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Cambridge IGCSE®

English as a
Second Language
Exam Preparation and Practice
Katia Carter and Tim Carter
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Table of Contents

Progress chart – tracking sheet iv


How to use this book vi
Assessment criteria for writing and speaking viii

Section 1: Reading and writing 1


Unit 1: About the exam 1
Unit 2: Exam strategies 5
Unit 3: Language focus 48
Unit 4: Test yourself 82

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

Section 3: Speaking 139


Unit 1: About the exam 139
Unit 2: Exam strategies 142
Unit 3: Language focus 150
Unit 4: Test yourself 160

Answer key 162


Exam at a glance and weighting of papers 202
Acknowledgements 205

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:

Progress chart – tracking sheet


SKILLS: You’re ready to take the exam.¹ You need a bit more practice You need a lot more practice
before you can take the exam.² before you can take the exam.³
READING You score between 100% and 80% You score between 80% and 60% You score less than 60% in all
in all reading exercises. You can also in all reading exercises. You find it reading exercises. You take a very
manage this within the time limit. difficult to complete some of the long time to complete these
exercises within the time limit. exercises.
WRITING You write at the correct length, You write at the correct length, Your answers are quite short and
within the time limit. You but sometimes take longer you take a long time to finish.
always answer all the points than the time limit. You include all You don’t always include all the
from the question. Your ideas the points from the question, points from the question. You still
are well developed and you but some are not always well make a lot of mistakes which
use complex sentences with developed. You use some make your writing difficult to
appropriate linking words complex sentences with some understand. Your sentences are
and phrases. You make very appropriate linkers. You still make mostly short, but sometimes you
few mistakes and the reader can mistakes, but the reader can use very simple linking words.
always understand what you write understand what you write about. Your grammatical structures and
about. You also use a wide range You use a reasonable range vocabulary are very simple.
of grammatical structures and of grammatical structures and
vocabulary. vocabulary.
LISTENING You score between 100% and 90% You score between 90% and 70% You score less than 70% in all
in all listening exercises. in all listening exercises. listening exercises.
SPEAKING You can speak fluently and You can speak fluently and You sometimes have to pause
clearly about a range of clearly about a range of and think how to say things in
everyday and abstract topics. everyday topics. You sometimes English. You can only talk about
Other people can always struggle when the subjects are simple everyday topics. Other
understand what you are saying. more abstract. Other people can people sometimes don’t
You develop and link your mostly understand what you understand what you are saying.
ideas well with a range of are saying. You develop and link You talk in simple sentences
appropriate linking words and your ideas reasonably well with some simple linking words
phrases. You can also use a wide with appropriate linking words and use easy vocabulary.
range of grammatical structures and phrases. You use a range
and precise vocabulary. of grammatical structures and
vocabulary.

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

ExAMInER TIp 2 • read the text


• find the answer to question 1
How to use this book
Highlight important
words in the question • highlight the answer in the text
to remind you what • write your answer on the line provided.
detail you are looking
Then do the same for question 2 and so on.
for (e.g. the year of
the first discovery).
2 Did you highlight the important words in each question?
ExAMInER TIp

Unit 2 Exam strategies for the reading and writing exam


3 Did you notice how many details are required for each question?
ExAMInER TIp 3
Examiner are provide
If you tips useful some
unsure about techniques and
of your advice put
answers, to help you improve
a question your to these
mark next
Most questions in Whileandyou
havewere
performance ainlook reading
exams.at them again once you have completed the whole exercise.
Exercise 1 require However, don’t spend
4 Did you underline the answers too longwhen
on questions you
you found don’t
them in know how to answer. If you
the text?
one detail. However, do, you might not have enough time to complete other exercises in the rest of the
in some questions paper.
ExAMInER TIp 4
you may have to find
more than one detail. When
You
Sometimesyouyou
have
will notice finished
these
need Did doing
to you…?
look this partafter
at features
the text of the
again totest,
each go to
part
check the
of Test
that youanswer
1 have key2. for Section
in Unit
selected the 1,
Make sure you know Unit
They 2
correct and check
telldetail.
you how your
It is to answers.
answer
easier each exam-style
to check your answers question most successfully.
if you underline them in the text. If
how many details are you don’t
Your underline
score (Core): your answers,/9 you might have toYour readscore
some(Extended):
parts of the text /13
required before you again and waste your time during the exam.
start reading. DID yOu…?
5 Now
Did you transfer
think about your answers
the way from
you did the1,text
Test onto 1,
Exercise theand
lineanswer
provided
theon the
following
opposite
questions. page?

7
Before youfrom
Learn started reading
mistakes
Unit 3 Language focus on the reading and writing exam

Learn from mistakes


IGCSE_ESL_Section.indb 7
1 Assess
Did you thereadsample answer
the questions first before reading the text? 7/29/2017 3:06:48 PM
sections show Before you work on your second draft of the summary, look at the following exercise.
common errors real ExAMInER TIp candidate’s
It includes one Core 1 answer and one Extended candidate’s answer to
candidates make Test 3, Exercise 4.
in listening, reading, Read
Corethe questions
candidates readfirst. You need
the ‘How to knowcan
many languages what youdetails to look for before you
speak?’ summary.
writing and speaking start reading. You should:
Extended candidates read the ‘Photography in the wild’ summary.
exams. These
• Then
lookcomplete
at question
the tick1 sheet below.
sections also contain
realExAMInER
students’ sample TIp 2 • • read
Whatthedid text
the candidate do well?
answers. • What do they still need to improve?
• find the answer to question 1
Highlight important • What are their weakest areas?
words in the question • highlight the answer in the text
The first tick has been done for you as an example.
to remind you what • write your answer on the line provided.
detail youHoware
Focus on the language looking
well did the candidate ok, some improvement Poorly, a lot of
for (e.g. do
theinyear
the following
of areas? ThenVery do well
the same for question still 2needed
and so on. improvement needed
There is the correct number
Findthe
thefirst discovery).
paragraph where Harrison
of content points (Core 2
talks about his companions.✓Find the verbs
6 Did you highlight the important words in each question?
which tell you what
points his companions
/ Extended 8 points) were expected to do.
There is no irrelevant 3 Did you notice how many details are required for each question?
ExAMInER TIp 3
information
12 Difficulties Harrison
The content points arehad
well on his trek
Most questions in While
These Focusyouon were reading
the language boxes identify key vocabulary and grammar. You will
organised
• ………………………………………………………………………………
ExerciseThere
1 require also
4 findDidlanguage hints tothe
you underline help you answer
answers when exam questions.
you found them in the text?
are appropriate linking
• one ………………………………………………………………………………
detail. However,
words
Icons
• in ………………………………………………………………………………
some The questions
candidate uses own
ExAMInER TIp 4
you maywords/phrases
have to findas much as
C• more ………………………………………………………………………………
Core possible
E ExtendedSometimes you need
than one detail. Audio CD1 Track 3: Audio
to look at the text again to check Video 1: Video
that you have selected the
The grammar and vocabulary
• Make sure you know
……………………………………………………………………………
are used accurately
(You will need to play each recording twice.) [5]
correct detail. It is easier to check your answers if you underline them in the text. If
how many details are you don’t underline your answers, you might have to read some parts of the text
required before you again and waste your time during the exam.
vi C How many languages can you speak?
Focus
starton the language
reading.
This woman is keen on languages since she was a child. When she started learning Russian
5 she
Didwas
you transfer your answers from the text onto the line provided on the
Look for examples of difficult situations thatreally young, so
Harrison she didn’t careIgnore
experienced. about the
thehard pronunciation. Then she started
ocus 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

Complete these Focus on Make your vocabulary grow


the language
Make your vocabulary When you Track 14 your summary, read the model answer below. What
finish writing

How to use this book


grow sections content points can you find? Look at the answer key to check that you found the
to practise the Now listen
correct content points. again to this part of the listening test.You are going to focus on the vocabulary.
vocabulary you will Then look at the tips in the boxes. These tips give you information about important
needExAMInERto answer TIp language Words features to andincludephrases
when you write witha summary.
a similar Check meaning
that you have
included all the suggestions from the tips in your summary. If not, or if you find any
questions in exams of the things Thementioned
words and phrases listed below are taken from the questions. Find the words,
in the tips difficult, go to the appropriate exercise in this
The words and
most effectively. ‘Focus onphrases or ideas
the language’ sectionintothe recording
practise them. that have the same or very similar meaning. Write
phrases in questions these in the spaces provided.
don’t appear in the
transcript. Instead you Question 2
Use linking words and phrases to join ideas
hear other words and a win an award – ………………………… together. (See Exercise A for more practice.)
C Model answer (Core)
phrases which have
The the
ideas insame
b awas
When the writer photo
learning– Russian,
………………………… she had difficulty understanding songs because
or very the resources to practise listening were very3 limited
your summary
the museumModel answers
3 can
b be inHow a differentmuch
order is the admission fee to the museum forb students? How muchtime.
at that is theThat
admission
is why fee
shetowas for students?

Unit 2 Exam strategies for the listening exam


fromsimilar meaning. Thisexcited
is whenc she the
was given
photo a record
shows with–songs sung……………………………………………………………………………….
………………………… in Russian and used it repeatedly provide good

Unit 2 Exam strategies for the listening exam


the order they appear
[1]
called paraphrasing. to practise her listening. What is more, the writer loved her teacher and enjoyed the
in the original text.
………………………………………………………………………………. [1] examples of student
lessons veryQuestion
much. However, 3 this wasn’t the 4case a with Who herareEnglish lessons,
the couple whichtowere
going visit? all
about grammar. Consequently, she didn’t find them very exciting. work that you can
4 a Who are the couple goinga to I visit?
enjoyed
(83 words, 6 content points)
– ………………………… ………………………………………………………………………………. use to construct [1]

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

p your skills - what next? vii

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.

Writing marking criteria (Exercise 4 – Summary writing)*


Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)
7–8 • Includes 7-8 content points 7–8 • Content points in the summary are organised very
well.
• All content in the summary is relevant to the task
• Appropriate linking words/phrases are used clearly
to connect ideas.
• The summary is written using own words as much
as possible
• Almost no errors in vocabulary and grammar
5–6 • Includes 5-6 content points 5–6 • Content points in the summary are well organised
• Most content in the summary is relevant to the • Appropriate linking words/phrases are used to
task connect ideas
• The summary is written using mostly own words
• Very few errors in vocabulary and grammar
3–4 • Includes 3-4 content points 3–4 • Content points in the summary are partially
organised
• Only some content in the summary is relevant to
the task • Appropriate linking words/phrases are sometimes
used to connect ideas
• The summary is written using some own words
and some words taken from the original text
• Some errors in vocabulary and grammar, but the
content of the summary can be understood.
1–2 • Includes 1-2 content points 1–2 • Content points in the summary are poorly
organised
• Very little content in the summary is relevant to
the task • Linking words/phrases are rarely used or used
incorrectly
• The summary is written mostly using words taken
from the original text
Frequent errors in vocabulary and grammar
0 • No content in the summary is relevant to the task 0 • Very inaccurate language is used
OR OR
• No attempt at the summary task • No attempt at the summary task

* 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

Assessment criteria for writing and speaking


Give a separate Content mark and Language mark by deciding which band is the best fit for each. (The Content and Language
marks can be different if necessary.) If all of the criteria of the band are met, give the upper mark; if it meets some of the criteria,
give the lower mark. If the writing is very short (below 105 words), deduct 1 or 2 marks.

Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)


7–8 Relevance 7–8 Range and complexity
• Question is answered fully • Wide range of vocabulary
• Style and register are appropriate for the text • Wide range of simple and complex structures
type
Accuracy
• Excellent understanding of purpose and
• Easy to understand
audience
• Errors are in less common vocabulary and
Development of ideas (detail)
complex structures
• Content is very well developed
Organisation
• Ideas are communicated clearly and effectively
• Ideas are organised effectively in a logical order
• Wide range of linking words
5–6 Relevance 5–6 Range and complexity
• Question is answered fully • Range of common vocabulary. Some less
common vocabulary
• Style and register are mostly appropriate for the
text type • Range of simple structures. Some complex
structures
• Good understanding of purpose and audience
Accuracy
Development of ideas
• Mostly easy to understand
• Content is developed
• Errors are mostly in less common vocabulary
and complex structures
Organisation
• Ideas are well organised
• Range of linking words
3–4 Relevance 3–4 Range and complexity
• Most of the question is answered • Mainly common vocabulary
• Style and register are quite appropriate for the • Mainly simple structures
text type most of the time
Accuracy
• Some understanding of purpose and audience
• Sometimes difficult to understand
Development of ideas
• Some errors in common vocabulary and simple
• Some development of content, but with some structures
gaps or repetition
Organisation
• Sometimes unclear
• Reasonably well organised
• Some linking words. Not always used well

ix
Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)
Assessment criteria for writing and speaking

1–2 Relevance 1–2 Range and complexity


• Only some of the question is answered • Limited vocabulary
• Style and register are inappropriate for the text • Limited structures
type
Accuracy
• Limited understanding of purpose and audience
• Difficult to understand
Development of ideas
• Errors in common vocabulary and simple
• Missing content, irrelevance and/or repetition structures
• Often unclear Organisation
• Poor organisation. Few linking words
0 No marks can be given 0 No marks can be given

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.

Mark Structure Vocabulary Development and fluency


9–10 Uses a range of structures with Uses a range of vocabulary, to Can hold a long conversation. Can
accuracy and confidence communicate sophisticated ideas expand and develop the topic with
with precision original ideas
Pronunciation is clear
7–8 Uses a range of structures with Uses enough vocabulary to Can hold a conversation. Responds
accuracy and confidence, but there communicate well relevantly with original ideas
are errors when using complex
Pronunciation is generally clear
sentences
5–6 Uses simple structures with very Communicates simple ideas, not Responds to questions and prompts,
few errors always successfully but sometimes needs help to
continue with the conversation
Pronunciation is understandable
3–4 Uses very simple, limited structures Limited vocabulary makes it difficult Responses are brief with pauses.
with errors. Communication is to communicate simple ideas, there is Conversation is difficult
difficult repetition and/or searching for words
Pronunciation is not always
understandable
1–2 Rarely achieves communication Cannot communicate simple ideas Very brief responses
Pronunciation difficult to understand
0 No response No response No response

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

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. reasons, advantages, etc.). You should include six 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.). Sometimes there might be one question which requires two details.
Exercise 4 Discursive writing (report/review/article)
You write an article, a review or a report. Apart from the task, there are also four prompts
connected to the task. These four 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 seven ideas/examples in total.
Exercise 6 Multiple matching
You usually read three short articles on the same topic (e.g. about people’s hobbies) in which
three different people express their opinions, feelings or attitudes. You then have to answer eight
questions by selecting the correct article A, B or C.

4 What is the total number of marks you can get?


Core / Extended [1]

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.

The Turner Prize


There are many arts competitions held globally, ranging from
photography to sculpture. One of the most famous visual arts
competitions in Europe is the Turner Prize, which has been held
in Britain since 1984. It was originally the idea of a group called
the Patrons of New Art. The group itself came together only
two years before the first Turner Prize competition, in 1982. The
founders wanted to make the public more interested in modern
art. They disagreed with the critics who said that artists shouldn’t
compete against one another. The competition was also set up
with the intention of obtaining new artworks for the Tate Gallery
in London, which now organises the contest.
The competition was named after William Turner, an English
painter from London, who was born in 1775 and died in Apart from the prestige that winning this competition carries,
1851. Like most artists of that time, Turner focused on painting there is also a financial award of £40,000, which is divided among
landscapes, but his way of painting was seen as rather controversial all the finalists. The artist that comes first receives £25,000 and
by many of his contemporaries. This was something that did not the other shortlisted artists get £5,000 each. The jury’s decision
go unnoticed by the founders of the competition when they were about who the winner is has often been questioned by the public
thinking about a name for the contest. because not everybody sees the winning artwork as original or
At the beginning of the competition anyone who made an impact exciting. The critics also dislike the fact that the selection process
in art could have been awarded the prize. This included managers isn’t clear. The public’s divided opinion over modern art led a
of galleries, curators, or art critics. The only restriction was that group called the ‘K foundation’ to award an anti-Turner prize to
these people had to be born, live or work in Britain, which is still the worst artist in Britain. In 1994 this prize was given to an artist
valid today. In 1988 it was decided that the range of people who that also won the Turner prize in 1993 for her sculpture called
could get nominated would be limited to contemporary artists ‘House’.
only. A further change, concerning the age limit, was introduced a The finalists exhibit their artwork at an exhibition, which is
few years later. All artists who are now interested in entering the traditionally hosted by the Tate Britain gallery in London. In the
competition have to be 50 years old or younger. past it was pointed out that there was a lack of space for the
Each year a panel of judges chooses the winner from four exhibits. Since then a few galleries, situated in other British cities,
shortlisted artists. After the competition was founded, people have been selected to host the Turner Prize starting with the Tate
disapproved of the absence of women on the shortlist and it Liverpool gallery in 2007. This gallery was once a warehouse and
wasn’t until 1987 that the first two female artists were finally is situated in an area that used to be part of a busy harbour. It was
shortlisted. the perfect setting for the finalists’ artwork.

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]

6 How much money does the winner receive?


............................................................................................................................................................................... [1]

7 Who decided to give awards for poor artwork?


............................................................................................................................................................................... [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

Unit 2 Exam strategies for the reading and writing exam


If you are unsure about some of your answers, put a question mark next to these
and have a look at them again once you have completed the whole exercise.
However, don’t spend too long on questions you don’t know how to answer. If you
do, you might not have enough time to complete other exercises in the rest of the
paper.

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.

Before you started reading


1 Did you read the questions first before reading the text?

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

Highlight important • find the answer to question 1


words in the question • highlight the answer in the text
to remind you what
• write your answer on the line provided.
detail you are looking
for (e.g. the year of Then do the same for question 2 and so on.
the first discovery).
2 Did you highlight the important words in each question?
3 Did you notice how many details are required for each question?
Examiner Tip 3

Most questions in While you were reading


Exercise 1 require 4 Did you underline the answers when you found them in the text?
one detail. However,
in some questions
Examiner tip 4
you may have to find
more than one detail. Sometimes you need to look at the text again to check that you have selected the
Make sure you know correct detail. It is easier to check your answers if you underline them in the text. If
how many details are you don’t underline your answers, you might have to read some parts of the text
required before you again and waste your time during the exam.
start reading.
5 Did you transfer your answers from the text onto the line provided on the
opposite page?

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.

After you finished reading


10 Did you check that you included the correct number of details required for each
question?
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 1.

Learn from mistakes


Before you do Test 2, Exercise 1, look at the following exercise. It includes one
candidate’s responses to Test 1, Exercise 1. What did the candidate do wrong?

1  Response to Question 1 When did the competition first take place?

2  Answer to Question 1 1982

3  Answer to Question 2 obtain new artworks

4  Answer to Question 3 Turner was an English painter from London.

5  Answer to Question 4 contemporary artists 50 years old or younger

6  Answer to Question 5 There are four artists in the final stage of the
competition.

8
$25,000

Unit 2 Exam strategies for the reading and writing exam


7  Answer to Question 6

8  Answer to Question 7 (public) K foundation

9  Answer to Question 8 2007

10  Answer to Question 9 artists shouldn’t compete


(Extended paper) absence of women
jury’s decision
selection process isn’t clear
lack of space

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.

Is Archaeopteryx the expected in these


types of dinosaurs,

birds’ direct ancestor?


like teeth in the
jaw, claws or a long
bony tail, the fossils
We all learn at school that dinosaurs walked the Earth for 165 also showed marks
million years until they became extinct – something that scientists that resembled
believe was the result of a huge asteroid crashing with our planet feathers, which
65 million years ago. However, it is less known that one group of was a real thrill
dinosaurs managed to survive, including the Archaeopteryx – a for the scientific
dinosaur which was half dinosaur, half bird. community. Many
In 1860 scientists found a fossilised feather which may have people refused
come from the Archaeopteryx dinosaur. The more exciting find to believe that
was made in the following year, in 1861, when the first bones of these fossils were
Archaeopteryx were discovered. Just over a decade later, in 1874, genuine, but
another Archaeopteryx’s skeleton was found – this time even scientists started to think that this dinosaur might have been a link
between dinosaurs and birds. However, this dinosaur had a long
more complete than the first one.
way to go before it would look like the birds we know nowadays.
All three finds were made in Germany and it is also where The question was, though, what Archaeopteryx needed feathers
the complete skeleton of Archaeopteryx can be seen – in the for if it wasn’t for flying. The most obvious reason would be for
Humbold Museum in Berlin. The first skeleton was used as payment body temperature control. However, it is also possible that their
and given to a doctor, but luckily the Natural History Museum in feathers, which developed from scales, played a role in their
London managed to purchase it and it is here that it can be found communication with one another.
to this day. The dinosaur was given the name Archaeopteryx, which Archaeopteryx wasn’t a large dinosaur compared to other, much
means ‘ancient’ and ‘feather’ in Greek. It is also sometimes referred
larger ones, which were as heavy as 14 African elephants put
to by its German name ‘Urvogel’ which stands for ‘first bird’. together. With its 1 kilogram of weight and body length of 50
All the fossils of the Archaeopteryx dinosaur were invaluable centimetres, the Archaeopteryx wasn’t much bigger than a pigeon.
to scientists. They noticed that, apart from the usual features And just like these birds, Archaeopteryx probably exploited its

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.

C E 1 When was the first skeleton of the Archaeopteryx dinosaur found?


............................................................................................................................................................................... [1]

2 Who owns the first skeleton of the Archaeopteryx dinosaur nowadays?


............................................................................................................................................................................... [1]

3 What does the German name for this dinosaur mean?


............................................................................................................................................................................... [1]

4 What did scientists find exciting about the Archaeopteryx’s fossils?


............................................................................................................................................................................... [1]

5 What is the size of the Archaeopteryx’s body similar to?


............................................................................................................................................................................... [1]

6 What did the Archaeopteryx eat most of the time?


............................................................................................................................................................................... [1]

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.
..................................................................................... .............................................................................................

.....................................................................................  ..................................................................................... [4]

 Extended [Total: 13]


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

10
Self-assessment

Unit 2 Exam strategies for the reading and writing exam


Now think about your progress so far and answer the following questions:
• Was your score in Test 2, Exercise 1 higher than in Test 1, or not? Why do you think
this is?
• After doing the ‘Did you … ?’ section for this part of the test, 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

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.

Develop your skills – what next?


In Exercise 1 you are tested on whether you can select the correct details when reading a longer piece of text.
These texts can be taken from leaflets, magazine articles, or from a website, etc.
Try some of the following to improve your skills in reading for detail:
• Select a short piece of text (leaflets are the best for this activity) and make a list of some question words
(e.g. who, when, what, how often, how much, etc.). Then scan read the text and see how many answers you
can find.
• Select an article and highlight random nouns, names or numbers in the text (e.g. 28%, John Burnes, Victoria
Square, in January, etc.). Then read the text around these details and find out what they refer to (e.g. the
price of houses has risen by 28%, etc.).
• To practise your scan reading for detail, use materials like leaflets, TV guides, cinema programmes, the phone
book, etc. For example, you could scan read a TV guide and find how many, and what, films are being shown
on one evening. You can scan read cinema programmes and try and find out if there are any comedy films
and what time they’re shown, etc.
• In the exam you’re not allowed to use a dictionary. That is why it is important that you learn to guess the
meaning of unknown vocabulary from the context when you are reading. Choose a short newspaper
article, then scan it and underline all the words that you don’t understand. Then read the text around
each word and look for clues which might help you guess the meaning. When you have finished, check the
meaning in an English–English dictionary to see if you were right.

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

Examiner tip A Hoda Abdulahi


My favourite subjects at school are languages. I’m studying French, Russian and English because I’m
There are usually hoping to become an interpreter. However, I don’t have the same interest in subjects which involve
three articles for practical experiments. This doesn’t mean, though, that I neglect my homework for these subjects. I
Core candidates to always try my best at whatever I do. That’s why I like my tutor, who’s very experienced. He shows me
how to do things properly so that I don’t pick up any bad habits, for example with my pronunciation.
read and one extra When I started learning French the pronunciation was very tricky, but once I got the hang of it,
article for Extended everyone commented on how good my accent was. I’ve also learnt that there are more ways of
candidates. You have studying things. This means that I can experiment to see what works for me, so I get the best results.
to match each correct For example, now I know I can memorise new vocabulary better if I use pictures or put words into
categories while my friend prefers to write down definitions. She says she finds that more useful.
opinion, from the list
on the opposite page,
to the correct article.
B Kim Young
I’ve recently changed schools, so I haven’t fully settled in yet. It takes some time to get to know a new
place, but the teachers have been very welcoming. They say I’m doing rather well and won’t need any
extra tuition to catch up with the others, as my parents had originally thought. I’m really happy that
we’re encouraged to work in groups. Not only does this give me a chance to meet new classmates,
but we also think of interesting ideas together, so it’s easier to complete the tasks our teacher sets us.
The only thing I find quite demanding is the timetable. Twice a week, we’re asked to study very long
hours, which affects my concentration. Then, when I get home, doing homework is a real challenge,
but I noticed that if I get up before everybody else does, I get a lot of schoolwork done then. I’ve
even put together my own revision timetable to see what I need to do and when. It definitely works
for me.

12
C Kinga Zibowska

Unit 2 Exam strategies for the reading and writing exam


I’m in my final year of college and planning to start a law degree at university next year. Getting
ready for this involves a lot of research and I’d be lost if I couldn’t access all the resources available
online. Our school also provides a lot of support for students. Some of my school friends go to
study groups, which focus on different subjects, like science, history, or geography. I’ve tried this way
of studying a few times because I’m rather behind with my maths. At first I thought it might work,
but then I got frustrated with some of the people there who just turned it into a conversation club.
Others got distracted and we never got any work done. That’s when I realised I was better off doing
some self-study. So, that’s what I like to do in the school library these days, straight after my classes
finish in the afternoon. While I’m there, I can also read about other things that interest me.

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

10 d relies on the internet for information? ………. [1]


10 e finds it hard to focus sometimes? ………. [1]
10 f tends to study better early in the day? ………. [1]
10 g needs help with some aspects of their studies? ………. [1]
10 h enjoys doing extra work after school? ………. [1]
10 i would like more practical lessons? ………. [1]
10 j tries different approaches to learning? ………. [1]
 [Total: 10]
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): /10

Did you…?
Now think about the way you did Test 1, Exercise 2, and answer the following
questions.

Before you started reading


1 Did you read the opinions before reading the articles?

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.

2 Did you highlight the important words in each opinion?

Examiner tip

Highlight important words in the question to remind you what detail you are
looking for (e.g. ‘good teacher’ and ‘important’).

While you were reading


3 Did you read each article one at a time?

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?

Unit 2 Exam strategies for the reading and writing exam


Examiner tip

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.

After you finished reading


5 Did you match all 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.

Learn from mistakes


Before you do Test 2, Exercise 2, look at the following exercise. It includes one
candidate’s answers to Test 1, Exercise 2. What did the candidate do wrong?
1 Which person thinks learning with a good teacher is important? A/C [1]
……….
2 Which person prefers studying with other students? A
B
………. [1]
3 Which person relies on the internet for information? ………. [1]
4 Which person finds it hard to focus sometimes?
Kim Young
………….………….………….………….………….………….…….…………[1]
Now do Test 2, Exercise 2, and remember to follow all the tips from the ‘Did you … ?’
section for Test 1.

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

Unit 2 Exam strategies for the reading and writing exam


I trained as a chef five years ago. I’ve always enjoyed cooking and, as a small girl, when I had a birthday
party, I’d insist on preparing the food for it. So, I thought this would be my ideal job, but I’ve come to
the conclusion that while I enjoy cooking for my family, I don’t want to do this for a living. I had the
wrong expectations of this kind of work. Plus, I can’t see myself being promoted any time soon either.
Having said that, the place where I work has the latest equipment, so this makes all the difference. I
have no complaints about that, but the same can’t be said about the schedule. I’m an early bird so I
tend to wind down in the evening, but that’s the time when the restaurant kitchen gets the busiest.
The team are very friendly on the whole and I’ve made quite a few friends there. I feel though that
one of the supervisors often unfairly criticises me, which makes the job unnecessarily stressful.

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

10 d doesn’t get on with one of the staff? ………. [1]


10 e feels that the working hours don’t suit them? ………. [1]
10 f thinks that people doing this job need to have certain qualities? ………. [1]
10 g enjoys the variety of responsibilities this job offers? ………. [1]
10 h would like to have some facilities at their workplace improved? ………. [1]
10 i says the job involves a lot of travelling? ………. [1]
10 j doesn’t have to commute to work every day? ………. [1]
 [Total: 10]
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): /10

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?

Develop your skills - what next?


In Exercise 2 you are tested on whether you can select the correct ideas/opinions and understand the
connections between them. The ideas and opinions are either directly stated or implied, which means not stated
directly.
Try the following activity to improve these reading skills:
• Try to read a range of articles where the author expresses their opinions (e.g. film/play/video game reviews,
customer reviews online about various products, blogs, etc.).
• Find what the writer is writing about (e.g. a film review – acting, directing, screenplay, etc.) and what the
writer’s opinion is (i.e. positive, negative or mixed).
• Find the phrase that expresses this opinion (e.g. it was a complete let-down, it didn’t come up to our
expectations, it is one of a kind, etc.).
• Then think of different ways of saying the same thing – try to paraphrase the same idea by using similar
phrases. This will also help you improve your writing skills.

18
C E Test 1

Unit 2 Exam strategies for the reading and writing exam


Exercise 3
Read the article about CYTECH, a company that designs wearable technology for
cyclists, and then complete the notes on the following page.

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.

10 Reasons why Rebecca started designing clothing for cyclists


• ………………………………………………………………………………
• …………………………………………………………………………… [2]

19
11 Benefits of CYTECH products
Unit 2 Exam strategies for the reading and writing exam

• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [3]

12 Advice for success


• ………………………………………………………………………………
• …………………………………………………………………………… [2]

 [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.

11 Reasons why Rebecca started designing clothing for cyclists


• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [3]

12 Benefits of CYTECH products


• ………………………………………………………………………………
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [4]

13 Advice for success


• ………………………………………………………………………………
• …………………………………………………………………………… [2]

 [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…?

Unit 2 Exam strategies for the reading and writing exam


Now think about the way you did Test 1, Exercise 3, and answer the following
questions.

Before you started reading


1 Did you read the instructions and the headings for your notes carefully?

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?

Highlight important While you were reading


words in the question 3 Did you underline the details/answers in the text required for each heading?
to remind you what
detail you are looking Examiner tip 3
for (e.g. ‘reasons’ and
‘starting’). Read the text and underline all the examples required for the first heading. Then
transfer the correct number of examples onto the lines provided under the first
heading. Repeat the same for the second heading, and so on.

Examiner Tip 4 4 Did you transfer the answers as they are worded in the text?

Don’t paraphrase After you finished reading


your answers. You are
5 Did you include the correct number of details under each heading?
tested on whether
you can find the
correct details. By Examiner Tip 5
changing the answer,
The number of marks shown under each heading tells you how many details are
you might also change
required. You get one mark for each correct detail. There are usually more details in
the meaning and lose
the text than you need. Also make sure that each idea is written on a separate line.
marks. Use the same
wording as in the text.
6 Did you check that you didn’t include the same idea twice?

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]

2 Reasons why Rebecca started designing clothing for cyclists


• hit by a car
• her biggest passions ………… [2]
3 Benefits of CYTECH products
• it filled a gap in the market…………[4]

4 Benefits of CYTECH products


• sleek
• functional
• waterproof
• people can charge their phone ………… [4]

5 Advice for success


• aim high
• . .……………………………………………………………………………… [2]

6 Advice for success


• be determined
• be polite to your customers ………… [2]

7 Advice for success


• 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. ………… [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.

10 Skills and personal qualities needed to become an astronaut


• ………………………………………………………………………………
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [4]

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.

11 Skills and personal qualities needed to become an astronaut


• ………………………………………………………………………………
• ………………………………………………………………………………
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [5]

12 What is expected of astronauts while they are in space


• ………………………………………………………………………………
• ………………………………………………………………………………
• ………………………………………………………………………………
• …………………………………………………………………………… [4]

 [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?

Unit 2 Exam strategies for the reading and writing exam


In Exercise 3 you are tested on whether you can select the correct details and ideas/opinions and understand
the connections between these ideas.
Try the following activity to improve these reading skills:
• Try to read a range of articles where the author writes about advantages and disadvantages, success and
failure, difficulties, etc. You might find these ideas in texts like travel blogs, online articles about various
projects, magazine articles about history/nature/science. Don’t choose articles that are too long. The articles
you choose should be of a similar length to the articles in the real exam – one A4 page.
• First quickly skim the text to get the general idea and see whether it contains ideas like reasons, results,
pros/cons, etc.
• Select one of the ideas (e.g. reasons), scan read the text again and find examples of reasons. Ignore all the
other information.
• When you get better at these reading skills, time yourself each time you read a new article to see if your
reading speed is improving too.

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

Marks How well it is done


7–8 (Extended
candidates only)*
5–6
3–4
1–2

*NB: The top marks for Core candidates are 5 and 6.

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

Zavodovski Island Argentina


South
Atlantic
Africa

Today we’re leaving Zavodovski Island, where we’ve spent


almost three weeks filming penguins.This island in the
South Atlantic Ocean is uninhabited and hosts the largest
penguin colony in the world.The species that lives on this
island is called the Chinstrap penguin, named after the Zavodovski
Island
black line that runs from ear to ear underneath its beak.
The island is located in such extreme conditions that
life for the penguins here is very dangerous. While
there are plenty of fish in the ocean surrounding the
island, getting to it is not an easy task. The waves are
huge and smash against the rocks with great power.
The rough sea was also one of the obstacles for our
filming crew when we came to film the Chinstrap Antarctica
penguins here in their natural habitat. Getting the
filming gear onto the island was hard enough, pulling it
up a cliff to the exact location was even harder.
It’s been an amazing experience, but it is definitely not for the faint-hearted. The weather can change very quickly, which made filming
rather tricky at times. Sometimes we had to walk through muddy land carrying the equipment on our shoulders. But you tend to forget
all this when you see the penguins. They resemble funny little people in dinner jackets. And they’re very curious too, which meant they
interfered with us setting up the filming equipment. We couldn’t stay on one spot for too long because of the strong biting winds. You
have to admire how the little creatures can live in such harsh conditions.
When it was time to leave, the area was hit by a huge storm, which meant we had to extend our stay for a couple of days. Saying our
goodbyes isn’t proving nearly as easy as we thought it would be because we’ve certainly grown close to the penguins. Our cameraman
even has his favourite ones and has given each of them a name.

…………………………………………………………………………………………
…………………………………………………………………………………………
 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.

Why we should all learn


another language
According to the statistics more than half of the world’s population is bilingual, which means
they can speak two languages. In some cases people can speak more than two, which makes
them multilingual. There are even countries with more than one official language, for instance
India, South Africa, Switzerland or Canada, to name a few. Also, with more and more families
moving and living abroad, children are often brought up in a multilingual environment. In
fact, one American survey revealed that one in five children over the age of five speak another language at home in addition to English.
However, what are the actual advantages of such an up bringing? Are people who can only speak one language, their mother tongue,
really losing out?
One obvious advantage for a bilingual child is the range of schools and universities they can choose from. If they can’t find a course they
want to study in their area or country, they can easily relocate abroad. I, myself, chose to study a degree course abroad in a language that
wasn’t my mother tongue. It was very hard at first, as this experience took me far out of my comfort zone, but I can say that being able
to achieve something in a second language definitely makes you a stronger person. Needless to say, the more languages a person speaks
as an adult, the greater the job opportunities.
Extensive research into bilingualism has shown that individuals who speak more than one language have better listening skills than people
who only speak one language. One study carried out among young children in a nursery school has revealed that bilingual children can
come up with solutions to problems much more quickly. And if that wasn’t enough, it has also highlighted the fact that they don’t find it
as difficult to make new friends compared to other children.
Another study, which was carried out at various secondary schools, showed that students in bilingual classrooms found it easier to
concentrate as opposed to monolingual classes. Many schools have used this outcome to their own advantage and included more foreign
languages in their curriculum. In addition, students who were from a monolingual background were less successful in adapting to sudden
changes – a skill that is becoming more and more invaluable thanks to the increasing pace of life we have nowadays. With our faster
pace of life we are also becoming increasingly reliant on technology, something which is a cause of concern for many scientists. According
to them, our ability to remember things may be affected by this reliance, something that can be improved by being able to speak more
than one language. However, the pros don’t just apply to us at a younger age. In older generations scientists noticed that certain types of
deterioration of the human brain can be avoided for longer in people who can speak another language on top of their mother tongue.
All this research into bilingualism is certainly very encouraging for scientists and all of us alike.

…………………………………………………………………………………………
…………………………………………………………………………………………
 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…?

Unit 2 Exam strategies for the reading and writing exam


Now think about the way you did Test 1, Exercise 4, and answer the following
questions.

Before you started writing


1 Did you read the instructions carefully and highlight the important information?

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.

After you finished writing


7 Did you check that you have the correct number of content points in your
summary?

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

Unit 2 Exam strategies for the reading and writing exam


Exercise 4
C Read the following blog written by Tom Curtis, who participated in a reality TV show
about life in 19th-century London.
Write a summary of the difficulties Tom experienced during the reality
show.
Your summary should be about 80 words long (and no more than 90
words long).You should use your own words as far as possible.
You will receive up to 6 marks for the content of your summary and up to 6 marks for
the style and accuracy of your language.

Life in 19th-century London


When I agreed to take part in this reality show about life in 19th-century London, I thought
it’d just be a bit of fun. I couldn’t have been more wrong.The producers of the series took
great care to re-create every single detail of what life was like in 19th-century London.
For three weeks we had to do everything that the people back then would have done.
The first days were really hard. We were a group of 21st-century people and looking
back we took a lot of things, like running water, for granted. You don’t know what you’ve
got until it’s taken away from you. We had to try hard to earn a living through selling
things we made, for example clothes or candles. Learning the skills of tailoring and
candle-making was quite a challenge, but earning enough money for food and rent was
even more daunting.

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.

 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

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.

What is it like to have a twin?


The dictionary entry for ‘twins’ gives us the following definition – two children
born to the same mother on the same occasion. And while 100 years ago families
with twins may have been less common, over the last few decades there has been
a 79% rise in the number of twins being born.
I have always been really fascinated by stories about twins, especially identical
ones, who got separated at birth but later found each other only to realise they
had been leading very similar lives. For example, the bizarre case of the twins who
got adopted by different parents, but were given the same name. They then each
got married to women with exactly the same name and also gave their sons the
same names.
Of course many twins grow up together, which means they develop a very strong
connection between each other and, in most cases, become best friends. Your
twin is someone you can trust with your secrets. This is something that other
children have to work very hard on while growing up – finding a best friend
can take years and sometimes involves some disappointment too. The closeness
between twins leads to less competition, especially during their early age. While you can see other siblings fighting over toys, or fighting
with each other, this is less of a problem in twins. This may change, however, during their teenage years.
Having someone near you most of the time gives the other twin a sense of security, which also helps in developing the other twin’s
confidence. Nevertheless, this also brings a few drawbacks. Twins are expected to share everything, even their special day and the
birthday cake. The worst thing you can do, though, is to give twins the same presents.
Parents often make the mistake of looking at their twins as one person. They need to bear in mind that twins, no matter how similar they
may seem, are two individuals and they should be treated that way. It is absolutely essential that parents spend enough time with each
twin separately so that the twins don’t have to compete for their attention. Even though twins offer each other emotional support over
failures, parents are warned not to compare the twins’ abilities and skills.
A study of twins’ lives that was carried out in Denmark recently has come up with very interesting results. The most fascinating one was
regarding the connection between twins and life expectancy. Compared to other people, twins tend to live longer and this is even more
apparent in identical twins.
When twins are asked what it is like to have a twin sibling, they often say they get tired of silly questions like ‘Can your parents tell you
apart?’ or ‘Have you ever pretended to be your twin at school?’. However, they say it’s great to have a study buddy and prepare for a
difficult exam together. It is also very practical to have someone to borrow clothes from when growing up.

 Extended [Total: 16]

32
When you have finished doing this part of the test, go to the answer key for Section 1,

Unit 2 Exam strategies for the reading and writing exam


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

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?

Develop your skills - what next?


In Exercise 4 you are tested on your note-taking reading skills and summary writing skills.
The note-taking reading skills include:
• selecting the correct details and ideas/opinions from a text
• understanding the connections between the ideas.
The summary writing skills include:
• communicating the ideas from the text clearly in your own words
• organising them and linking them logically
• using accurate grammar, vocabulary, punctuation and spelling.
Try the following activities to improve these reading and writing skills:
1
• Read a range of articles or blogs about people’s experiences (e.g. travelling, doing a project, starting a new
business, etc.). You can search for these online. Read the text quickly to see whether the writer mentions any
aspects like difficulties, benefits, rewards, advantages, etc.
• Then read the text again and highlight examples of that aspect.
• Write a summary of the examples using your own words.
2
• Find a text online and print it out twice. Read the text and use correction fluid to delete all the linking
words/phrases (e.g. for instance, whenever, which, however, for this reason, etc.).
• Then read the text again after a few days. Try to complete it with the correct linking words and phrases. Use
the other copy to check your answers.

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

Examiner tip What are the examiners looking for?


The list below shows features that the examiners will be looking for in your writing.
In Exercise 5 you are Look at the list and decide whether the features are connected with content or
only tested on your language. Then complete the table below by listing the features under the correct
writing skills. You will heading.
receive marks for
the content of your
• how well you organised ideas • the range of linking words and
email and also for the
phrases
language that you use. • how accurate the language (i.e.
grammar and vocabulary) is • how well you developed ideas
• how well you completed the task • the range of grammatical structures
(e.g. tenses, conditionals, relative
• the range of vocabulary
clauses, etc.)
• paragraphs
• appropriate register for the given
• the correct length audience (i.e. informal, formal and
• appropriate style (e.g. a letter, a semi-formal)
review)

Content (include five points) Language (include six points)

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

Unit 2 Exam strategies for the reading and writing exam


appropriate style and register is rarely achieved / the ideas are rarely developed,
some information is irrelevant and there is repetition
Language: ideas are poorly organised, with no, or very limited, paragraphs / no,
or very few simple, linking words are used / poor grammar and vocabulary are
used / frequently inaccurate / it is often difficult for the reader to understand the
text because of the number of errors
B Content: the task is fully completed / the style and register is appropriate
throughout the answer / well-developed ideas at correct length
Language: ideas well organised into paragraphs / a wide range of linking words
and phrases / a wide range of grammar and vocabulary / very accurate – there
are only occasional errors in more difficult, high-level language
C Content: the task is completed on the whole, but some small details may be
missing / the appropriate style and register is only partially achieved / the ideas are
developed, but there is some repetition
Language: ideas mostly organised, paragraphs are attempted / some, mostly
simple, linking words and phrases are used / mostly simple grammar and
vocabulary are used / sometimes inaccurate / sometimes the reader may not
understand the text because of the errors
D Content: the task is fully completed / the style and register is appropriate in
most of the answer / ideas are mostly developed at correct length
Language: ideas are organised into paragraphs / a range of linking words and
phrases / a range of simple grammar and vocabulary / some examples of more
difficult language / mostly accurate / there are some errors in more difficult, high-
level language

Marks How well it is done


7–8 (Extended
candidates only)*
5–6
3–4
1–2

*NB: The top marks for Core candidates are 5 and 6.

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

Unit 2 Exam strategies for the reading and writing exam


1 Did you read the instructions carefully and highlight the important information?

Examiner Tip 2 Examiner tip 1

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.

4 Did you develop the ideas from the bullet points?

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?

Connect your ideas


Examiner tip 5
in sentences within
paragraphs (e.g. when, Start with three paragraphs (1. introduction, 2. giving information, 3. conclusion). If
but, that’s why, which). you write about more topics, you can add more paragraphs in the middle.
You also need linkers
to introduce a new 6 Did you make sure you used linking words and phrases to connect ideas?
idea at the start of
a paragraph (e.g. 7 Did you make sure your email is informal?
anyway, that reminds
me). Without any Examiner tip 7
linkers your writing
will sound very simple Always check who you are writing to before deciding what register you need. If
and unnatural. you are writing to a friend, you need an informal register.

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.).

After you finished writing


ExAMinER Tip 9 9 Did you check that you covered all three points from the question?
10 Did you check that your email is within the word limit?
You might lose marks
for content if you
ExAMinER Tip 10
don’t cover all three
points from the
If you write too little, your answer won’t be developed enough and you might lose
question.
marks for content. If you spend too much time on your answer and it is too long,
you might not have enough time for the other parts of the test.

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.

Learn from mistakes


Before you do Test 2, Exercise 5, look at the following exercise. It includes one Core
candidate’s and one Extended candidate’s answer to Test 1, Exercise 5. Read the emails
carefully. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the
examiners looking for?’ section. How many marks do you think the candidates would
receive for the content and language of their email? Then check your suggestions for
the marks in the answer key for Section 1, Unit 2.

C A Core candidate’s email

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

Unit 2 Exam strategies for the reading and writing exam


following me everywhere now.
Although we were surprised that new family increased suddenly, we are so happy
to see Chopper growing up. I’d love you to see him! Let me know if you can come
over here! Hope you’ll be happy.
See you soon.
Risa xxx

E An Extended candidate’s email

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?

Unit 2 Exam strategies for the reading and writing exam


In Exercise 5 you are tested on your writing skills. These include:
• communicating the ideas from the text clearly, in your own words
• organising your ideas and linking them logically
• using accurate grammar, vocabulary, punctuation and spelling
• using appropriate style and register.
Try the following activities to improve your writing skills:
• Write in English as much as you can (e.g. emails to friends, text messages, keep a diary, your school notes,
memos, etc.)
• Find examples of different writing styles online (e.g. cover letters, essays, reports, customer reviews, blogs,
complaint letters, etc.) and notice the different language they use. Also think whether this language sounds
more formal (e.g. a cover letter, report), semi-formal (customer reviews), or informal (blogs). Then try to
rewrite these texts using a different style and register. For example, rewriting a formal report as an informal
email.
• Find a text online. Cut and paste it as a document and remove all the paragraphs so that the text is not
divided into sections at all. Then read the text and try to divide it into logical paragraphs.
• Find a short text online and cut and paste it as a document. Then remove all the punctuation (e.g. commas,
full stops). Then rewrite the text putting the correct punctuation back in. Compare your rewritten text with
the original one to check your answers.
• Keep a notebook with your own common spelling mistakes. Every time you misspell a word, write it down
a few times. Then close your eyes, try to visualise the word spelt correctly and spell it out loud several
times. Then write it down again and check the spelling. Test yourself each week on these words to see if you
can spell them correctly.
• You can also use some of the ideas about how to improve your writing skills in the ‘Develop your skills’
section for Exercise 4 summary writing.

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.

Everyone was so relaxed. We There wasn’t enough time to


had such a good time. see everything.

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:

Taking a coach was a mistake. Everyone was so relaxed. We


had such a good time.

Write a report for your teacher.


The comments above may give you some ideas, and you can also use some ideas of
your own.
Your report should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your report, 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
report with your report. 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 report.
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 6, and answer the following
questions.

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Before you started writing

Unit 2 Exam strategies for the reading and writing exam


1 Did you read the instructions carefully and highlight the important information?

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.

2 Did you plan your answer before you started writing?

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.)

While you were writing


3 Did you refer to your notes from the planning stage?
4 Did you paraphrase the ideas from the speech bubbles (if you used them)?
Examiner Tip 5 5 Did you develop your ideas?

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).

11 Did you use linking words and phrases to connect ideas?

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).

Examiner Tip 12 12 Did you make sure your report is semi-formal?


Always check who 13 Did you try to use a range of grammatical structures?
you are writing to
before deciding on Examiner tip 13
the register. If you
are writing to your • U
 se a range of structures, like tenses (e.g. We had been driving on the
teacher, you need to motorway for an hour when we experienced bad traffic and we were delayed
use a semi-formal as a result.), or conditionals (e.g. If we hadn’t taken a coach, we would have had
register. more time to see the city centre properly.).
• It is common to use the passive voice in reports. This makes them a bit more
formal. For example, rather than writing ‘they were renovating one section of
the museum’, you can write ‘one section of the museum was being renovated’.

After you finished writing


14 Did you check that your report is within the word limit?
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 6.

Learn from mistakes


Before you do Test 2, Exercise 6, look at the following exercise. It includes one Core
candidate’s and one Extended candidate’s answer to Test 1, Exercise 6. Read the reports
carefully. Then look at the simplified mark scheme in Exercise 5. How many marks do
you think the candidates would receive for the content and language of their report?
Then check your suggestions for the marks in the answer key for Section 1, Unit 2.

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C A Core candidate’s report

Unit 2 Exam strategies for the reading and writing exam


This report is about my class recently went on a trip to Seoul. Seoul is South
Korea’s capital. We planned to visit three tourist attractions.
First, we visited Gyeong Bok Gung Palace. This traditional palace is located in
centre of Seoul. The palace was really beautiful and exotic. I enjoyed the palace
view. Also, we went to the National Palace museum. I love the visit to the museum.
Second place is Insa-dong. The Insa-dong is traditional culture area. The Insa-dong
was closed to the palace. We moved to the Insa-dong by walk. There were many
restaurants, shops, street shops. We ate Korean traditional foods, Bulgogi and
Bibimhap. It was really tasty. Some students bought a Korean traditional souvenir
here. We wanted to stay longer, but there wasn’t enough time to see everything.
Finally, we moved to Han-river Park. We took a coach to go there. However, we
spent much time on the roads. There was a lot of traffic. Taking a coach was
a mistake. After arrived the Han-river Park, we rode a bycles. It was really
exciting. What is more, view of the Han-river Park is very nice. Also, we laid picnic
mat on the grass. Everyone was so relaxed. We had a good time.

E An Extended 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.

There are a lot of different The library offers extra help to


books to choose from. students with their studies.

Write a report for your teacher.


The comments above may give you some ideas, and you can also use some ideas of
your own.
Your report should be between 100 and 150 words long.
You will receive up to 6 marks for the content of your report, and up to 6 marks for
the language.

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.

Write a report for your teacher.


The comments above may give you some ideas, and you can also use some ideas of
your own.
Your report should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your report, and up to 8 marks for
the language.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
 Core [Total: 12]
 Extended [Total: 16]

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When you have finished doing this part of the test, go to the answer key for Section 1,

Unit 2 Exam strategies for the reading and writing exam


Unit 2. Read the model answer and compare the content and language used in this
report with your report. 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 report.
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 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?

Develop your skills - what next?


In Exercise 6 you are tested on the same writing skills as in Exercise 5. These include:
• communicating the ideas from the text clearly, in your own words
• organising your ideas and linking them logically
• using accurate grammar, vocabulary, punctuation and spelling
• using appropriate style and register.
Try the same activities as in the ‘Develop your skills – what next?’ section for Exercise 5 to improve these
writing skills.

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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