breakfast.

    Mark and commentary 3 marks

    Satisfactory attempt at the tasks, but not all parts of the story are

    clearly communicated. The description of picture 2 is unclear because

    of vocabulary errors, e.g. ‘do a Breakfast’ and ‘the milk doesn’t stay’.

    There is some attempt at organisation using simple linkers.

    Candidate D

    He wake up at the morning

    He is sleeping

    He is hungrry

    He opened the frezeg

    He eating lunch in the cafe

    Mark and commentary 2 marks

    The candidate has attempted the task, but this is a collection

    of unconnected and very simple sentences more than a story.

    Although the individual sentences are comprehensible, the links

    between the events are not shown and the candidate lacks the

    language to convey the intended meaning clearly, so the reader

    understands little of the story.

    Candidate E

    Peter good morning, at the 7.00 o’clock.

    He go to the cocine

    Peter hungry.

    at the refrigerator

    eat, the soup, and restaurant the favourite foot, cebiche and

    canies, drinking coffe.

    Mark and commentary 1 mark

    The candidate has attempted the task, but because of limited range

    and control of language very little of the story is communicated

    and it is difficult to infer the connections between the phrases the

    candidate has written.

  • 23

    Paper 2:

    Listening tasks

    about 30 mins(including 6 minutes to transfer answers)

    PartNumber of questions

    Number of marks

    Task types What do candidates have to do?

    1 5 5 3-option multiple choice Identify key information in five short dialogues and choose the correct visual.

    2 5 5 Gap fill Listen to a monologue and complete gaps in a page of notes.

    3 5 5 3-option multiple choice Listen to a dialogue for key information and answer five 3-option questions.

    4 5 5 3-option multiple choiceIdentify the main idea, message, gist or topic in five short monologues or dialogues and answer five 3-option questions.

    5 5 5 Matching Listen to a dialogue for key information and match five items.

    Total 25 25

    Listening Tasks

  • Preparing learners

    Advice for teachers

    The texts and tasks in the Listening paper reflect the variety of listening situations which learners at A2 level are expected to deal with. Teachers should ensure that learners are exposed to a range of listening situations and interactions.

    • The recordings contain a range of standard native-speaker accents. Learners should practise listening to a variety of accents.

    • When selecting listening material, teachers can use the topics list to help them identify suitable topics to use with learners.

    • Teachers may find that the inventory of functions, notions and communicative tasks in the Language specifications helps them to identify different listening situations for learners to work with.

    2

    Part 1

    Questions 1 – 5 For each question, choose the correct answer. 1 Where will Claire meet Alex?

    A B C 2 What time should the man telephone again?

    A B C 3 When are they going to have the party?

    July 11

    July 18

    July 25

    A B C

    1 2

    3

    4 5 6 7

    8

    9

    10 11 12 1

    2

    3

    4 5 6 7

    8

    9

    1011 12 1

    2

    3

    4 5 6 7

    8

    9

    10 11 12

    question with image

    24

    Learners can get more information from the Information for candidates guide.

    Teachers can find lesson plans and sample papers on the Cambridge English website.

    5 Turn over

    Part 3 Questions 11 – 15 For each question, choose the correct answer. You will hear Robert talking to his friend, Laura, about a trip to Dublin. 11 Who has already decided to go with Robert?

    A family members

    B colleagues

    C tennis partners

    12 They’ll stay in

    A a university.

    B a guest house.

    C a hotel.

    13 Laura must remember to take

    A a map.

    B a camera.

    C a coat.

    14 Why does Laura like Dublin?

    A The people are friendly.

    B The buildings are interesting.

    C The shops are beautiful.

    15 Robert’s excited about the trip to Dublin because

    A he can’t wait to go to the music festival.

    B he loves the food there.

    C he wants to go to a new art exhibition.

    multiple-choice questions

    http://www.cambridgeenglish.org/images/22106-ket-information-for-candidates.pdfhttp://www.cambridgeenglish.org/images/22106-ket-information-for-candidates.pdfhttp://www.cambridgeenglish.orghttp://www.cambridgeenglish.org

  • 25Listening Preparing learners

    Paper 2

    Tips for preparing learners for the Listening paper

    ✔✔ The Listening paper is divided into five parts with a total of25 questions.

    ✔✔ The listening texts are recorded on CD, and each text isheard twice. There are pauses for candidates to look at thequestions and to write their answers.

    ✔✔ The instructions to the candidates on the recording are thesame as the instructions on the question paper.

    ✔✔ Help learners identify and understand the type of text theyare listening to. They should also identify the purpose of thetask that they have to do. Together, these activities will helpthem to choose the most appropriate listening strategies forthe tasks in the exam.

    ✔✔ Use classroom discussion activities and listening to theteacher to help to develop listening skills. However, learnersmust also listen to a range of recordings to prepare for thecontent of the exam.

    ✔✔ Make sure learners read the instructions on the questionpaper, and listen to them on the recording so they arecompletely clear about what they have to do.

    ✔✔ Candidates doing the paper-based test should practisetransferring their answers to the answer sheet within thetime limit.

    ✔✔ All the texts in the exam are heard twice. Remind learners touse both listenings to refine their answers.

    ✔✔ Use the transcript of the recording once learners havecompleted a task. It can be useful to look at it to identify keyphrases, cues, distraction, etc.

    ✔✔ Encourage learners not to leave blank spaces. They won’t losemarks for a wrong answer. Ask learners to check they have ananswer, as they might have understood more than they think.

    ✔✔ Practise different types of listening to develop your learners’listening skills. Testing should not be the only focus.

    Completing the answer sheet (paper-based test only)

    • All answers must go on an answer sheet.

    • Candidates should write their answers on the question paper as they listen.

    • They then have 6 minutes at the end of the test to copy these answers onto the answer sheet.

    • Candidates should use a pencil to complete the answer sheet.

    • For Parts 1, 3, 4 and 5, candidates shade a lozenge on theanswer sheet to show their answer.

    • For Part 2, candidates write their answers on the answer sheet.

    Completing the computer-based test (computer-based test only)

    • Candidates mark or type all their answers directly onto the computer.

    • Candidates may take pens and pencils and a bottle of waterinto the exam room, but nothing else (including bags andanything electronic).

    • Candidates should listen carefully to the instructions which the invigilator gives and follow the instructions on the computer screen.

    • Candidates should check that they can hear the test properly. If they cannot hear the recording, they should raise their hand and inform the invigilator immediately.

    • On the computer-based test only Part 2 has an example. For the other parts candidates can access a help screen for information.

    • There is a timer on the screen which tells candidates how much time they have left.

    • Candidates may make notes on paper during the exam, for example, if they want to write down two alternative answers where they are unsure. They must leave these notes on theirdesk at the end of the exam.

    Quick links to resources

    Learners

    cambridgeenglish.org/exams/key/preparation • Information for candidates guide

    Teachers

    cambridgeenglish.org/exams/key/preparation

    cambridgeenglish.org/teaching-english/ resources-for-teachers

    • Vocabulary list (including topics list)

    • Free teaching resources

    • Lesson plans

    http://cambridgeenglish.org/exams/key/preparationhttp://cambridgeenglish.org/exams/key/preparationhttp://www.cambridgeenglish.org/teaching-english/resources-for-teachers/http://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

  • 26

    Listening Part 1

    THE TASK

    uu In Part 1 there are five short recordings, each with a question and three images.

    uu Candidates listen to the text, then choose the visual image which best answers the question in the context of what they heard.

    HOW TO APPROACH THE TASK

    uu Candidates should read the question and look at the three images for each question.

    uu During the first listening the candidates need to listen for specific information, choosing the best option.

    uu Candidates should use the second listening to check the answer is correct, focusing on the key information in the text.

    uu They then repeat this for the remaining questions.

    ASSESSMENT

    uu The task requires candidates to listen for specific information in the text which will answer the question.

    2

    Part 1

    Questions 1 – 5

    For each question, choose the correct answer.

    1 Where will Claire meet Alex?

    A B C

    2 What time should the man telephone again?

    A B C

    3 When are they going to have the party?

    July 11 July 18 July 25

    A B C

    1 2

    3

    4 5 6 7

    8

    9

    10 11 12 1

    2

    3

    4 5 6 7

    8

    9

    1011 12 1

    2

    3

    4 5 6 7

    8

    9

    10 11 12

    Advice by task

    See these tasks in full from page 29.

    Listening Part 2

    THE TASK

    uu In Part 2, candidates have to identify specific information (for example prices, times, telephone numbers) and write it down in note form.

    uu They listen to a monologue.

    uu The candidates should only write ONE word, or a number, or a date, or a time for their answer.

    HOW TO APPROACH THE TASK

    uu Candidates should first read and listen to the instructions, then use the pause to read the title and the questions and think about the context.

    uu During the first listening, candidates should listen to find the specific information and write it down.

    uu Candidates should listen for a second time to check their answers are correct.

    uu If the word has been spelled in the recording, the spelling must be correct on the answer sheet.

    uu Correct spelling of common words is also required.

    ASSESSMENT

    uu This task tests listening for specific and detailed information.4

    Part 2

    Questions 6 – 10

    For each question, write the correct answer in the gap. Write one word or a number or a date or a time.

    You will hear a teacher talking to a group of students about summer jobs.

    Jobs for students with Sunshine Holidays

    Work in: Children’s summer camps

    Dates of jobs: (6) 15th June – 20th ….

    Staff must be: (7) 000000 0000 years old

    Staff must be able to: (8) 00000000 00.

    Staff will earn: (9) £ 00000000 00. per week

    Send a letter and: (10) 00000000 00

  • 27Listening Preparing learners

    Paper 2

    Listening Part 3

    THE TASK

    uu In this part, candidates listen to an informal conversation and answer five 3-option multiple-choice questions.

    uu The answers for Part 3 come from both speakers.

    uu This task includes questions on the opinions and attitudes of the speakers.

    HOW TO APPROACH THE TASK

    uu Candidates should read and listen to the instructions to understand the context of the conversation.

    uu They should listen for a first time to get the gist and choose the best option for each question.

    uu They should then listen again and check all the answers carefully, focusing on specific information.

    ASSESSMENT

    uu This part tests understanding of detailed information.

    5 Turn over

    Part 3

    Questions 11 – 15

    For each question, choose the correct answer.

    You will hear Robert talking to his friend, Laura, about a trip to Dublin.

    11 Who has already decided to go with Robert?

    A family members

    B colleagues

    C tennis partners

    12 They’ll stay in

    A a university.

    B a guest house.

    C a hotel.

    13 Laura must remember to take

    A a map.

    B a camera.

    C a coat.

    14 Why does Laura like Dublin?

    A The people are friendly.

    B The buildings are interesting.

    C The shops are beautiful.

    15 Robert’s excited about the trip to Dublin because

    A he can’t wait to go to the music festival.

    B he loves the food there.

    C he wants to go to a new art exhibition.

    Listening Part 4

    THE TASK

    uu In this part candidates listen to five short monologues or dialogues, each with a scene setter, a question and three options.

    uu Candidates listen to the monologue or dialogue and choose the option which best answers the question in the context of what they have heard.

    HOW TO APPROACH THE TASK

    uu Candidates should read the question and options for each question.

    uu They need to listen to each recording for the gist meaning and choose the best option.

    uu They listen for a second time to check carefully that the answer is correct.

    uu They then repeat this for the remaining questions.

    ASSESSMENT

    uu The task calls for an understanding of the gist of a monologue or dialogue containing neutral or less formal language and may include the correct identification of attitudes, opinions and agreement. Candidates will need to understand the main idea, gist or topic of each recording.

    6

    Part 4

    Questions 16 – 20

    For each question, choose the correct answer.

    16 You will hear a woman talking to her friend about why she’s bought a motorbike. Why did she buy it?

    A It’s fast.

    B It was cheap.

    C It’ll be easy to repair.

    17 You will hear two friends talking about going to University. What subject is the man going to study?

    A history

    B geography

    C chemistry

    18 You will hear two friends talking about a photograph. What’s the photograph of?

    A a sports stadium

    B a zoo

    C a school playground

    19 You will hear a woman talking to a friend on the phone. Why’s she upset?

    A Her train was delayed.

    B She’s lost her wallet.

    C She’s broken her glasses.

    20 You will hear a woman talking to her friend, David, about something she’s bought. What has she bought?

    A some clothes

    B some food

    C some games

  • 28

    Listening Part 5

    THE TASK

    uu In this part, candidates listen to a longer conversation between two people who know each other.

    uu Candidates have to match two lists of items by identifying simple information in the conversation.

    HOW TO APPROACH THE TASK

    uu Candidates should read and listen to the instructions, then read the questions and think about the context.

    uu They need to note that all the words in each list are from the same lexical set (for example family members, birthday presents).

    uu Candidates should listen for the first time to get the gist and choose the best option for each question.

    uu They should then listen again and check all the answers carefully, focusing on specific information.

    ASSESSMENT

    uu This part tests understanding of detailed information.

    7

    Part 5 Questions 21 – 25

    For each question, choose the correct answer.

    You will hear Simon talking to Maria about a party. What will each person bring to the party?

    Example

    0 Maria B

    People Food

    21 Barbara A bread

    B cake 22 Simon

    C cheese

    23 Anita D chicken

    E fish 24 Peter

    F fruit

    25 Michael G ice cream

    H salad

    You now have 6 minutes to write your answers on the answer sheet.

  • 29

    Paper 1

    2

    Part

    1

    Que

    stio

    ns 1

    – 5

    For e

    ach

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    tion,

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    the

    corr

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    3 W

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    e pa

    rty?

    July 11

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    July 25

    A

    B

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    1 2 3

    4 5

    6 7

    8 9 10

    11

    12

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    5 H

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    £5

    £15

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    A

    B

    C

    29Listening Sample paper

    Paper 2

  • 30

    4

    Part

    2

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    stio

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    5 Tu

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    Part

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    aura

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    11

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    ady

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    o w

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    tenn

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    12

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    in

    A

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    13

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    14

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    ura

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    lin?

    A

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    re fr

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    ly.

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    ings

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    autif

    ul.

    15

    Rob

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    exc

    ited

    abou

    t the

    trip

    to D

    ublin

    bec