Professional Documents
Culture Documents
English as a
Second Language
Exam Preparation and Practice
Katia Carter and Tim Carter
University Printing House, Cambridge CB2 8BS, United Kingdom
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© Cambridge University Press 2017
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2017
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in Dubai by Oriental Press
A catalogue record for this publication is available from the British Library
ISBN 978-131-663678-7 Paperback
Section 2: Listening 93
Unit 1: About the exam 93
Unit 2: Exam strategies 96
Unit 3: Language focus 117
Unit 4: Test yourself 134
iii
Progress chart – tracking sheet
READING AND Unit 2 – Test 1 Unit 2 – Test 2 Unit 3 – Test 3 Unit 4 – Test 4 What do you need to do
WRITING PAPER next?*
You’re ready to take the exam.
You need a bit more practice
before you can take the exam.
You need a lot more practice
before you can take the exam.
Exercise 1 – reading
comprehension
Exercise 2 – multiple
matching
Exercise 3 – note-making
Exercise 4 – summary
writing
Exercise 5 – informal
emails
Exercise 6 – discursive
writing (report/review/
article)
LISTENING PAPER Unit 2 – Test 1 Unit 2 – Test 2 Unit 3 – Test 3 Unit 4 – Test 4 What do you need to do
next?*
You’re ready to take the exam.
You need a bit more practice
before you can take the exam.
You need a lot more practice
before you can take the exam.
Questions 1– 4 –
Question-Answer
Question 5 – gap-fill
Question 6 – multiple
matching (talks)
Question 7 – multiple
choice (interviews)
Extended Question
8A – gap-fill (formal talk)
Extended Question
8B – gap-fill (informal
conversation)
SPEAKING PAPER Unit 2 – Test 1 Unit 2 – Test 2 Unit 3 – Test 3 Unit 4 – Test 4 What do you need to do
next?*
You’re ready to take the exam.
You need a bit more practice
before you can take the exam.
You need a lot more practice
before you can take the exam.
Part D conversation
iv
*How do you know what to do next? Here’s a little help:
¹ Please note that the advice under ‘You’re ready to take the exam’ in the table above is for extended candidates only.
² Core candidates are ready for the core version of the exam when they reach the level of the advice under ‘You need a bit
more practice before you can take the exam’.
³ It is not advisable to take the exam at this stage.
v
• look at question 1
7
Before youfrom
Learn started reading
mistakes
Unit 3 Language focus on the reading and writing exam
e listening exam
are the examiners looking for?’ section and try to guess what mark you might get for
• Is there anything that you still find difficult? What are you
your summary. going to do to improve
this?
Your score for language (Extended): /8
4 b How does
as youthe
can.woman
This meansprefer to [1]travel? your own answers.
………………………………………………………………………………. b mostParaphrase– …………………………
the ideas in your summary as much
you should express the same idea, but use different words/phrases in your
……………………………………………………………………………….
Each tip links to at [1]
summary from the words/phrases used in the original text. (See Exercise B
4 b How does the woman prefer to travel? Question 4
for more practice.) least one assessment
objective. [Total: 8]
a the new course – ………………………… When you have finished doing this part[1] of the test, go to the answer key for Section 2,
……………………………………………………………………………….
E Model answer (Extended) Unit 2 and check your answers.
b have to – …………………………
Working with animals brings a lot of challenges Yourforscore:
wildlife photographers.
/8 The writer8]
[Total:
ExAMInER TIphas experienced other
problems not only with animals running angrily towards his car, but also,
useful phrases Track 14 key
When you have finishedtimid animals
doing thisrunning
partawayof from
the himtest, because
go to they
the were disturbed
answer
Self-assessment
by afor noise. In addition,
Section 2,
Unit
The 2in aand
ideas
Some
can be
in your check
summary
phrases
different order
your
in theanswers.Listen to the recordings one Nowmore time.your
think about Write down
progress so farphrases
and answerwiththeafollowing
similar questions:
meaning.
Your recording
score:
in the original text.
will tell/8
from the order they appear Use linking words and phrases to join ideas
Question 1 together. (See Exercise • Was
A for your score in Test 2, Exercise 1 (Questions 1–4),
more practice.) Look
higherforthan in Test 1, or not?
you which answer is Why do you think this is?
Self-assessment
correct and which a I wanted to do something, but then I didn’t – …………………………
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
features which offer
Self-assessment
answer is wrong. For b my choice was – …………………………
to do Test 2? What tips did you find helpful?
an opportunity to
example, ‘above all’ • Is there anything that you still find difficult? What are 61 you going to do to improve this?
Now think about your progresscso itfarwas andalmost
answer the following questions: check your progress
tells you that what is necessary to do this – …………………………
EXAMINER TIP as you work through
• 61Was
IGCSE_ESL_Section.indb coming youris score
the most in Test 2, Exercise 1 (Questions 1–4), higher than in Test 1, or not? 7/29/2017 3:07:04 PMeach
d it seemed it might happen, but it wasn’t actually happening at the timeunit.
–
Why
important do youthing. think this is? ………………………… It is important to reflect on your own progress as you learn. This will help you decide
which areas are your strengths or weaknesses. If you can identify your weaknesses, you
• After doing the ‘Did you … ?’ section for this part of the willexam,
then know didwhat youyoufind needittoeasier
revise more before the exam. The self-assessment
to do Test 2? What tips did you find helpful? boxes, and the progress chart at the beginning of this book, will help you to do that.
After you have checked your answers, look at your mistakes. Listen again to the 119
• Is there anything that you still find difficult? What are you going to do to improve this?
part of the test where you made a mistake and think why you made it. Try to avoid
making this type of mistake in the future. You can also read the transcript to see
IGCSE_ESL_Section.indb 119 why you made that mistake. 7/29/2017 3:07:13 PM
EXAMINER TIP
If you would like
Itextra practice,to reflect on your own progress as you learn. This will help you decide
is important Develop your skills - what next?
Develop your skills
which areas are your strengths or Inweaknesses. If you can
Exercise 1 (Questions 1–4) identify youronweaknesses,
you are tested you detail when listening to short dialogues,
selecting the correct
– what next? boxes
will then know what you need to monologues,
revise more before theetc.
announcements, exam.The self-assessment
contain a list of
boxes, and the progress chart at the Try beginning
the following of this book,
to improve your will
skills help youfor
in listening todetail:
do that.
activities you can
• Make a list of question words (e.g. who, when, what, what time, how much, etc.).
do onyou
After your own
have to
checked your answers, look at your mistakes. Listen again to the
• Listen online to a range of audio recordings of different situations (e.g. news headlines, short interviews,
improve
part of thethetest
skills
where you made apublic mistake and thinkTVwhy
announcements, you made
advertisements, it. Try
songs). to search
You can avoidfor these online.
you have
making thiscovered
type of inmistake in the• future. You can also read the transcript to see
Write down correct answers to your question words (e.g. who – the prime minister / when – yesterday /
eachyou
why section.
made that mistake. what – a meeting, etc.).
99
1 (Questions 1–4) you are tested on selecting the correct detail when listening to short dialogues,
Assessment criteria for writing and
speaking
The following criteria are designed to help you and your students when grading oral and written work. We have
simplified the grading criteria used by Cambridge Assessment International Education in the Cambridge IGCSE
English as a Second Language exam so that they are accessible for students to understand.
If you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the
Cambridge Assessment International Education website.
* The top mark for extended candidates is 8 for both content and language. The top mark for core candidates is 6 for
both content and language.
viii
Writing – Exercises 5 and 6
ix
Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)
Assessment criteria for writing and speaking
Speaking
Give a mark out of 10 for each category (structure, vocabulary, development and fluency), and then add these marks to give a
total out of 30.
Disclaimer: Please note that these mark schemes have not been produced by Cambridge International Examinations. The
grade descriptors are based on Cambridge’s descriptors but have been written by the authors of this resource.
If you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the Cambridge
Assessment International Education website.
x
Section 1: Reading and writing
Unit 1
How much do you already know about …?
the reading and writing exam
How much do you already know about the format of the reading and writing exam
Examiner Tip
and what happens during the exam? Can you answer the questions below?
If you are new to the
reading and writing 1 How many parts are there in the reading and writing exam?
exam, first go to Unit Core / Extended [1]
4 and look at the
complete test to see 2 How long does the whole reading and writing exam take?
what each section
looks like. Core / Extended [1]
3 Look at the tables below. Can you draw a line to match each exercise (1–6) with
the correct type of exam task?
[6]
Extended paper
Exercise 1 Informal email
You write an informal email to a friend. As part of the task, there are three bullet points with
three ideas which you must include in your email. There are also two pictures which will help you
think of some ideas for your own written answer.
Exercise 2 Summary writing
First you read a text. Then you write a summary about a certain aspect discussed in the text
(e.g. benefits, difficulties, etc.). You should include eight examples of this aspect in your summary.
Exercise 3 Reading comprehension / Question-answer
You read a text and answer questions. Most questions require one detail (e.g. time, name, place,
activity, etc.). The last question always requires four details, which appear throughout the text
(e.g. problems, uses, aims, etc.).
Exercise 4 Discursive writing (report/review/article)
You write an article, a review or a report. Apart from the task, there are also two prompts
connected to the task. These two prompts will help you think of some ideas for your own written
answer.
Exercise 5 Note-making
You read a text and take notes under given headings. There will usually be two or three headings.
Each heading may require two or three ideas, which you will find in the text. You need to include
nine ideas/examples in total.
Exercise 6 Multiple matching
You usually read four short articles on the same topic (e.g. about people’s hobbies) in which
four different people express their opinions, feelings or attitudes. You then have to answer ten
questions by selecting the correct article, A, B, C or D.
1
Core paper
Unit 1 How much do you already know about …? the reading and writing exam
Examiner Tip 5 Do you have to answer all the questions on the exam paper?
................................................................................................................................................................................ [1]
At the start of the
exam, when the 6 Do you lose marks if your answer is wrong?
teacher says that you
are allowed to open ................................................................................................................................................................................ [1]
the question paper,
7 Can you use a dictionary during the exam?
always look quickly
through the whole ................................................................................................................................................................................ [1]
paper. It is important
to know how many 8 Do you have to transfer your answers onto a separate answer sheet at the end of
parts there are and the exam?
how difficult each ................................................................................................................................................................................ [1]
part is. This will allow
you to plan how Now go to the answer key for Section 1, Unit 1 and check your answers.
much time you should Your score: /13
spend on each part/
exercise/question. Now look at the complete exam in Unit 4 of this reading and writing section and add
the missing information to the table below.
2
Core paper
Unit 1 How much do you already know about …? the reading and writing exam
Total mark What is tested: Do you: Word limits (writing
reading or writing? parts of the exam
a find answers in the text
only)
and copy them?
b fi nd answers in the text,
but paraphrase the idea
in your answer? (To
paraphrase means to
express the same idea
but in your own words)
c w
rite your own
answer?
Write a, b or c in the
boxes below.
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Extended paper
Total mark What is tested: Do you: Word limits (writing
reading or writing? parts of the exam
a find answers in the text
only)
and copy them?
b find answers in the text,
but paraphrase the idea
in your answer? (To
paraphrase means to
express the same idea
but in your own words)
c write your own
answer?
Write a, b or c in the
boxes below.
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
3
Self-assessment
Unit 1 How much do you already know about …? the reading and writing exam
Was there anything you didn’t know about the reading and writing exam? Now test
yourself to see if you can remember everything mentioned in the previous exercises.
Are the following statements true (T) or false (F)? Circle the correct letter for each
statement.
1 The Core paper has fewer parts than the Extended paper. T / F
2 Core candidates answer fewer questions than Extended candidates. T / F
3 If you don’t understand a word in the reading part, you can use a dictionary to
find the meaning. T / F
4 Y
ou have to answer all the questions in the reading part, but you can choose
which writing question – Exercise 5 or Exercise 6 – you want to answer. T / F
5 In Exercise 1, some questions may need more than one answer. T / F
6 In Exercise 2, you have to match all the questions to the texts. There are no spare
questions. T / F
7 In Exercise 3, there is only one example for each heading. T / F
8 In Exercise 3, you should paraphrase the answers that you find in the text. T / F
9 Exercise 4 is only for Extended candidates. T / F
10 Exercise 4 is only marked for content, but not for language. T / F
11 In Exercise 4, candidates should paraphrase their answers. T / F
12 In Exercises 4, 5 and 6, candidates receive more marks for the language they use
than for the content of their writing. T / F
13 In Exercises 5 and 6, the word limit for Extended candidates is always higher than
for Core candidates. T / F
14 In Exercise 5, candidates are sometimes asked to write a formal letter. T / F
15 In Exercise 6, candidates have to write their answers in a more formal tone than in
Exercise 5. T / F
16 In Exercise 6, candidates always have to write a report. T / F
Now go to the answer key for Section 1, Unit 1 and check your answers.
Your score: /16
4
Exam strategies for
Unit 2
the reading and writing exam
C E Test 1
Exercise 1
Read the article about a modern art competition called the Turner Prize and then
answer the following questions.
5
1 When did the competition first take place?
Examiner tip
Unit 2 Exam strategies for the reading and writing exam
................................................................................................................................................................................ [1]
In Exercise 1,
questions 1–8 come 2 What were the main aims of the competition? Give two details.
in the same order as ......................................................................................................................................................................................
the answers in the
text. ................................................................................................................................................................................ [2]
In this reading
3 What did the founders of the competition find interesting about Turner’s paintings?
exercise you get 1
mark for each correct ................................................................................................................................................................................ [1]
detail you provide.
The marks at the end 4 What is the most recent requirement for artists who enter the competition?
of each line tell you
................................................................................................................................................................................ [1]
how many details are
required. 5 How many artists are in the final stage of the competition?
............................................................................................................................................................................... [1]
8 Where was the first Turner Prize competition held outside London?
............................................................................................................................................................................... [1]
Core [Total: 9]
E 9 What has the competition been criticised for? Give four details.
.......................................................................................................................................................................................
.......................................................................................................................................................................................
.......................................................................................................................................................................................
................................................................................................................................................................................ [4]
Extended [Total: 13]
Examiner tip
The last question in Exercise 1 for Extended candidates always asks for four details.The
answers are found throughout the text. When you do Exercise 1, first answer questions
1–8, then read the text again and find the answers to question 9.
There might be more than four details in the text. However, you only need to
include four in your answer. You won’t receive extra marks for giving any extra
details.
6
Examiner tip
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Core): /9 Your score (Extended): /13
Did you…?
Now think about the way you did Test 1, Exercise 1, and answer the following
questions.
Examiner tip 1
Read the questions first. You need to know what details to look for before you
start reading. You should:
• look at question 1
Examiner Tip 2 • read the text
7
6 Did you transfer the necessary details only, not the whole sentence or irrelevant
Examiner Tip 6
Unit 2 Exam strategies for the reading and writing exam
information?
Keep your answers 7 Did you transfer the answer as it is written in the text?
short. Select only the
correct phrase, not Examiner tip 7
the whole sentence.
By writing a lot, you There is no need to paraphrase your answers in Exercise 1. Copy the answer as it
waste time in the is written in the text. By paraphrasing the answer, you might change the meaning
exam. and lose marks.
8 Did you check that you didn’t select any distracting information as part of your
Examiner Tip 8 answer?
If you include a 9 Extended candidates: Did you answer questions 1–8 first and then scan the text
distracting detail to find answers to question 9?
together with a
correct detail, the Examiner tip 9
whole answer would
be wrong and It is very difficult to find answers to question 9 (Extended paper) while you are
wouldn’t be given any answering questions 1–8. It is easier to read the text again after you have answered
marks. questions 1–8. You can scan read the text much more quickly the second time and
focus on the four details.
6 Answer to Question 5 There are four artists in the final stage of the
competition.
8
$25,000
Now do Test 2, Exercise 1, and remember to follow all the tips from the ‘Did you … ?’
section for Test 1.
C E Test 2
Exercise 1
Read the article about a dinosaur called the Archaeopteryx and then answer the
following questions.
9
Unit 2 Exam strategies for the reading and writing exam
plumage to attract females. It’s also possible that the feathers played reason would be to escape from danger and that is when their
an important role in providing shade for the eggs and young. feathers must have been useful to help them blend into their
surroundings.
Scientists don’t know a lot about the Archaeopteryx’s diet, but they
believe it mainly consisted of small reptiles. It is also believed to have It took a long time before dinosaurs could fly properly and had the
occasionally substituted these for small mammals or even insects. same features as birds, like a beak without teeth. The change that
Despite having feathers, Archaeopteryx did not fly in the sky, but helped them to become lighter, so that they could take off more
some scientists think that the dinosaur attempted very short flights easily, was a shorter tail. Once all the necessary changes had taken
near the ground, for example, to hunt more effectively. Another place, it was only a matter of time before dinosaurs took to the sky.
7 Why did the Archaeopteryx probably try to fly? Give two examples.
.....................................................................................................................................................................................
............................................................................................................................................................................... [2]
8 How did the bodies of some dinosaurs change before they started flying?
............................................................................................................................................................................... [1]
Core [Total: 9]
E 9 What did the Archaeopteryx dinosaur use feathers for? Give four details.
..................................................................................... .............................................................................................
10
Self-assessment
Examiner Tip
It is important to reflect on your own progress as you learn. This will help you
identify which areas are your strengths or weaknesses. If you can identify your
weaknesses, you will then know what you need to revise more before the exam.
The self-assessment boxes, and the progress chart at the beginning of the book,
will help you to do that.
After you have checked your answers, look at your mistakes and think why you
made them. Try to avoid making this type of mistake in the future.
11
C Test 1
Unit 2 Exam strategies for the reading and writing exam
Exercise 2
Read the magazine article about three students (A–C) and their experience of
studying. Then answer questions 9a – 9h.
Experience of studying
Three students share their thoughts about studying
E Test 1
Exercise 2
Read the magazine article about four students (A–D) and their experience of studying.
Then answer questions 10a – 10j.
Experience of studying
Four students share their thoughts about studying
12
C Kinga Zibowska
E D Miguel Perez
When I was younger, I got into all sorts of trouble at school. I tended to disrupt the class a lot by
making my school friends laugh or by asking silly questions. My parents didn’t know what to do with
me, but I guess I was just a bit bored because I found everything rather easy. Then I started a new
school and I began to get more involved in my studies. There was so much more to do and there still
is, so, to cope with the amount of information, I take things down, which is really invaluable for my
revision. Even some of my classmates have asked me if I could share my notes with them after their
own approach to studying didn’t bring the expected results. Recently, I got into science thanks to all
the experiments we do. Sometimes we go on trips and we learn about real science in everyday life. I
just wish we could do more things like this in other subjects.
C For questions 9a – 9h below, choose from the people (A–C). For each question write
the correct letter A, B or C on the line provided.
Which person…
9 a thinks learning with a good teacher is important? ………. [1]
9 b prefers studying with other students? ………. [1]
9 c relies on the internet for information? ………. [1]
9 d finds it hard to focus sometimes? ………. [1]
9 e tends to study better early in the day? ………. [1]
9 f needs help with some aspects of their studies? ………. [1]
9 g enjoys doing extra work after school? ………. [1]
9 h tries different approaches to learning? ………. [1]
[Total: 8]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Core): /8
E For questions 10a – 10j below, choose from the people (A–D). For each question write
the correct letter A, B, C or D on the line provided.
Which person…
10 a thinks learning with a good teacher is important? ………. [1]
10 b prefers studying with other students? ………. [1]
13
10 c says writing things down helps them? ………. [1]
Unit 2 Exam strategies for the reading and writing exam
Did you…?
Now think about the way you did Test 1, Exercise 2, and answer the following
questions.
Examiner tip
• T
he order of the opinions on the list is not always the same as the order they
appear in the articles.
• T
he vocabulary used in the opinions is not always the same as the vocabulary
used in the text. The ideas are often paraphrased.
Examiner tip
Highlight important words in the question to remind you what detail you are
looking for (e.g. ‘good teacher’ and ‘important’).
Examiner tip
Read one article at a time. Then select all the opinions from the list that this article
expresses before you move on to the next article.
14
4 Did you underline the answers when you found them in the text?
Check that the opinion you find in the text matches the idea in the opinion from
the list completely. If only part of the idea is the same, it might not be the correct
answer, but a wrong distracting detail. If you underline the ideas in the text, it will
be easier for you to check them against the opinions from the list.
Examiner tip
Don’t leave any spaces blank. If you don’t know the answer, guess it. There are no
extra opinions on the list. All of the opinions are expressed in one of the articles.
6 Did you use each article (and the appropriate letter) more than once?
Examiner tip
There is usually more than one opinion expressed in each of the articles. This
means that, for example, you may have to use article A twice or even three times
as your answer.
If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow
all the tips from this section when you do Test 2, Exercise 2.
15
C Test 2
Unit 2 Exam strategies for the reading and writing exam
Exercise 2
Read the magazine article about three people (A–C) and what they say about their
jobs. Then answer questions 9a – 9h.
Are you happy in your job?
Three people share their thoughts about jobs
E Test 2
Exercise 2
Read the magazine article about four people (A–D) and what they say about their
jobs. Then answer questions 10a – 10j.
Are you happy in your job?
Four people share their thoughts about jobs
A Alice Finn
I’ve been working for a major publishing company for over a decade now. When I started there, I had
to work very hard to get noticed. I wasn’t necessarily trying to get a higher position, but I wanted my
manager to see I could be relied on. With time I was asked if I’d be interested in being in charge of
some projects. It’s all the opportunities I’m given that make my job so interesting. The only downside
of my work is how long it takes to get there in the morning. Some days I get stuck in traffic, which
wastes a lot of my valuable time. That’s why I recently requested if I could do some of my work from
home and, to my surprise, my boss said yes. I actually get more things done at home compared to
the days in the office. I suppose this is also a good way to avoid arguments with difficult colleagues.
Fortunately, that’s not an issue for me – I work with a team of people who are really friendly.
B Bruno Ferreira
I teach history and geography at a local college near my house. In this respect I’m lucky – I can
avoid the morning rush hour and traffic jams because I walk to school. The working week goes by
very quickly for me because I really enjoy my job, but there is no denying that teaching doesn’t suit
everybody. Without enough patience and love for this job, some people decide to leave and look
for a completely different job in other areas after just a year or two. I admit it might have crossed
my mind a few times when I was a newly qualified teacher, but not any more. What makes me sad
though is when a good teacher leaves because of financial reasons. Teachers are hard-working people
and deserve a pay rise. The school where I work is relatively modern and has a fantastic library and
gym. However, the computer lab could do with some updating. Technology evolves so quickly that
what may have been cutting-edge technology five years ago, now seems very dated.
16
C Celine Pontaux
E D Daniel Valinski
Two years ago I took on a job for a large company dealing with computers. I used to dream
of running my own company, but I’ve come to realise that it’d take a lot of money to do this –
something which I don’t have at the moment. I also feel I still have a lot to learn and that is why my
new role was totally unexpected. I’m now managing a team of five people and couldn’t be happier.
My family often complains though that I’m not at home with them enough because quite a few
meetings I have to attend are held abroad. My son thinks it’s quite exciting to stay in different hotels
each time, but it’s not always as great at it may sound. Some of them are really outdated and could
do with a bit of refurbishment. On the other hand, one of the perks is that I get quite long holidays,
so I can make it up to my family then.
C For questions 9a – 9h below, choose from the people (A–C). For each question write
the correct letter A, B or C on the line provided.
Which person…
9 a suggests that people in this job are underpaid? ………. [1]
9 b is thinking of a career change? ………. [1]
9 c doesn’t get on with one of the staff? ………. [1]
9 d feels that the working hours don’t suit them? ………. [1]
9 e thinks that people doing this job need to have certain qualities? ………. [1]
9 f enjoys the variety of responsibilities this job offers? ………. [1]
9 g would like to have some facilities at their workplace improved? ………. [1]
9 h doesn’t have to commute to work every day? ………. [1]
[Total: 8]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Core): /8
E For questions 10a – 10j below, choose from the people (A–D). For each question write
the correct letter A, B, C or D on the line provided.
Which person…
10 a suggests that people in this job are underpaid? ………. [1]
10 b is thinking of a career change? ………. [1]
17
10 c is surprised by their recent promotion? ………. [1]
Unit 2 Exam strategies for the reading and writing exam
Self-assessment
Now think about your progress so far and answer the following questions:
• Was your score in Test 2, Exercise 2, higher than in Test 1, or not? Why do you think
this is?
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?
18
C E Test 1
CYTECH – wearable
technology for cyclists
CYTECH, which stands for cycling and technology, is a relatively young company.
It was only set up in 2015, but it has already found a place in the market of
wearable technology. The founder, Jessica Curtis, is a keen cyclist, but is also a
clothes designer. So, it came as no surprise to many when she founded this new
company to combine her two biggest passions in life: cycling and designing.
In recent years we have seen a huge increase in people taking up cycling, not
only for pleasure, but also as a more reliable and environmentally friendly means of transport. The rise in cyclists on the road has brought
the need to improve road safety more into the spotlight. This was something that also played a vital role in Jessica’s decision to go into
this business.
She was almost hit by a car herself a few years earlier, when cycling to work. After this, it was only a matter of time before the idea of
visible clothing for cyclists was born. Jessica presented her plans to a friend who specialises in LED lighting, which is a type of low-energy
lighting, and together they came up with a new clothing item for cyclists. It is surprising that in this day and age, most manufacturers of
wearable technology don’t focus on clothing for cyclists, but on gadgets, like smart watches, instead. Jessica’s intention was to fill this gap
in the market.
Since setting up her company, Jessica has been getting feedback from her friends, who are mostly young professionals. They tend to cycle
to work and often complained that they couldn’t find a visibility jacket which would be both sleek and functional. And that is what Jessica
has achieved with her latest clothing line for cyclists, which consists of jackets, hats and trousers. The LED lighting, which is used on these
items, is hidden and this unique feature is proving a hit with the wearers who can switch it on or off whenever they need to. Most cyclists
appreciate the fact that the battery life is about 14 hours. When tested, the clothing was visible as far as 400 metres. The fabric that is
used to make the clothes is both waterproof and machine washable – two practical facts that can’t be overlooked.
Currently Jessica is looking into working with energy-harvesting fabrics. Energy harvesting is a way of storing power from external
sources like wind or the sun and then using the small sources of energy to, for example, charge your phone. Jessica believes this will be
possible in the next few years and is very excited by the prospect. In the meantime Jessica is playing with the idea of designing a similar
clothing range for joggers or skiers.
Jessica has become a role model for other aspiring entrepreneurs and is often asked what the secret of her success is. She believes
that there is no harm in aiming high, but urges anyone who wants to follow in her footsteps to invest in thorough market research. The
bottom line is – the customer comes first.
C You are going to give a talk about the CYTECH company and their products to your
class at school. Prepare some notes to use as the basis for your talk.
Make short notes under each heading.
19
11 Benefits of CYTECH products
Unit 2 Exam strategies for the reading and writing exam
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [3]
[Total: 7]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Core): /7
E You are going to give a talk about the CYTECH company and their products to your
class at school. Prepare some notes to use as the basis for your talk.
Make short notes under each heading.
[Total: 9]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Extended): /9
20
Did you…?
Examiner tip 1
The order of the headings for your notes may not always be the same as the order
they come in the text.
Examiner Tip 2 2 Did you highlight the important words in each heading?
Examiner Tip 4 4 Did you transfer the answers as they are worded in the text?
Examiner tip 6
Sometimes there are two details that talk about the same idea. If you include both
Examiner Tip 7 of these similar ideas, you will only get one mark. For example: ‘improve road safety’
and ‘almost hit by a car’ both express very similar reasons for starting to design
If you include the clothing for cyclists.
correct detail, but
write it under the 7 Did you check that you included the details under the correct heading?
wrong heading, this
detail won’t receive a If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow
mark. all the tips from this section when you do Test 2, Exercise 3.
21
Learn from mistakes
Unit 2 Exam strategies for the reading and writing exam
Before you do Test 2, Exercise 3, look at the following exercise. It includes one
candidate’s answers to Test 1, Exercise 3. What did the candidate do wrong?
1 Reasons why Rebecca started designing clothing for cyclists
• she was almost hit by a car
• to improve road safety ………… [2]
Now do Test 2, Exercise 3, and remember to follow all the tips from the ‘Did you … ?’
section for Test 1.
C E Test 2
Exercise 3
Read the article about how to become an astronaut and then complete the notes on
the following page.
22
Unit 2 Exam strategies for the reading and writing exam
Could you be a
future astronaut?
In the past decade we have seen an increased interest in space and space
exploration. However, humans have been looking to space for answers for over
half a century. Becoming an astronaut has always been a dream of many young
boys and girls. The question is though – how do you become an astronaut?
The NTV television channel is launching a reality series which may help to answer
this question. It will offer people, who think they have what it takes to become
an astronaut, the opportunity to try out what it is really like to go through a
selection process and a space preparation programme. The TV channel has asked
a former astronaut, who also used to be in charge of the International Space Station, to oversee this process to make sure it is as close to
the real thing as possible. According to him, unless you are self-disciplined and good at making quick decisions, you shouldn’t even hand in
your application. No one will argue with the fact that the real process is very physically demanding so good physical health is a must, but
that alone wouldn’t be enough without determination as it’s a really tough process and each applicant has to compete with thousands of
other hopefuls.
There are no universities which offer degree courses for astronauts, so people who have been selected to go to space and to work at
the International Space Station have had varied backgrounds. At the beginning of space exploration, astronauts often came from an army
background, for example army pilots. These days, successful applicants usually have a previous career in medicine, computing or maths.
However, people with degrees and experience in science and engineering have an advantage over others. During the preparation stage,
future astronauts are quizzed on subjects like physics and their spatial awareness is tested too.
The space programme is also suited to people who can stay calm under pressure. Astronauts need to be able to rely on each other and
somebody who gets easily stressed is not the kind of person that you need around you.
This gruelling process is absolutely necessary since the range of tasks performed by astronauts, once they are on board the International
Space Station, is huge. In addition to the difficulty of the tasks, they have to deal with zero gravity, which is the lack of force which pulls
objects to the ground, something we experience on Earth, but not in space. Astronauts in space need to be careful not to crash into
flying objects. They should also be able to predict in which direction the objects are likely to move. It might sound like fun to float around
in zero gravity, but one of the downsides is also the loss of muscle and bone mass. On return to Earth, it takes astronauts some time to
get back to normal and to get their strength back.
Different space missions focus on different scientific experiments. The successful completion of these tasks is only possible through
working as a team. Apart from all this, then there is everyday maintenance, sometimes informally called ‘the housework’, to make sure
that all the technical equipment is functioning correctly.
The reality show starts on the 3rd March, but if you think you have what it takes already, you can try applying directly to the International
Space Station.
C You are going to give a talk about how to become an astronaut to your science class
at school. Prepare some notes to use as the basis for your talk.
Make short notes under each heading.
23
11 What is expected of astronauts while they are in space
Unit 2 Exam strategies for the reading and writing exam
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [3]
[Total: 7]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Core): /7
E You are going to give a talk about how to become an astronaut to your science class
at school. Prepare some notes to use as the basis for your talk.
Make short notes under each heading.
[Total: 9]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check your answers.
Your score (Extended): /9
Self-assessment
Now think about your progress so far and answer the following questions:
• Was your score in this test, higher than in Test 1 Why do you think this is?
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?
24
Develop your skills - what next?
Test 1
Exercise 4
What are the examiners looking for?
Examiner tip The list below shows features that the examiners will be looking for in your summary.
Look at the list and decide whether the features are connected with content or language.
In Exercise 4 you
Then complete the table below by listing the features under the correct heading.
are tested on note
taking and then using • how accurate the grammar is • the amount of irrelevant information
these notes to write
a summary. Both • use of own words • how many relevant points there are
Core and Extended • how well the points are organised • accurate use of vocabulary
candidates’ summaries • use of linking words and phrases
are marked for the
language used as well
Content (include two points) Language (include five points)
as the content points.
25
Look at the phrases below, which describe how well you can do things when you
Unit 2 Exam strategies for the reading and writing exam
write your summary. Can you put them next to the correct marks in the following
table? Use this table as a simplified mark scheme to mark your own summary in other
units.
A a lot of irrelevant information / very little attempt at organising content points
/ linking words are used poorly or not at all / very few own words are used /
poor grammar and vocabulary
B very little irrelevant information / content points are well organised /
appropriate linking words and phrases / own words are used / generally
accurate grammar and vocabulary
C no irrelevant information / content points are organised extremely well /
appropriate linking words and phrases are used very well / own words are
used extremely well / very accurate grammar and vocabulary
D some irrelevant information / some attempt at organising content points
/ some linking words are used / some own words are used / reasonably
accurate grammar and vocabulary
Test 1
Exercise 4
C Read the following blog written by one of the film crew who filmed penguins on the
Zavodovski Island.
Examiner tip Write a summary of the difficulties the film crew experienced during
their expedition to Zavodovski Island.
Core candidates have
Your summary should be about 80 words long (and no more than
a different text to 90 words long).You should use your own words as far as possible.
read for the summary
task from Extended You will receive up to 6 marks for the content of your summary and up to 6 marks
candidates. for the style and accuracy of your language.
26
Unit 2 Exam strategies for the reading and writing exam
Filming penguins on South
…………………………………………………………………………………………
…………………………………………………………………………………………
Core [Total: 12]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check that you included the correct content points.
Your score for content (Core): /6
Read the model answer in the answer key for Section 1, Unit 2 and compare the
language used in this summary with the language in the original text. Focus on the
paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What
are the examiners looking for?’ section and try to guess what mark you might get for
your summary.
Your score for language (Core): /6
Test 1
Exercise 4
E Read the following article written by a psychologist.
Write a summary of the benefits of being bilingual.
27
Your summary should be about 100 words long (and no more than
Unit 2 Exam strategies for the reading and writing exam
120 words long). You should use your own words as far as possible.
You will receive up to 8 marks for the content of your summary and up to 8 marks for
the style and accuracy of your language.
…………………………………………………………………………………………
…………………………………………………………………………………………
Extended [Total: 16]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2 and check that you included the correct content points.
Your score for content (Extended): /8
Read the model answer in the answer key for Section 1, Unit 2 and compare the
language used in this summary with the language in the original text. Focus on the
paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What
are the examiners looking for?’ section and try to guess what mark you might get for
your summary.
Your score for language (Extended): /8
28
Did you…?
Examiner tip 1
• P
ay attention to the information in the instructions which tells you how many
words you have to write, what you should write (e.g. a summary) and what you
should focus on (e.g. difficulties, benefits, etc.).
• Y
ou are usually asked to focus on one aspect in the summary (e.g. difficulties).
However, sometimes there might be two (e.g. advantages and disadvantages).
So, don’t forget to cover both in your summary.
Examiner Tip 2 2 Did you read the text and highlight the relevant content points?
3 Did you look at the content points you found in the text and plan in what order
Highlight the content
you wanted to include them in your summary?
points in the text so
that you can look
at them when you Examiner tip 3
are planning in what
You are also marked on how well you organise the content points in your
order to use them
summary. This means that you don’t have to use them in the same order as they
in your summary.
appear in the text. You can organise them in a way that you think is more logical
There are usually
and join the ideas with appropriate linking words and phrases (e.g. however, for
more content points
example, what’s more, etc.).
in the text than you
need to include in
the summary. Core While you were writing
candidates need to
4 Did you try to use your own words to paraphrase as much as you could?
include six ideas and
Extended candidates
eight ideas. Examiner tip 4
You won’t be able to paraphrase every single word or phrase used in the original
text. However, you should try and use your own words as much as you can.
5 Did you use any linking words and phrases to link ideas in your summary more
clearly?
Examiner tip 5
Use linking words and phrases to make your sentences more complex and show
the links between ideas. A summary with linkers sounds more natural and is easier
for the reader to follow the ideas.
29
6 Did you count the words as you were writing?
Unit 2 Exam strategies for the reading and writing exam
Examiner Tip 6
Keep an approximate count as you are writing. This will help you to see how many
words you still have to write. It will also help you to see if you have enough words
left to use for the remaining content points.
Examiner tip 7
Core candidates should include six content points and Extended candidates should
include eight. You can include more content points if you wish, but you won’t get
any extra marks for these. Make sure that your content points don’t repeat the
same idea. If you include the same idea twice, you will only be given one mark for
these.
Examiner Tip 8 8 Did you check that your summary is within the word limit?
If your summary is If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow
not within the word all the tips from this section when you do Test 2, Exercise 4.
limit and it’s either
too short or too long, Learn from mistakes
you may lose marks. Before you do Test 2, Exercise 4, look at the following exercise. It includes one Core
candidate’s and one Extended candidate’s answer to Test 1, Exercise 4. Read the
summaries carefully and count how many different content points the candidates
included. Then read the summary again and look at the language. How many marks
would you give the summary? Don’t forget to refer back to the simplified mark
scheme for Exercise 4 in the ‘What are the examiners looking for?’ section.
C The crew filming penguins spent almost three weeks on the Zavodovski Island, which is
the largest penguin colony in the world. The life for the penguins is very dangerous there,
because of the wild weather. Even crew had difficulties to get on the island. The weather
changed very quickly which made filming rather tricky at times. But even through these
hard circumstances it was great experience for all members of crew to see these funny
and cute animals. The cameraman even named his favourite ones.
E It has been proven that there are many benefits of being bilingual. First of all, knowing
more than one language gives young people a broader choice at schools or universities
they could potentially attend. Also, speaking different languages could increase the
chances of getting a good job. Moreover, it has been proven that bilingual students
are more flexible in adapting to different circumstances and that they tend to be more
focused and memorise things better. Finally, another important aspect of being bilingual
pertains to the older generations – a study has shown that speaking different languages
is a factor in postponing age-related brain deterioration.
Now do Test 2, Exercise 4, and remember to follow all the tips from the ‘Did you … ?’
section for Test 1.
30
Test 2
The house we were staying in was built in 1877. At that time safety for the residents couldn’t be guaranteed but, obviously for us, the
producers made sure that the house met 21st-century safety regulations. The house had a huge courtyard which was filled with 3 tons
of mud specifically for this programme to re-create the living conditions of that time. This meant we were always dragging ourselves
through the mud. This proved tough for me because I always like to look clean and presentable.
Inside the house there was no toilet – this was only available outside, which was okay during the day, in nice weather. When it was raining,
or at night, this was a completely different matter. Space was also limited so the sleeping arrangements took some time to get used to –
there were several families sleeping in the same room.
Free time was very precious and a working day started very early because things just had to be done. For someone like me who isn’t an
early bird, this took some getting used to. When we did manage to have some time off, we made sure we didn’t waste a single minute of it.
I’m probably painting a very gloomy picture, but there were also happy moments. We all bonded really well and I think I made friends for
life on this programme, which just goes to show that hardship brings people more closely together.
31
Test 2
Unit 2 Exam strategies for the reading and writing exam
Exercise 4
E Read the following article from a webpage written by a sociology student.
Write a summary about the advantages of having a twin brother or sister.
Your summary should be about 100 words long (and no more than
120 words long).You should use your own words as far as possible.
You will receive up to 8 marks for the content of your summary and up to 8 marks for
the style and accuracy of your language.
32
When you have finished doing this part of the test, go to the answer key for Section 1,
Self–assessment
Now think about your progress so far and answer the following questions:
• Was your score in Test 2, Exercise 4, higher than in Test 1, or not? Why do you think
this is?
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?
33
Unit 2 Exam strategies for the reading and writing exam
• Finally, copy the linking words/phrases onto a blank piece of paper in the same order as they appear in the
text. Try to write the text in between the linkers using your own words. When you have finished, read the
original text to see if you used the linkers correctly.
3
• Find a short article and highlight the words that you think you can paraphrase (e.g. adjectives, verbs). Then
use an online collocation dictionary, for example http://www.freecollocation.com, to see what words you
could use instead of the words used in the original text. For example, to paraphrase ‘rough sea’, put ‘sea’ in
the search box to find other adjectives that can describe ‘sea’ (e.g. choppy).
Test 1
Exercise 5
Now look at the phrases below, which describe how well you can do things. Can you
put them next to the correct marks in the following table? Use this table as a simplified
mark scheme to mark your own writing in other units.
34
A Content: the task may not be fully completed with some details missing / the
C Test 1
Exercise 5
Your family has recently got a new pet.
Write an email to a friend telling them about the pet.
In your email, you should:
• describe the new pet
• explain how you look after your new pet
• say how the pet makes you feel and why.
35
The pictures above may give you some ideas, and you can also use some ideas
Unit 2 Exam strategies for the reading and writing exam
of your own.
Your email should be between 100 and 150 words long.
You will receive up to 6 marks for the content of your email, and up to 6 marks for
the language.
E Test 1
Exercise 5
Your family has recently got a new pet.
Write an email to a friend telling them about the pet.
In your email, you should:
• describe the new pet
• explain how you look after your new pet
• say how the pet makes you feel and why.
The pictures above may give you some ideas, and you can also use some ideas of
your own.
Your email should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your email, and up to 8 marks for
the language.
…………………………………………………………………………………………
…………………………………………………………………………………………
Core [Total: 12]
Extended [Total: 16]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2. Read the model answer and compare the content and language used in this
email with your email. Then look at the simplified mark scheme for Exercise 5 in the
‘What are the examiners looking for?’ section. Try to guess what mark you might get
for the content and language in your email.
Your score for content (Core): /6
Your score for content (Extended): /8
Your score for language (Core): /6
Your score for language (Extended): /8
Did you…?
Now think about the way you did Test 1, Exercise 5, and answer the following
questions.
36
Before you started writing
Spend a few Pay attention to the information in the instructions which tells you what you have
moments thinking to do:
about how you are
• what style you should write (e.g. an email)
going to organise
your email, how • who you are writing to (e.g. a friend)
many paragraphs to • w
hat points you need to include (e.g. describe your new pet). Remember – you
include and what need to cover all three points in your email
ideas you want in
each paragraph. Only • how many words you should write.
make quick notes of
these ideas (e.g. cat/ 2 Did you plan your answer before you started writing?
rescue home, brown,
feed and play/ happy, While you were writing
mischievous). Don’t 3 Did you refer to your notes from the planning stage?
spend too much time
writing your notes in
Examiner tip 3
long sentences.
Your notes will save you time when you start writing your answer. You will already
know what information you need to include and in which order.
Examiner Tip 4
Don’t just include short answers to the bullet points. Develop your ideas by adding
examples, comparing things that are happening now with something in the past, or
comparing your situation with somebody else’s (e.g. a friend or family member).
Examiner Tip 6 5 Did you make sure you divided your email into paragraphs?
37
8 Did you try to use a range of grammatical structures?
Unit 2 Exam strategies for the reading and writing exam
ExAMinER Tip 8
Use a range of structures – such as tenses (e.g. I was so happy because my parents
had got me a pet.), or conditionals (e.g. If I hadn’t been asking every single day, my
parents wouldn’t have agreed to getting me a pet.).
If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow
all the tips from this section when you do Test 2, Exercise 5.
Dear Elein,
How are you doing? I’m fine. Recently, an amazing thing happened on my family. So
I’m writting to tell you about that. You know we have a cat which is named Elle.
Elle is a girl, 10 years old who has gray hair colour, who was rescued from pet shop.
One day, my father knocked my door. He said something was moving in Elle’s bed. It
was a kitten.
I couldn’t believe it. We hadn’t realised about her pregnancy until she gave birth. So
we’ve got a new kitten.
We named him Chopper ’cause I really like the name ‘Chopper’ who is a character
of ‘One Piece’, which is famous Japanese manga. Chopper has light brown hair
colour. I attach his pictures. It’s so funny and cute.
38
He has slept with Elle until his eyes opened. But he has always been next to me and
Hello Mia,
How are you? How is your family? I have very exciting news! Are you ready to hear
it? You won’t believe it! My family has got a brand new member in it – a new pet!
Last weekend we decided to go to the pet shop to finally get a cat! I got inside the
store and immediately saw the cutest kitten I had ever seen! From the moment I
noticed her blue eyes and silky soft and shiny fur that was mostly black and white, I
fell in love with her. The most goofy thing on her was her little black nose. I couldn’t
resist her lovely face! I called her Trina.
I wake up every day at 5 o’clock, I play with her for fourty five minutes and I give
her her breakfast as soon as we finish playing. I really miss her when I’m at school,
but when I return in the afternoon, I can’t stop playing with her! Her favorite toy
is a squishy plastic mouse. As soon as I throw it away, she starts chasing it and
sometimes she brings it back. The most important thing is that she seems to have
endless energy and never gets bored when it comes to playing. Tryna makes me feel
happy and secure because she’s always enthusiastic. I love her so much.
I hope you’ll be able to come to my house and meet her, because I know you’ll
definitely adore her!
Write back soon, love you,
Despoina
Now do Test 2, Exercise 5, and remember to follow all the tips from the ‘Did you … ?’
section for Test 1.
C Test 2
Exercise 5
You have just finished working on a school project.
Write an email to a friend telling them about the project.
In your email, you should:
• say what the project was and who helped you
• say how successful the project was, and why
• explain what you would have done differently.
39
The pictures above may give you some ideas, and you can also use some ideas of
Unit 2 Exam strategies for the reading and writing exam
your own.
your email should be between 100 and 150 words long.
You will receive up to 6 marks for the content of your email, and up to 6 marks for
the language.
E Test 2
Exercise 5
You have just finished working on a school project.
Write an email to a friend telling them about the project.
In your email, you should:
• say what the project was and who helped you
• say how successful the project was, and why
• explain what you would have done differently.
The pictures above may give you some ideas, and you can also use some ideas of your
own.
your email should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your email, and up to 8 marks for
the language.
…………………………………………………………………………………………
…………………………………………………………………………………………
Core [Total: 12]
Extended [Total: 16]
When you have finished doing this part of the test, go to the answer key for Section 1,
Unit 2.
Read the model answer and compare the content and language used in this email
with your email. Then look at the simplified mark scheme for Exercise 5 in the ‘What
are the examiners looking for?’ section. Try to guess what mark you might get for the
content and language in your email.
Your score for content (Core): /6
Your score for content (Extended): /8
Your score for language (Core): /6
Your score for language (Extended): /8
Self-assessment
Now think about your progress so far and answer the following questions:
• Was your score in Test 2, Exercise 5, higher than in Test 1, or not? Why do you think
this is?
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?
40
Develop your skills - what next?
C Test 1
Exercise 6
Examiner Tip
Your class recently went on a trip to your capital city. Your teacher has now asked you
The mark scheme to write a report about the trip and make some recommendations.
for Exercise 6 is the Here are some comments from other students:
same as the one for
Exercise 5. Taking a coach was a mistake. I loved the visit to the museum.
41
Write a report for your teacher.
Examiner tip
Unit 2 Exam strategies for the reading and writing exam
The comments above may give you some ideas, and you can also use some ideas of
The prompts in your own.
Exercise 6 give you Your report should be between 100 and 150 words long.
ideas for your writing.
You will receive up to 6 marks for the content of your report, and up to 6 marks for
If you choose to
the language.
use these ideas, you
should paraphrase
them and develop
them in your answer. E Test 1
However, you can Exercise 6
use other ideas
Your class recently went on a trip to your capital city. Your teacher has now asked you
of your own, or a
to write a report about the trip and make some recommendations.
combination of both.
Here are some comments from other students:
Did you…?
Now think about the way you did Test 1, Exercise 6, and answer the following
questions.
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Before you started writing
Examiner tip 1
Pay attention to the information in the instructions which tells you what you have
to do:
• what style you should write (e.g. a report)
• who you are writing to (e.g. a teacher)
• what you need to include (e.g. make some recommendations)
• how many words you should write.
Examiner tip 2
Spend a few moments thinking about how you are going to organise your report,
how many paragraphs to include and what ideas you want in each paragraph. Only
make quick notes of these ideas (e.g. coach – bad traffic, delays / ran out of time to
see more / museum – good, but guided tour would be better / recommendations
– students vote on what to see, more careful planning next time, by train.)
Develop your ideas 6 Did you divide your report into paragraphs?
by adding examples, 7 Did you introduce the topic of the report in the first paragraph?
or writing about the
positive and also the
Examiner tip 7
negative aspects (e.g.
what was good about To introduce your report, use phrases like ‘The aim of this report is to…’, or ‘This
the museum and report provides information about…’.
what wasn’t).
8 Did you provide information about the trip in the middle paragraph?
9 Did you make recommendations for improvements in the last paragraph?
Examiner tip 9
To make recommendations in the final paragraph of your report, use phrases like ‘I
therefore suggest (+ -ing form)’, or ‘I would like to recommend that…’.
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10 Did you label paragraphs/report sections with headings?
Unit 2 Exam strategies for the reading and writing exam
Examiner tip 10
To make it easier for the reader to find the necessary information in reports,
we use headings for paragraphs (e.g. 1. Introduction, 2. The trip, 3. Conclusion /
Recommendations).
Examiner tip 11
In reports we often use linking words and phrases to add more examples (e.g. in
addition to that), contrast (e.g. however) and result (e.g. therefore).
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C A Core candidate’s report
Introduction
The principal aims of this report are to describe how the school trip was and
explain how people enjoyed as well as things they did not like.
Student’s opinions about the first moments
Having made a survey with 30 students we could see many different opinions about
the trip. No sooner had we arrived to the first city that a group of students were
complaining about the coach. The fact that this did not have toilet, for a long trip,
was a big issue. However, some students saw here a possibility to stop frecuently
and chat with other student different than the ones around them.
The visit
Most of them, nearly three quarters, enjoyed the trip in general. The best part
was the museum, however some of them did not have enough time to visit everything
because some roads were closed. In addition, we missed the main square of the city.
Recommendations
In light of the results above, I recommend the following:
• to check every road before leaving in order to know the route we should follow.
• to rent a coach with toilet and stop less frecuently using this time to visit the
city.
Following these recommendations, next trips will be improved as well as the number
of participants.
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C Test 2
Unit 2 Exam strategies for the reading and writing exam
Exercise 6
In your lesson you were talking about libraries. Your teacher has asked you to write a
report about your school library and suggest what improvements can be made.
Here are some comments from other students:
The library gets noisy at The library needs redecorating.
certain times.
E Test 2
Exercise 6
In your lesson you were talking about libraries. Your teacher has asked you to write a
report about your school library and suggest what improvements can be made.
Here are some comments from other students:
The library needs redecorating. The library offers extra help to
students with their studies.
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When you have finished doing this part of the test, go to the answer key for Section 1,
Self-assessment
Now think about your progress so far and answer the following questions:
• Was your score in Test 2, Exercise 6, higher than in Test 1, or not? Why do you think
this is?
• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?
Examiner tip
You learn most from your own mistakes! To improve your writing in general, always
try to rewrite your first drafts after they have been corrected by your teacher.
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