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117391 cambridge english_key__ket__handbook

  1. 1. Handbook for Teachers
  2. 2. Content and overviewPaper/timing Content Test focus Nine parts: Assessment of candidates’ ability to understand1 Five parts (Parts 1–5) test a range of reading skills with a variety of texts, ranging from very short notices to longer the meaning of written English at word, phrase, sentence, paragraph and whole text level.Reading & continuous texts. Assessment of candidates’ ability to producewriting Parts 6–9 concentrate on testing basic writing skills. simple written English, ranging from one-word1 hour 10 minutes answers to short pieces of continuous text. Five parts ranging from short exchanges to longer dialogues Assessment of candidates’ ability to understand2 and monologues. dialogues and monologues in both informal and neutral settings on a range of everyday topics.ListeningApprox. 30 minutes(including 8 minutestransfer time) Two parts: Assessment of candidates’ ability to answer3 in Part 1, candidates interact with an examiner; questions about themselves and to ask/answer in Part 2, they interact with another candidate. questions about factual non-personal information.speaking8–10 minutes perpair of candidates
  3. 3. contents Preface This handbook is for teachers who are preparing candidates for Cambridge English: Key, also known as Key English Test (KET). The introduction gives an overview of the exam and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on preparation and example papers. If you need further copies of this handbook, please email ESOLinfo@CambridgeESOL.orgContentsAbout Cambridge ESOL2 Paper 2 Listening22The world’s most valuable range of English qualifications2 General description22Key features of Cambridge English exams2 Structure and tasks22Proven quality2 Preparation23 Sample paper24Introduction to Cambridge English: Key3 Answer key and candidate answer sheet29Who is the exam for?3Who recognises the exam?3 Paper 3 Speaking30What level is the exam?3 General description30 Structure and tasks30Exam content and processing3 Preparation31A thorough test of all areas of language ability3 Sample materials32Language specifications4 Assessment33International English6 Cambridge English: Key Glossary38Marks and results6Certificates6Exam support7Support for teachers7Support for candidates8Paper 1 Reading and Writing9General description9Structure and tasks9Preparation11Sample paper13Answer key19Assessment of Writing Part 920Sample answers with examiner comments20Candidate answer sheet21 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 1
  4. 4. ABOUT CAMBRIDGE ESOLAbout Cambridge ESOLCambridge English: Key is developed by University of Cambridge ESOLExaminations (Cambridge ESOL), a not-for-profit department of theUniversity of Cambridge.Cambridge ESOL is one of three major exam boards which form theCambridge Assessment Group (Cambridge Assessment). Morethan 8 million Cambridge Assessment exams are taken in over 160countries around the world every year. To find out more about Cambridge English exams and the CEFR, go to www.CambridgeESOL.org/CEFR One of the oldest universities in the world In addition to our own programmes of world-leading research, we and one of the largest in the United Kingdom work closely with professional bodies, industry professionals and governments to ensure that our exams remain fair and relevant to Departments of the University candidates of all backgrounds and to a wide range of stakeholders. Key features of Cambridge English exams Cambridge English exams: • are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills • accurately and consistently test all four language skills – reading, Cambridge Assessment: the trading name for the writing, listening and speaking – as well as knowledge of language University of Cambridge Local Examinations Syndicate (UCLES) structure and its use • encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible Departments (exam boards) • are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability. Cambridge ESOL: University of Cambridge ESOL Examinations Proven quality Provider of the worlds most valuable range of qualifications for Cambridge ESOL’s commitment to providing exams of the highest learners and teachers of English possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams. Of particular University of Cambridge International Examinations importance are the rigorous procedures which are used in the The world’s largest provider of production and pretesting of question papers. international qualifications for 14–19 year olds All systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2008 standard for quality OCR: Oxford Cambridge and RSA Examinations management and are designed around five essential principles: One of the UK’s leading providers Validity – are our exams an authentic test of real-life English? of qualifications Reliability – do our exams behave consistently and fairly? Impact – does our assessment have a positive effect on teachingThe world’s most valuable range of English and learning? Practicality – does our assessment meet learners’ needs withinqualifications available resources?Cambridge ESOL offers the world’s leading range of qualifications Quality – how we plan, deliver and check that we providefor learners and teachers of English. Over 3.5 million people take our excellence in all of these fields.exams each year in 130 countries. How these qualities are brought together is outlined in ourCambridge ESOL offers assessments across the full spectrum publication Principles of Good Practice, which can be downloaded freeof language ability. We provide examinations for general from www.CambridgeESOL.org/Principlescommunication, for professional and academic purposes and alsospecialist legal and financial English qualifications. All of our examsare aligned to the principles and approach of the Common EuropeanFramework of Reference for Languages (CEFR).2 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  5. 5. introduction to cambridge english: keyIntroduction to Cambridge Examples of Can Do statements at Level A2English: Key Typical abilities Reading and Writing Listening and Speaking Overall CAN understand straightforward CAN understand simple questionsCambridge English: Key is a qualification at pre-intermediate level. general information within a known area. and instructions.It demonstrates that a person can use English to communicate in ability CAN complete forms and write CAN express simple opinions orsimple situations and has achieved a good foundation in learning short, simple letters or postcards requirements in a familiar context.English. related to personal information.Candidates can choose to take Cambridge English: Key as either a Social CAN understand straightforward CAN understand straightforwardpaper-based or computer-based exam. Tourist information on food, standard directions, provided that these are menus, road signs and messages not lengthy or complex.Cambridge English: Key for Schools, a version of Cambridge English: Key on automatic cash machines. CAN express likes and dislikeswith exam content and topics targeted at the interests and CAN complete most forms related in familiar contexts using simpleexperience of school age learners, is also available. to personal information. language. Work CAN understand most short CAN understand the generalWho is the exam for? reports or manuals of a predictable meaning of a presentation madeCambridge English: Key is aimed at learners who want to: nature within his/her own area of at a conference if the language is expertise. simple and backed up by visuals• understand and use basic phrases and expressions CAN write a short, comprehensible or video.• introduce themselves and answer basic questions about personal note of request to a colleague CAN state simple requirements details or a known contact in another within own job area.• interact with English speakers who talk slowly and clearly company.• write short, simple notes. Study CAN understand the general CAN understand basic instructions meaning of a simplified textbook on class time, dates and roomWho recognises the exam? or article, reading very slowly. numbers.• Cambridge English: Key is a truly international certificate, CAN write a very short, simple CAN express simple opinions using recognised around the world for business and study purposes. narrative or description. expressions such as ‘I don’t agree’.• Thousands of employers, universities and government departments officially recognise Cambridge English: Key as a basic• qualification in English. The exam has been accredited by Ofqual, the statutory Exam content and processing regulatory authority for external qualifications in England, and its counterparts in Wales and Northern Ireland. Cambridge English: Key is a rigorous and thorough test of English at Level A2. It covers all four language skills – reading, writing, listeningFor more information about recognition go to and speaking. Preparing for Cambridge English: Key helps candidateswww.CambridgeESOL.org/recognition develop the skills they need to use English to communicate effectively in a variety of practical contexts.What level is the exam?Cambridge English: Key is targeted at Level A2 of the CEFR. Achieving A thorough test of all areas of language abilitya certificate at this level proves that a person can use English to There are three papers: Reading and Writing, Listening and Speaking.communicate in simple situations. The Reading and Writing paper carries 50% of the total marks, theWhat can candidates do at Level A2? Listening paper and the Speaking paper each carry 25% of the total marks. Detailed information on each test and sample papers followThe Association of Language Testers in Europe (ALTE) has carried later in this handbook, but the overall focus of each test is as follows:out research to determine what language learners can typically do ateach CEFR level. It has described these abilities in a series of Can Do Reading and Writing: 1 hour 10 minutesstatements using examples taken from real-life situations. Candidates need to be able to understand simple written information such as signs,Cambridge ESOL, as one of the founding members of ALTE, uses this brochures, newspapers and magazines. They must also be able to produce simple writtenframework as a way of ensuring its exams reflect real-life language English.skills. Listening: 30 minutes (approximately) Candidates need to be able to understand announcements and other spoken material when people speak reasonably slowly. Speaking: up to 10 minutes Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves. CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 3
  6. 6. exam content and processingEach of these three test components provides a unique contribution interrupting a conversationto a profile of overall communicative language ability that defines asking for and giving the spelling and meaning of wordswhat a candidate can do at this level. counting and using numbers asking and telling people the time, day and/or dateLanguage specifications asking for and giving information about routines and habits understanding and giving information about everyday activitiesCandidates who are successful in Cambridge English: Key should be talking about what people are doing at the momentable to satisfy their basic communicative needs in a range of everyday talking about past events and states in the past, recent activities andsituations with both native and non-native speakers of English. completed actionsThe following is a summary of the language which is tested in understanding and producing simple narrativesCambridge English: Key. In terms of vocabulary and grammatical reporting what people saystructure, Cambridge English: Key candidates will have productive talking about future situationscontrol of only the simplest of exponents for each category below; talking about future plans or intentionsthere is a wider, but still limited, range that they will be able to deal making predictionswith receptively; and they will have strategies for coping with the identifying and describing accommodation (houses, flats, rooms,unfamiliar. furniture, etc.) buying and selling things (costs and amounts)Language purposes talking about food and ordering meals• Carrying out certain transactions: talking about the weather  making arrangements talking about one’s health  making purchases following and giving simple instructions  ordering food and drink understanding simple signs and notices• Giving and obtaining factual information: asking the way and giving directions  personal asking for and giving travel information  non-personal (places, times, etc.) asking for and giving simple information about places identifying and describing simple objects (shape, size, weight, colour,• Establishing and maintaining social and professional contacts: purpose or use, etc.)  meeting people making comparisons and expressing degrees of difference  extending and receiving invitations expressing purpose, cause and result, and giving reasons  proposing/arranging a course of action making and granting/refusing simple requests  exchanging information, views, feelings and wishes making and responding to offers and suggestionsLanguage functions expressing and responding to thanksThere are six broad categories of language functions (what people do giving and responding to invitationsby means of language): giving advice giving warnings and stating prohibitions• Imparting and seeking factual information asking/telling people to do something• Expressing and finding out attitudes expressing obligation and lack of obligation• Getting things done asking and giving/refusing permission to do something• Socialising making and responding to apologies and excuses• Structuring discourse expressing agreement and disagreement, and contradicting people• Communication repair. paying complimentsA more detailed inventory of functions, notions and grammatical sympathisingareas covered by Cambridge English: Key is given below. expressing preferences, likes and dislikes (especially about hobbies and leisure activities)Inventory of functions, notions and communicative tasks talking about feelingsThe realisations of these functions, notions and communicative tasks will expressing opinions and making choicesbe in the simplest possible ways. expressing needs and wants expressing (in)ability in the present and in the pastgreeting people and responding to greetings (in person and on the talking about (im)probability and (im)possibility phone) expressing degrees of certainty and doubtintroducing oneself and other peopleasking for and giving personal details: (full) name, age, address, Inventory of grammatical areas names of relatives and friends, occupation, etc. Verbsunderstanding and completing forms giving personal detailsdescribing education and/or job Regular and irregular formsdescribing people (personal appearance, qualities) Modalsasking and answering questions about personal possessionsasking for repetition and clarification can (ability; requests; permission)re-stating what has been said could (ability; polite requests)checking on meaning and intention would (polite requests)helping others to express their ideas will (future)4 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  7. 7. exam content and processingshall (suggestion; offer) Demonstrative: this, that, these, thoseshould (advice) Quantitative: one, something, everybody, etc.may (possibility) Indefinite: some, any, something, one, etc.have (got) to (obligation) Relative: who, which, thatmust (obligation) Determinersmustn’t (prohibition) a + countable nounsneed (necessity) the + countable/uncountable nounsneedn’t (lack of necessity) AdjectivesTenses Colour, size, shape, quality, nationalityPresent simple: states, habits, systems and processes (and verbs not Predicative and attributive used in the continuous form) Cardinal and ordinal numbersPresent continuous: present actions and future meaning Possessive: my, your, his, her, etc.Present perfect simple: recent past with just, indefinite past with yet, Demonstrative: this, that, these, those already, never, ever; unfinished past with for and since Quantitative: some, any, many, much, a few, a lot of, all, other,Past simple: past events every, etc.Past continuous: parallel past actions, continuous actions interrupted Comparative and superlative forms (regular and irregular) by the past simple tense Order of adjectivesFuture with going to Participles as adjectivesFuture with will and shall: offers, promises, predictions, etc. AdverbsVerb forms Regular and irregular formsAffirmative, interrogative, negative Manner: quickly, carefully, etc.Imperatives Frequency: often, never, twice a day, etc.Infinitives (with and without to) after verbs and adjectives Definite time: now, last week, etc.Gerunds (-ing form) after verbs and prepositions Indefinite time: already, just, yet, etc.Gerunds as subjects and objects Degree: very, too, rather, etc.Passive forms: present and past simple Place: here, there, etc.Short questions (Can you?) and answers (No, he doesn’t) Direction: left, right, etc.Clause types Sequence: first, next, etc.Main clause: Carlos is Spanish. Pre-verbal, post-verbal and end-position adverbsCo-ordinate clause: Carlos is Spanish and his wife is English. Comparative and superlative forms (regular and irregular)Subordinate clause following sure, certain: I’m sure (that) she’s a Prepositions doctor. Location: to, on, inside, next to, at (home), etc.Subordinate clause following know, think, believe, hope: Time: at, on, in, during, etc. I hope you’re well. Direction: to, into, out of, from, etc.Subordinate clause following say, tell: She says (that) she’s his sister. Instrument: by, withSubordinate clause following if, when, where, because: Miscellaneous: like, about, etc. I’ll leave if you do that again. Prepositional phrases: at the end of, in front of, etc. He’ll come when you call. Prepositions preceding nouns and adjectives: by car, for sale, on He’ll follow where you go. holiday, etc. I came because you asked me. ConnectivesInterrogatives and, but, or,What; What (+ noun) when, where, because, ifWhere; WhenWho; Whose; Which Note that students will meet forms other than those listed above inHow; How much; How many; How often; How long; etc. Cambridge English: Key, on which they will not be directly tested.Why(including the interrogative forms of all tenses and modals listed) TopicsNouns ClothesSingular and plural (regular and irregular forms) Daily lifeCountable and uncountable nouns with some and any Entertainment and mediaAbstract nouns Food and drinkCompound nouns Health, medicine and exerciseNoun phrases Hobbies and leisureGenitive: ‘s s’ House and homeDouble genitive: a friend of theirs Language PeoplePronouns Personal feelings, opinions and experiencesPersonal (subject, object, possessive) Personal identificationImpersonal: it, there Places and buildings CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 5
  8. 8. exam content and processingSchool and study CertificatesServicesShopping We have made enhancements to the way we report the results of ourSocial interaction exams because we believe it is important to recognise candidates’Sport achievements.The natural world The Common European Cambridge English:Transport Framework of Reference KeyTravel and holidays C2 CWeather Proficient userWork and jobs C1Lexis B B2 IndependentThe Cambridge English: Key Vocabulary List includes items which user B1normally occur in the everyday vocabulary of native speakers using Pass with Distinction* ........................ Pass with Merit A great first stepEnglish today. A2 Pass in communicating in English A ........................ Basic userCandidates should know the lexis appropriate to their personal A1 Level A1requirements, for example, nationalities, hobbies, likes and dislikes. * Pass with Distinction was ................................... introduced in September 2011Note that the use of American pronunciation, spelling and lexis isacceptable in Cambridge English: Key.  Cambridge English: Key – Level B1A list of vocabulary that may appear in the Cambridge English: Key Pass with Distinctionexamination is available from the Cambridge ESOL Teacher Support Exceptional candidates sometimes show ability beyond Level A2. Ifwebsite: www.teachers.CambridgeESOL.org a candidate achieves a Pass with Distinction, they will receive the Key English Test certificate stating that they demonstrated ability atThe list does not provide an exhaustive register of all the words Level B1.which could appear in Cambridge English: Key question papers andcandidates should not confine their study of vocabulary to the list  Cambridge English: Key – Level A2alone. If a candidate achieves Pass with Merit or Pass in the exam, they will be awarded the Key English Test certificate at Level A2.International EnglishEnglish is used in a wide range of international contexts. To reflect  Level A1 Certificatethis, candidates’ responses to tasks in Cambridge English exams are If a candidate’s performance is below Level A2, but falls within Levelacceptable in all varieties and accents of English, provided they do A1, they will receive a Cambridge English certificate stating that theynot interfere with communication. Materials used feature a range of demonstrated ability at A1 level.accents and texts from English-speaking countries, including the UK, Special circumstancesNorth America and Australia. US and other versions of spelling areaccepted if used consistently. Cambridge English exams are designed to be fair to all test takers. This commitment to fairness covers:Marks and results •  Special arrangementsCambridge English: Key gives detailed, meaningful results. All These are available for candidates with a permanent or long-candidates receive a Statement of Results. Candidates whose term disability. Consult the Cambridge ESOL Centre Examsperformance ranges between CEFR Levels A1 and B1 also receive Manager (CEM) in your area for more details as soon asa certificate. you become aware of a candidate who may need special arrangements.Statement of Results •  Special considerationThis Statement of Results outlines: Cambridge ESOL will give special consideration to candidates• the candidate’s result. This is based on a candidate’s total score in affected by adverse circumstances such as illness or all three papers. bereavement immediately before or during an exam. Applications• a graphical display of a candidate’s performance in each paper for special consideration must be made through the centre no (shown against the scale Exceptional – Good – Borderline – later than 10 working days after the exam date. Weak). •  Malpractice• a standardised score out of 100 which allows a candidate to see Cambridge ESOL will investigate all cases where candidates are exactly how they performed. suspected of copying, collusion or breaking the exam regulations in some other way. Results may be withheld while they are being investigated, or because we have found an infringement of regulations. Centres are notified if a candidate’s results have been investigated.6 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  9. 9. exam supportExam support Past Paper Packs Past Paper Packs provide authentic practice for candidates preparing for Cambridge English paper-based examinations and are ideal to useA feature of Cambridge English exams is the outstanding free and for mock exams.paid-for support we offer to teachers and candidates. Each pack contains:How to order support materials from Cambridge ESOL • ten copies of each of the papers with photocopiable answerA wide range of official support materials for candidates and teachers sheetscan be ordered directly from the Cambridge ESOL eShops: • CD with audio recordings for the Listening paper •  rinted publications: www.shop.CambridgeESOL.org P • Teacher Booklet with: •  nline preparation: https://eshop.cambridgeesol.org O - answer keys - mark schemes and sample answers for WritingSupport for teachers - tapescripts for the Listening paper - he assessment criteria and a copy of the Cambridge ESOL tTeacher Support website Common Scale for the Speaking paperThis website provides an invaluable, user-friendly free resource for all - peaking test materials, which include candidate visuals and Steachers preparing for our exams. It includes: examiner scripts. www.CambridgeESOL.org/past-papers General information – handbook for teachers, sample papers, exam reports, exam dates Detailed 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, there are more than 1,000 in total Forums – where teachers can share experiences and knowledge Careers – teaching qualifications for career progression News and events – what’s happening globally and locally in your Speaking Test Preparation Pack area Seminars – wide range of exam-specific seminars for new and This comprehensive teacher resource pack is designed to help experienced teachers, administrators and school directors. teachers prepare students for the Cambridge English: Key Speaking test. Written by experienced examiners, it provides clear explanationswww.teachers.CambridgeESOL.org of what each part of the Speaking test involves. The step-by-step guidance and practical exercises help your students perform with confidence on the day of the test. Each pack includes: • Teacher’s Notes • Student Worksheets which you can photocopy or print • a set of candidate visuals • a DVD showing real students taking a Speaking test. www.CambridgeESOL.org/speakingCambridge English TeacherDeveloped by Cambridge University Press and University ofCambridge ESOL Examinations (Cambridge ESOL), CambridgeEnglish Teacher provides opportunities for English teachers to engagein continuing professional development through online courses, sharebest practice and network with other ELT professionals worldwide.For more information on how to become a Cambridge EnglishTeacher, visit www.CambridgeEnglishTeacher.org CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 7
  10. 10. exam supportSupport for candidates Official preparation materials A comprehensive range of official Cambridge English preparationCambridge ESOL website materials are available from University of Cambridge ESOLWe provide learners with a wealth of exam resources and preparation Examinations (Cambridge ESOL) and Cambridge University Press.materials throughout our main website, including exam advice,sample papers and a guide for candidates. Materials include printed and digital resources to support teachers and help learners prepare for their exam.www.CambridgeESOL.org Find out more at www.CambridgeESOL.org/exam-preparation Other sources of support materials A huge range of course books, practice tests and learning resources are produced by independent publishers to help prepare candidates for Cambridge English exams. We cannot advise on text books or courses of study that we do not provide, but when you are choosing course materials you should bear in mind that: • Cambridge English: Key requires all-round language ability • most course books will need to be supplemented • any course books and practice materials you choose should accurately reflect the content and format of the exam. www.CambridgeESOL.org/resources/books-for-studyOnline Practice TestThe Online Practice Test for Cambridge English: Key not only helps Exam sessionsfamiliarise learners with typical exam questions but also includes a Cambridge English: Key is available as a paper-based or computer-range of help features. The practice test can be taken in two modes. based test. Candidates must be entered through a recognisedTest mode offers a timed test environment. In learner mode, there is Cambridge ESOL centre. Find your nearest centre atadditional support, including help during the test, access to an online www.CambridgeESOL.org/centresdictionary, an option to check answers and the ability to pause audioand view tapescripts. Try a free sample on our website. Further informationEach practice test contains: Contact your local Cambridge ESOL centre, or Cambridge ESOL direct (using the contact details on the back cover of this handbook)• a full practice test for Reading, Writing and Listening for:•  automatic scoring for Reading and Listening•  sample answers for Writing • copies of the regulations• a detailed score report and answer feedback once answers are • details of entry procedure submitted. • exam dateswww.CambridgeESOL.org/opt • current fees • more information about Cambridge English: Key and other Cambridge English exams.8 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  11. 11. Paper 1Reading and WritingGeneral description Structure and tasksPAPER FORMAT This paper contains nine parts. Part 1TIMING 1 hour 10 minutes. TASK TYPE Matching.NO. OF QUESTIONS 56 AND FORMAT Matching five prompt sentences to eightTASK TYPES Matching, multiple choice, multiple- notices, plus one example. choice cloze, open cloze, word TASK FOCUS Gist understanding of real-world notices. completion, information transfer and Reading for main message. guided writing. NO. OF QS 5SOURCES Authentic and adapted-authentic real-world notices, newspaper Part 2 and magazine articles, simplified TASK TYPE Three-option multiple-choice sentences. encyclopaedia entries. AND FORMAT Five sentences (plus an integrated example)ANSWERING Candidates indicate answers either with connecting link of topic or story line. by shading lozenges (Parts 1–5) or TASK FOCUS Reading and identifying appropriate writing answers (Parts 6–9) on the vocabulary. answer sheet. NO. OF QS 5MARKS Each item carries one mark, except for question 56 which is marked out of 5. This gives a total of 60 marks, Part 3 which is weighted to a final mark TASK TYPE Three-option multiple choice. out of 50, representing 50% of total AND FORMAT Five discrete 3-option multiple-choice marks for the whole examination. items (plus an example) focusing on verbal exchange patterns. AND Matching. Five matching items (plus an integrated example) in a continuous dialogue, selecting from eight possible responses. TASK FOCUS Functional language. Reading and identifying appropriate response. NO. OF QS 10 Part 4 TASK TYPE Right/Wrong/Doesn’t say OR AND FORMAT Three-option multiple choice. One long text or three short texts adapted from authentic newspaper and magazine articles. Seven 3-option multiple-choice items or seven Right/Wrong/Doesn’t say items, plus an integrated example. TASK FOCUS Reading for detailed understanding and main idea(s). NO. OF QS 7 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 9
  12. 12. Paper 1Reading and Writing Structure and tasks Part 8 TASK TYPE Information transfer. AND FORMAT One or two short input texts, authentic in nature (notes, adverts etc.) to prompt Part 5 completion of an output text (form, note, TASK TYPE Multiple-choice cloze. etc.). AND FORMAT A text adapted from an original source, for Five spaces to fill on output text with one or example encyclopaedia entries, newspaper more words or numbers (plus an integrated and magazine articles. example). Eight 3-option multiple-choice items, plus an TASK FOCUS Reading and writing down appropriate integrated example. words or numbers with focus on content and TASK FOCUS Reading and identifying appropriate accuracy. structural word (auxiliary verbs, modal NO. OF QS 5 verbs, determiners, pronouns, prepositions, conjunctions etc.). Part 9 NO. OF QS 8 TASK TYPE Guided writing. AND FORMAT Either a short input text or rubric to prompt a Part 6 written response. TASK TYPE Word completion. Three messages to communicate. AND FORMAT Five dictionary definition type sentences TASK FOCUS Writing a short note, email or postcard of (plus an integrated example). 25–35 words. Five words to identify and spell. NO. OF QS 1 TASK FOCUS Reading and identifying appropriate lexical item, and spelling. NO. OF QS 5 Part 7 TASK TYPE Open cloze. AND FORMAT Text of type candidates could be expected to write, for example a short letter or email. Ten spaces to fill with one word (plus an integrated example) which must be spelled correctly. TASK FOCUS Reading and identifying appropriate word with focus on structure and/or lexis. NO. OF QS 1010 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  13. 13. PAPER 1: READING AND WRITING | PREPARATIONPreparation PART 2 • In Part 2, candidates are tested on their knowledge of vocabulary. They are asked to fill the gap in each of five sentences with oneGeneral of the three options provided. There is a completed example• The Reading and Writing part of the test takes 1 hour and sentence at the beginning. The six sentences are all on the same 10 minutes with a total of 56 questions. Candidates have a topic or are linked by a simple story line. Candidates should deal question paper and a separate answer sheet on which they with each sentence individually but be aware that the overall record their answers. Efforts are made to keep the language of context will help them find the correct answer. instructions to candidates as simple as possible, and a worked example is given in Parts 1–8 of the test. PART 3• Reading texts are authentic texts, adapted where necessary so • In Part 3, candidates are tested on their ability to understand the that most of the vocabulary and grammatical structures are language of the routine transactions of daily life. accessible to students at this level. However, candidates are • Questions 11–15 are multiple choice (three options). Candidates expected to be able to make use of interpretation strategies if are asked to complete five 2-line conversational exchanges. they encounter unfamiliar lexis or structures. • Questions 16–20 are matching questions. Candidates are asked• Candidates do not need to follow a specific course before to complete a longer dialogue, by choosing from a list of eight attempting Cambridge English: Key. Any general English course for options. These dialogues take place in shops, hotels, restaurants, beginners of approximately 200 learning hours which develops etc., and in various work, study and social situations. reading and writing skills alongside instruction in grammar and vocabulary will be suitable. PART 4• In addition to coursebook reading texts, teachers are advised to • In Part 4, candidates are tested on their ability to understand give their students every opportunity to read the type of English the main ideas and some details of longer texts. These texts used in everyday life, for example, short newspaper and magazine come from authentic sources, such as newspaper and magazine articles, advertisements, tourist brochures, instructions, recipes, articles, but are adapted to make them accessible to candidates. etc. In dealing with this real-life material, students should be Texts may include vocabulary which is unfamiliar to the encouraged to develop reading strategies to compensate for their candidates, but this should not interfere with their ability to limited linguistic resources, such as the ability to guess unfamiliar complete the task. words, and the ability to extract the main message from a text. • The questions in this part may be multiple-choice comprehension A class library consisting of English language magazines and questions (with three options) or alternatively, candidates may simplified readers on subjects of interest to students will be a be asked to decide whether, according to the text, each one of valuable resource. a set of statements is correct or incorrect, or whether there is• Students should also be encouraged to take advantage of real-life insufficient information in the text to decide this. occasions for writing short messages to each other and their teacher. They can, for example, write invitations, arrangements PART 5 for meeting, apologies for missing a class, or notices about • In Part 5, candidates are tested on their knowledge of lost property. Here the emphasis should be on the successful grammatical structure and usage in the context of a reading text. communication of the intended message, though errors of As with Part 4, texts are adapted from newspaper and magazine structure, vocabulary, spelling and punctuation should not be articles, encyclopaedias and other authentic sources. Words ignored. are deleted from the text and candidates are asked to complete• To ensure that candidates fully understand what they will have the text by choosing the appropriate word from three options. to do in the Reading and Writing paper, it is advisable for them to Deletions mainly focus on structural elements, such as verb become familiar in advance with the different types of test tasks. forms, determiners, pronouns, prepositions and conjunctions. They should also make sure that they understand how to record Understanding of structural relationships at the phrase, clause, their answers on the answer sheet (page 21). sentence or paragraph level is also required. Parts 6–9 focus particularly on writing.By partParts 1–5 focus particularly on reading. PART 6 • In Part 6, candidates are asked to produce five items ofPART 1 vocabulary and to spell them correctly. The five items of• In Part 1, candidates are tested on their ability to understand the vocabulary will all belong to the same lexical field, for example, main message of a sign, notice or other very short text. These jobs, food, things you can find in a house, etc. For each word they texts are of the type usually found on roads, in railway stations, have to write, candidates are given a ‘definition’ of the type you airports, shops, restaurants, offices, schools, etc. Wherever can find in a learner’s dictionary, followed by the first letter of the possible these texts are authentic and so may contain lexis required word and a set of dashes to represent the number of which is unfamiliar to the candidates, but this should not prevent remaining letters in the required word. There is a worked example them from understanding the main message. This is a matching at the beginning. question, requiring candidates to match five sentences to the appropriate sign or notice. CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 11
  14. 14. PAPER 1: READING AND WRITING | PREPARATIONPART 7• In Part 7, candidates are asked to complete a gapped text. Texts are short and simple and are of the type candidates at this level may be expected to write, for example, notes, emails and short letters. A text may take the form of a note plus a reply to that note, or may be a single letter. Deletions in the text focus on grammatical structure and vocabulary. Candidates are only asked to produce words which students at this level can be expected to actively use. Correct spelling of the missing words is essential in this part.PART 8• In Part 8, candidates complete a simple information transfer task. They are asked to use the information in one or two short texts (email, advertisement, note, etc.) to complete a note, form, diary entry or other similar type of document. Candidates have to understand the texts in order to complete the task, and the focus is on both writing and reading ability. Candidates are expected to understand the vocabulary commonly associated with forms, for example, name, date, time, cost, etc. The required written production is at word and phrase level, not sentence. Correct spelling is essential in this part.PART 9• In Part 9, candidates are given the opportunity to show that they can communicate a written message (25–35 words) of an authentic type, for example a note, email or postcard to a friend. The instructions indicate the type of message required, who it is for and what kind of information should be included. Candidates must respond to the prompts given. All three prompts must be addressed in order to complete the task fully. Alternatively, the candidates may be asked to read and respond appropriately to three elements contained within a short note, email or postcard from a friend.• In order to help teachers assess the standards required, there are several sample answers to the Writing Part 9 question on page 20, with marks and examiner comments.12 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
  15. 15. 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 B C D E F G H  a concert. Answer: 0                  MUSIC SHOP  1 If you want to learn to play this, call this  A New and used CDs – great for the car! number.           2 Buy these here and listen to them while        Play the Guitar you are travelling.  B Classes for children and adults   Beginners welcome  3 You do not have to pay to go to these        concerts. Pop group needs new singer         C Call Andy on   020 8746 9902 4 You will learn about the history of music  in this class.               Live music here every Friday –  D 5 Your age is not important for these get your free ticket today!   lessons.         EXAM | LEVEL | PAPER        Piano for Sale  E Looks and sounds beautiful – only £300   PAPER 1 | READING AND WRITING          Piano lessons  (only for people who can read music) F  Phone 020 4998 3664 Buy concert tickets here - G Pop, Rock - even classical piano! H New Course! 1000 years of Music 12.30, Mondays and WednesdaysCAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 2   ► SAMPLE PAPER13 PAPER 1: READING AND WRITING | sample PAPER