ff Cambridge Assessment English English Qualifications B2 First for Schools Handbook for teachersoy Cambridge Assessment English Cambridge English Qualifications Your path to learning English, step by step cambridgeenglish.org/qualifications c2 Proficiency ca Advanced B2 Fi for schools B1 Preliminary for schools A2 Flyers | A2 Key for schools Pre Al StartersMake the most of your handbook The best way to get the most from your handbook is to use the updated more regularly, ital version. The digital versio The digital version contains links which take you straight to related pages if you want to find out more. For example, ‘you can read about Part 1 of the Reading and Use of English paper in the Tasks section, then click on the link to take ‘you straight to a sample Part 1 task, There are also links which take you to useful websites and resources. Tasks ‘The Tasks pages give information about the exam format and what is tested in each part of the paper ‘About Cambridge Assessment English 82 First for Schools - an overview Exam support About the exam, wawn Paper 1: Reading and Use of English Tasks 7 Sample paper and assessment 7 Paper 2: Writing Tasks ar ‘Sample paper and assessment 31 Sample paper and assessment ‘The Sample paper and assessment section includes two sample papers for each of the four components as well as answer keys forthe Reading and Use of English and Listening components. For ‘the Writing ané Speaking papers there is information about the assessment criteria, and for Writing there ae example answers for you to refer to or use with your learners. Paper 3: Listening Tasks 52 Sample paper and assessment 55 Paper 4: Speaking Tasks n ‘Sample paper and assessment 7s Speaking assessment glossary of terms 84 Glossary 87About Cambridge Assessment English \We are Cambridge Assessment English. Part ofthe University of Cambridge, we help milions of people learn English and prove ther skills to the wort. For us, learning English fs more than just exams and grades. It'sabout having the confidence to communicate and access @ lifetime of enriching experiences and opportunites. We deliver qualifications and tests in over 130 countries to over 5.5 milion people every year. UNIVERSITY OF CAMBRIDGE Cont fhe tp univers inthe wold or Departs he Univety a Cambridge Assessment The largest assessment esearch api fs tnd in Europe ————_—__—— Departments embod) eee | eee eee 2 |Cambridge Assessment yi nip tions of people lea bea Se, En Ss rine Ae Cambridge Assessment jesoe vos ses pe Intemational Education he secapan nomads ont $oringpasonorawrng ————— OCR (OCR cnr Cambie and A Earns ‘leading UE sarin ey English Qualifications ‘cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding (Our unique approach encourages continuous progression with a clear path to improving language skis. Each of our qualifications focuses ona level of the Common European Framework of Reference (CEFR), enabling learners to develop and buld speaking, writing reading and listening skill (Our qualifications are based on research into effective teaching and learning. They motivate people of all ages and abilities to learn English and develop practical skils for the real world We have Cambridge English Qualifications for: + Schools, + General and higher education Business ‘Whether learners are planning to live, work or study in their own country or abroad, our qualifications prove they have the English language skills to succeed, To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr English Qualifications creme cee =e oe o. ‘o : BE *: Be '. gS ~~: ga per Al 3 AoB2 First for Schools - an overview 82 First for Schools was originally offered in 2010 andis a {qualification at upper-intermeciate level that is officially recognised by universities, employers and governments around the word. It follows on as @ progression from B1 Preliminary for Schools. Exam formats 82 First for Schools can be taken as either a paper-based ora computer-based exam, Who is the exam for? 82 First for Schools s aimed at earners who need to show they can start working in an English-speaking environment study at an upper-intermeciate level, such as foundation or pathway courses The 82 First for Schools certificate is recognised around the world as proof of upper-intermediate level English skills for industria, administrative and service-based emplayment. Its also accepted by a wide range of educational institutions for study purposes Cambridge English Qualifications are accepted and trusted by thousands of organisations worldwide. For more information about recognition go to cambridgeenglish.org/recognition What level is the exam? 82 First for Schools is targeted at Level B2 on the CEFR. Achieving a certificate at this upper-intermeciate level proves that a ‘candidate is becoming skied in English and now has practical, language skis for everyday written and spoken situation. Statements of Results ‘The Statement of Results shows the candidate's: + Score on the Cambridge English Scale for their performance ineach ofthe four exam papers (Reading and Use of English, ‘Writing, Listening and Speaking), + Score on the Cambridge English Scale for their overall performance in the exam. This overall score isthe average ‘of the separate scores given for each of the Four skils and Use of English Grade ~ this is based on the candidate's overal score. Level onthe CEFR this is also based on the overall score. 2 First for Schools ~ an overview Certificates ‘The certificate shows the candidate's + score on the Cambridge English Scale for each ofthe four skills and Use of English + overall scare on the Cambridge English Scale + grade level on the CEFR level on the UK National Qualifications Framework (NQF Students will receive the same certificate as candidates who take 2 First. | Cambridge Assessment English Cambridg English Levelt Certeat in ESerttBmataral st ret Conese En Special circumstances Cambridge English Qualifications are designed to be fair to all test takers. For more information about special circumstances, go to ccambridgeenglsh org/helpExam support offi ‘To support teachers and help learners prepare for their exams, ‘Cambridge English and Cambridge University ress have developed a range of oficial support materials inluding coutsebooks and practice ests. These offal materials are avaiable in both print and digital formats. ‘cambridgeenglish.org/exam-preparation | Cambridge English preparation materials ‘Support for teachers ‘The Teaching English section of our website provides user-friendly, free resources for all teachers prepeting for our exams. It includes General information — handbooks for teachers, sample papers. Detailed exam information — format, timing, number of {questions task types, mark scheme of each paper ‘Advice for teachers ~ developing students'skllsand preparing them for the exam, Downloadable lessons ~a lesson for every part of every paper. Teaching qualifications - a comprehensive range of {qualifications for new teachers and career development for ‘more experienced teachers. ‘Seminars and webinars ~a wide range of exam-specific ‘seminars and live and recorded webinars for both new and experienced teachers. Teacher development - resources to support teachers in their Continuing Professional Development. ‘cambridgeenglish.org/teaching-english Facebook for teachers ‘Teachers can join our community on Facebaok for free resources, ‘activities and tips to help prepare learners for Cambridge English Qualifications facebook.com/CambridgeEnglishTeaching Free support for candidates We provide learners with a wealth of exam resources and preparation materials throughout our website including exam advice, sample papers, candidate guides, games and online learning resources cambridgeenglish.org/learning-english Facebook Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners facebook.com/CambridgeEnlish Registering candidates for an exam Exam entries must be made through an authorised Cambridge English examination centre Centre staff have all the latest information about our exams, and can provide you with details of entry procedures + copies ofthe exam regulations exam dates + current fees +more information about 82 First for Schools and other Cambridge English Qualifications \We have more than 2,800 centres in over 130 countries ~ all are required to meet our high standards of exam administration, intagrity, security and customer servic. Find your nearest centre _atcambridgeenglish org/centresearch Further information If your local authorised exam centre is unable to answer your question, please contact our helpdest: ‘cambridgeenglsh org/helpAbout the exam 82 First for Schools is a rigorous ané thorough test of English at Level B2. It covers al four language skills - reading, writing, listening and speaking ~ and includes a fifth element focusing on the candidate's understanding of the structure of the language A thorough test of all areas of language ability There ae four papers: Reading and Use of English, Writing, Listening and Speaking, The overall performance is calculated by averaging the scores achieved in Reading, Writing, Listening, Speaking and Use of English, The weighting of each of the four stills and Use of English is equal, Detaled information on each test paper is provided later in this handbook but the overall focus of each testi as follows: Reading and Use of English: hour 15 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, ‘newspapers and magazines, Writing: 1 hour 20 minutes Candidates have to show that they can produce two different Pieces of writing: a compulsory essay in Part 1,and one from a ‘choice of three tasks in Part 2, Listening: 40 minutes (approximately) Candidates need to show they can understand the meaning. of arange of spoken material, including lectures, radio broadcasts, speeches and talks Speaking: 14 minutes Candidates take the Speaking test with another candidate or in agroup of three, and are tested on their ability to take part in different types of interaction: withthe examiner, withthe ‘other candidate and by themselves Each of the four test components contributes toa profile which Gefines the candidates’ overall communicative language ability at thislevel ‘About the exam Marks and results 682 Fist for Schools gives detaled, meaningful results Number of | Number Overall length | tacks/parts| of tems 82 First for Schools Reading andUse | thourtSmins | 7 82 ‘of English Writing | Thour20 mins | 2 2 Listening | approx 40 mins | 4 30 Speaking | 14mins 4 : total approx a 3 hours 29 mins All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels B1 and C1 (Cambridge English Scale scores of 140-180) also receive a certificate. Grade A: Cambridge English Scale scores of 180-190 Candidates sometimes show ability beyond Level 82. If a candidate achieves a Grade A in their exam, they will receive the B2 First Certificate in English stating that they demonstrated abilty at Level C1. Grade B and Grade C: Cambridge English Scale scores af 160-179 Ifa candidate achieves Grade 8 or Cin their exam, they will be ‘awarded the B2 First Certificate in English at Level B2. ‘CEFR Level BI: Cambridge English Scale scores of 140-159 Ifa candidate's performance is below Level 82, but falls within Level 81, they will receive @ Cambridge English certificate stating that they demonstrated ability at Level Bt.Can Do summary What can candidates do at Level B27 ‘The Association of Language Testers in Europe (ALTE) has researched what language learners can typically o at each CEFR level. They have described each level of bility using Can Do statements, with examples taken from everyday lif. Cambridge English, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills. —_ SS ‘Typical abilities Reading and Writing Listening and Speaking Overall general ability CAN scan texts for relevant information. CAN make notes while someone is talking, or write a letter including non-standard requests. CAN follow a talk on a familiar topic. CCAN keep up a conversation on a fairly wide range of topics. CAN read the media for information quickly and CAN ask fr dlarification and further information, and is likely to understand the answer. SocalandTouist | whgond neering pup acannon aft CANewresopiensandgrerniome | ANInepupacemerstonen afte CaNnoran ie presi fro “jmlomatn andar routine letters and understand most of the fase ote shit these vk cater | CAN write a simple report of a factual nature and Se ree and express arguments peptone ean ee ; | caval ipl nots tht a ofa [eles crevson pores cpr ee susy usloreay resi can enone rdecablecr aul questions CCAN present arguments, using a limited range of expression (vocabulary, grammatical structures). ‘CAN check that all instructions are understood.Paper 1: 1 hour 15 mins Reading and Use of English tasks ‘The paper contains seven parts. For Pats 1to 3, the test contains texts with accompanying grammar and vocabulary tasks Part 4 consists of separate items with a grammar and vocabulary focus. For Parts 5to7, the test contains a range of texts and ‘accompanying reading comprehension tasks, Number of | Number of | y | Focus Port | Guestions | marks | T#K ‘PES | Format The an focsison tte | ablayeg Kons | Amada daa ist ange 18 8 Mute. | Gioctonsfeedpases | gn Terese ten mute choice cloze | complementation, phrasal choice items for each gap. | verbs, semantic precision 2/8 B | ovenctoxe and control of grammar with some focus on vocabulary, The main focus is on awareness ‘A modified cloze test containing ight gaps 3 8 Beaton The main focus ison vocabulary in particular the use of affixation, internal changes and compounding in word formation Atext containing eight gaps. Each gap corresponds to a word. ‘The stem of the missing word is given beside the text and must be changed to form the missing word 4 16 25 comer Grammar, vocabulary, callocation. Six separate items, each with alead- in sentence and a gapped second sentence to be completed in two to five words, one of which isa given “ey word 5 16 12 | Gece” Detail opinion, attitude, tone, | from context, implication tent organisation features (exempltaton reference, purpose, main idea gist, meaning Atext followed by si 4-option ‘multiple-choice questiors. 6 16 12 | Gapped text Cohesion, coherence, text structure, ‘text from which sentences have been removed and placed injumbled order after the text. Candidates must decide from which partof the text the sentences have been removed. 7 }10 10 | matcig Reading and Use of English Tasks Detail, opinion, specific information, implication. Atext or several short texts, preceded by multiple-matching (questions. Candidates must match a prompt to elements in the text,‘The seven parts of the Reading and Use of English paper PART1 Multiple-choie loze inthis part, theres an emphasis on vocabulary and grammar (7) sampte task and answer key: pages 12 and 18 _ Each correct answer in Part 1 receives 1 mark. Part 1 consists of a text in which there are eight gaps (plus one gapas an example), Each gap represents a missing word or phrase. ‘The text i followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one cof the four words or phrases in these fills the gap correctly, Candidates are required to draw on their lexical knowledge and understanding ofthe text in order to fil the gaps. Some questions test ata phrasal level, suchas collocations and set phrases. Other {questions test meaning at sentence evel or beyond, with more processing of the text required. Alexico- grammatical element may be involved, such as when cancidates have to choose the option which fits correctly with a folowing preposition or verb form. PART2 Open cloze Inthis par, there i an emphasis on grammar and vocabulary 1] sample task and answer key: pages 13 and 18 ©}. Each correct answer in Part 2 receives 1 mark. Part 2 consists ofa text in which there are eight gaps (plus one ‘gap as an example). Candidates ae required to draw on their knowledge of the structure ofthe language and understanding of the text in order to fill the gaps. In this part, as there aren sets ‘of words from which to choose the answers, candidates have to think ofa word which wil fil the gap correctly. The focus of the gapped words is ether grammatical, such as artis, auxiliaries, prepositions, pronouns, verb tenses and forms, or lexico-grammatical, such as phrasal verbs, linkers and words Within fixed phrases, The answer wil always bea single word. In some cases, there may be more than one possible answer and this is allowed for in the mark scheme. ‘The absence or misuse of punctuation is ignored, although spelling, asinall the Use of English parts of the paper, must be corect. PART3. Word formation Inthis part, there is an emphasis on vocabulary [1] sample taskandanswerkey: pages 13 and 18 Each correct answer in Part 3 receives 1 mark. Part 3 consists ofa text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there isa stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap. ‘The focus ofthis tasks primarily lexical, though an understanding of structure i also required. It tests the candidates’ knowledge of how prefixes, suffixes, internal changes and compounds are used informing words. Candidates may be required to demonstrate understanding ofthe text beyond sentence level PART 4 Key word transformation Inthispart, there isan emphasis on grammar and vocabulary. (7) sample task andanswer key: pages 14 and 18 © Each correct answerin Part 4 receives upto 2 marks Part 4 consists of six questions (plus an example). Each question contains three parts: lead-in sentence, a key word, anda second sentence of which only the beginning and end are given. Candidates have to fil the gap in the second sentence so that the ‘completed sentence i similar in meaning to the lead-in sentence. ‘The gap must be fled with between two and five words, one of which must be the key word. The key word must not be changed in any way, In this part ofthe paper the focus both lexical and grammatical and 2 range of structures is tested, The ability to express ‘message ina different way shows flexibility and resource in the use of language. ‘The mark scheme splits the answer into two parts and candidates gain one mark for each part which is correct, PARTS. Multiple choice Inthis par, there isan emphasis on detailed understanding of a text, including the expression of opinior, attitude, purpose, rain idea, detail, tone, implication and gist. Candidates are also testedon ther ability to recognise meaning from context and follow text organisation features, suchas exempiifcation, ‘comparison and reference. (7) sample task and answer key: pages 15 and 18 Each correct answer in Part 5 receives 2marks Part 5 consists ofa text, allowed by six 4-option multiple-choice {questions which test the understanding of content and text ‘organisation The text may be taken from, for example, a modern novel or an article, Questions may focus on the main ideas or details inthe text, and on the attitudes or opinions expressed. Candidates may also be asked to deduce the meaning of a word or phrase and to demonstrate understanding of references, such as pronouns, within the text. Additionally, questions may focus fon the tone ofthe text or the writer's purpose, as well as the use ‘of exerplifcation or comparison, These questions may require candidates to infer the meaning from clues in the text, a skill, which is an essential part of reading ability ‘The 4-option multiple-choice questions are presented inthe same order asthe information in the text so that candidates can follow the development of the writer's ideas as they work through the (questions. Te final question may require candidates to interpret anaspect of the text asa whole PART Gapped text inthis part, there isan emphasis on text structure, cohesion and Coherence, and candidates abit o follow the development of a ong text ('] sample task and answerkey: pages 16 and 18 3 Each correct answer in Part 6 receives 2 marks. Part 6 consists of one text, for example an extract froma ‘magazine, from which sb sentences have been removed and placed in jumbled order after the text, together with a seventhsentence which does not fit in any ofthe gaps. Candidates are Fequired to decide from where in the text each sentence has been removed. Each sentence may be used only once, and there is tne sentence that candidates do nat need to use. The task tests understanding of how texts are structured, Rather than concentrating on individual sentences, candidates ‘eed to be able to follow the development of ideas, opinions and events through the text as a whole, using their understanding of text coherence and cohesion devices, PART7 Multiple matching In this part, theres an emphasis on locating specific information and detail, and recognising opinion and attitude, in one long text ora group of short texts. 77 sampte task and answer key: pages 17 and 18 3 Each correct answer in Part 7 receives 1 mark. Part consists of one long text or upto six shorter texts, preceded by 10 questions. Candidates are required to locate the Specific information which matches the questions. To do this, they need to understand detail, attitude or epinion in the question and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar But which do not reflect the whole ofthe question accurately. Some ofthe options may be correct for more than one question Preparation General * Your students should be encouraged to ead a wide range of texts both in class and at home so that they build up a broad vocabulary and become familiar with the many uses of different structures. This should enable them to deal witha range of lexical items and grammatical structures ina variety of text types. Classcoom reading cn include a range of reading texts from coursebooks and reaing-skills books at this level, as well, asatticles available on the intemet and curent articles from ‘evspapers and magazines on topics of interest. As part of the homework assignments, a weekly reading scheme could be starte. Your students could be asked to provide verbal or ‘wntten reviews ofthe texts they have ead, These cou include sraded readers, unabridged short stories or novels, nonfiction, ‘newspaper or magazine articles, etc. Where possible, encourage your students to follow up on their hobbies and interests by reading magazines about spor, cars fashion, et. in English If relevant magazines are not avaliable locally, you may beable to ‘acess them on the internet, Reading up about hobbies etc could ‘abo lead to written articles fora class project, or short talks. ‘When studying for the paper, it will be useful for your students to.efer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books by, for example, guessing the meaning of Unknown words from the context, a they are not permitted to take dictionaries into the exam with them, + Students should develop an efficient personal system for recording the new vocabulary they lean, They should record as much detal as possible. + Encourage your students to plan their time carefully and not spend too long on any one part of the test. They should try to ‘rake sue that they have a few minutes at the end ofthe test to check through their answers. They can do the various parts ofthe test in any order, but it may be better to do them in the Reading and Use of English Tasks Paper 1 ‘order ofthe question paper so as to avoid the possibilty of putting answers in the wrong sections of the answer sheet Where texts havea title, encourage your students to pay attention to it ast will indicate the main theme ofthe text. Encourage your students to read through each text carefully before beginning to answer the questions so that they have a clear idea of what its about, InParts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one. answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. Ifthey want to change an answer, they should rub it out. ‘Where there are examples, students should refer to them to help them understand what they have to do. Remind them ‘hatin the examination they must not write the answer tothe ‘example on their answer sheet, Sometimes candidates may decide thatthe answer they have ‘written s wrong and wish to change it.I this happens in Parts 7, 5, 6007, they will ned to rub out the mark they have made and ‘mark different lozenge. n Parts 2,3 and 4, they should clearly rub out the word or words and replace ther, They should nat try altering the word itself as this will make it unclear. They should not put the word in brackets as it will appear to be an alternative, Make your students aware that correct spelling i essential in Parts 2,3 and 4 Remind your students that handwriting should be clear so that itcan be read easily by the markers. Give your students practice in completing the answer sheet ‘Whei writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the _appropriate question number. Tiss especially important i they leave some questions unanswered, They must also be sure ‘to write in capital letters in Parts 2,3 and 4 \With coursebook texts, encourage your students to focus on any pre-reading questions. These stimulate interest in the topic covered by the text and train your students in valuable prediction techniques, Some coursebooks include questions which are to be answered hile reading a text, These wil help your students to work their way through the text and interpret the meaning of more complex passages. The questions wil als involve them in using diferent reading strategies. is useful te encourage your students to be aware of alternative ways of dealing with texts so they can decide which ones suit them best Make sure your students are familiar withthe format of the tasks. Train them to read carefully the instructions on the front page of the question paper and atthe stat ofeach task, The instructions give a brief context for each text and remind ‘candidates what they have to do, Show your students how to fil in the answer sheet and give them practice in doing ths ina timed exercise. Explain to them that they can transfer their answers after each task o at the end ofthe paper. ‘When your students are familiar with the different task types, discuss with them which part(s) take them longer to complete. Following this discussion, you could work out with tiem possible timings foreach task Remind ther that each task is worth approximately equal marks. The outcome of the10 clscussion will also help you to decide which task types to concentrate on in future classes and where assistance is needed with developing particular reading skills. By part PART + Remind your students that diferent types of words are tested in this part. Sometimes itis necessary to choose between ‘words with a similar meaning, eg, choosing leaking rather than spilling, pouring o: flowing to fil the gap in The roof of our tent was....Atother times it wll be necessary not simply to know ‘the meaning but also to know which word is correct because ‘ofthe prepasition, adverb or verb form which follows, eg. choosing interested rather than keen, enthusiastic or eager to fill, the gap in You may be... in applying fr this ob. + Give your students practice in recognising the differences in meaning between similar words, eg. cut and tear. They should tty to learn whole phrases as well as individual words in context, and they should be aware that knowing the grammatical patterns and collocations of words as important as knowing their meaning. This part ofthe paper also tests collocations, suchas toppay attention to and linking phrases such as even f. Phrasal verbs are also tested here. They may be tested in three different ways the whole ofthe phrasal verb, eg. keep on ust the verb itself, 2g, Keep, or just the preposition or adverb which follows the verb, eg. on. Thus, some questions test at a phrasal level, while others test meaning at sentence level or beyond, with more processing of the text required + Remind your students to make sure the answer they choose fits into the sentence. They should not choose their answer simply after reading the words which come before the gap; they need to read the words which follow as well tis sometimes the case that a preposition or adverb which follows @gap determines which ofthe options is correct, Get your students used to reading all the options for any {question before deciding which one fills the gap correctly, and remind them that they should never choose more than one ‘option asthe answer, “+ Make your students aware that it isimportant that the mark ‘they make in the lozenge on the answer sheet for each answers firm and clear and done in pencil. PART2 + Asin Part, candidates need to read the words which follow the {gap as well as those which come before it. Tell your students ‘that they should make sure that f they are filing the gap with verb, i agrees with its subject. + Remind students to keep in mind a sense ofthe whole text + Make your students aware that they must use only one word to ill each of the gaps. They should never use abbreviations (eg. sthg for something), and (withthe exception of ‘can't = cannot) they should not fil any of the gaps with a contraction (e.g did't, hel), as these count as tivo words PART3 + Students should be made aware ofthe range of words which ‘an be formed from the same stem word, eg. compete, competition, competitor, competitive, competitively, and the negative forms ofthese words eg. uncompetitive. In the examination when they see the ster word at the end ofa line, they must not automatically write a related word which they know well as their answer. They need to read the sutrounding sentence to decide what the missing word is, + Sometimes the missing word will need to bein the plural, and sometimes it will need to bein a negative form. The sense fof the text around the gap will help candidates decide if its necessary to put the word in the plural orto make it negative + Make your students aware that answers will not always need ‘only prefixes or suffixes to be added to a word; sometimes internal changes will need to be made (eg, fong to length), + Remind your students that each stem word applies ony tothe .gapoon the same line. They must not try to form a word from that stem word in any other line. n every case the stem word will ave to be changed PART 4 + Inpreparing for ths par ofthe paper, give your students practice in paraphrasing. This might include rewriting sentences from texts, saying things again ‘in other words, as wel as ‘working on lexical synonyms and grammatical transformations, Inthe examination, they must make sure thatthe answer makes the second sentence mean, 2s far as possible, the same as the lead-in sentence, + Remind your students that the answer must consist of two, thre, four or five words. If candidates write more than five words they will not be awarded the marks. Remind your students that they must use the key word in their answer and they must not change it inary way. If they do not se it orf they alter it, they will not be awarded the marks. ‘Make sure your students pay careful attention to any verb in the final pat of the second sentence ast wil often indicate Whether to use a singular or plural noun in the answer, Remind your students that when writing their answers, they should not wite the whole or part ofthe second sentence; they should write the words that are needed to fil the gap, including the key word. + When they are counting the words, students should remember that, as in Part 2, they must count contracted words {with the ‘exception of cant = cannot) as the ful form (eg. did't = two words didnot) PARTS: + Train your students to read through the text before Looking atthe _questios.As three out of the four options are incorect, there fs ro point in trying to absorb ther all before tackling the text. + Get your students to read each question carefully so that they have some idea of what they need to look for. + Warn your students about the risks of ‘word spotting, that is assuming that an option must be correct simply because it contains a ward that is also in the text. Students nee to check thatthe meaning ofan option is efiected in the text, not that ‘one word is the same in both+ When the questions take the form of incomplete sentences, encourage your students to read both parts of the sentence carefully. They need to check thatthe whole sentence matches ‘what is writen in the text and rot just the phrase in option , B,CorD. + Make sure your students read texts in which opinions, ideas and attitudes are expressed, such as interviews with actors oF ‘musicians in which they explain their interests and what they believe helped them to become successful, or extracts from novels which focus on characters’ feelings. PART 6. + Train your students to reaé through the text with gaps in itfirst so that they gain an overal idea of the structure of the text and the {development of the writer's ideas, before starting to do the task, ‘When your students are selecting a sentence to fila gap, ‘make sure that they look carefully atthe information before and after the gap. Candidates sometimes make the wrong choices by selecting options which seem to fit the text before the gap, and neglecting to check that the text after the gap follows on logically * Give your students plenty of practic in recognising a wide Fange of linguistic devices which mark the logical and cohesive development ofa text, for example words and phrases indicating time periods, cause and effet, exemplificaton, ‘contrasting arguments, repetition, concordance of tenses, pronouns etc. This will help them to make the correct choice between two possible sentences which seem rather similar at fist sight. + Asin Part tis important to discourage your students from relying on ‘word spotting. That is assuring that ifthe same word, name, date etc. appears in the surrounding text and ‘one ofthe options, that is automatically the right sentence to fill the gap. Train them to check all the other linguistic clues carefully before making ther final decision, Reading and Use of English Tasks Joa PART Your students will need practice in skimming and scanning texts ‘quickly for specific information in order to prepare fortis task ‘Once they have done this, it may be helpful to divide the class into teams and encourage them to ‘race’ against each other Points should be deducted for incorrect answers, to emphasise the need for accuracy as well as speed In class, ask your students to tell you why a particular pat of the text matches a question. This will help ther to check their choices carefully, Once again, discourage them from choosing {an answer on the bass of similar vocabulary alone, Give your students plenty of opportunity to read book and film reviews or articles in which a numberof different people ‘express ther thoughts about their hobbies, etc. You could also ask students either as a pair or group activity in class, or as a homework assignment, to devise their own Part 7 task, based on texts you provide or ones that they find fr themselves. Writing challenging questions for their classmates to try wil help the students understand what cues they will need to look for when tackling areal Part 7 task "poppop 9 “a1ea usg a0} uLED ‘ep 20 yo 08 9 yosuny ~~ (B) Sey sue prey SHOM shew puE Ae emIE se SEH, ‘pps (2) pea 40 aven ©. 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(a — v) sabeuBE Bi Dy ssc 2) Sdul> ours wala O WaM Oye ABR Ine oge SPAS Ue anus lq Sunsari Suypouds ssone Bus pj@pa,doe hep sexo Esso aeaut> cy pobiae Buag avian SuoRUBN _ fue 0 @ age uD 0 Buy sem S8rajoin nou on or poy Fo Agunodd ip ay Sass. ung 01 peace Ayemonsed sommes 0} uoneD We ma shes runs Asn Agoe ve YB 18 ej pave eu Buns sonpoid 0 paca ‘um pobenosun yon Setoed go Suneqo eR pu emyugion ng peg Sutnouos pornpe aay x pase Sem sng 05 ay 2.08 ug pt Hed + ysii6ug Jo asp pue Bupeoy Reading and Use of English Sample paper 18 Assessment ‘Answer key Reading and Use of English sample paper 1 Q Partz —_—_— Q Part Q |Part3 1 A 9 | which/that "ar | concentration aaa 70 | 18 | success ala n_[er 19 | efectively 4 |o - 72 |e 20 _| solutions 5 [A 3 fe Tar [ patience 6 [> fae 22 | carefully 7 Ie 1s [ea 23 | punishment a [a 16 | what 2a | disadvantage @ eee os opens = | Sohalee™" af He (iinet ap mle a» |Siemsblateriod” as at [brine 55 Te lr 28 _| iene not turn up ‘wouldntiwoule not have gone/been 30 | topaylinadvancePaper 1 eno wnt sepm > Aauroso ‘fed sa 0 (9) ssuons aus Ybnoye ‘pay hua aneun cooy a wai wore uno Kuwe) IDSER Bu, PASS Kn SSH Axa {oiaeyS UD Ue Dusan JO ~~~ (2) \prus PUBS 30u How SSL BL “ENS BuLaAWES sso0e Bao Jo oy a uy wy ai ISK SsUNE KOK “Suara a (9) He Ag KON 10 905 “smescup 30 spalpuny yo" (6) a pune ane AE) 13 “AOAODSDP SaBIeN US "erp ap au sesdes fou ang wet RSH! pu Py o ENRE 5108 He owor0q veD fou a 0) =~ (9) 28 sBUEG BLO UAL Ma pap eM Bsn BunsosaK 22) apd 2m aay ~~ (E) aa ‘SFeSTAAUE MeSOU Aep UpOU JO} APM "eUEROH JO ved sg sb 36 se 0, snesoup abe sieah von spony “sdojse.n @ ayes snesoup e 6 6u9p9 0} 6 a> e 0 auoR ox 09 of pous ~~ (9) {0 Yeu ponoU ays UaUN VSN aur eUELOW UI UHe} ELE 04 Uo EU Sem LpSER BEI sunesourp 103 6ununH o> eve] vom von 9 ats 8 wr vo ‘eau somsue areredas oxy uo S050 nok hd (Co) Suuiog ai ye ayauers ve su. 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AKL @ (59) 5oyns peta ou pp ays aso -yeney pu efoy cows se" (0H) ve20 2yped ai spy eeygeUH 2. oun “does vesouog JO aWPO at JOH fe poy “~~ (0 suo0s fem Bu ~~ (Q) 5008 Apap BUY o Ka HL Suyuns yo A1osiH Vv [| s[a[3]2]= 1212] ] ewes ous Josue syeredas 21n Uo SUBLLTT WALA NISSVSUEINOK TNR oy sou "ye cx snsanb 0 SSM] [a] wera ‘ys somsue ayeedos 941 Yo SABLLTT TwLIaVD NI SoNSUE POA 0) Suxnabag wer ve 9 3. “S Ine 910 940 ‘uo 7) “de oes sy 509 on p20 Ba 0 fe mooq ya i Dea ~ G SONSOND 0 ‘Hed © ysiibuz Jo esp pue Gupeoy Z Hed © USy|Gua 30 asn pue Gupesy 20Paper 1 2010 wn ‘palo pas 2.0 2ys9an axp e270 Ue “= aia ip popEEP ewUEOr ANtod ‘ss som ofa oops 8 4} asco Sp 30-9 Ue Bsn YUN BRPHAD UEC OF 5 fe ag Joo 10 som eon auras ook oj ae ms Sem a's AED a YOO My YENOIALOKS_6z. 1 ve vss sy “948 5 39:8 ontw Tensn ug nm ey Ue pale Yoo NE 14 URINE USEN 322 PESO Be “opie wo wpe sue eyodun ig 29 sno 106 sey Aweg ‘epines vo piew sus uevou 80,94 A paddesp Ans Aue Zz apg aah se yn eae avn ‘hep 5 sony 32605 eu 2aB 8 YaNUOY A OPE ; 4 Nov -uphuse yom Au Bwop sabe Weds $e {Boys sos SyeIEG9s 9 UO SYALLIT TLV NF SPM GussIL a UO sum SHLIV Vid AWS] fh] -ttuena ‘UM MOK os“ 8 SDE SHE, PIO AN Ag 29 UED eB UL 0 0B Dea Jo pd emer un sea wna sous ak pops ON YM YO LENE ESL) @ 9 9608 30U ‘Bi AY 0 Ges Hepa © sey 9 Ye os aDUDILAS pudDes 24) Hed © ysiI6ug Jo esp pue GuIpedy ° 2 Reading and Use of English Sample paper 290 un § Hed + ysii6ua Jo esn pue Buipeoy ®i) evo unt sow 39204 spucwuo> ow paAueD uDig aM 4 ye 9un cu ut suoneunsop snouen x sonpoua GNA SR NO 2 pro> aio. yet MOY IEP SAL yom 0 atnyos rns ‘sap {041 1} an5 Ue ag ShOme Y "OKONOH pose uno ‘31 0 40 E10 sus preog aN UBL 3 | pu 0 aseD oue2og faxes CSY ‘oss spun sep day any op fea ‘sasn eit 5} woqfoud AWD SUL ¥ {2 £) ded 0005 \oIyn U0 19 9 = y HL ag any seus a “pHPOqaO Jo PLN Sphue ve peso Gud ase nok, ‘9 ued - Usii6ua Jo asp pue Buipesy o 2 Reading and Use of English Sample paper 2systjequauiuosaue UNO, cs spa PI pu i exafea eww yes or wsvoo eS cy Buney suUEH i omens popoyss tg sod e ave 0 paca i capeose| payoun yade asoWH BuoSUES SERA a dood Jo dros sroqed © uo spuadep woUUDIAL® oJ orn a kas a esonnaquuen yx sa 0} vonubon and aM : 2am jap 1 prewonybiens Aone: sey asneg Suttons ZOE gp FON YM do aueD Ao pL UE SHENG ab uses yams @ Aa peteanow ai fon Ses Q 3 worse yond Jo Aqumyodo ue BuLoyo 4a ge © cn pam, é esoeyp rey sey nog BOS HOY UENO cL BUA 3! uosied wIUM “pays amsue ayeiedos 49 uo S5Le INO Ye pu una 0 vas 99 ew dood au (@~ ¥ ofond sng soap "28 ~ eh susan “SSTEUDUUEINISBURDH 0} PO SAE Ue HED ok BUDD 32810, ZHed + ysyj6ug 30 asp pue Gulpeoy 4Assessment i) y-la Answer key Reading and Use of English sample paper 2 Part 2 Q | Part3 + Ie 3 [we calaion — 5 ze 10 sh ieoene - a [A : n [a 19 [reliable a m0 [wor 20_| wan ~ 5 |o 13 | the 21 | argument 7 6 |e 14 _| which 22 [helpta 2 7_Ie fi 23 [come ~ [a 16 bt 24 |wnoneionl Se nee nan Q Parta Q [Parts Q@ Part 6 25 | 100k me) | along ime OR took a |B a |e [(rellsolong ge Ic ae ic ‘may have| (ust) forgotten (hat) aati sonic 2g | ORmay (ust) | have forgotten (Ghat) OR may not hae | 34 |b 40 |e rememberedirecalied (that) 3s |e aA 27_ | eisappaintment|oflosing 36 [ce a |p id rota twould net wuldne rind | startng/bgining heig 28 | Onde noldewoutd not! wuld ming [fhe started begovhod inspite of|catching/taking OR in 29 | spite of| raving caught/aten/got OR inspite of | getting (on) was | notte point r) using OR was note point ooking at OR would be | noite point using OR as notivasnt | any poin using 30 as [ce a [6 _ “A “| so |e Reading and Use of English Assessment 2si erate eee eer Geese em eee 3 elm aoe 38 elo fete ie) ETE T Ee EE Tee Geese 8 Teseq| esse Aa ceese ee] eee se ey eee ee Hag ese se lm] be ee ee elm le ee ele 23 ee Geese elm] bee e sg eel le eg ele ig 3 2 ele Geese em] feo ees e eel ese ele ieee el ease elm] poeess val lg ee ee ee -2 ele 73 fo) FE) 399 ole 7 eet |) | ey vad aPaper 2: 1 hour 20 mins Writing tasks The paper contains two parts. Candidates are required to complete two tasks: a compulsory one in Part 1 and one from a choice of tree in Part 2. The questions are in a booklet. The answers are written in a separate booklet with lined pages. | Number of | Number of rt Numberof | Tasktypes | Focus Format questions | Candidates are required to focuson agreeing or deal wth input of up 120 Witinganesay | dsagreing wth statement, | words Theres an opening leocconpatoy | shigiforaton ging | uit sete scene ad 1 20 | cor | pion shngreasrs | then anesay question wth comparing and contrasting | two given prompts, plus a 140-190 words | ideas and opinions, drawing | prompt requiring candidates conclusion to write about their own additional idea. = wating (choose one task | Writing one of the following: | A situationally based writing 2 11 20 | romachoeeot | anartle eral essay, te, | task speciedn no more than the) reve oF Sy, rowors 140-190 words | — rut 240 Writing Tasks8 The two parts of the Writing paper € Each question on the Writing paper caries equal marks. Expected word length Candidates are asked to write 140-190 words for both Part 1 and Part 2 \Writing approximately the right number of words san integral part of task achievement. I significantly fewer words are written, thisisUikely to mean thatthe task has not been successfully completed, whereas overlong pieces of writing may involve itelevance, repetition of ideas, poor organisation and have a negative effect on the target reader PART1 Compulsory task (1) sample taskand scripts: pages 31 and 37-38 ‘Task type and focus In Part 1 the task will be in the form of an essay question with ‘prompts. The range of functions tested will include agreeing ‘or disagreeing with a staternent, giving opinions on a question, giving information or explanations, comparing and contrasting ideas and opinions, exemplifying, giving reasons and drawing ‘onelusions. Candidates are required to write a discursive essay in ‘grammatically coreect English, using a neutral or formal register. “Task format The input for Part 1 may be up to 120 words, including the rubric. “The rubric wll set the scene and topic forthe essay. The essay ray take the form of a direct question or statement, which Candidates are asked to give their opinions about. The essay will have two given prompts which supply ideas clearly linked to the ‘question or statement. Candidates must address bath prompts ané also introduce a third distinct idea oftheir own, This third idea i in adition to any overall conclusions. Candidates need to ensure that all the content oftheir essays clear and easy to follow. Effective organisation and cohesion are important features of a successful essay. A range of structures will be required to communicate ideas and opinions, along with the use ‘of appropriate vocabulary. PART2 ‘This part consists of four questions from which candidates must ‘choose one, One ofthe four questions based on aset text “Task format “The input for these four tasks is considerably less than in Part 1. ach writing task in Part 2 has a context, a purpase for writing and a target reader specified in no more than 70 words. Attention to every element inthe question is essential for elfecive task achievement and candidates should consider carefully what level of formality is appropriate tothe task PART2 Questions 2-4 (0) sample tasks and scripts: pages 31 and 39-41 ‘Task type and focus In Part 2, candidates have a choice of tasks. Questions 2-4 are ‘general questions, based on arange of topics, such ashealth and fitness, sport, music and so on. The tasks for Questions 2~4 may include any ofthe following task types: an article, a lettevemail, 2 review, a story, Question Sis based on a set text. Aswith Part 1, candidates ae expected to show that they are aware ofthe kind of writing required to accomplish a task, and must be able to demonstrate appropriate use of ane or more of the following functions: describing, explaining, reporting, giving information, suggesting, recommending, persuading ‘The cifferent task types are intended to provide guidance for the candidates, s0 they can put together and develop their ideas on a topic, with a purpose for writing and a target reader in min. PART2 Question 5 ‘Question 5 is based on the set reading text, Further information ‘ean be found at ‘cambridgeenglish org/exams-and-qualifcations/first-for-schools ‘Task type and focus Candidates are required to write one of the following: an article, an essay, a letter or a review. This option is included to give candidates the opportunity to read literature writen in English and to show in their writing that they have appreciated the themes, characters and relationships within the work they have read. Alternatively or in adition, candidates may choose to watch a film version ofthe book. tis rot compulsory to prepare a set text, or to write on one, but itis hoped that the study of @ text can be arewarding and enjoyable ‘experience. Teachers are best placed to make a judgement a to ‘whether the set text on offer may be appropriate and stimulating, fora particular teaching situation, ‘The book is offered ina simplified form and will normally remain ‘onthe list for two years ‘Assessment s based, as forthe other Part 2 tasks, on control of language in the given context. Preparation General + Candidates write mast effectively when they choose tasks and ‘topics sulted to their interests and experience. When preparing students fr the examination, it is important to ensure they are familiar with the paper and the range of task types and topics so that they can identity those which are most accessible to them, + Train your students to read the questions carefully, undertning the mst important parts. They then need to make a plan, referring closely to the question and looking for opportunities to 900.0 SONSIE U BM (ony une sah) vaupvo ox 40) Buta pea © 40 p008 © sun st “yooups 0 woxn Suypuos wey sowged auo4 8 UeLpIND IA IPRA RUaLeM wo AA (TTS r eau sue aeides an uo 9s peudausce ue ws spon 06 — OFF UL aNEUE aA mM “uOREEND su BME Hm NO, Tued © BRUM Tued ¢ Guna ‘Writing Sample paper 132 Assessment Examiners and marking Writing Examiners (WES) undergo a rigorous process of traning and certification before they are invited to mark. Once accepted, they are supervised by Team Leaders (TLs) who are in turn led by a Principal Examiner (PE), who guides and monitors the marking process |Wes mark candidate responses in a secure online marking environment. The software randomly allocates candidate responses to ensure that individual examiners do not receive a concentration of good or weak responses, or of any one language _roup, The software also allows for examiners’ marking to be ‘monitored for quality and consistency. During the marking period, ‘the PEand TLsare able to view their team's progress and to offer support and advice, as required. Assessment scales Examiners mark tasks using assessment scales that were developed with explicit reference tothe Common European Framework of Reference (CEFR). The scales consist of four ‘subscales: Content, Communicative Achievement, Organisation, ‘and Language: Content focuses on how wel the candidate has fulfilled the task, in ther wordsif they have done what they were asked todo. + Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register. + Organisation focuses on the way the candidate puts together the piece of writing, in other words ifit is logical and ordered. + Language focuses on vocabulary and grammar. This includes the range of language as well a how accurate its. Responses are marked on each subscale from 0t0 5, When marking the tasks, examiners take into account length of responses and varieties of English: + Guidelines on length ace provided for each task; responses which are too short may not have an adequate range of language and may nat provide al the information that is required, while responses which are too long may contain ielevant content and have a negative effect onthe reader. These may affect candidates’ marks on the relevant subscales, + Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not, for example, switch from using a British spelling of @ word ton American spelling ofthe same word, ‘The subscale Content is common to all levels: | Content, * Allcontent is relevant to the task “Target reader is fully informed, Minor irelevances and/or omissions may 3 | bepresent. + Target reader ison the whole informed. + Irrelevances and misinterpretation of task may 1 | bepresent. Target reader is minimal formed, * Content is totally irrelevant. Target reader isnot informedia The remaining three subscales (Communicative Achievernent, Organisation, and Language) have descriptors specific to each CEFR level CEFR | communicative Achievement | Organisation J anguoge | Uses a wide range of vocabulary, Demonstrates complete comand ofthe | including les common lexi, with ‘conventions of the communicative task. Text is organised impressively and | fluency, precision, sophistication Communicates complexidessinan | coherently usinga widerangeof | and syle. effective and convincing way, holding __| Cohesive devices and organisational uss of grammars sophisticated uly the arget readers attention withease, | patems with completeflexbity. | (So) Bln sepa | fulling all communicative purposes Ay inaccuracies occur only ssp. Uses a range of vocabulary, including tess common lexis, effectively and Uses the conventions ofthe precisely conmriatietstithsitcrt || Tense ogo | 65a iderage of pear cz_| esbitytocommunicatecomplexieas | whole usngavaretyofcoheswe | Ses aierangeat ead inaneffective way, holding the target | devices and rgoisatina pater | OMPex wma ors with reader's attention with ease, fulfiling all | with flexibility. iy ‘communicative purposes. Errors if present, ae related to ess common words and structures, or occur assips Uses range of vocabulary, including tess common ex, ppropiately Uses the conventions ofthe communicative task effectively told the | TOs ellrganised and coherent, Weg 4 ang of simple and complex 1 target readers atetion and communicate | SE arety of cohesive devices | prmmaical forms wth contrat and straightforward andcorplexidens as | on¢organsationgpat fextily, eppropees Occasional errors may be present but co atimpede communistion Uses a range of everday vocabulary pproprately with occasonat, Uses the conventions ofthe ects generat well ognisd and | PAPPropat ur of ss common lexis aa. | communicate tasktooléthetarget__| Texts generally wellorgansedand | sinle on Communicate taskto hold the target | cohen using variety of inking | Uses a range of simple and some een words and cohesive devices. | complex grammatical forms witha 2 good degree of control. Errors donot impede communication Uses everyday vocabulary generaly appropriately, while occasionally Uses the conventions of the Texcis connected and coherent, | overuing certain ess, cormmunicatve task in generally using basi linking words and : sath 81 pproprate ways tocommuncate aiimted numberof conesve | Uses simple grammatical forms with | straightforward ideas. devices. Bood deg White errors ar noticeable, mesring can stllbe determined Uses basic vocabulary reasonably appropriately Produce text that communicates simple _| Text is connected using base vole gratia forme wh A2 Jide in simple ways. | hihequency inking words, | Use sie raat ors wth ‘Writing Assessment | Errors may impede meaning at times. 3