cambridge english: key key english test (ket), is at level ...cambridge english: key, also known as...

Cambridge English: Key, also known as Key English Test (KET), is at Level A2 of the Common European Framework of Reference for Languages (CEFR) published by the Council of Europe.

Cambridge English: Key is regulated by Ofqual, the statutory regulatory authority for external qualifications in England and its counterparts in Wales and Northern Ireland; for more information, see www.ofqual.gov.uk

© UCLES 2016 | CE/3513/6Y12

*1369960971*

Cambridge English Language Assessment 1 Hills Road Cambridge CB1 2EU United Kingdom cambridgeenglish.org/helpdesk /CambridgeEng/CambridgeEnglish

/CambridgeEnglishTVcambridgeenglish.org/key

Cambridge English Language Assessment is part of the University of Cambridge. We develop and produce the most valuable range of qualifications for learners and teachers of English in the world. Over 5 million people in 130 countries take our exams every year. Around the world over 20,000 universities, employers, government ministries and other organisations rely on our exams and qualifications as proof of English language ability. Cambridge English exams are backed by the work of the largest dedicated research team of any English language test provider.

Cambridge English Language Assessment – a not-for-profit organisation.

All details are correct at the time of going to print in December 2016. Handbook for teachersfor exams from 2016

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http://www.ofqual.gov.ukhttp://www.cambridgeenglish.org/helpdeskhttps://www.facebook.com/cambridgeenglishhttps://twitter.com/CambridgeEnghttp://www.cambridgeenglish.org/keyhttp://www.youtube.com/CambridgeEnglishTV

Writing:

• FOUR PARTS

• Three tasks focusing on spelling, vocabulary and single words

• One communicative task of 25–35 words

• Tests basic writing skills

Reading:

• FIVE PARTS, each with one or more texts and a set of questions

• Texts range from very short notices to longer continuous texts

• Covers a range of reading skills, from word up to whole-text level

PAPER 1: Reading and Writing 1 hour 10 mins

• FIVE PARTS, each with one or more recordings and a set of questions

• Texts may be monologues or dialogues based on authentic situations

• Covers a range of listening skills on a range of everyday topics

• TWO PARTS, covering interaction with the examiner and with another candidate

• Tests are taken in pairs, or sometimes a group of three

• Candidates answer questions about themselves and ask and answer questions about factual non-personal information

• FIVE PARTS, each with one or more recordings and a set of questions

• Texts may be monologues or dialogues based on authentic situations

• Covers a range of listening skills on a range of everyday topics

• TWO PARTS, covering interaction with the examiner and with another candidate

• Tests are taken in pairs, or sometimes a group of three

• Candidates answer questions about themselves

• Candidates ask and answer questions about factual, non-personal information

PAPER 2: Listening PAPER 3: Speaking 8–10 minsabout 30 mins

Quick overviewWhat level is the exam?Cambridge English: Key is targeted at Level A2, which is pre-intermediate on the CEFR scale. Achieving a certificate at this level proves that a person can use English to communicate in simple situations.

1Key | About the exam

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.

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.

ContentsAbout the exam 4

PAPER 1:

Reading and Writing Tasks 7Preparing learners 8Sample paper and assessment 20

PAPER 2:

ListeningTasks 30Preparing learners 31Sample paper and assessment 37

PAPER 3:

SpeakingTasks 45Preparing learners 46Sample paper and assessment 51

Language specifications 57Glossary 60

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 and includes an extra set of sample papers.

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.

Additional sample papers (digital version only) 61We want to hear from you

We are keen to make this handbook as useful as possible so please complete our online survey.

https://www.surveymonkey.co.uk/r/Key_handbook

2 Key | About the exam

About Cambridge English Language AssessmentCambridge English: Key is developed by Cambridge English Language Assessment, part of the University of Cambridge.

We are one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 170 countries around the world every year.

The world’s most valuable range of English qualifications

Cambridge English Language Assessment offers the world’s leading range of qualifications for learners and teachers of English. Over 5 million Cambridge English exams are taken each year in more than 130 countries.

We offer assessments across the full spectrum of language ability – for general communication, for professional and academic purposes, and also for specific business English qualifications. All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR).

To find out more about Cambridge English exams and the CEFR, go to

www.cambridgeenglish.org/exams/cefrCambridge EnglishA range of exams to meet di�erent needs

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Key (KET) for Schools

Starters(YLE Starters)

Movers (YLE Movers)

Flyers(YLE Flyers)

Preliminary(PET) for Schools

First (FCE) for Schools

Key(KET)

Preliminary(PET)

First(FCE)

Advanced(CAE)

BusinessVantage

(BEC)

BusinessPreliminary

(BEC)

BusinessHigher(BEC)

BULATS IELTS

Proficiency(CPE)

9

Key features of Cambridge English exams

Cambridge English exams:

• are based on realistic tasks and situations – preparing for their exam gives learners real-life language skills

• accurately and consistently test all four language skills – reading, writing, listening and speaking

• encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible

• are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability.

Cambridge International ExaminationsPrepares school students for life, helping them develop an informed curiosity and a lasting passion for learning

Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES)

Cambridge English Language Assessment Provider of the world’s most valuable range of qualifications for learners and teachers of English

OCR: Oxford Cambridge and RSA ExaminationsOne of the UK’s leading providers of qualifications

Departments of the University

Departments (exam boards)

One of the oldest universities in the world and one of the largest in the United Kingdom

Oxford Cambridge and RSA

http://www.cambridgeenglish.org/exams/cefr


Proven quality

Our commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation. Question papers are produced and pretested using rigorous procedures to ensure accuracy and fairness, and the marking and grading of our exams is continuously monitored for consistency. More details can be found in our publication Principles of Good Practice, which can be downloaded free from

www.cambridgeenglish.org/principles

Cambridge English: Key – an overviewCambridge English: 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 exams such as Cambridge English: Preliminary and Cambridge English: First.

Exam formats

Cambridge English: Key can be taken as either a paper-based or computer-based exam.

Who is the exam for?

Cambridge English: 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 Cambridge English: Key certificate is recognised around the world as a basic qualification in English.

The Cambridge English range of exams is recognised by more than 20,000 institutions and employers. For more information about recognition go to

www.cambridgeenglish.org/recognition

What level is the exam?

Cambridge English: 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.

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 Language Assessment, 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 & 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’.

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


About the exam Cambridge English: 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: 1 hour 10 minutesCandidates 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 Cambridge English: 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.

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

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

CEFR Level A1: Cambridge English Scale scores of 100–119If 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.


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.

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 exams are designed to be fair to all test takers. For more information about special circumstances, go to

www.cambridgeenglish.org/help

Exam supportOfficial Cambridge English exam preparation materials

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

www.cambridgeenglish.org/exam-preparation

Cambridge English Entry Level Certificate in ESOL International (Entry 2) (Key)*

This is to certify that

AN EXAMPLE

has been awarded

Pass with Merit

in the

Key English Test

Council of Europe Level A2

Date of Examination FEBRUARY 2016Place of Entry CAMBRIDGEReference Number 15BGB9615003Accreditation Number 500/2416/4

*This level refers to the UK National Qualifications Framework

Date of issue 25/03/16

Certificate number 0044383284

Overall Score 138Reading and Writing 140Listening 135Speaking 138

Saul NasséChief Executive

CE_3562_5Y11_D_Cambridge_English_Key_Key_fS_Preliminary_Preliminary_fS_sample_certificates_AB.indd 1 29/02/2016 11:34

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

www.cambridgeenglish.org/teaching-english

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.

www.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.

www.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 Cambridge English: Key and other Cambridge English exams.

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

www.cambridgeenglish.org/centresearch

Further information

If your local authorised exam centre is unable to answer your question, please contact our helpdesk:

www.cambridgeenglish.org/help

http://www.cambridgeenglish.org/teaching-englishhttp://www.cambridgeenglish.org/learning-englishhttp://www.facebook.com/CambridgeEnglishhttp://www.cambridgeenglish.org/centresearchhttp://www.cambridgeenglish.org/help

7Reading and writing | Tasks

PartNumber of questions

Number of marks Task type What do candidates have to do?

Read

ing

1 5 5 Matching Match five sentences to eight real-world notices.

2 5 5 3-option multiple choice

Read and identify appropriate vocabulary.

3 10 10 3-option multiple choice (five questions) AND matching (five questions)

Choose appropriate responses in verbal exchanges and continuous dialogue.

4 7 7 3-option multiple-choice questions or Right/Wrong/Doesn’t say questions

Read one long or three short texts for detailed understanding and main idea(s).

5 8 8 3-option multiple-choice cloze

Read a factual text and choose the correct grammatical items to complete gaps.

Writ

ing

6 5 5 Spelling Identify and spell individual words from definitions.

7 10 10 Open cloze Complete gaps in text using one word.

8 5 5 Information transfer

Read two short input texts and complete gaps in output text.

9 1 5 Guided writing Write a short note, email or postcard of 25–35 words.

Total 56 60

PAPER 1: Reading and Writing Tasks 1 hour 10 mins

7Reading and Writing | Tasks

8 Reading and Writing | Preparing learners

Preparing learners

Advice for teachersWriters use the grammatical syllabus and the vocabulary list when preparing tasks so they are suitable for learners at A2 level, which is the level of Cambridge English: 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, postcards (Parts 1, 4, 5)

• newspapers and magazines (Parts 4, 5)

• simplified encyclopaedias and other non-fiction books (Parts 4, 5)

• brochures and leaflets (Parts 4, 5)

• websites (Parts 4, 5).

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.

2

Part 1 Questions 1 – 5 Which notice (A – H) says this (1 – 5)? For questions 1 – 5, mark the correct letter A – H on your answer sheet. Example: 0 We can sell you a ticket if you want to go to

a concert. Answer:

1 If you want to learn to play this, call this number.

A

2 Buy these here and listen to them while you are travelling.

B

3 You do not have to pay to go to these concerts. 4 You will learn about the history of music

C

in this class. 5 Your age is not important for these lessons.

D

E

F

G

H

0 A B C D E F G H

MUSIC SHOP New and used CDs – great for the car!

Play the Guitar Classes for children and adults

Beginners welcome

Live music here every Friday – get your free ticket today!

Piano for Sale Looks and sounds beautiful –

only £300

Piano lessons (only for people who can read music)

Phone 020 4998 3664

Buy concert tickets here - Pop, Rock - even classical piano!

New Course! 1000 years of Music

12.30, Mondays and Wednesdays

Pop group needs new singer Call Andy on

020 8746 9902 article

sign

notice

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

9Reading and Writing | Preparing learners

PAPER 1

Tips for preparing learners for the Reading component

9 Give learners a wide range of text types to read, both authentic and adapted. For example, notes and messages on social media websites, information leaflets, graded readers and articles.

9 Help learners practise skimming and scanning both shorter and longer texts. Encourage learners to develop a habit of always skimming a text first to get a general understanding.

9 Give learners practice reading texts with unfamiliar vocabulary, learning to ignore words which are not important for the task.

9 Encourage your learners to read instructions carefully. Ask them to highlight key words, and use examples to help them understand what to do.

9 Give learners practice doing timed exercises and exam tasks. They need to manage their own time in the Reading and Writing paper. Suggest that they spend about 40 minutes on the Reading component (leaving about 30 minutes for the Writing component).

9 Help learners think about the different ways they read texts. For example, if they are reading an information leaflet then ask them to find some specific information. If they are reading a message, ask them to think how they would reply to it.

9 Help your learners to work out the meaning of new words by using the rest of the text.

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 answer sheet: candidates must do this within the 1 hour 10 minutes 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 water into the exam room, but nothing else (including bags and anything 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, but 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 plan an answer for the Writing component. They must leave these notes on their desk at the end of the exam as these are collected by the invigilator.


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 57

Topics list: Page 58

• Vocabulary list

• Free teaching resources

• Lesson plans

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


PAPER 1

Reading Part 1

THE TASK

w In this part, candidates have eight signs or notices. There are also five sentences. Candidates have to choose which sentence matches each text.

HOW TO APPROACH THE TASK

w Candidates should read each short text and decide what situation it would appear in.

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

w Candidates should read the five sentences.

w They should compare each sentence with each text before choosing an answer.

ASSESSMENT

w This part tests understanding of various kinds of short texts.

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

See these tasks in full from page 20.

2

Part 1 Questions 1 – 5 Which notice (A – H) says this (1 – 5)? For questions 1 – 5, mark the correct letter A – H on your answer sheet. Example: 0 We can sell you a ticket if you want to go to

a concert. Answer:

1 If you want to learn to play this, call this number.

A

2 Buy these here and listen to them while you are travelling.

B

3 You do not have to pay to go to these concerts. 4 You will learn about the history of music

C

in this class. 5 Your age is not important for these lessons.

D

E

F

G

H

0 A B C D E F G H

MUSIC SHOP New and used CDs – great for the car!

Play the Guitar Classes for children and adults

Beginners welcome

Live music here every Friday – get your free ticket today!

Piano for Sale Looks and sounds beautiful –

only £300

Piano lessons (only for people who can read music)

Phone 020 4998 3664

Buy concert tickets here - Pop, Rock - even classical piano!

New Course! 1000 years of Music

12.30, Mondays and Wednesdays

Pop group needs new singer Call Andy on

020 8746 9902


Reading Part 2

THE TASK

w In this part, candidates read six sentences about the same topic or storyline, including a completed example sentence at the beginning. Candidates have to complete gaps in the remaining five of these sentences. There are three multiple-choice options for each gap.


w Candidates should skim all six sentences to find out the topic and general meaning. The overall context of the sentences may help them to find the correct answer.

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

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

w Once all the gaps are completed, candidates should read all the sentences again to make sure they make sense.

ASSESSMENT

w This part tests understanding of vocabulary. ►


PAPER 1

Reading Part 3

THE TASKS

w This part of the test has two tasks based on conversations.

w In the first task, candidates have to choose one of three options to complete five 2-line conversational exchanges.

w In the second task, they have to match options to complete a longer dialogue.

HOW TO APPROACH THE TASKS

w For the first task, candidates should read the first part of each conversation first. They should not look at the options yet.

w They need to consider what possible responses could be.

w Now they should look at the options.

w Candidates need to choose one response, then read the exchange again to check it makes sense.

w For the second task, candidates should read the whole long conversation first. They should not look at the options yet.

w They need to consider what possible responses could be.

w Now they should compare the responses and choose one response for each gap.

w Candidates should read the whole conversation again and check that it makes sense.

ASSESSMENT

w This part tests understanding of the language of the routine transactions of daily life.

►


Reading Part 4

THE TASK

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

w They may be 3-option multiple-choice comprehension questions.

w They may be Right/Wrong/Doesn’t say questions.


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

w They need to look at the questions and consider whether they are multiple-choice questions or Right/Wrong/Doesn’t say questions.

w Next candidates should read the text more carefully.

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

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

w For multiple-choice questions, after choosing an answer, they should check the other two options and decide why they are wrong.

w For Right/Wrong/Doesn’t say questions, candidates should check carefully whether the information required is actually in the text.

ASSESSMENT

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

►


PAPER 1

Reading Part 5

THE TASK

w In this part, candidates read a short text with eight numbered spaces and an example, and answer 3-option multiple-choice questions.


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

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

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

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

ASSESSMENT

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

►


Tips for preparing learners for the Writing component

9 Candidates 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.

9 Candidates need to leave themselves enough time to complete Part 9, which carries 5 marks out of the total of 50 for the Reading and Writing paper.

9 In Part 9, candidates should aim to write between 25 and 35 words. This will ensure that they don’t leave out important information, and that their message is clear. Candidates will be penalised for not writing the minimum number of words (i.e. fewer than 25), but they are not penalised for writing too much (though they are not advised to do this).

9 Learners should also be encouraged to take advantage of real-life occasions for writing short messages to each other and their teacher. They can, for example, write invitations, arrangements for meeting, apologies for missing a class, or notices about lost property. Here the emphasis should be on the successful communication of the intended message, though errors of structure, vocabulary, spelling and punctuation should not be ignored.

9 Learners should practise planning their answers carefully before writing, to ensure answers are well organised and contain relevant content.

9 Learners also need to think carefully about who the target reader is for each task and try to write in an appropriate style.

9 Learners should practise writing timed answers within the recommended word length.

9 Learners should practise evaluating their own and others’ answers, with close reference to the question. For example, learners can look at sample answers or at each other’s answers, identifying what the writer did well, and what they could improve.


PAPER 1

Advice by taskSee these tasks in full from page 24.

Writing Part 6

THE TASK

w In this part, candidates have to produce five items of vocabulary about one topic and spell them correctly.


w Candidates need to read the sentences and identify which topic area all the words are from.

w They should look at the definitions for each word.

w They need to consider the first letter of the word required, and count how many remaining letters are required.

w Candidates should think of the correct word and check how many letters it has.

ASSESSMENT

w This part tests vocabulary and accuracy of spelling.


Writing Part 7

THE TASK

w In this part, candidates have to fill in 10 gaps in a text or texts using single words.

w Spelling must be correct.

w Texts are short and simple.

w Candidates are only asked to produce simple words.


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

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

w Candidates need to check each possibility carefully with the meaning of the sentence and the whole text.

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

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

ASSESSMENT

w This part tests understanding of grammatical forms and vocabulary, as well as spelling.

Writing Part 8

THE TASK

w In this part, candidates complete a simple information-transfer task. They have to use the information in two short texts to complete a third text.


w Candidates should read the two texts first.

w They should look at the information required to complete the third text.

w Candidates need to find this information in the first two texts and transfer it.

w They should check spelling carefully.

ASSESSMENT

w This part tests understanding of simple texts and vocabulary.

►


PAPER 1

Writing Part 9

THE TASK

w In the last part of the Reading and Writing paper, candidates have to write a short message of 25–35 words, for example, a note, email or postcard.


w Candidates should read the instructions carefully.

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

w They should consider what kind of information is needed.

w Candidates must respond to all three prompts.

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

ASSESSMENT

w This part tests candidates’ ability to write short texts with a real communicative purpose.

w In order to help teachers assess the standards required, there are several sample answers to the Writing Part 9 question on pages 28 and 29, with marks and examiner comments.

w Answers are assessed using the assessment scales, which consist of four subscales: Content, Communicative Achievement, Organisation and Language.

• • •

20 Reading and Writing | Sample paper

2

Part

1

Que

stio

ns 1

– 5

W

hich

not

ice

(A –

H) s

ays

this

(1 –

5)?

Fo

r que

stio

ns 1

– 5

, mar

k th

e co

rrec

t let

ter A

– H

on

your

ans

wer

she

et.

Exam

ple:

0

We

can

sell

you

a tic

ket i

f you

wan

t to

go to

a

conc

ert.

Ans

wer

:

1

If yo

u w

ant t

o le

arn

to p

lay

this

, cal

l thi

s

num

ber.

A

2 B

uy th

ese

here

and

list

en to

them

whi

le

yo

u ar

e tra

velli

ng.

B

3 Y

ou d

o no

t hav

e to

pay

to g

o to

thes

e

conc

erts

.

4

You

will

lear

n ab

out t

he h

isto

ry o

f mus

ic

C

in

this

cla

ss.

5 Y

our a

ge is

not

impo

rtant

for t

hese

less

ons.

D

E

F

G

H

0

A

B

C

D

E

F

G

H

MU

SIC

SH

OP

New

and

use

d C

Ds

– gr

eat f

or th

e ca

r!

Play

the

Gui

tar

Cla

sses

for c

hild

ren

and

adul

ts

Beg

inne

rs w

elco

me

Live

mus

ic h

ere

ever

y Fr

iday

–

get y

our

free

tick

et to

day!

Pia

no f

or S

ale

L

ooks a

nd s

ou

nds b

eau

tif

ul –

on

ly

£3

00

Pian

o le

sson

s (o

nly

for

peop

le w

ho c

an r

ead

mus

ic)

Phon

e 02

0 49

98 3

664

Buy

conc

ert

tick

ets

here

-

Pop,

Roc

k -

even

class

ical p

iano

!

New

Cou

rse!

10

00 y

ears

of M

usic

12

.30,

Mon

days

and

Wed

nesd

ays

Pop

gro

up

nee

ds n

ew s

inge

r C

all A

ndy

on

0

20

87

46

99

02

►

21Reading and Writing | Sample paper

PAPER 1

►


►


PAPER 1

►


►


PAPER 1

•

•

•

26 Reading and Writing | Answer sheet

Part

7

42

41

01

01

41

42

Do n

ot

write

here

44

43

01

01

43

44

45

01

45

Part

9 (

Qu

esti

on

56):

Wri

te y

ou

r a

ns

we

r b

elo

w.

46

01

46

47

01

47

48

01

48

49

01

49

50

01

50

Part

8

52

51

01

01

51

52

Do n

ot

write

here

54

53

01

01

53

54

55

01

55

01

Do

no

t w

rite

belo

w (E

xam

iner

use o

nly

).

23

45

Part

6

37

36

01

01

36

Do n

ot

write

here

39

38

01

01

38

39

40

01

40

37

Fo

r P

art

s 6

, 7

an

d 8

:

Write

yo

ur

an

sw

ers

in

th

e s

pa

ce

s n

ext

to t

he

nu

mb

ers

(3

6 t

o 5

5)

like

th

is:

0

Su

pe

rvis

or:

KE

T P

ap

er

1 R

ead

ing

an

d W

riti

ng

C

an

did

ate

An

sw

er

Sh

eet

00

00 1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

Ca

nd

ida

te N

am

eIf

no

t a

lre

ad

y p

rin

ted

, w

rite

na

me

in C

AP

ITA

LS

an

d c

om

ple

te t

he

Ca

nd

ida

te N

o.

gri

d (

in p

en

cil

).

Ca

nd

ida

te S

ign

atu

re

Ex

am

ina

tio

n T

itle

Ce

ntr

e

If t

he

ca

nd

ida

te is A

BS

EN

T o

r h

as

WIT

HD

RA

WN

sh

ad

e h

ere

Ca

nd

ida

te N

o.

Ce

ntr

e N

o.

Ex

am

ina

tio

n

De

tail

s

Ins

tru

cti

on

s

Us

e a

PE

NC

IL (

B o

r H

B).

Ru

b o

ut

an

y a

nsw

er

yo

u w

an

t to

ch

an

ge

with

an

era

se

r.

Fo

r P

art

s 1

, 2

, 3

, 4

an

d 5

:

Ma

rk O

NE

le

tte

r fo

r e

ach

qu

estio

n.

Fo

r e

xa

mp

le,

if y

ou

th

ink C

is t

he

rig

ht

an

sw

er

to t

he

qu

estio

n,

ma

rk y

ou

r a

nsw

er

sh

ee

t lik

e t

his

:

Pa

rt 1

21 43 5

AB

C

AB

C

D D

E E

F F

G G

H H

AB

C

AB

C

D D

E E

F F

G G

H H

AB

CD

EF

GH

0A

BC

Pa

rt 2

76A

BC

AB

C

98 10

AB

C

AB

C

AB

C

Pa

rt 3

12

11

AB

C

AB

C

14

13

15

AB

C

AB

C

AB

C

17

16

AB

C

AB

C

19

18

20

D D

E E

F F

G G

H H

AB

C

AB

C

D D

E E

F F

G G

H H

AB

CD

EF

GH

Pa

rt 4

22

21

AB

C

AB

C

24

23

25

AB

C

AB

C

AB

C

Pa

rt 5

29

28

AB

C

AB

C

31

30

32

AB

C

AB

C

AB

C

26

27

AB

C

AB

C

33

34

AB

C

AB

C

35

AB

C

Tu

rn o

ve

r fo

r

Pa

rts

6 -

9

�

KE

T R

WD

P488/3

86

27Reading and Writing | Assessment

PAPER 1

Assessment

Answer keyREADING

Q Part 1

1 F

2 A

3 D

4 H

5 B

Q Part 2

6 A

7 C

8 B

9 B10 C

Q Part 3

11 A

12 A

13 C

14 B

15 B

16 C

17 F

18 A

19 G

20 D

Q Part 4

21 B

22 A

23 C

24 B

25 C

26 A

27 A

Q Part 5

28 A

29 B

30 C

31 C

32 A

33 B

34 A

35 A

Q Part 6

36 husband

37 grandparents

38 single

39 daughter40 surname

Q Part 7

41 of

42 much

43 at / during / on

44 for / in

45 there / here

46 with

47 ’m / am / was

48 the

49 is

50 your

Q Part 8

51 17(th) June

52 Myra

53 2 / two

54 (£)11(.00) / eleven (pounds)

55 (a) jacket

WRITING

28 Reading and Writing | Assessment

Assessment of Writing Part 9Mark scheme for Writing Part 9

Band

5 • Very good attempt at the task. • No effort is required of the reader.

• All elements of the message are fully communicated.

4 • Good attempt at the task. • Minimal effort is required of the reader.

• All elements of the message are communicated.

3 • Satisfactory attempt at the task. • Some effort is required of the reader.

• All elements of the message are communicated.

OR

• One content element omitted but others clearly communicated.

2 • Inadequate attempt at the task. • Significant effort may be required of the reader.

• Content elements omitted, or unsuccessfully dealt with, so the message is only partly communicated.

1 • Poor attempt at the task. • Excessive effort is required of the reader.

• Very little of the message is communicated.

0 • Content is totally irrelevant or incomprehensible.OR

• Too little language to assess.

Sample answersCandidate A

Hi, Pat! I joined to a new sport club at the school last week. I am playing football every week there and it don’t cost anything! It’s great fun. Do you want to come too?

Write soon,

Joseph

Mark and commentary 5 marks

Very good attempt at task. All three elements of the message are fully communicated. No effort is required of the reader.

Candidate B

From: Maria

To: Pat

My favorite sport is a the tennis. I go to new tennis club near my house and plays with my huband. I don’t know how much is the cost, pays mine huband!


Good attempt at task. All elements of the message are communicated. Minimal effort is required of the reader, for example with ‘… is a the tennis’, and ‘pays mine huband!’.

Candidate C

Hi Pat,

Thank you for your email. I started go to my new football club with my work college. It cost $4 dollars for a match. Last game I was fist in team and we win!


Satisfactory attempt at task. Two elements of the message are communicated. Some effort is required of the reader, for example, with ‘Last game I was fist in team and we win!’

29Reading and Writing | Assessment

PAPER 1

Candidate D

From: Toni

To: Pat

Thank for email. The sport is a favrite sport. I like a football. I play football in club. I very like. Yo like football? Write me soon.

Mark and commentary 1 mark

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

Candidate E

Dear Pat,

You start going a sport club. Where is club? What the sport there?

How it cost?


Content is not relevant to the actual task.

Part

Number of questions

Number of marks

Task type

What do candidates have to do?

List

enin

g


Identify key information in five short dialogues and choose the correct visual.

2 5 5 Matching Listen to a dialogue for key information and match five items.


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

4 5 5 Gap-fill Listen to a dialogue and complete gaps in a page of notes.

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

Total 25 25

PAPER 2: Listening Tasks About 30 mins (including 8 minutes to transfer answers)

30 Listening | Tasks

31Listening | Preparing learners

PAPER 2

Preparing learners

Advice for teachersThe texts and tasks in the Listening paper reflect the variety of listening situations which candidates 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 will 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.

• Free teaching resources and lesson plans are available on the Cambridge English website.

►



question with image

informal conversation


32 Listening | Preparing learners

Tips for preparing learners for the Listening paper

9 The Listening paper is divided into five parts with a total of 25 questions.

9 The listening texts are recorded on CD, and each text is heard twice. There are pauses for candidates to look at the questions and to write their answers.

9 The instructions to the candidates on the recording are the same as the instructions on the question paper.

9 Help learners identify and understand the type of text they are listening to. They should also identify the purpose of the task that they have to do. Together, these activities will help them to choose the most appropriate listening strategies for the tasks in the exam.

9 Use classroom discussion activities and listening to the teacher to help to develop listening skills. However, learners must also listen to a range of recordings to prepare for the content of the exam.

9 Make sure learners read the instructions on the question paper, and listen to them on the recording so they are completely clear about what they have to do.

9 Candidates doing the paper-based test should practise transferring their answers to the answer sheet.

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

9 Use the transcript of the recording once learners have completed a task. It can be useful to look at it to identify key phrases, cues, distraction, etc.

9 Encourage learners not to leave blank spaces. They won’t lose marks for a wrong answer. Ask learners to check they have an answer, as they might have understood more than they think.

9 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 8 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, 2 and 3, candidates shade a lozenge on the answer sheet to show their answer.

• For Parts 4 and 5, 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 water into the exam room, but nothing else (including bags and anything 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.

• There are no examples in the Listening component, but 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 their desk at the end of the exam.


PAPER 2

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


Advice by taskSee these tasks in full from page 37.

Listening Part 1

THE TASK

w In this part, there are five short listenings, each with a question and three images.

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


w Candidates should read and listen to the example text and task to check how to record the answers.

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

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

w Candidates should focus on the key information in the text.

w They then repeat for the remaining questions.

ASSESSMENT

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

►


PAPER 2

Listening Part 2

THE TASK

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

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


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

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

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

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

ASSESSMENT

w This part tests understanding of detailed information.

Listening Part 3

THE TASK

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


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

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

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

ASSESSMENT

w This part tests understanding of detailed information.

►


Listening Parts 4 and 5

THE TASKS

w In Parts 4 and 5, candidates have to identify specific information (for example, prices, times, telephone numbers) and write it down in note form.

w In Part 4 they listen to a dialogue.

w In Part 5 they listen to a monologue.

HOW TO APPROACH THE TASKS

w Candidates should read and listen to the instructions, then use the breaks in the recordings to read the questions.

w They should listen to each recording for the first time to find the specific information and copy it.

w Candidates should listen for a second time to check the answers are correct.

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

w Correct spelling of common words is also required.

ASSESSMENT

w These tasks test listening for specific and detailed information.

►

37Listening | Sample paper

PAPER 2

►

38 Listening | Sample paper

►


PAPER 2

►

40 Listening | Answer sheet

Superv

isor:

KE

T P

ap

er

2 L

iste

nin

g

Ca

nd

ida

te A

ns

we

r S

he

et

00

00 1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

Can

did

ate

Nam

eIf

no

t a

lre

ad

y p

rin

ted

, w

rite

na

me

in C

AP

ITA

LS

an

d c

om

ple

te t

he

Ca

nd

ida

te N

o.

gri

d (

in p

en

cil

).

Can

did

ate

Sig

natu

re

Exam

inati

on

Tit

le

Cen

tre

If the c

andid

ate

is A

BS

EN

T o

r has

WIT

HD

RA

WN

shade h

ere

Can

did

ate

No

.

Cen

tre N

o.

Exam

inati

on

Deta

ils

Instr

ucti

on

s

Use a

PE

NC

IL (

B o

r H

B).

Rub o

ut any a

nsw

er

you w

ant to

change w

ith a

n e

raser.

For

Part

s 1

, 2 a

nd 3

:

Mark

ON

E letter

for

each q

uestion.

For

exam

ple

, if y

ou thin

k C

is the r

ight answ

er

to the

question, m

ark

your

answ

er

sheet lik

e this

:

Part

4

19

18

01

01

18

19

Part

1

21A

BC

AB

C

43 5 20

01

20

Do

no

t

write

he

re

0

For

Part

s 4

and 5

:

Write

your

answ

ers

in the s

paces n

ext to

the

num

bers

(16 to 2

5)

like this

:

AB

C

AB

C

AB

C

Part

2

98A

BC

AB

C

10

AB

C

76A

BC

AB

C

Part

3

14

13

AB

C

AB

C

15

AB

C

12

11

AB

C

AB

C

DE

FG

H

DE

FG

H

DE

FG

H

DE

FG

H

DE

FG

H

17

16

01

01

16

17

Part

5

24

23

01

01

23

24

25

01

25

Do

no

t

write

he

re

22

21

01

01

21

22

0A

BC

KE

T L

DP

31

4/0

88


PAPER 2

Transcript

This is the Cambridge Key English Test Listening sample paper. There are five parts to the test. Parts 1, 2, 3, 4 and 5.

We will now stop for a moment before we start the test. Please ask any questions now because you must NOT speak during the test.

Now look at the instructions for Part 1.

You will hear five short conversations.

You will hear each conversation twice.

There is one question for each conversation.

For Questions 1–5, put a tick under the right answer.

Here is an example:

How many people were at the meeting?

Woman: Were there many people at the meeting?

Man: About thirty.

Woman: That’s not many.

Man: No, but more than last time.

The answer is 30, so there is a tick in box C.

Now we are ready to start.

Look at Question 1.

1: What’s Jill’s favourite food?

Man: You like sweet food, don’t you, Jill?

Jill: Well, yes, but I really like apples and oranges and things like that best.

Man: Don’t you love cream cakes and chocolate?

Jill: They make me feel rather ill if I eat too much.

Now listen again.

2: What time will Barry phone back?

Barry: Hello, this is Barry. Can I speak to Linda please?

Woman: Sorry, she’s not here. She’ll be back at five o’clock.

Barry: Is it OK if I call at six because my music class doesn’t finish until five thirty?

Woman: Yes, that will be fine.

Now listen again.

3: What was the weather like last weekend?

Man: Hi, Anne. What’s happened to your umbrella? Was it the wind?

Anne: Yes, and I got wet this morning in the rain.

Man: The weather’s really changed, hasn’t it? At the weekend I sat in the sun all day.

Anne: Yes, it’s good it didn’t rain then.

Now listen again.

4: Where are they going to meet?

Shirley: Hi, John. It’s Shirley. I’m at the Aroma Café. Can you come and meet me here?

John: Is that the café near the post-office?

Shirley: It’s the one near the station. Look, I’ll walk to the post-office, you know where that is – so wait for me there.

John: Fine.

Now listen again.

5: What’s still in the car?

Woman: Have you left anything outside in the car?

Man: I think I brought everything inside. My coat, your bag, and you’ve got the map, haven’t you?

Woman: No, I didn’t see it – was it on the back seat?

Man: Yes, I’ll go and get it.

Now listen again.

This is the end of Part 1.

— *** —

Now look at Part 2.

Listen to Sam talking to Jenny about his birthday presents.

Which present did each person give him?

For Questions 6–10, write a letter A–H next to each person.

You will hear the conversation twice.

Sam: Hello, Jenny. Is that for me?

Jenny: Yes, Sam. Happy Birthday. I’m sure you can see it’s a CD! Have you had lots of nice presents?

Sam: Yeah. My parents wanted to get me a new sweater, but I asked them for a computer game instead, and they agreed.

Jenny: And I suppose your brother bought you chocolate again?

Sam: Actually, he found a really interesting book on football for me.

Download the audio files for the sample paper here: www.cambridgeenglish.org/ket-handbook-audio

http://www.cambridgeenglish.org/ket-handbook-audio

42 Listening | Sample paper

Jenny: That’s good. And what about your sister? Last year, she bought you that sweater you’re wearing, didn’t she?

Sam: Yes. Look, she bought me this brown belt. It’s Italian leather. I’m sure it cost a lot of money.

Jenny: Lovely. Did your aunt remember to give you something?

Sam: She sent me a cheque for twenty pounds. I may buy some CDs with it.

Jenny: And what about your cousin?

Sam: Well, he hasn’t got much money but he gave me some of my favourite chocolate. We can eat it when we watch the football on TV.

Jenny: Great.

Now listen again.


— *** —

Now look at Part 3.

Listen to James talking to a friend about a new music club.

For Questions 11–15, tick A, B or C.


Look at Questions 11–15 now. You have 20 seconds.

Now listen to the conversation.

James: You know that new music club – well, I’ve been there.

Woman: Oh yes, James. Is it near the university?

James: No, it’s in Park Street, next to the cinema.

Woman: Oh, I know – aren’t they still building it?

James: Yes, but it’s been open for four weeks now. When I was there yesterday, they said the work will finish this week.

Woman: Was the music good?

James: Well it wasn’t fast enough for me or my friends, but some people who were dancing were excellent. I loved watching them.

Woman: Can you wear jeans there?

James: There’s a notice saying ‘no sports shoes’, but jeans and t-shirts are fine.

Woman: How much was it to get in?

James: Usually a ticket costs ten pounds, but I paid less because the first time you go it’s only seven pounds fifty. And I can get in for five pounds next time if I bring a friend.

Woman: I’ll come. What time does it close?

James: I left at twelve when the band finished playing. After that there’s a disco until two a.m. So not as late as some clubs which don’t close until five.

Now listen again.


— *** —

Now look at Part 4.

You will hear a man telephoning the Tourist Information Centre in Windfield.

Listen and complete Questions 16–20.


Woman: Hello, Windfield Tourist Information. How can I help?

Man: Hello. I’m hoping to come to Windfield for a few days and I’d like some information about places to stay. I’m looking for somewhere in the centre.

Woman: There’s the Mill Hotel. That’s at 24 Harvest Road – that’s H A R V E S T. It’s in the centre.

Man: Do you know how much a room is? I don’t want to pay more than thirty pounds.

Woman: The rooms for one person are twenty-eight pounds per night and the double rooms are thirty-two pounds.

Man: That’s fine. Do you have the phone number?

Woman: It’s 7 2 0 4 3 3. You can phone them any time.

Man: I’d also like to know something about interesting places to see in Windfield.

Woman: Well, there’s the Windfield Museum, and of course there’s the castle. It’s over five hundred years old. They’re both quite close to the hotel.

Man: And are they open every day?

Woman: You can’t visit the museum on Mondays, and the castle is only open on Saturdays and Sundays.

Man: Thank you. That’s a great help. Goodbye.

Woman: Goodbye.

Now listen again.


— *** —

43

PAPER 2

Listening | Sample paper

Now look at Part 5.

You will hear some information about a food market.

Listen and complete Questions 21–25.

You will hear the information twice.

Man: This is some information for shoppers at Elwood Food Market. There are three large food halls here.

Turn left at the entrance for Hall 1. Here you can buy many different vegetables. Choose the vegetables yourself. Use the plastic bags and then pay for everything at the cash desk. This hall also has very good fish. It all comes here straight from the sea.

In Hall 2, you can find lovely cakes and bread. And next to this hall there is a café. You can get sandwiches, snacks and drinks all day in the café, and a hot breakfast until 11.30.

Hall 3 is the biggest hall and sells cheese, eggs and meat. In this hall there is also a special Italian shop. You can buy different pasta and they make pizza daily. At 55p a piece, it’s not expensive. Children will love our new playroom. It’s at the end of the hall next to the telephones. You can leave them there safely when you shop.

Happy shopping!

Now listen again.


— *** —

You now have 8 minutes to write your answers on the answer sheet.

You have one more minute.

This is the end of the test.

44 Listening | Assessment

Assessment

Answer keyQ Part 1

1 C

2 C

3 A

4 A

5 B

Q Part 2

6 E

7 B

8 A

9 G

10 D

Q Part 3

11 C

12 A

13 C

14 B

15 B

In Parts 4 and 5, recognisable spelling is accepted except in Question 16, where spelling must be correct.

Q Part 4

16 Harvest

17 28 / twenty eight

18 720433

19 castle

20 Monday(s)

Q Part 5

21 (very good) fish

22 bread

23 11:30 / eleven thirty

24 (£0.)55p / pence

25 telephone(s)

Brackets ( ) indicate optional words or letters.

PAPER 3

45

Part Timing Interaction Task type What do candidates have to do?

Spea

king

1 5–6 minutes

Interlocutor

Candidate

Interlocutor asks questions to each candidate in turn

Respond to questions, giving factual or personal information.

2 3–4 minutes

Candidate

Candidate

Information exchange

Candidates ask and answer questions about factual, non-personal information using prompt material.

Total 25 marks

PAPER 3: Speaking Tasks 8–10 mins

45Speaking | Tasks

46 Speaking | Preparing learners

Preparing learners

Advice for teachers• The standard format for the Speaking test is two candidates and

two examiners.

• One examiner is the interlocutor, who manages the interaction and speaks directly with the candidates. The interlocutor sets up the tasks and gives the candidates their instructions.

• The other examiner is the assessor, who does not join in the conversation, but assesses the candidates’ performances.

• Candidates are usually assessed in pairs, unless there is an uneven number of candidates at a centre. In this case, the last test of the session will be a group of three. This is the only circumstance in which candidates can be assessed as a group of three.

• There are a number of packs of materials from which examiners can choose tasks in any one session.

• When selecting topics and resources for speaking practice, teachers can use the topics list to help them identify suitable topics to use with learners.

• Free teaching resources and lesson plans are available on the Cambridge English website.



examiners

candidates

interlocutor assessor

A B


47Speaking | Preparing learners

PAPER 3

Tips for preparing learners for the Speaking paper

9 Give your learners practice speaking English in a range of contexts and, as much as possible, with a range of different people.

9 Use classroom activities which focus on listening and responding to questions, expanding answers and helping to keep a conversation going.

9 Make sure that learners are able to answer simple questions about themselves, including spelling their own names.

9 Common topics for Part 1 include country of origin, subject of study, family, home town, free-time activities, likes and dislikes.

9 Practise using the prompt cards in Part 2 of the Speaking paper by using sample materials from the Cambridge English website.

9 Simple role-plays in which students are required to ask and answer questions will provide useful practi

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