First, Certificate

Handbook for Teachers
Content and overview

Paper/timing Content Test focus
1
READING
1 hour
Part 1 A text followed by eight multiple-choice questions. Candidates are expected to show understanding
of specific information, text organisation features,
tone, and text structure. Part 2 A text from which seven sentences have been
removed and placed in a jumbled order, together
with an additional sentence, after the text.
Part 3 A text or several short texts preceded by 15
multiple-matching questions.
2
WRITING
1 hour 20 minutes
Part 1 One compulsory question. Candidates are expected to be able to write non-
specialised text types such as an article, an essay,
a letter, an email, a report, a review, or a short
story, with a focus on advising, apologising,
comparing, describing, explaining, expressing
opinions, recommending, suggesting.
Part 2 Candidates choose one task from a choice of five
questions (including the set text options).
3
USE OF ENGLISH
45 minutes
Part 1 A modified cloze test containing 12 gaps and
followed by 12 multiple-choice items.
Candidates are expected to demonstrate the
ability to apply their knowledge of the language
system by completing a number of tasks.
Part 2 A modified open cloze test containing 12 gaps.
Part 3 A text containing 10 gaps. Each gap corresponds to
a word. The stems of the missing words are given
beside the text and must be changed to form the
missing word.
Part 4 Eight separate questions, each with a lead-in sentence
and a gapped second sentence to be completed in two
to five words, one of which is a given key word.
4
LISTENING
Approximately
40 minutes
Part 1 A series of eight short unrelated extracts from
monologues or exchanges between interacting
speakers. There is one multiple-choice question per
extract.
Candidates are expected to be able to show
understanding of attitude, detail, function,
genre, gist, main idea, opinion, place, purpose,
situation, specific information, relationship, topic,
agreement etc.
Part 2 A monologue or text involving interacting speakers,
with a sentence completion task which has 10
questions.
Part 3 Five short related monologues, with five multiple-
matching questions.
Part 4 A monologue or text involving interacting speakers,
with seven multiple-choice questions.
5
SPEAKING
14 minutes
Part 1 A conversation between the interlocutor and each
candidate (spoken questions).
Candidates are expected to be able to respond
to questions and to interact in conversational
English.
Part 2 An individual long turn for each candidate, with a
brief response from the second candidate (visual and
written stimuli, with spoken instructions).
Part 3 A two-way conversation between the candidates
(visual and written stimuli, with spoken instructions).
Part 4 A discussion on topics related to Part 3 (spoken
questions).
1 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS
CONTENTS
Preface
ThishandbookisforteacherswhoarepreparingcandidatesforCambridge English: First,alsoknownasFirst Certicate in English (FCE).The
introductiongivesanoverviewoftheexamanditsplacewithinCambridgeESOL.Thisisfollowedbyafocusoneachpaperandincludes
content,adviceonpreparationandexamplepapers.
Ifyouneedfurthercopiesofthishandbook,pleaseemailESOLinfo@CambridgeESOL.org
About Cambridge ESOL 2
The worlds most valuable range of English qualifications 2
Key features of Cambridge English exams 2
Proven quality 2
Introduction to Cambridge English: First 3
Who is the exam for? 3
Who recognises the exam? 3
What level is the exam? 3
Exam content and processing 3
A thorough test of all areas of language ability 3
International English 4
Marks and results 4
Certificates 4
Exam support 4
Support for teachers 4
Support for candidates 5
Paper 1 Reading 7
General description 7
Structure and tasks 7
The three parts of the Reading paper 8
Preparation 8
Sample paper 10
Answer key 13
Candidate answer sheet 13
Paper 2 Writing 14
The two parts of the Writing paper 15
Preparation 16
Sample paper 18
Assessment of Writing 20
Sample scripts with examiner comments 24
Paper 3 Use of English 30
The four parts of the Use of English paper 31
Preparation 31
Sample paper 34
Answer key 37
Paper 4 Listening 39
The four parts of the Listening paper 40
Preparation 40
Sample paper 42
Answer key 49
Paper 5 Speaking 51
The four parts of the Speaking test 52
Preparation 52
Sample paper 55
Assessment of Speaking 58
Cambridge English: First glossary 63
Contents
ABOUTCAMBRIDGEESOL
AboutCambridgeESOL
Cambridge English: First is developedbyUniversityofCambridgeESOL
Examinations(CambridgeESOL),anot-for-protdepartmentofthe
UniversityofCambridge.
CambridgeESOLisoneofthreemajorexamboardswhichformthe
CambridgeAssessmentGroup(CambridgeAssessment).More
than8millionCambridgeAssessmentexamsaretakeninover
160countriesaroundtheworldeveryyear.
TheworldsmostvaluablerangeofEnglish
qualications
CambridgeESOLoferstheworldsleadingrangeofqualications
forlearnersandteachersofEnglish.Over3.5millionpeopletakeour
examseachyearin130countries.
CambridgeESOLofersassessmentsacrossthefullspectrum
oflanguageability.Weprovideexaminationsforgeneral
communication,forprofessionalandacademicpurposes,andalso
specialistlegalandnancialEnglishqualications.Allofourexams
arealignedtotheprinciplesandapproachoftheCommonEuropean
FrameworkofReferenceforLanguages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.CambridgeESOL.org/CEFR
Inadditiontoourownprogrammesofworld-leadingresearch,we
workcloselywithprofessionalbodies,industryprofessionalsand
governmentstoensurethatourexamsremainfairandrelevantto
candidatesofallbackgroundsandtoawiderangeofstakeholders.
KeyfeaturesofCambridgeEnglishexams
CambridgeEnglishexams:
arebasedonrealistictasksandsituationssothatpreparingfor
theirexamgiveslearnersreal-lifelanguageskills
accuratelyandconsistentlytestallfourlanguageskillsreading,
writing,listeningandspeakingaswellasknowledgeoflanguage
structureanditsuse
encouragepositivelearningexperiences,andseektoachievea
positiveimpactonteachingwhereverpossible
areasfairaspossibletoallcandidates,whatevertheirnational,
ethnicandlinguisticbackground,genderordisability.
Provenquality
CambridgeESOLscommitmenttoprovidingexamsofthehighest
possiblequalityisunderpinnedbyanextensiveprogrammeof
researchandevaluation,andbycontinuousmonitoringofthe
markingandgradingofallCambridgeEnglishexams.Ofparticular
importancearetherigorousprocedureswhichareusedinthe
productionandpretestingofquestionpapers.
Alloursystemsandprocessesfordesigning,developingand
deliveringexamsandassessmentservicesarecertiedasmeeting
theinternationallyrecognisedISO9001:2008standardforquality
managementandaredesignedaroundveessentialprinciples:
Validityareourexamsanauthentictestofreal-lifeEnglish?
Reliabilitydoourexamsbehaveconsistentlyandfairly?
Impactdoesourassessmenthaveapositiveefectonteaching
andlearning?
Practicalitydoesourassessmentmeetlearnersneedswithin
availableresources?
Qualityhowweplan,deliverandcheckthatweprovide
excellenceinalloftheseelds.
Howthesequalitiesarebroughttogetherisoutlinedinour
publicationPrinciples of Good Practice,whichcanbedownloadedfree
fromwww.CambridgeESOL.org/Principles
University of Cambridge International
Examinations
The worlds largest provider of
international qualications for
1419 year olds
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge ESOL: University
of Cambridge ESOL Examinations
Provider of the world's most
valuable range of qualications for
learners and teachers of English
OCR: Oxford Cambridge and RSA
Examinations
One of the UKs leading providers
of qualications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world
and one of the largest in the United Kingdom
INTRODUCTIONTOCAMBRIDGE ENGLISH: FIRST
IntroductiontoCambridgeEnglish:
First
Cambridge English: Firstwasoriginallyoferedin1939andisa
qualicationatupper-intermediatelevelthatisofciallyrecognised
byuniversities,employersandgovernmentsaroundtheworld.
Regularupdatinghasallowedtheexaminationtokeeppacewith
changesinlanguageteachingandtestingwhileensuringtheexam
remainsreliable,relevantanduserfriendlyforcandidates.Thelast
majorrevisionofCambridge English: Firsttookplacein2008.
CandidatescanchoosetotakeCambridge English: First aseithera
paper-basedoracomputer-basedexam.
Whoistheexamfor?
Cambridge English: First isaimedatlearnerswhowantto:
startworkinginanEnglish-speakingenvironment
studyatanupperintermediatelevel,suchasfoundationor
pathwaycourses
liveindependentlyinanEnglish-speakingcountry.
Whorecognisestheexam?
Cambridge English: Firstisatrulyinternationalexam,recognised
bythousandsofindustrial,administrativeandservice-based
employersasaqualicationinupper-intermediateEnglish.
Overall,CambridgeESOLexamsarerecognisedby12,500
institutionsandemployers.
Itisalsoacceptedbyawiderangeofeducationalinstitutionsfor
studypurposes.
TheexamhasbeenaccreditedbyOfqual,thestatutory
regulatoryauthorityforexternalqualicationsinEnglandandits
counterpartsinWalesandNorthernIreland.
TheUKBorderAgencyacceptsCambridge English: Firstas
meetingthelanguagerequirementsforTier1,2and4visa
applications*.
*AllinformationaccurateasofApril2011.Checkthelatest
requirementsatwww.ukba.homeofce.gov.uk
Formoreinformationaboutrecognitiongoto
www.CambridgeESOL.org/recognition
Whatlevelistheexam?
Cambridge English: FirstistargetedatLevelB2ontheCEFRscale.
LevelB2isrequiredineverydaywrittenandspokensituations
andachievingacerticateatthislevelprovesthatacandidateis
becomingskilledinEnglish.
WhatcancandidatesdoatLevelB2?
TheAssociationofLanguageTestersinEurope(ALTE)hascarried
outresearchtodeterminewhatlanguagelearnerscantypicallydoat
eachCEFRlevel.IthasdescribedtheseabilitiesinaseriesofCanDo
statementsusingexamplestakenfromreallifesituations.
CambridgeESOL,asoneofthefoundingmembersofALTE,usesthis
frameworkasawayofensuringitsexamsreectreal-lifelanguage
skills.
ExamplesofCanDostatementsatLevelB2
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.
CAN keep up a conversation on a
fairly wide range of topics.
Social &
Tourist
CAN read the media for information
quickly and with good understanding.
CAN express opinions and give reasons.
CAN ask for clarication and
further information, and is likely
to understand the answer.
CAN keep up a conversation on a
fairly wide range of topics.
Work CAN understand the general meaning of
non-routine letters and understand most
of the content.
CAN write a simple report of a factual
nature and begin to evaluate, advise, etc.
CAN ask for factual information
and understand the answer.
CAN express own opinion, and
express arguments to a limited
extent.
Study CAN make simple notes that are of
reasonable use for essay or revision
purposes, capturing the most important
points.
CAN present arguments, using a limited
range of expression (vocabulary,
grammatical structures).
CAN answer predictable or
factual questions.
CAN check that all instructions
are understood.
Examcontentandprocessing
Cambridge English: FirstisarigorousandthoroughtestofEnglishat
LevelB2.Itcoversallfourlanguageskillsreading,writing,listening
andspeakingandincludesafthelementfocusingonthecandidates
understandingofthestructureofthelanguage.PreparingforCambridge
English: Firsthelpscandidatesdeveloptheskillstheyneedtouse
Englishtocommunicateefectivelyinavarietyofpracticalcontexts.
Athoroughtestofallareasoflanguageability
Therearevepapers:Reading,Writing,UseofEnglish,Listening
andSpeaking.Eachpapercarries20%ofthetotalmarks.Detailed
informationoneachtestandsamplepapersfollowlaterinthis
handbook,buttheoverallfocusofeachtestisasfollows:
Reading: 1 hour
Candidates need to be able to understand texts from publications such as ction and
non-ction books, journals, newspapers and magazines.
Writing: 1 hour 20 minutes
Candidates have to show that they can produce two diferent pieces of writing: a
compulsory task in Part 1, and one from a choice of ve in Part 2.
Use of English: 45 minutes
Candidates use of English is tested by tasks which show how well they can control their
grammar and vocabulary.
Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning of a range of spoken material,
including lectures, radio broadcasts, speeches and talks.
Speaking: 14 minutes
Candidates take the Speaking test with another candidate or in a group of three, and are
tested on their ability to take part in diferent types of interaction: with the examiner, with
the other candidate and by themselves.
EXAMCONTENTANDPROCESSING
Eachofthesevetestcomponentsprovidesauniquecontributionto
aproleofoverallcommunicativelanguageabilitythatdeneswhata
candidatecandoatthislevel.
InternationalEnglish
Englishisusedinawiderangeofinternationalcontexts.Toreect
this,candidatesresponsestotasksinCambridgeEnglishexamsare
acceptableinallvarietiesandaccentsofEnglish,providedtheydo
notinterferewithcommunication.Materialsusedfeaturearangeof
accentsandtextsfromEnglish-speakingcountries,includingtheUK,
NorthAmericaandAustralia.USandotherversionsofspellingare
acceptedifusedconsistently.
Marksandresults
Cambridge English: First givesdetailed,meaningfulresults.All
candidatesreceiveaStatementofResults.Candidateswhose
performancerangesbetweenCEFRLevelsC1andB1willalsoreceive
acerticate.
StatementofResults
TheStatementofResultsoutlines:
thecandidatesresult.Thisresultisbasedonacandidatestotal
scoreinallvepapers
agraphicaldisplayofacandidatesperformanceineachpaper
(shownagainstthescaleExceptionalGoodBorderlineWeak)
astandardisedscoreoutof100whichallowsacandidatetosee
exactlyhowtheyperformed.
Certicates
Wehavemadeenhancementstothewaywereporttheresultsofour
examsbecausewebelieveitisimportanttorecognisecandidates
achievements.
C2
C1
B2
B1
A2
A1
The Common European
Framework of Reference
C
Procient
user
B
Independent
user
A
Basic user
Cambridge English:
First
Grade B
Grade C
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade A
Level B1
Ready for
success in the
real world
. . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
CambridgeEnglish:FirstLevelC1
ExceptionalcandidatessometimesshowabilitybeyondB2level.Ifa
candidateachievesagradeAintheirexam,theywillreceivethe First
Certicate in EnglishstatingthattheydemonstratedabilityatLevelC1.
CambridgeEnglish:FirstLevelB2
IfacandidateachievesgradeBorCintheirexam,theywillbe
awardedthe First Certicate in EnglishatLevelB2.
LevelB1Certicate
IfacandidatesperformanceisbelowLevelB2,butfallswithinLevel
B1,theywillreceiveaCambridgeEnglishcerticatestatingthatthey
demonstratedabilityatB1level.
Specialcircumstances
CambridgeEnglishexamsaredesignedtobefairtoalltesttakers.
Thiscommitmenttofairnesscovers:
Specialarrangements
Theseareavailableforcandidateswithapermanentorlong-term
disability.ConsulttheCambridgeESOLCentreExamsManager
(CEM)inyourareaformoredetailsassoonasyoubecome
awareofacandidatewhomayneedspecialarrangements.
Specialconsideration
CambridgeESOLwillgivespecialconsiderationtocandidates
afectedbyadversecircumstancessuchasillnessor
bereavementimmediatelybeforeorduringanexam.Applications
forspecialconsiderationmustbemadethroughthecentreno
laterthan10workingdaysaftertheexamdate.
Malpractice
CambridgeESOLwillinvestigateallcaseswherecandidatesare
suspectedofcopying,collusionorbreakingtheexamregulations
insomeotherway.Resultsmaybewithheldwhiletheyare
beinginvestigated,orbecausewehavefoundaninfringementof
regulations.Centresarenotiedifacandidatesresultshavebeen
investigated.
Examsupport
AfeatureofCambridgeEnglishexamsistheoutstandingfreeand
paid-forsupportweofertoteachersandcandidates.
HowtoordersupportmaterialsfromCambridgeESOL
Awiderangeofofcialsupportmaterialsforcandidatesandteachers
canbeordereddirectlyfromtheCambridgeESOLeShops:
Printed publications: www.shop.CambridgeESOL.org
Online preparation: https://eshop.cambridgeesol.org
Supportforteachers
TeacherSupportwebsite
Thiswebsiteprovidesaninvaluable,user-friendlyfreeresourceforall
teacherspreparingforourexams.Itincludes:
Generalinformationhandbookforteachers,samplepapers,
examreports,examdates
Detailedinformationformat,timing,numberofquestions,task
types,markschemeofeachpaper
Adviceforteachersdevelopingstudentsskillsandpreparing
themfortheexam
Downloadablelessonsalessonforeverypartofeverypaper,
therearemorethan1,000intotal
Forumswhereteacherscanshareexperiencesandknowledge
Careersteachingqualicationsforcareerprogression
EXAMSUPPORT
SpeakingTestPreparationPack
Thiscomprehensiveresourcepackisdesignedtohelpteachers
preparestudentsfortheCambridge English: FirstSpeakingtest.
Writtenbyexperiencedexaminers,itprovidesclearexplanations
ofwhateachpartoftheSpeakingtestinvolves.Thestep-by-step
guidanceandpracticalexerciseshelpyourstudentsperformwith
condenceonthedayofthetest.
Eachpackincludes:
TeachersNotes
StudentWorksheetswhichyoucanphotocopyorprint
asetofcandidatevisuals
aDVDshowingrealstudentstakingaSpeakingtest.
www.CambridgeESOL.org/speaking
Supportforcandidates
CambridgeESOLwebsite
Weprovidelearnerswithawealthofexamresourcesandpreparation
materialsthroughoutourmainwebsite,includingexamadvice,
samplepapersandaguideforcandidates.
www.CambridgeESOL.org
OnlinePracticeTest
TheOnlinePracticeTestforCambridge English: First notonly
familiariseslearnerswithtypicalexamquestionsbutalsoincludesa
rangeofhelpfeatures.Thepracticetestscanbetakenintwomodes.
Testmodeofersatimedtestenvironment.Inlearnermode,thereis
additionalsupport,includinghelpduringthetest,accesstoanonline
dictionary,anoptiontocheckanswersandtheabilitytopauseaudio
andviewtapescripts.Tryafreesampleonourwebsite.
Eachpracticetestcontains:
afullpracticetestforReading,Writing,ListeningandUseof
English
automaticscoringforReadingandListening
sampleanswersforWriting
Newsandeventswhatshappeninggloballyandlocallyinyour
area
Seminarswiderangeofexamspecicseminarsfornewand
experiencedteachers,administratorsandschooldirectors.
www.teachers.CambridgeESOL.org
CambridgeEnglishTeacher
DevelopedbyCambridgeUniversityPressandUniversityof
CambridgeESOLExaminations(CambridgeESOL),Cambridge
EnglishTeacherprovidesopportunitiesforEnglishteacherstoengage
incontinuingprofessionaldevelopmentthroughonlinecourses,share
bestpracticeandnetworkwithotherELTprofessionalsworldwide.
FormoreinformationonhowtobecomeaCambridgeEnglish
Teacher,visitwww.CambridgeEnglishTeacher.org
PastPaperPacks
Past Paper Packs provideauthenticpracticeforcandidatespreparing
forCambridgeEnglishpaper-basedexaminationsandareidealtouse
formockexams.
Eachpackcontains:
tencopiesofeachofthepaperswithphotocopiableanswer
sheets
CDwithaudiorecordingsfortheListeningpaper
TeacherBookletwith:
-answerkeys
-markschemesandsampleanswersforWriting
-tapescriptsfortheListeningpaper
-theassessmentcriteriaandacopyoftheCambridgeESOL
CommonScalefortheSpeakingpaper
-Speakingtestmaterials,whichincludecandidatevisualsand
examinerscripts.
www.CambridgeESOL.org/past-papers
EXAMSUPPORT
Ofcialpreparationmaterials
AcomprehensiverangeofofcialCambridgeEnglishpreparation
materialsareavailablefromUniversityofCambridgeESOL
Examinations(CambridgeESOL)andCambridgeUniversityPress.
Materialsincludeprintedanddigitalresourcestosupportteachers
andhelplearnerspreparefortheirexam.
Findoutmoreatwww.CambridgeESOL.org/exam-preparation
Othersourcesofsupportmaterials
Ahugerangeofcoursebooks,practicetestsandlearningresources
areproducedbyindependentpublisherstohelppreparecandidates
forCambridgeEnglishexams.Wecannotadviseontextbooksor
coursesofstudythatwedonotprovide,butwhenyouarechoosing
coursematerialsyoushouldbearinmindthat:
Cambridge English: First requiresall-roundlanguageability
mostcoursebookswillneedtobesupplemented
anycoursebooksandpracticematerialsyouchooseshould
accuratelyreectthecontentandformatoftheexam.
www.CambridgeESOL.org/resources/books-for-study
Examsessions
Cambridge English: Firstisavailableasapaper-basedorcomputer-
basedtest.Candidatesmustbeenteredthrougharecognised
CambridgeESOLcentre.Findyournearestcentreat
www.CambridgeESOL.org/centres
Furtherinformation
ContactyourlocalCambridgeESOLcentre,orCambridgeESOL
direct(usingthecontactdetailsonthebackcoverofthishandbook)
for:
copiesoftheregulations
detailsofentryprocedure
examdates
currentfees
moreinformationaboutCambridge English: First andother
CambridgeEnglishexams.
adetailedscorereportandanswerfeedbackonceanswersare
submitted.
www.CambridgeESOL.org/opt
OnlineSpeakingPractice
ThenewOnlineSpeakingPracticeforCambridge English: Firstwillgive
studentsauthentic,interactivepreparationfortheirSpeakingteston
aweb-basedplatform.
Studentswillbeableto:
experiencearealCambridgeESOLexamineraskingquestions
usingvideo,andthenrecordtheirownanswers
tryeachofthe4partsoftheSpeakingtestupto10timesand
savealloftheirrecordings
listentotheirrecordingsagainasmanytimesastheywant
sharetheirfavouriterecordingswiththeirteachersandfriends
watchsampleanswervideosofastudentansweringthesame
questionsastheydoandthenreadCambridgeESOLsfeedback
onthestudentsperformance
comparetheiranswerswithsampleanswersandseehowthey
canimprovetheirperformance.
AvideointroductionabouteachpartoftherealCambridge English:
FirstSpeakingtestandexamtipsarealsoincluded.
www.CambridgeESOL.org/exam-preparation
TopTipsforFCE
WrittenbyCambridgeESOLexaminerswithmanyyearsexperience
ofsettingandmarkingexams,Cambridge English: First,Top Tips for
FCE providescandidateswithessentialadvice(tips)foreachpartof
theexamandcomesinaconvenientA5format.Studentscanwork
throughthebookandthenpractisewhattheyhavelearnedbytrying
arealexampaperontheaccompanyinginteractiveCD-ROM.Italso
includestherecordingsfortheListeningpaperwithanswersanda
videoofrealstudentstakingtheSpeakingtest.
www.CambridgeESOL.org/tips
Paper1
Reading
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Multiplechoice.
Detail,opinion,gist,attitude,tone,purpose,
mainidea,meaningfromcontext,text
organisationfeatures(exemplication,
comparison,reference).
FORMAT Atextfollowedby4-optionmultiple-choice
questions.
NO.OFQS 8.
PART2
TASKTYPE
ANDFOCUS
Gappedtext.
Textstructure,cohesionandcoherence.
FORMAT Atextfromwhichsentenceshavebeen
removedandplacedinjumbledorderafterthe
text.Candidatesmustdecidefromwherein
thetextthesentenceshavebeenremoved.
NO.OFQS 7.
PART3
TASKTYPE
ANDFOCUS
Multiplematching.
Specicinformation,detail,opinionand
attitude.
FORMAT Atextorseveralshorttextsprecededby
multiplematchingquestions.Candidatesmust
matchpromptstoelementsinthetext.
NO.OFQS 15.
Generaldescription
PAPERFORMAT Thepapercontainsthreeparts,with
arangeoftextsandaccompanying
comprehensiontasks.Onepartmay
containtwoormoreshorterrelated
texts.
TIMING 1hour.
NO.OFPARTS 3.
NO.OFQUESTIONS 30.
TASKTYPES Multiplechoice,gappedtext,
multiplematching.
TEXTTYPES Fromthefollowing:newspaperand
magazinearticles,reports,ction,
advertisements,correspondence,
messages,informationalmaterial
(e.g.brochures,guides,manuals,
etc.).
LENGTHOFTEXTS Approximately550700wordsper
text.Approximately2,000words
overall.
ANSWERFORMAT Forallpartsofthispaper,candidates
indicatetheiranswersbyshading
thecorrectlozengesontheseparate
answersheet.
MARKS Parts1and2:eachcorrectanswer
receives2marks.
Part3:eachcorrectanswerreceives
1mark.
PAPER1:READING
PART3 Multiplematching
In this part, there is an emphasis on locating specic information and
detail, and recognising opinion and attitude, in one long text or a group of
short texts.
Sample task and answer key: pages 12 and 13.
EachcorrectanswerinPart3receives1mark.
Part3consistsofonelongtextoruptosixshortertexts,preceded
by15questions.Candidatesarerequiredtolocatethespecic
informationwhichmatchesthequestions.Todothis,theyneedto
understanddetail,attitudeoropinioninthequestionandlocatea
sectionoftextwherethatideaisexpressed,discountingideasin
othersectionswhichmayappearsimilarbutwhichdonotreectthe
wholeofthequestionaccurately.Someoftheoptionsmaybecorrect
formorethanonequestion,andtheremaybemorethanonecorrect
answertosomequestions.Ifso,theinstructionstocandidateswill
saythis.
Preparation
General
Themostvaluablepreparationistoensurethatyourstudents
readawiderangeoftextsbothinclassandathome.Classroom
readingcanincludearangeofreadingtextsfromcoursebooks
andreading-skillsbooksatthislevelaswellascurrentarticles
fromnewspapersandmagazinesontopicsofinterest.
Withcoursebooktexts,encourageyourstudentstofocuson
anypre-readingquestions.Thesestimulateinterestinthetopic
coveredbythetextandtrainyourstudentsinvaluableprediction
techniques.
Somecoursebooksincludequestionswhicharetobeanswered
whilereadingatext.Thesewillhelpyourstudentstowork
theirwaythroughthetextandinterpretthemeaningofmore
complexpassages.Thequestionswillalsoinvolveyourstudents
inusingdiferentreadingstrategies.Itisusefultoencourageyour
studentstobeawareofalternativewaysofdealingwithtextsso
theycandecidewhichonessuitthembest.
Itishelpfultointroduceaprogrammeofreadingathome.Aspart
ofthehomeworkassignments,aweeklyreadingschemecould
bestarted.Yourstudentscouldbeaskedtoprovideverbalor
writtenreviewsofthetextstheyhaveread.Thesecouldinclude
gradedreaders,unabridgedshortstoriesornovels,non-ction,
newspaperormagazinearticles,etc.Wherepossible,encourage
yourstudentstofollowupontheirhobbiesandinterestsby
readingmagazinesaboutsport,cars,fashion,etc.inEnglish.If
relevantmagazinesarenotavailablelocally,youmaybeable
toaccessthemontheinternet.Readingupabouthobbiesetc.
couldalsoleadtowrittenarticlesforaclassproject,orshort
talks.
Makesureyourstudentsarefamiliarwiththeformatofthe
Readingpaper.Trainthemtoreadcarefullytheinstructionson
thefrontpageofthequestionpaperandatthestartofeachtask.
Theinstructionsgiveabriefcontextforeachtextandremind
candidateswhattheyhavetodo.
Thethreepartsofthe
Readingpaper
PART1 Multiplechoice
In this part, there is an emphasis on detailed understanding of a text,
including the expression of opinion, attitude, purpose, main idea, detail,
tone and gist. Candidates are also tested on their ability to recognise
meaning from context and follow text organisation features, such as
exemplication, comparison and reference.
EachcorrectanswerinPart1receives2marks.
Part1consistsofatext,followedbyeight4-optionmultiple
choicequestionswhichtesttheunderstandingofcontentandtext
organisation.Thetextmaybetakenfrom,forexample,anarticleor
amodernnovel.Questionsmayfocusonthemainideasordetails
inthetext,andontheattitudesoropinionsexpressed.Candidates
mayalsobeaskedtodeducethemeaningofawordorphraseand
todemonstrateunderstandingofreferences,suchaspronouns,
withinthetext.Additionally,questionsmayfocusonthetoneofthe
textorthewriterspurpose,aswellastheuseofexemplicationor
comparison.Thesequestionsmayrequirecandidatestoinferthe
meaningfromcluesinthetext,askillwhichisanessentialpartof
readingability.
The4-optionmultiplechoicequestionsarepresentedinthesame
orderastheinformationinthetextsothatcandidatescanfollowthe
developmentofthewritersideasastheyworkthroughthequestions.
Thenalquestionmayrequirecandidatestointerpretanaspectof
thetextasawhole.
PART2 Gappedtext
In this part, there is an emphasis on text structure, cohesion and coherence,
and candidates ability to follow the development of a long text.
EachcorrectanswerinPart2receives2marks.
Part2consistsofonetextfromwhichsevensentenceshavebeen
removedandplacedinjumbledorderafterthetext,togetherwith
aneighthsentencewhichdoesnottinanyofthegaps.Candidates
arerequiredtodecidefromwhereinthetexteachsentencehas
beenremoved.Eachsentencemaybeusedonlyonce,andthere
isonesentencethatcandidatesdonotneedtouse.Thetasktests
understandingofhowtextsarestructured.
Ratherthanconcentratingonindividualsentences,candidates
needtobeabletofollowthedevelopmentofideas,opinionsand
eventsthroughthetextasawhole,usingtheirunderstandingoftext
coherenceandcohesiondevices.Thistaskisparticularlyefectivein
helpingtodistinguishbetweenstrongerandweakercandidatesat
Cambridge English: Firstlevel.
PAPER1:READING
options,thatisautomaticallytherightsentencetollthegap.
Trainthemtocheckalltheotherlinguisticcluescarefullybefore
makingtheirnaldecision.
PART3
Yourstudentswillneedpracticeinskimmingandscanningtexts
quicklyforspecicinformationinordertoprepareforthistask.
Oncetheyhavehadthis,itmaybehelpfultodividetheclassinto
teamsandencouragethemtoraceagainsteachother.Points
shouldbedeductedforincorrectanswers,toemphasisetheneed
foraccuracyaswellasspeed.
Inclass,askyourstudentstotellyouwhyaparticularpartofthe
textmatchesaprompt.Thiswillhelpthemtochecktheirchoices
carefully.Onceagain,discouragethemfromchoosingananswer
onthebasisofsimilarvocabularyalone.
Giveyourstudentsplentyofopportunitytoreadbookandlm
reviewsorarticlesinwhichanumberofdiferentpeopleexpress
theirthoughtsabouttheircareer,hobbies,etc.Youcouldalso
askstudents,eitherasapairorgroupactivityinclassorasa
homeworkassignment,todevisetheirownPart3task,basedon
textsyouprovideoronesthattheyndforthemselves.Writing
challengingquestionsfortheirclassmatestotrywillhelpthe
studentsunderstandwhatcluestheywillneedtolookforwhen
tacklingarealPart3task.
Showyourstudentshowtollintheanswersheetandgive
thempracticeindoingthisinatimedexercise.Explaintothem
thattheycantransfertheiranswersaftereachtaskorattheend
ofthepaper.
Whenyourstudentsarefamiliarwiththediferenttasktypes,
discusswiththemwhichpart(s)takethemlongertocomplete.
Followingthisdiscussion,youcouldworkoutwiththempossible
timingsforeachtask.Remindthemthateachtaskisworth
approximatelyequalmarks.Theoutcomeofthediscussionwill
alsohelpyoutodecidewhichtasktypestoconcentrateonin
futureclassesandwhereassistanceisneededwithdeveloping
particularreadingskills.
Bypart
PART1
Trainyourstudentstoreadthroughthetextbeforelookingatthe
questions.Asthreeoutofthefouroptionsareincorrect,thereis
nopointintryingtoabsorbthemallbeforetacklingthetext.
Getyourstudentstoreadeachstemcarefullysothattheyhave
someideaofwhattheyneedtolookfor.
Warnyourstudentsabouttherisksofwordspotting,thatis
assumingthatanoptionmustbecorrectsimplybecauseit
containsawordthatisalsointhetext.Studentsneedtocheck
thatthemeaningofanoptionisreectedinthetext,notthatone
wordisthesameinboth.
Whenthequestionstaketheformofincompletesentences,
encourageyourstudentstoreadbothpartsofthesentence
carefully.Theyneedtocheckthatthewholesentencematches
whatiswritteninthetextandnotjustthephraseinoptionA,B,
CorD.
Makesureyourstudentsreadtextsinwhichopinions,ideasand
attitudesareexpressed,suchasinterviewswithwell-known
peopleinwhichtheyexplainhowtheystartedoutintheireld
andwhattheybelievehelpedthemtobesuccessful,orextracts
fromnovelswhichfocusoncharactersfeelings.
PART2
Trainyourstudentstoreadthroughthetextwiththegapsinitso
thattheygainanoverallideaofthestructureofthetextandthe
developmentofthewritersideas,beforestartingtodothetask.
Whenyourstudentsareselectingasentencetollagap,make
surethattheylookcarefullyattheinformationbeforeandafter
thegap.Candidatessometimesmakethewrongchoicesby
selectingoptionswhichseemtotthetextbeforethegap,and
neglectingtocheckthatthetextafterthegapfollowsonlogically.
Giveyourstudentsplentyofpracticeinrecognisingawide
rangeoflinguisticdeviceswhichmarkthelogicalandcohesive
developmentofatext,forexamplewordsandphrasesindicating
timeperiods,causeandefect,exemplication,contrasting
arguments,repetition,concordanceoftenses,pronouns,etc.This
willhelpthemtomakethecorrectchoicebetweentwopossible
sentenceswhichseemrathersimilaratrstsight.
AsinPart1,itisimportanttodiscourageyourstudentsfrom
relyingonwordspotting,thatisassumingthatifthesameword,
name,date,etc.appearsinthesurroundingtextandoneofthe
PAPER1:READING|SAMPLEPAPER

P
a
r
t

1

Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a
n

e
x
t
r
a
c
t

f
r
o
m

a

n
o
v
e
l
.

F
o
r

q
u
e
s
t
i
o
n
s

1

8
,

c
h
o
o
s
e

t
h
e

a
n
s
w
e
r

(
A
,

B
,

C

o
r

D
)

w
h
i
c
h

y
o
u

t
h
i
n
k

f
i
t
s

b
e
s
t

a
c
c
o
r
d
i
n
g

t
o

t
h
e

t
e
x
t
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.

I

s
h
i
f
t
e
d

u
n
c
o
m
f
o
r
t
a
b
l
y

i
n
s
i
d
e

m
y

b
e
s
t

s
u
i
t

a
n
d

e
a
s
e
d

a

f
i
n
g
e
r

i
n
s
i
d
e

t
h
e

t
i
g
h
t

w
h
i
t
e

c
o
l
l
a
r
.

I
t

w
a
s

h
o
t

i
n

t
h
e

l
i
t
t
l
e

b
u
s

a
n
d

I

h
a
d

t
a
k
e
n

a

s
e
a
t

o
n

t
h
e

w
r
o
n
g

s
i
d
e

w
h
e
r
e

t
h
e

s
u
m
m
e
r

s
u
n

b
e
a
t

o
n

t
h
e

w
i
n
d
o
w
s
.

I
t

w
a
s

a

s
t
r
a
n
g
e

o
u
t
f
i
t

f
o
r

t
h
e

w
e
a
t
h
e
r
,

b
u
t

a

f
e
w

m
i
l
e
s

a
h
e
a
d

m
y

f
u
t
u
r
e

e
m
p
l
o
y
e
r

m
i
g
h
t

b
e

w
a
i
t
i
n
g

f
o
r

m
e

a
n
d

I

h
a
d

t
o

m
a
k
e

a

g
o
o
d

i
m
p
r
e
s
s
i
o
n
.

T
h
e
r
e

w
a
s

a

l
o
t

d
e
p
e
n
d
i
n
g

o
n

t
h
i
s

i
n
t
e
r
v
i
e
w
.

M
a
n
y

f
r
i
e
n
d
s

w
h
o

h
a
d

q
u
a
l
i
f
i
e
d

w
i
t
h

m
e

w
e
r
e

u
n
e
m
p
l
o
y
e
d

o
r

w
o
r
k
i
n
g

i
n

s
h
o
p
s

o
r

a
s

l
a
b
o
u
r
e
r
s

i
n

t
h
e

s
h
i
p
y
a
r
d
s
.

S
o

m
a
n
y

t
h
a
t

I

h
a
d

a
l
m
o
s
t

g
i
v
e
n

u
p

h
o
p
e

o
f

a
n
y

f
u
t
u
r
e

f
o
r

m
y
s
e
l
f

a
s

a

v
e
t
e
r
i
n
a
r
y

s
u
r
g
e
o
n
.

T
h
e
r
e

w
e
r
e

u
s
u
a
l
l
y

t
w
o

o
r

t
h
r
e
e

j
o
b
s

a
d
v
e
r
t
i
s
e
d

i
n

t
h
e

V
e
t
e
r
i
n
a
r
y

R
e
c
o
r
d

e
a
c
h

w
e
e
k

a
n
d

a
n

a
v
e
r
a
g
e

o
f

e
i
g
h
t
y

a
p
p
l
i
c
a
n
t
s

f
o
r

e
a
c
h

o
n
e
.

I
t

h
a
d
n
t

s
e
e
m
e
d

p
o
s
s
i
b
l
e

w
h
e
n

t
h
e

l
e
t
t
e
r

c
a
m
e

f
r
o
m

D
a
r
r
o
w
b
y

i
n

Y
o
r
k
s
h
i
r
e
.

M
r

S
.

F
a
r
n
o
n

w
o
u
l
d

l
i
k
e

t
o

s
e
e

m
e

o
n

t
h
e

F
r
i
d
a
y

a
f
t
e
r
n
o
o
n
;

I

w
a
s

t
o

c
o
m
e

t
o

t
e
a

a
n
d
,

i
f

w
e

w
e
r
e

s
u
i
t
e
d

t
o

e
a
c
h

o
t
h
e
r
,

I

c
o
u
l
d

s
t
a
y

o
n

a
s

h
i
s

a
s
s
i
s
t
a
n
t
.

M
o
s
t

y
o
u
n
g

p
e
o
p
l
e

e
m
e
r
g
i
n
g

f
r
o
m

t
h
e

c
o
l
l
e
g
e
s

a
f
t
e
r

f
i
v
e

y
e
a
r
s

o
f

h
a
r
d

w
o
r
k

w
e
r
e

f
a
c
e
d

b
y

a

w
o
r
l
d

u
n
i
m
p
r
e
s
s
e
d

b
y

t
h
e
i
r

e
n
t
h
u
s
i
a
s
m

a
n
d

b
u
r
s
t
i
n
g

k
n
o
w
l
e
d
g
e
.

S
o

I

h
a
d

g
r
a
b
b
e
d

t
h
e

l
i
f
e
l
i
n
e

u
n
b
e
l
i
e
v
i
n
g
l
y
.

l
i
n
e

1
5

T
h
e

d
r
i
v
e
r

c
r
a
s
h
e
d

h
i
s

g
e
a
r
s

a
g
a
i
n

a
s

w
e

w
e
n
t

i
n
t
o

a
n
o
t
h
e
r

s
t
e
e
p

b
e
n
d
.

W
e

h
a
d

b
e
e
n

c
l
i
m
b
i
n
g

s
t
e
a
d
i
l
y

n
o
w

f
o
r

t
h
e

l
a
s
t

f
i
f
t
e
e
n

m
i
l
e
s

o
r

s
o
,

m
o
v
i
n
g

c
l
o
s
e
r

t
o

t
h
e

d
i
s
t
a
n
t

b
l
u
e

o
f

t
h
e

P
e
n
n
i
n
e

H
i
l
l
s
.

I

h
a
d

n
e
v
e
r

b
e
e
n

i
n

Y
o
r
k
s
h
i
r
e

b
e
f
o
r
e
,

b
u
t

t
h
e

n
a
m
e

h
a
d

a
l
w
a
y
s

r
a
i
s
e
d

a

p
i
c
t
u
r
e

o
f

a

r
e
g
i
o
n

a
s

h
e
a
v
y

a
n
d

u
n
r
o
m
a
n
t
i
c

a
s

t
h
e

p
u
d
d
i
n
g

o
f

t
h
e

s
a
m
e

n
a
m
e
;

I

w
a
s

p
r
e
p
a
r
e
d

f
o
r

s
o
l
i
d

r
e
s
p
e
c
t
a
b
i
l
i
t
y
,

d
u
l
l
n
e
s
s

a
n
d

a

t
o
t
a
l

l
a
c
k

o
f

c
h
a
r
m
.

B
u
t

a
s

t
h
e

b
u
s

m
a
d
e

i
t
s

w
a
y

h
i
g
h
e
r
,

I

b
e
g
a
n

t
o

w
o
n
d
e
r
.

T
h
e
r
e

w
e
r
e

h
i
g
h

g
r
a
s
s
y

h
i
l
l
s

a
n
d

w
i
d
e

v
a
l
l
e
y
s
.

I
n

t
h
e

v
a
l
l
e
y

b
o
t
t
o
m
s
,

r
i
v
e
r
s

t
w
i
s
t
e
d

a
m
o
n
g

t
h
e

t
r
e
e
s

a
n
d

s
o
l
i
d

g
r
e
y

s
t
o
n
e

f
a
r
m
h
o
u
s
e
s

l
a
y

a
m
o
n
g

i
s
l
a
n
d
s

o
f

c
u
l
t
i
v
a
t
e
d

l
a
n
d

w
h
i
c
h

p
u
s
h
e
d

u
p

t
h
e

w
i
l
d
,

d
a
r
k

h
i
l
l
s
i
d
e
s
.

S
u
d
d
e
n
l
y
,

I

r
e
a
l
i
s
e
d

t
h
e

b
u
s

w
a
s

c
l
a
t
t
e
r
i
n
g

a
l
o
n
g

a

n
a
r
r
o
w

s
t
r
e
e
t

w
h
i
c
h

o
p
e
n
e
d

o
n
t
o

a

s
q
u
a
r
e

w
h
e
r
e

w
e

s
t
o
p
p
e
d
.

A
b
o
v
e

t
h
e

w
i
n
d
o
w

o
f

a

s
m
a
l
l

g
r
o
c
e
r
s

s
h
o
p

I

r
e
a
d

D
a
r
r
o
w
b
y

C
o
-
o
p
e
r
a
t
i
v
e

S
o
c
i
e
t
y
.

W
e

h
a
d

a
r
r
i
v
e
d
.

I

g
o
t

o
u
t

a
n
d

s
t
o
o
d

b
e
s
i
d
e

m
y

b
a
t
t
e
r
e
d

s
u
i
t
c
a
s
e
,

l
o
o
k
i
n
g

a
b
o
u
t

m
e
.

T
h
e
r
e

w
a
s

s
o
m
e
t
h
i
n
g

u
n
u
s
u
a
l

a
n
d

I

d
i
d
n
t

k
n
o
w

w
h
a
t

i
t

w
a
s

a
t

f
i
r
s
t
.

T
h
e
n

i
t

c
a
m
e

t
o

m
e
.

T
h
e

o
t
h
e
r

p
a
s
s
e
n
g
e
r
s

h
a
d

d
i
s
p
e
r
s
e
d
,

t
h
e

d
r
i
v
e
r

h
a
d

s
w
i
t
c
h
e
d

o
f
f

t
h
e

e
n
g
i
n
e

a
n
d

t
h
e
r
e

w
a
s

n
o
t

a

s
o
u
n
d

o
r

a

m
o
v
e
m
e
n
t

a
n
y
w
h
e
r
e
.

T
h
e

o
n
l
y

v
i
s
i
b
l
e

s
i
g
n

o
f

l
i
f
e

w
a
s

a

g
r
o
u
p

o
f

o
l
d

m
e
n

s
i
t
t
i
n
g

r
o
u
n
d

t
h
e

c
l
o
c
k

t
o
w
e
r

i
n

t
h
e

c
e
n
t
r
e

o
f

t
h
e

s
q
u
a
r
e
,

b
u
t

t
h
e
y

m
i
g
h
t

h
a
v
e

b
e
e
n

c
a
r
v
e
d

o
f

s
t
o
n
e
.

D
a
r
r
o
w
b
y

d
i
d
n
t

g
e
t

m
u
c
h

s
p
a
c
e

i
n

t
h
e

g
u
i
d
e
b
o
o
k
s
,

b
u
t

w
h
e
r
e

i
t

w
a
s

m
e
n
t
i
o
n
e
d

i
t

w
a
s

d
e
s
c
r
i
b
e
d

a
s

a

g
r
e
y

l
i
t
t
l
e

t
o
w
n

o
n

t
h
e

R
i
v
e
r

A
r
r
o
w

w
i
t
h

a

m
a
r
k
e
t

p
l
a
c
e

a
n
d

l
i
t
t
l
e

o
f

i
n
t
e
r
e
s
t

e
x
c
e
p
t

i
t
s

t
w
o

a
n
c
i
e
n
t

b
r
i
d
g
e
s
.

B
u
t

w
h
e
n

y
o
u

l
o
o
k
e
d

a
t

i
t
,

i
t
s

s
e
t
t
i
n
g

w
a
s

b
e
a
u
t
i
f
u
l
.

E
v
e
r
y
w
h
e
r
e

f
r
o
m

t
h
e

w
i
n
d
o
w
s

o
f

h
o
u
s
e
s

i
n

D
a
r
r
o
w
b
y

y
o
u

c
o
u
l
d

s
e
e

t
h
e

h
i
l
l
s
.

T
h
e
r
e

w
a
s

a

c
l
e
a
r
n
e
s
s

i
n

t
h
e

a
i
r
,

a

s
e
n
s
e

o
f

s
p
a
c
e

a
n
d

a
i
r
i
n
e
s
s

t
h
a
t

m
a
d
e

m
e

f
e
e
l

I

h
a
d

l
e
f
t

s
o
m
e
t
h
i
n
g

b
e
h
i
n
d
.

T
h
e

p
r
e
s
s
u
r
e

o
f

t
h
e

c
i
t
y
,

t
h
e

n
o
i
s
e
,

t
h
e

s
m
o
k
e

a
l
r
e
a
d
y

t
h
e
y

s
e
e
m
e
d

t
o

b
e

f
a
l
l
i
n
g

a
w
a
y

f
r
o
m

m
e
.

T
r
e
n
g
a
t
e

S
t
r
e
e
t

w
a
s

a

q
u
i
e
t

r
o
a
d

l
e
a
d
i
n
g

o
f
f

t
h
e

s
q
u
a
r
e

a
n
d

f
r
o
m

t
h
e
r
e

I

h
a
d

m
y

f
i
r
s
t

s
i
g
h
t

o
f

S
k
e
l
d
a
l
e

H
o
u
s
e
.

I

k
n
e
w

i
t

w
a
s

t
h
e

r
i
g
h
t

p
l
a
c
e

b
e
f
o
r
e

I

w
a
s

n
e
a
r

e
n
o
u
g
h

t
o

r
e
a
d

S
.

F
a
r
n
o
n
,

V
e
t
e
r
i
n
a
r
y

S
u
r
g
e
o
n

o
n

t
h
e

o
l
d
-
f
a
s
h
i
o
n
e
d

b
r
a
s
s

n
a
m
e
p
l
a
t
e
.

I

k
n
e
w

b
y

t
h
e

i
v
y

w
h
i
c
h

g
r
e
w

u
n
t
i
d
i
l
y

o
v
e
r

t
h
e

r
e
d

b
r
i
c
k
,

c
l
i
m
b
i
n
g

u
p

t
o

t
h
e

t
o
p
m
o
s
t

w
i
n
d
o
w
s
.

I
t

w
a
s

w
h
a
t

t
h
e

l
e
t
t
e
r

h
a
d

s
a
i
d

t
h
e

o
n
l
y

h
o
u
s
e

w
i
t
h

i
v
y
;

a
n
d

t
h
i
s

c
o
u
l
d

b
e

w
h
e
r
e

I

w
o
u
l
d

w
o
r
k

f
o
r

t
h
e

f
i
r
s
t

t
i
m
e

a
s

a

v
e
t
e
r
i
n
a
r
y

s
u
r
g
e
o
n
.

I

r
a
n
g

t
h
e

d
o
o
r
b
e
l
l
.

1

A
s

h
e

t
r
a
v
e
l
l
e
d
,

t
h
e

w
r
i
t
e
r

r
e
g
r
e
t
t
e
d

h
i
s

c
h
o
i
c
e

o
f

A

s
e
a
t
.

B

c
l
o
t
h
e
s
.

C

c
a
r
e
e
r
.

D

m
e
a
n
s

o
f

t
r
a
n
s
p
o
r
t
.

2

W
h
a
t

h
a
d

s
u
r
p
r
i
s
e
d

t
h
e

w
r
i
t
e
r

a
b
o
u
t

t
h
e

j
o
b
?

A

T
h
e
r
e

h
a
d

b
e
e
n

n
o

a
d
v
e
r
t
i
s
e
m
e
n
t
.

B

H
e

h
a
d

b
e
e
n

c
o
n
t
a
c
t
e
d

b
y

l
e
t
t
e
r
.

C

T
h
e
r
e

w
a
s

a
n

i
n
v
i
t
a
t
i
o
n

t
o

t
e
a
.

D

H
e

h
a
d

b
e
e
n

s
e
l
e
c
t
e
d

f
o
r

i
n
t
e
r
v
i
e
w
.

3

T
h
e

w
r
i
t
e
r

u
s
e
s

t
h
e

p
h
r
a
s
e

I

h
a
d

g
r
a
b
b
e
d

t
h
e

l
i
f
e
l
i
n
e

(
l
i
n
e

1
5
)

t
o

s
h
o
w

t
h
a
t

h
e

f
e
l
t

A

c
o
n
f
i
d
e
n
t

o
f

h
i
s

a
b
i
l
i
t
y
.

B

r
e
a
d
y

t
o

c
o
n
s
i
d
e
r

a
n
y

o
f
f
e
r
.

C

c
a
u
t
i
o
u
s

a
b
o
u
t

a
c
c
e
p
t
i
n
g

t
h
e

i
n
v
i
t
a
t
i
o
n
.

D

f
o
r
c
e
d

t
o

m
a
k
e

a

d
e
c
i
s
i
o
n

u
n
w
i
l
l
i
n
g
l
y
.

4

W
h
a
t

i
m
p
r
e
s
s
i
o
n

h
a
d

t
h
e

w
r
i
t
e
r

p
r
e
v
i
o
u
s
l
y

h
a
d

o
f

Y
o
r
k
s
h
i
r
e
?

A

I
t

w
a
s

a

b
e
a
u
t
i
f
u
l

p
l
a
c
e
.

B

I
t

w
a
s

a

b
o
r
i
n
g

p
l
a
c
e
.

C

I
t

w
a
s

a

c
h
a
r
m
i
n
g

p
l
a
c
e
.

D

I
t

w
a
s

a
n

u
n
h
a
p
p
y

p
l
a
c
e
.

5

W
h
a
t

d
i
d

t
h
e

w
r
i
t
e
r

f
i
n
d

u
n
u
s
u
a
l

a
b
o
u
t

D
a
r
r
o
w
b
y
?

A

t
h
e

l
o
c
a
t
i
o
n

o
f

t
h
e

b
u
s

s
t
o
p

B

t
h
e

s
m
a
l
l

n
u
m
b
e
r

o
f

s
h
o
p
s

C

t
h
e

d
e
s
i
g
n

o
f

t
h
e

s
q
u
a
r
e

D

t
h
e

l
a
c
k

o
f

a
c
t
i
v
i
t
y

6

W
h
a
t

d
i
d

t
h
e

w
r
i
t
e
r

f
e
e
l

t
h
e

g
u
i
d
e
b
o
o
k
s

h
a
d

m
i
s
s
e
d

a
b
o
u
t

D
a
r
r
o
w
b
y
?

A

t
h
e

b
e
a
u
t
y

o
f

t
h
e

h
o
u
s
e
s

B

t
h
e

i
m
p
o
r
t
a
n
c
e

o
f

t
h
e

b
r
i
d
g
e
s

C

t
h
e

l
o
v
e
l
y

v
i
e
w
s

f
r
o
m

t
h
e

t
o
w
n

D

t
h
e

i
m
p
r
e
s
s
i
v
e

p
u
b
l
i
c

s
p
a
c
e
s

7

H
o
w

d
i
d

t
h
e

w
r
i
t
e
r

r
e
c
o
g
n
i
s
e

S
k
e
l
d
a
l
e

H
o
u
s
e
?

A

T
h
e

n
a
m
e

w
a
s

o
n

t
h
e

d
o
o
r
.

B

I
t

h
a
d

r
e
d

b
r
i
c
k
s
.

C

T
h
e
r
e

w
a
s

a

c
e
r
t
a
i
n

p
l
a
n
t

o
u
t
s
i
d
e
.

D

I
t

s
t
o
o
d

a
l
o
n
e
.

8

H
o
w

d
i
d

t
h
e

w
r
i
t
e
r
s

a
t
t
i
t
u
d
e

c
h
a
n
g
e

d
u
r
i
n
g

t
h
e

p
a
s
s
a
g
e
?

A

H
e

b
e
g
a
n

t
o

f
e
e
l

h
e

m
i
g
h
t

l
i
k
e

l
i
v
i
n
g

i
n

D
a
r
r
o
w
b
y
.

B

H
e

b
e
c
a
m
e

l
e
s
s

e
n
t
h
u
s
i
a
s
t
i
c

a
b
o
u
t

t
h
e

j
o
b
.

C

H
e

r
e
a
l
i
s
e
d

h
i
s

j
o
u
r
n
e
y

w
a
s

l
i
k
e
l
y

t
o

h
a
v
e

b
e
e
n

a

w
a
s
t
e

o
f

t
i
m
e
.

D

H
e

s
t
a
r
t
e
d

t
o

l
o
o
k

f
o
r
w
a
r
d

t
o

h
a
v
i
n
g

t
h
e

i
n
t
e
r
v
i
e
w
.

T
u
r
n

O
v
e
r

PAPER1|READING

P
a
r
t

2

Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a
n

a
r
t
i
c
l
e

a
b
o
u
t

a

w
o
m
a
n

w
h
o

i
s

a

d
o
w
n
h
i
l
l

m
o
u
n
t
a
i
n
-
b
i
k
e

r
a
c
e
r
.

S
e
v
e
n

s
e
n
t
e
n
c
e
s

h
a
v
e

b
e
e
n

r
e
m
o
v
e
d

f
r
o
m

t
h
e

a
r
t
i
c
l
e
.

C
h
o
o
s
e

f
r
o
m

t
h
e

s
e
n
t
e
n
c
e
s

A

H

t
h
e

o
n
e

w
h
i
c
h

f
i
t
s

e
a
c
h

g
a
p

(
9

1
5
)
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

s
e
n
t
e
n
c
e

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.

D
o
w
n
h
i
l
l

r
a
c
e
r

A
n
n
a

J
o
n
e
s

t
e
l
l
s

o
f

h
e
r

m
o
v
e

f
r
o
m

s
k
i
i
n
g

t
o

d
o
w
n
h
i
l
l

m
o
u
n
t
a
i
n

b
i
k
i
n
g

a
n
d

h
e
r

r
a
p
i
d

r
i
s
e

u
p

t
h
e

r
a
n
k
s

t
o

h
e
r

c
u
r
r
e
n
t

p
o
s
i
t
i
o
n

a
s

o
n
e

o
f

t
h
e

t
o
p

f
i
v
e

d
o
w
n
h
i
l
l

r
a
c
e
r
s

i
n

t
h
e

c
o
u
n
t
r
y
.

A
t

t
h
e

a
g
e

o
f

s
e
v
e
n

I

h
a
d

l
e
a
r
n
t

t
o

s
k
i

a
n
d

b
y

f
o
u
r
t
e
e
n

I

w
a
s

c
o
m
p
e
t
i
n
g

i
n
t
e
r
n
a
t
i
o
n
a
l
l
y
.

W
h
e
n

I

w
a
s

e
i
g
h
t
e
e
n

a

c
l
o
s
e

f
r
i
e
n
d

w
a
s

i
n
j
u
r
e
d

i
n

a

s
k
i

r
a
c
e
,

a
n
d

a
s

a

r
e
s
u
l
t
,

I

g
a
v
e

u
p

c
o
m
p
e
t
i
t
i
v
e

s
k
i
i
n
g
.

T
o

f
i
l
l

t
h
e

g
a
p

t
h
a
t

s
k
i
i
n
g

h
a
d

l
e
f
t

I

d
e
c
i
d
e
d

t
o

s
w
a
p

t
w
o

p
l
a
n
k
s

o
f

w
o
o
d

f
o
r

t
w
o

w
h
e
e
l
s

w
i
t
h

b
i
g

t
y
r
e
s
.

M
y

f
i
r
s
t

r
a
c
e

w
a
s

a

c
r
o
s
s
-
c
o
u
n
t
r
y

r
a
c
e

i
n

1
9
9
5
.

I
t

w
a
s
n
t

a
n

a
m
a
z
i
n
g

s
u
c
c
e
s
s
.

9

A
f
t
e
r
e
n
t
e
r
i
n
g

a

f
e
w

m
o
r
e

c
r
o
s
s
-
c
o
u
n
t
r
y

r
a
c
e
s
,

a

l
o
c
a
l

b
i
k
e

s
h
o
p

g
a
v
e

m
e

a

d
o
w
n
h
i
l
l

b
i
k
e

t
o

t
r
y
.

I

e
n
t
e
r
e
d

a

d
o
w
n
h
i
l
l

r
a
c
e
,

f
e
l
l

o
f
f
,

b
u
t

d
i
d

r
e
a
s
o
n
a
b
l
y

w
e
l
l

i
n

t
h
e

e
n
d
,

s
o

I

s
w
i
t
c
h
e
d

t
o

d
o
w
n
h
i
l
l

r
a
c
i
n
g
.

I

t
h
i
n
k

m
y

s
k
i
i
n
g

h
e
l
p
e
d

a

l
o
t

a
s

I

w
a
s

a
b
l
e

t
o

t
r
a
n
s
f
e
r

s
e
v
e
r
a
l

s
k
i
l
l
s

s
u
c
h

a
s

c
o
r
n
e
r
i
n
g

a
n
d

w
e
i
g
h
t
-
b
a
l
a
n
c
e

t
o

m
o
u
n
t
a
i
n

b
i
k
i
n
g
.

T
h
i
s

y
e
a
r

I
m

r
i
d
i
n
g

f
o
r

a

f
a
m
o
u
s

B
r
i
t
i
s
h

t
e
a
m

a
n
d

t
h
e
r
e

a
r
e

r
a
c
e
s

a
l
m
o
s
t

e
v
e
r
y

w
e
e
k
e
n
d

f
r
o
m

M
a
r
c
h

t
h
r
o
u
g
h

t
o

S
e
p
t
e
m
b
e
r
.

1
0

I
n

f
a
c
t
,

t
h
e
r
e
s

q
u
i
t
e

a
l
o
t

o
f

p
u
t
t
i
n
g

u
p

t
e
n
t
s

i
n

m
u
d
d
y

f
i
e
l
d
s
.

L
a
s
t

s
e
a
s
o
n

I

w
a
s

s
e
l
e
c
t
e
d

t
o

r
e
p
r
e
s
e
n
t

G
r
e
a
t

B
r
i
t
a
i
n

a
t

b
o
t
h

t
h
e

E
u
r
o
p
e
a
n

a
n
d

W
o
r
l
d

C
h
a
m
p
i
o
n
s
h
i
p
s
.

B
o
t
h

e
v
e
n
t
s

w
e
r
e

c
o
m
p
l
e
t
e
l
y

d
i
f
f
e
r
e
n
t

f
r
o
m

t
h
e

U
K

r
a
c
e

s
c
e
n
e
.

1
1

I
w
a
s

t
o
t
a
l
l
y

i
n

a
w
e
,

r
a
c
i
n
g

w
i
t
h

t
h
e

r
i
d
e
r
s

I

h
a
d

b
e
e
n

f
o
l
l
o
w
i
n
g

i
n

m
a
g
a
z
i
n
e
s
.

T
h
e

a
t
m
o
s
p
h
e
r
e

w
a
s

e
l
e
c
t
r
i
c

a
n
d

I

f
i
n
i
s
h
e
d

a
b
o
u
t

m
i
d
-
p
a
c
k
.

M
o
u
n
t
a
i
n

b
i
k
i
n
g

i
s

a

g
r
e
a
t

s
p
o
r
t

t
o

b
e

i
n
.

P
e
o
p
l
e

a
s
k

m
e

i
f

d
o
w
n
h
i
l
l

r
a
c
i
n
g

i
s

r
e
a
l
l
y

s
c
a
r
y
.

I

s
a
y
,

Y
e
s

i
t

i
s
,

a
n
d

I

l
o
v
e

i
t
.

E
v
e
r
y

t
i
m
e

I

r
a
c
e

I

s
c
a
r
e

m
y
s
e
l
f

s
i
l
l
y

a
n
d

t
h
e
n

s
a
y
,

Y
e
a
h

l
e
t
s

d
o

i
t

a
g
a
i
n
.

W
h
e
n

y
o
u
r
e

r
i
d
i
n
g

w
e
l
l
,

y
o
u

a
r
e

r
i
g
h
t

o
n

t
h
e

e
d
g
e
,

a
s

c
l
o
s
e

a
s

y
o
u

c
a
n

b
e

t
o

b
e
i
n
g

o
u
t

o
f

c
o
n
t
r
o
l
.
1
2

H
o
w
e
v
e
r
,

y
o
u

q
u
i
c
k
l
y

l
e
a
r
n
h
o
w

t
o

d
o

i
t

s
o

a
s

n
o
t

t
o

i
n
j
u
r
e

y
o
u
r
s
e
l
f
.

A
n
d

i
t
s

p
a
r
t

o
f

t
h
e

l
e
a
r
n
i
n
g

p
r
o
c
e
s
s

a
s

y
o
u

h
a
v
e

t
o

p
u
s
h

y
o
u
r
s
e
l
f

a
n
d

t
r
y

n
e
w

s
k
i
l
l
s

t
o

i
m
p
r
o
v
e
.

I
n
i
t
i
a
l
l
y
,

d
o
w
n
h
i
l
l

r
a
c
i
n
g

w
a
s
n
t

t
a
k
e
n

s
e
r
i
o
u
s
l
y

a
s

a

m
o
u
n
t
a
i
n
-
b
i
k
i
n
g

d
i
s
c
i
p
l
i
n
e
.

1
3

B
u
t

t
h
i
n
g
s
a
r
e

c
h
a
n
g
i
n
g

a
n
d

r
i
d
e
r
s

a
r
e

n
o
w

r
e
a
l
i
s
i
n
g

t
h
a
t

t
h
e
y

n
e
e
d

t
o

t
r
a
i
n

j
u
s
t

a
s

h
a
r
d

f
o
r

d
o
w
n
h
i
l
l

r
a
c
i
n
g

a
s

t
h
e
y

w
o
u
l
d

d
o

f
o
r

c
r
o
s
s
-
c
o
u
n
t
r
y
.

T
h
e

r
a
c
e
s

a
r
e

r
u
n

o
v
e
r

g
r
o
u
n
d

w
h
i
c
h

i
s

g
e
n
e
r
a
l
l
y

c
l
o
s
e
r

t
o

v
e
r
t
i
c
a
l

t
h
a
n

h
o
r
i
z
o
n
t
a
l
,

w
i
t
h

j
u
m
p
s
,

d
r
o
p
-
o
f
f
s
,

h
o
l
e
s
,

c
o
r
n
e
r
s

a
n
d

n
a
s
t
y

r
o
c
k
s

a
n
d

t
r
e
e
s

t
o

t
e
s
t

y
o
u
r

n
e
r
v
e
s

a
s

w
e
l
l

a
s

t
e
c
h
n
i
c
a
l

s
k
i
l
l
.

A
t

t
h
e

e
n
d

o
f

a

r
u
n
,

w
h
i
c
h

i
s

b
e
t
w
e
e
n

t
w
o

a
n
d

t
h
r
e
e

m
i
n
u
t
e
s

i
n

t
h
i
s

c
o
u
n
t
r
y

y
o
u
r

l
e
g
s

h
u
r
t

s
o

m
u
c
h

t
h
e
y

b
u
r
n
.

1
4

B
u
t

i
n

a

r
a
c
e
,
y
o
u
r
e

s
o

e
x
c
i
t
e
d

t
h
a
t

y
o
u

s
w
i
t
c
h

o
f
f

t
o

t
h
e

p
a
i
n

u
n
t
i
l

y
o
u
v
e

f
i
n
i
s
h
e
d
.

A

l
o
t

o
f

p
e
o
p
l
e

t
h
i
n
k

t
h
a
t

y
o
u

n
e
e
d

t
o

s
p
e
n
d

t
h
o
u
s
a
n
d
s

o
f

p
o
u
n
d
s

t
o

g
i
v
e

d
o
w
n
h
i
l
l

m
o
u
n
t
a
i
n

b
i
k
i
n
g

a

g
o
.
1
5

A

r
e
a
s
o
n
a
b
l
e

b
e
g
i
n
n
e
r
s
d
o
w
n
h
i
l
l

b
i
k
e

w
i
l
l

c
o
s
t

y
o
u

a
r
o
u
n
d

4
0
0

a
n
d

t
h
e

b
a
s
i
c

e
q
u
i
p
m
e
n
t
,

o
f

a

c
y
c
l
e

h
e
l
m
e
t
,

c
y
c
l
e

s
h
o
r
t
s

a
n
d

g
l
o
v
e
s
,

a
r
o
u
n
d

1
5
0
.

L
a
t
e
r

o
n

y
o
u

m
a
y

w
a
n
t

t
o

u
p
g
r
a
d
e

y
o
u
r

b
i
k
e

a
n
d

g
e
t

a

f
u
l
l
-
f
a
c
e

c
r
a
s
h

h
e
l
m
e
t
,

s
i
n
c
e

r
i
d
e
r
s

a
r
e

n
o
w

a
c
h
i
e
v
i
n
g

s
p
e
e
d
s

o
f

u
p

t
o

8
0

k
i
l
o
m
e
t
r
e
s

p
e
r

h
o
u
r
.

A

B

C

D

I
v
e

f
a
l
l
e
n

o
f
f

m
o
r
e

t
i
m
e
s

t
h
a
n

I

c
a
r
e

t
o

r
e
m
e
m
b
e
r
.

I

u
s
u
a
l
l
y

h
a
v
e

t
o

s
t
o
p

d
u
r
i
n
g

p
r
a
c
t
i
c
e

s
e
s
s
i
o
n
s
.

T
h
e

c
o
u
r
s
e
s

w
e
r
e

t
w
i
c
e

a
s

l
o
n
g

a
n
d

t
h
e

c
r
o
w
d
s

w
e
r
e

t
w
i
c
e

a
s

b
i
g
.

I
m

n
o
t

s
t
r
o
n
g

e
n
o
u
g
h

i
n

m
y

a
r
m
s
,

s
o

I
v
e

b
e
e
n

d
o
i
n
g

a

l
o
t

o
f

u
p
p
e
r
-
b
o
d
y

t
r
a
i
n
i
n
g

t
h
i
s

y
e
a
r
.

E

F

G

H

T
h
e

a
t
t
i
t
u
d
e

w
a
s
:

h
o
w

m
u
c
h

s
k
i
l
l

d
o

y
o
u

n
e
e
d

t
o

s
i
t

o
n

a

s
a
d
d
l
e

a
n
d

p
o
i
n
t

a

b
i
k
e

i
n

t
h
e

s
a
m
e

d
i
r
e
c
t
i
o
n

f
o
r

a

f
e
w

m
i
n
u
t
e
s
?

I

f
i
n
i
s
h
e
d

l
a
s
t
,

b
u
t

i
t

d
i
d
n
t

m
a
t
t
e
r

a
s

I

r
e
a
l
l
y

e
n
j
o
y
e
d

i
t
.

N
o
t
h
i
n
g

c
o
u
l
d

b
e

f
u
r
t
h
e
r

f
r
o
m

t
h
e

t
r
u
t
h
.

I
t
s

n
o
t

a
l
l

s
t
a
r
d
o
m

a
n
d

g
l
a
m
o
u
r
,

t
h
o
u
g
h
.

T
u
r
n

O
v
e
r

EXAM|LEVEL|PAPER SAMPLEPAPER PAPER1|READING

P
a
r
t

3

Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a

m
a
g
a
z
i
n
e

a
r
t
i
c
l
e

a
b
o
u
t

p
e
o
p
l
e

w
h
o

c
o
l
l
e
c
t

t
h
i
n
g
s
.

F
o
r

q
u
e
s
t
i
o
n
s

1
6

3
0
,

c
h
o
o
s
e

f
r
o
m

t
h
e

p
e
o
p
l
e

(
A

D
)
.

T
h
e

p
e
o
p
l
e

m
a
y

b
e

c
h
o
s
e
n

m
o
r
e

t
h
a
n

o
n
c
e
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.

W
h
i
c
h

p
e
r
s
o
n

h
a
d

t
o

r
e
-
s
t
a
r
t

t
h
e
i
r

c
o
l
l
e
c
t
i
o
n
?

1
6

h
a
s

p
r
o
v
i
d
e
d

u
s
e
f
u
l

a
d
v
i
c
e

o
n

t
h
e
i
r

s
u
b
j
e
c
t
?

1
7

w
a
s

m
i
s
l
e
d

b
y

a
n

e
a
r
l
y

s
u
c
c
e
s
s
?

1
8

r
e
c
e
i
v
e
d

a
n

u
n
e
x
p
e
c
t
e
d

g
i
f
t
?

1
9

a
d
m
i
t
s

t
o

m
a
k
i
n
g

l
i
t
t
l
e

p
r
a
c
t
i
c
a
l

u
s
e

o
f

t
h
e
i
r

c
o
l
l
e
c
t
i
o
n
?

2
0

r
e
g
r
e
t
s

t
h
e

r
a
p
i
d

d
i
s
a
p
p
e
a
r
a
n
c
e

o
f

c
e
r
t
a
i
n

i
t
e
m
s
?

2
1

i
s

a
w
a
r
e

t
h
a
t

a

f
u
l
l
e
r

c
o
l
l
e
c
t
i
o
n

o
f

i
t
e
m
s

e
x
i
s
t
s

e
l
s
e
w
h
e
r
e
?

2
2

h
a
s

a

h
i
s
t
o
r
y

o
f

c
o
l
l
e
c
t
i
n
g

d
i
f
f
e
r
e
n
t

i
t
e
m
s
?

2
3

p
e
r
f
o
r
m
e
d

a

f
a
v
o
u
r

f
o
r

s
o
m
e
o
n
e

t
h
e
y

k
n
e
w
?

2
4

i
s

a

n
a
t
i
o
n
a
l

e
x
p
e
r
t

o
n

t
h
e
i
r

s
u
b
j
e
c
t
?

2
5

i
s

a
w
a
r
e

t
h
a
t

t
h
e
y

f
o
r
m

p
a
r
t

o
f

a

g
r
o
w
i
n
g

g
r
o
u
p
?

2
6

i
n
s
i
s
t
s

o
n

p
u
r
c
h
a
s
i
n
g

t
o
p
-
q
u
a
l
i
t
y

i
t
e
m
s
?

2
7

n
o
t
i
c
e
d

i
t
e
m
s

w
h
i
l
e

l
o
o
k
i
n
g

f
o
r

s
o
m
e
t
h
i
n
g

e
l
s
e
?

2
8

h
a
s

t
o

p
r
o
t
e
c
t

t
h
e
i
r

c
o
l
l
e
c
t
i
o
n

f
r
o
m

d
a
m
a
g
e
?

2
9

w
o
u
l
d

l
i
k
e

t
o

c
r
e
a
t
e

a

h
a
n
d
s
-
o
n

d
i
s
p
l
a
y

o
f

t
h
e
i
r

c
o
l
l
e
c
t
i
o
n
?

3
0

T
h
e

W
o
r
l
d

o
f

C
o
l
l
e
c
t
i
n
g

A

R
o
n

B
a
r
t
o
n

s
h
a
r
e
s

h
i
s

h
o
m
e

w
i
t
h

a
b
o
u
t

2
0
0

s
e
w
i
n
g

m
a
c
h
i
n
e
s
.

H
i
s

p
a
s
s
i
o
n

b
e
g
a
n

w
h
e
n

h
e

w
a
s

s
e
a
r
c
h
i
n
g

f
o
r

b
i
t
s

o
f

s
e
c
o
n
d
-
h
a
n
d

f
u
r
n
i
t
u
r
e

a
n
d

k
e
p
t

s
e
e
i
n
g

b
e
a
u
t
i
f
u
l

o
l
d

s
e
w
i
n
g

m
a
c
h
i
n
e
s

t
h
a
t

w
e
r
e

n
e
x
t

t
o

n
o
t
h
i
n
g

t
o

b
u
y
.

H
e

c
o
u
l
d
n
t

r
e
s
i
s
t

t
h
e
m
.

T
h
e
n

a

f
r
i
e
n
d

h
a
d

a

m
a
c
h
i
n
e

t
h
a
t

w
o
u
l
d
n
t

w
o
r
k
,

s
o

s
h
e

a
s
k
e
d

B
a
r
t
o
n

t
o

l
o
o
k

a
t

i
t

f
o
r

h
e
r
.

A
t

t
h
a
t

s
t
a
g
e

h
e

w
a
s

n
o
t

a
n

a
u
t
h
o
r
i
t
y

o
n

t
h
e

s
u
b
j
e
c
t
,

b
u
t

h
e

w
o
r
k
e
d

o
n

i
t

f
o
r

t
h
r
e
e

d
a
y
s

a
n
d

e
v
e
n
t
u
a
l
l
y

g
o
t

i
t

g
o
i
n
g
.

L
a
t
e
r

h
e

o
p
e
n
e
d

u
p

a

s
m
a
l
l

s
t
a
n
d

i
n

a

L
o
n
d
o
n

m
a
r
k
e
t
.

M
o
s
t

p
e
o
p
l
e

s
e
e
m
e
d

u
n
i
n
t
e
r
e
s
t
e
d
.

T
h
e
n

a

d
e
a
l
e
r

c
a
m
e

a
n
d

b
o
u
g
h
t

e
v
e
r
y
t
h
i
n
g

I
d

t
a
k
e
n

a
l
o
n
g
.

I

t
h
o
u
g
h
t
,

G
r
e
a
t
!

T
h
i
s

i
s

m
y

f
u
t
u
r
e

l
i
f
e
.

B
u
t

a
f
t
e
r

t
h
a
t

I

n
e
v
e
r

s
o
l
d

a
n
o
t
h
e
r

o
n
e

t
h
e
r
e

a
n
d

e
n
d
e
d

u
p

w
i
t
h

a

s
t
a
l
l

i
n

a
n
o
t
h
e
r

m
a
r
k
e
t

w
h
i
c
h

w
a
s

o
n
l
y

m
o
d
e
r
a
t
e
l
y

s
u
c
c
e
s
s
f
u
l
.

N
o
w
a
d
a
y
s
,

h
e

c
o
n
c
e
n
t
r
a
t
e
s

o
n

d
o
m
e
s
t
i
c

m
a
c
h
i
n
e
s

i
n

t
h
e
i
r

o
r
i
g
i
n
a
l

b
o
x

c
o
n
t
a
i
n
e
r
s

w
i
t
h

t
h
e
i
r

h
a
n
d
b
o
o
k
s
.

H
e

i
s

o
f
t
e
n

a
s
k
e
d

i
f

h
e

d
o
e
s

a
n
y

s
e
w
i
n
g

w
i
t
h

t
h
e
m
.

T
h
e

a
n
s
w
e
r

i
s

t
h
a
t
,

a
p
a
r
t

f
r
o
m

m
a
k
i
n
g

s
u
r
e

t
h
a
t

t
h
e
y

w
o
r
k
,

h
e

r
a
r
e
l
y

t
o
u
c
h
e
s

t
h
e
m
.

B

A
s

a

b
o
y
,

C
h
r
i
s

P
e
t
e
r
s

c
o
l
l
e
c
t
e
d

h
u
n
d
r
e
d
s

o
f

v
i
n
t
a
g
e

c
a
m
e
r
a
s
,

m
o
s
t
l
y

f
r
o
m

j
u
m
b
l
e

s
a
l
e
s

a
n
d

d
u
s
t
b
i
n
s
.

L
a
t
e
r
,

w
h
e
n

t
h
e

t
i
m
e

c
a
m
e

t
o

b
u
y

h
i
s

f
i
r
s
t

h
o
u
s
e
,

h
e

h
a
d

t
o

s
e
l
l

h
i
s

v
a
l
u
a
b
l
e

c
o
l
l
e
c
t
i
o
n

i
n

o
r
d
e
r

t
o

p
u
t

d
o
w
n

a

d
e
p
o
s
i
t
.

A

f
e
w

y
e
a
r
s

a
f
t
e
r
,

h
e

t
o
o
k

u
p

t
h
e

i
n
t
e
r
e
s
t

a
g
a
i
n

a
n
d

n
o
w

h
a
s

o
v
e
r

a

t
h
o
u
s
a
n
d

c
a
m
e
r
a
s
,

t
h
e

e
a
r
l
i
e
s
t

d
a
t
i
n
g

f
r
o
m

1
8
6
0
.

N
o
w

P
e
t
e
r
s

j
u
s
t

c
a
n
n
o
t

s
t
o
p

c
o
l
l
e
c
t
i
n
g

a
n
d

h
o
p
e
s

t
o

o
p
e
n

h
i
s

o
w
n

p
h
o
t
o
g
r
a
p
h
i
c

m
u
s
e
u
m

w
h
e
r
e

m
e
m
b
e
r
s

o
f

t
h
e

p
u
b
l
i
c

w
i
l
l

b
e

a
b
l
e

t
o

t
o
u
c
h

a
n
d

f
i
d
d
l
e

a
r
o
u
n
d

w
i
t
h

t
h
e

c
a
m
e
r
a
s
.

W
h
i
l
s
t

a
c
k
n
o
w
l
e
d
g
i
n
g

t
h
a
t

t
h
e

R
o
y
a
l

C
a
m
e
r
a

C
o
l
l
e
c
t
i
o
n

i
n

B
a
t
h

i
s

p
r
o
b
a
b
l
y

m
o
r
e

e
x
t
e
n
s
i
v
e

t
h
a
n

h
i
s

o
w
n
,

h
e

p
o
i
n
t
s

o
u
t

t
h
a
t

s
o

f
e
w

o
f

t
h
e

i
t
e
m
s

a
r
e

o
n

s
h
o
w

t
h
e
r
e

a
t

t
h
e

s
a
m
e

t
i
m
e

t
h
a
t

I

t
h
i
n
k

m
y

o
w
n

p
e
r
s
o
n
a
l

c
o
l
l
e
c
t
i
o
n

w
i
l
l

e
a
s
i
l
y

r
i
v
a
l

i
t
.

C
S
y
l
v
i
a

K
i
n
g

i
s

o
n
e

o
f

t
h
e

f
o
r
e
m
o
s
t

a
u
t
h
o
r
i
t
i
e
s

o
n

p
l
a
s
t
i
c
s

i
n

B
r
i
t
a
i
n
.

S
h
e

h
a
s
,

i
n

e
v
e
r
y

c
o
r
n
e
r

o
f

h
e
r

h
o
u
s
e
,

a

s
t
r
i
k
i
n
g

c
o
l
l
e
c
t
i
o
n

o
f

p
l
a
s
t
i
c

o
b
j
e
c
t
s

o
f

e
v
e
r
y

k
i
n
d
,

d
a
t
i
n
g

f
r
o
m

t
h
e

m
i
d
d
l
e

o
f

t
h
e

l
a
s
t

c
e
n
t
u
r
y

a
n
d

i
l
l
u
s
t
r
a
t
i
n
g

t
h
e

c
o
m
p
l
e
x

u
s
e
s

o
f

p
l
a
s
t
i
c

o
v
e
r

t
h
e

y
e
a
r
s
.

K
i
n
g
s

i
n
t
e
r
e
s
t

s
t
a
r
t
e
d

w
h
e
n

s
h
e

w
a
s

c
o
m
m
i
s
s
i
o
n
e
d

t
o

w
r
i
t
e

h
e
r

f
i
r
s
t

b
o
o
k
.

I
n

o
r
d
e
r

t
o

d
o

t
h
i
s
,

s
h
e

h
a
d

t
o

s
t
a
r
t

f
r
o
m

s
c
r
a
t
c
h
;

s
o

s
h
e

a
t
t
e
n
d
e
d

a

c
o
u
r
s
e

o
n

w
o
r
k

m
a
c
h
i
n
e
r
y
,

m
a
i
n
t
a
i
n
i
n
g

t
h
a
t

i
f

s
h
e

d
i
d
n
t

u
n
d
e
r
s
t
a
n
d

p
l
a
s
t
i
c
s

m
a
n
u
f
a
c
t
u
r
e

t
h
e
n

n
o
b
o
d
y

e
l
s
e

w
o
u
l
d
.

A
s

s
h
e

g
a
t
h
e
r
e
d

i
n
f
o
r
m
a
t
i
o
n

f
o
r

h
e
r

b
o
o
k
,

s
h
e

a
l
s
o

b
e
g
a
n

t
o

c
o
l
l
e
c
t

p
i
e
c
e
s

o
f

p
l
a
s
t
i
c

f
r
o
m

e
v
e
r
y

i
m
a
g
i
n
a
b
l
e

s
o
u
r
c
e
:

j
u
n
k

s
h
o
p
s
,

a
r
c
a
d
e
s
,

a
n
d

t
h
e

c
u
p
b
o
a
r
d
s

o
f

f
r
i
e
n
d
s
.

S
h
e

a
l
s
o

c
o
l
l
e
c
t
s

b
e
c
a
u
s
e

i
t

i
s

v
i
t
a
l

t
o

k
e
e
p

e
x
a
m
p
l
e
s
.

W
e

l
i
v
e

i
n

a
n

a
g
e

o
f

t
h
r
o
w
-
a
w
a
y

i
t
e
m
s
:

t
a
p
e
-
r
e
c
o
r
d
e
r
s
,

c
a
s
s
e
t
t
e
s
,

h
a
i
r

d
r
y
e
r
s

t
h
e
y

a
r
e

a
l
l

r
e
p
l
a
c
e
d

s
o

q
u
i
c
k
l
y
.

K
i
n
g
s

s
e
c
o
n
d

b
o
o
k
,

C
l
a
s
s
i
c

P
l
a
s
t
i
c
s
:

f
r
o
m

B
a
k
e
l
i
t
e

t
o

H
i
g
h

T
e
c
h
,

i
s

t
h
e

f
i
r
s
t

p
u
b
l
i
s
h
e
d

g
u
i
d
e

t
o

p
l
a
s
t
i
c
s

c
o
l
l
e
c
t
i
n
g
.

I
t

d
e
s
c
r
i
b
e
s

c
o
l
l
e
c
t
i
o
n
s

t
h
a
t

c
a
n

b
e

v
i
s
i
t
e
d

a
n
d

g
i
v
e
s

s
i
m
p
l
e

a
n
d

s
a
f
e

h
o
m
e

t
e
s
t
s

f
o
r

i
d
e
n
t
i
f
i
c
a
t
i
o
n
.

K
i
n
g

a
d
m
i
t
s

t
h
a
t

p
l
a
s
t
i
c

i
s

a

m
y
s
t
e
r
i
o
u
s

s
u
b
s
t
a
n
c
e

a
n
d

m
a
n
y

p
e
o
p
l
e

a
r
e

f
r
i
g
h
t
e
n
e
d

o
f

i
t
.

E
v
e
n

s
o
,

t
h
e

b
a
n
d

o
f

c
o
l
l
e
c
t
o
r
s

i
s

c
o
n
s
t
a
n
t
l
y

e
x
p
a
n
d
i
n
g
.

D
J
a
n
e
t

P
o
n
t
i
n

a
l
r
e
a
d
y

h
a
d

t
w
e
n
t
y

y
e
a
r
s

o
f

c
o
l
l
e
c
t
i
n
g

o
n
e

t
h
i
n
g

o
r

a
n
o
t
h
e
r

b
e
h
i
n
d

h
e
r

w
h
e
n

s
h
e

s
t
a
r
t
e
d

c
o
l
l
e
c
t
i
n
g

a
r
t

d
e
c
o

f
a
n
s

i
n

1
9
6
6
.

I
t

h
a
p
p
e
n
e
d

w
h
e
n

s
h
e

w
e
n
t

t
o

a
n

a
u
c
t
i
o
n

s
a
l
e

a
n
d

s
a
w

a

s
h
o
e
-
b
o
x

f
i
l
l
e
d

w
i
t
h

t
h
e
m
.

S
o
m
e
o
n
e

e
l
s
e

g
o
t

t
h
e
m

b
y

o
f
f
e
r
i
n
g

a

h
i
g
h
e
r

p
r
i
c
e

a
n
d

s
h
e

w
a
s

v
e
r
y

c
r
o
s
s
.

L
a
t
e
r
,

t
o

h
e
r

a
s
t
o
n
i
s
h
m
e
n
t
,

h
e

w
e
n
t

r
o
u
n
d

t
o

h
e
r

f
l
a
t

a
n
d

p
r
e
s
e
n
t
e
d

t
h
e
m

t
o

h
e
r
.

T
h
a
t

w
a
s

h
o
w

i
t

a
l
l

s
t
a
r
t
e
d
.

T
h
e
r
e

w
e
r
e

a
b
o
u
t

f
i
v
e

f
a
n
s

i
n

t
h
e

s
h
o
e
-
b
o
x

a
n
d

s
i
n
c
e

t
h
e
n

t
h
e
y
v
e

b
e
e
n

e
x
h
i
b
i
t
e
d

i
n

t
h
e

f
i
r
s
t

r
e
a
l
l
y

b
i
g

e
x
h
i
b
i
t
i
o
n

o
f

a
r
t

d
e
c
o

i
n

A
m
e
r
i
c
a
.

T
h
e

f
a
n
s

a
r
e

n
o
t

n
o
r
m
a
l
l
y

o
n

s
h
o
w
,

h
o
w
e
v
e
r
,

b
u
t

a
r
e

k
e
p
t

b
e
h
i
n
d

g
l
a
s
s
.

T
h
e
y

a
r
e

e
x
t
r
e
m
e
l
y

f
r
a
g
i
l
e

a
n
d

p
e
o
p
l
e

a
r
e

t
e
m
p
t
e
d

t
o

h
a
n
d
l
e

t
h
e
m
.

T
h
e

i
d
e
a

i
s

t
o

h
a
v
e
,

o
n
e

d
a
y
,

a

b
l
a
c
k
-
l
a
c
q
u
e
r
e
d

r
o
o
m

w
h
e
r
e

t
h
e
y

c
a
n

b
e

m
o
r
e

e
a
s
i
l
y

s
e
e
n
.

P
o
n
t
i
n

d
o
e
s
n
t

r
e
s
t
r
i
c
t

h
e
r
s
e
l
f

t
o

f
a
n
s

o
f

a

p
a
r
t
i
c
u
l
a
r

p
e
r
i
o
d
,

b
u
t

s
h
e

w
i
l
l

o
n
l
y

b
u
y

a

f
a
n

i
f

i
t

i
s

i
n

e
x
c
e
l
l
e
n
t

c
o
n
d
i
t
i
o
n
.

T
h
e

s
a
m
e

r
u
l
e

a
p
p
l
i
e
s

t
o

e
v
e
r
y
t
h
i
n
g

i
n

h
e
r

h
o
u
s
e
.

PAPER1|READING
PAPER1:READING|ANSWERKEYANDCANDIDATEANSWERSHEET
Answerkey
Q Part1
1 A
2 D
3 B
4 B
5 D
6 C
7 C
8 A
Q Part2
9 F
10 H
11 C
12 A
13 E
14 B
15 G
Q Part3
16 B
17 C
18 A
19 D
20 A
21 C
22 B
23 D
24 A
25 C
26 C
27 D
28 A
29 D
30 B
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER1|READING
Candidateanswersheet
Paper2
Writing
Generaldescription
PAPERFORMAT Thepapercontainstwoparts.
TIMING 1hour20minutes.
NO.OFPARTS 2.
NO.OFQUESTIONS Candidatesarerequiredtocomplete
twotasks:acompulsoryonein
Part1andonefromachoiceofve
inPart2.
TASKTYPES Fromthefollowing:anarticle,
anemail,anessay,aletter,areport,
areview,astory.
Eachtaskhasagivenpurposeand
atargetreader.
ANSWERFORMAT Thequestionsareinabooklet
withlinedpagesfortheanswers.
Theblankpagesatthebackofthe
bookletcanbeusedforwritingnotes
ornishinganswers,ifnecessary.
MARKS Eachquestiononthispapercarries
equalmarks.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Question1
Writingaletteroremail.
Focusonadvising,apologising,comparing,
describing,explaining,expressingopinions,
justifying,persuading,recommendingand
suggesting.
FORMAT Candidatesarerequiredtodealwithinput
materialofupto160words.Thismay
includematerialtakenfromadvertisements,
extractsfromletters,emails,schedules,etc.
NO.OFTASKS
ANDLENGTH
Onecompulsorytask.
120150words.
PART2
TASKTYPE
ANDFOCUS
Questions24
Writingoneofthefollowing:anarticle,an
essay,aletter,areport,areview,astory.
Question5(Question5hastwooptions)
Writingoneofthefollowing,basedon
oneoftwoprescribedreadingtexts:an
article,anessay,aletter,areport,areview.
Varyingfocusesaccordingtothetask,
including:advising,comparing,describing,
explaining,expressingopinions,justifying,
recommending.
FORMAT Asituationallybasedwritingtaskspeciedin
nomorethan70words.
NO.OFTASKS
ANDLENGTH
Onetasktobeselectedfromachoiceofve.
120180words.
PAPER2:WRITING
Taskformat
TheinputforthesevetasksisconsiderablylessthaninPart1.Each
writingtaskinPart2hasacontext,apurposeforwritingandatarget
readerspeciedinnomorethan70words.
Attentiontoeveryelementinthequestionisessentialforefective
taskachievementandcandidatesshouldconsidercarefullywhatlevel
offormalityisappropriatetothetask.
PART2 Questions25
Sample questions and scripts: pages 19 and 2529.
Tasktypeandfocus
InPart2,candidateshaveachoiceoftasks.Questions24are
generalquestions,basedonarangeoftopics,suchashealthand
tness,sport,musicandsoon.Thetasksforquestions24may
includeanyofthefollowingtasktypes:anarticle,anessay,aletter,
areport,areview,astory.Questions5Aand5Barebasedontwo
settexts.Therewillbeonequestiononeachofthesettexts(see
followingsection).
AswithPart1,candidatesareexpectedtoshowthattheyareaware
ofthekindofwritingrequiredtoaccomplishatask,andmustbe
abletodemonstrateappropriateuseofoneormoreofthefollowing
functions:describing,explaining,expressinganopinion,giving
information,narrating.
Thediferenttasktypesareintendedtoprovideguidanceforthe
candidates,sotheycanputtogetheranddeveloptheirideasona
topic,withapurposeforwritingandatargetreaderinmind.
PART2 Questions5Aand5B
Question 5 consists of a choice between two tasks based on the set reading
texts. Further information can be found at:
http://www.CambridgeESOL.org/exams/general-english/fce.html
Tasktypeandfocus
Candidatesarerequiredtowriteoneofthefollowing:anarticle,an
essay,aletter,areportorareview.
Thisoptionisincludedtogivecandidatestheopportunitytoread
arangeofliteraturewritteninEnglishandtoshowintheirwriting
thattheyhaveappreciatedthethemes,charactersandrelationships
withintheworktheyhaveread.Alternatively,orinaddition,
candidatesmaychoosetowatchalmversionofthebook.Itisnot
compulsorytoprepareasettext,ortowriteononeinaCambridge
ESOLexamination,butitishopedthatthestudyofatextcanbe
arewardingandenjoyableexperience.Teachersarebestplaced
tomakeajudgementastowhichofthesettextsonofermaybe
appropriateandstimulatingforaparticularteachingsituation.
Twobooksareoferedeachyearinsimpliedform,oneaclassicand
theothersomethingmorerecent,suchasathrillerorsciencection
book.Eachbookwillnormallyremainonthelistfortwoyears.
Assessmentisbased,asfortheotherPart2tasks,oncontrolof
languageinthegivencontext.
ThetwopartsoftheWritingpaper
EachquestionontheWritingpapercarriesequal
marks.
Expectedwordlength
Candidatesareaskedtowrite120150wordsforPart1and120180
wordsforPart2.
Writingapproximatelytherightnumberofwordsisanintegralpartof
taskachievement.Ifsignicantlyfewerwordsarewritten,thisislikely
tomeanthatthetaskhasnotbeensuccessfullycompleted,whereas
overlongpiecesofwritingmayinvolveirrelevance,repetitionofideas,
poororganisationandhaveanegativeefectonthetargetreader.
PART1 Compulsorytask
This part tests the candidates ability to respond to a letter or email, and
accompanying notes.
Sample question and script: pages 18 and 24.
Tasktypeandfocus
InPart1,thetaskwillbeintheformofaletteroremail,withnotesor
promptstobeaddressed.Therangeoffunctionstestedmayinclude
expressingenthusiasm,requestingandgivinginformation,explaining,
apologising,thanking,suggestingandexpressingpreferences.
Candidatesareexpectedtorespondtoboththeletterandemailin
grammaticallycorrectEnglish,andshouldnotethatabbreviatedtext
stylelanguageisnotacceptable.Bothlettersandemailsshouldhave
anopeningsalutation,paragraphingandclosingphrasing(although
nopostaladdressesarerequiredfortheletter).Thedegreeofformality
requiredinthetaskwillvaryaccordingtothesituationandthetarget
reader;candidatesareexpectedtoassessthisfromtheinformation
givenintheinstructionsandthetoneoftheinputletteroremail.
Taskformat
TheinputforPart1isapproximately160wordsintotal.Itismade
upofatext(letteroremail)andnotes,andmaybesupportedby
visualsorattachmentssuchasaphoto,timetableoradvertisement.
WidelyusedabbreviationssuchasN.B,e.g.,andetc.mayalsoappear
aspartoftheinput.Itisveryimportantthatcandidatescoverallof
theessentialpointsoftheinputintheiranswersothatthetarget
readerisfullyinformed.Candidatesshouldbeawarethattheoverall
aimofthetaskistoachieveapositiveefectonthetargetreader.
Organisationandcohesion,clearlayout,useofregisterappropriate
fortheaudience,controlandaccuracyoflanguageareallimportant
featuresoftaskachievement.Someevidenceofrangeoflanguage
isalsorequired,whichmeansbuildingonkeywordsfromtheinput
ratherthanliftingwholesegments.Part1tasksoftenoferthe
candidatestheopportunitytoaddapieceofinformation,ormake
asuggestionorrequestoftheirown,andthisenablesthemto
demonstratetherangeoftheirlanguage.
PART2
This part consists of four questions from which candidates must choose
one. One of the four questions ofers two options based on set texts. (There
are two set texts, and one question will be ofered on each).
PAPER2:WRITING
Bypart
PART1
SuccessfulanswerstoPart1questionsincludeallofthecontent
points,andexpandthemwhereappropriatewithrelevantideas
andinformation.Itisagoodideatoexploretherangeoffunctions
usedinthenotestohelpyourstudentsrecognisehowsome
requirefactualinformationgive details...andsomepresent
opportunitiesforexpansionsay which and why...,give opinion
....Brainstormideasforexpansionandencourageyourstudents
toreviewtheirwriting,substitutingfrequentlyusedwordswitha
widerrange.
UnderstandingthescenarioinQuestion1andreadingtheinput
carefullyhelpsstudentstowritetheirlettersoremailinan
appropriatetone.Theyshouldalsoconsiderthiswhendealing
withthefunctionsinthenotes.ApologisingtoafriendIm
really sorry, you know how careless I am!isdiferentfromaformal
apologyI must apologise for the noise our group made and hope we
did not disturb you too much.Intheexamination,candidatesare
givencreditforconsistentuseofregisterintheiranswers.
Paragraphsmakelettersoremailseasierforthereadertofollow.
Organisingthefourcontentpointsgivesanaturalframework,but
thestudentsneedtondwaystolinkthesepoints.Registerplays
aparthere,too.Yourstudentsmayknowformallinkingwords
likefurthermoreandmoreoverbutshouldalsobeabletouse
lessformaloneslikeanywayandaswellas.
Candidatescanusekeywordsfromtheinputtextbutshouldnot
liftwholesegmentsoflanguage.Nocreditisgivenforlanguage
whichhasbeenobviouslyliftedfromtheinputtext.
Remindyourstudentsthattheinstructionsalwaystellthe
candidatetoreadthetextandthe notes you have made.Italso
sayswrite a letter/email using all your notes.Thenotesareeither
closetothetextorunderneathitonanotepad.Candidatesmust
addresseachofthepointsintheirletteroremail.Missingouta
contentpointmeansthereaderisnotfullyinformedandthetask
isnotadequatelyachieved.Thiswillresultincandidatesbeing
penalised.
PART2
Part2willalwayshavethreediferenttasks,plusachoiceoftwo
tasksonthesettextsinQuestion5.
ThetasksinPart2givecandidatesachancetoshowtheirrange
oflanguage.Inclass,studentsshouldbeencouragedtousea
varietyofgrammaticalstructuresandexploretheuseofnew
vocabularyandexpressions.
SincethereisalwaysachoiceoftasktypesinPart2,students
shouldavoidaparticulartasktypeifitisunsuitedtotheir
interestsorexperience.
Eachwordintheinstructionsisimportanttothetask.Students
should,therefore,beadvisedtoavoidaquestioniftheyare
unsureofwhatisrequiredastheiranswermaynotbewholly
relevant.
Preparation
General
Candidateswritemostefectivelywhentheychoosetasksand
topicssuitedtotheirinterestsandexperience.Whenpreparing
studentsfortheexamination,itisimportanttoensuretheyare
familiarwiththepaperandtherangeoftasktypesandtopicsso
thattheycanidentifythosewhicharemostaccessibletothem.
Trainyourstudentstoreadthequestioncarefully,underliningthe
mostimportantparts.Theythenneedtomakeaplan,referring
closelytothequestionandlookingforopportunitiestodevelop
theirideasandshowtheirrangeoflanguage.
ThetimeallowedfortheWritingpaper(1hour20minutes)is
designedtobesufcientforcandidatestomakebriefplansand
thenwritetwoanswers.Anycorrectionstheyneedtomake
shouldbeclearsothattheexaminercanfollowandmarkwhat
theyhavewritten.
Yourstudentsneedtothinkcarefullyaboutwhothetargetreader
isforeachtaskandtrytowriteinanappropriatestyleandtone.
Linkingideasefectivelyissomethingyourstudentswillneed
guidanceon.Usingavarietyoflinkingwordsisimportant,asis
ensuringthattheowofideasinthewritingislogicalandeasy
forthereadertofollow.
Yourstudentsshouldbeencouragedtousearangeofcomplex
language.If,indoingso,theymakemistakes,theexaminerwill
alwaysgivecreditforthecomplexlanguageattemptedaslongas
themistakesdonotimpedecommunication.
Countingwordswastestimeinanexaminationandleadsto
clumsyalterationstowhatacandidatehasalreadywritten.
Studentsneedpracticeinwritingtaskswithinthewordlimit
sothattheyknowwhentheyhavewrittenenoughintheirown
handwriting.
Makesureyourstudentshavepracticeinansweringquestions
withouttheuseofdictionaries.Dictionariesarenotallowedinthe
Cambridge English: Firstexamination.
Makesureyourstudentsareawareoftheimportanceof
spellingandpunctuation.Althoughspellingerrorsandfaulty
punctuationarenotspecicallypenalised,theycansometimes
impedecommunication.Ifso,theoverallimpressionmarkwillbe
adjusted.(N.B.Americanusageandspellingareacceptablesee
InternationalEnglish,page4).Remindthemoftheimportanceof
checkingtheirwork.
EachquestionontheWritingpapercarriesequalmarkssoyour
studentsshouldpractiseplanningthetimetheyspendoneach
questioncarefully.
Remindyourstudentsthattheymustwritetheiranswersonthe
linedpagesfollowingeachquestioninthebooklet.Theymay
usetheblankpagesatthebackofthequestionbooklettomake
notes,butthesenoteswillnotbemarked.Theymayalsouse
theseblankpagestonishtheiranswers,ifnecessary,butthey
shouldmakeitclearthatthewritingispartoftheiranswer.
Itisimportanttowriteclearlysothattheanswersareeasyto
read.However,itisnotimportantifcandidateswriteinupperor
lowercase,oriftheirwritingisjoinedupornot.
PAPER2:WRITING
Task types in the Cambridge English: First Writing paper Preparation
ANARTICLEisusuallywrittenforanEnglish-languagemagazineor
newsletter,andthereaderisassumedtohavesimilarintereststothe
writer.Themainpurposeistointerestandengagethereader,sothere
shouldbesomeopinionorcomment.
Asuccessfularticleinterestsandengagesthereader.Descriptions,
examplesandanecdotesareoftenappropriate,andefectiveanswers
willbelivelyandincludesomecolourfuluseoflanguage.Apersonal
angleusuallyworkswell,andacatchytitlewillattractattention.The
useofdirectandindirectquestionsalsoaddscolour,andstudents
shouldbetaughthowtousethese.LookingatexamplesfromEnglish
languagemagazinesmayhelp.
ANEMAILiswritteninresponsetothesituationoutlinedintheinput
information.Candidatescanexpecttowriteto,forexample,acollege
principal,anEnglish-speakingfriendoracolleague.
Studentsshouldbeawarethatinemailtasks,theywillbeexpected
towritegrammaticallycorrectsentenceswithaccuratespellingand
punctuationinastylesuitedtothesituationandtargetreader.The
abbreviatedlanguageusedintextmessageswillnotbeconsidered
appropriatetothetask.
ANESSAYisusuallywrittenforateacherandmaybewrittenas
afollow-uptoaclassactivity.Itshouldbewellorganised,withan
introduction,cleardevelopmentandanappropriateconclusion.Themain
purposeofthetaskisthedevelopmentofanargumentand/ordiscussion
ofissuessurroundingacertaintopic.Candidateswillusuallybeexpected
togivereasonsfortheiropinions.
Essaysneedtopresentanargumentandgivereasonsforthis.Your
studentsneedtobetaughttogiveopinionsandtoagreeordisagreein
aformalorneutralregister.Theyshouldbeadvisedthattheyarefreeto
agreeordisagreewiththestatementinthetask,ordiscussbothsides.
Efectiveplanningandparagraphingisimportantinessaywriting,as
isthecorrectuseofappropriatelinkingwordsandphrases.Students
alsoneedpracticeinwritingappropriateopeningandconcluding
paragraphs.
ALETTERiswritteninresponsetothesituationoutlinedinthequestion.
LettersintheCambridge English: FirstWritingpaperwillrequirea
responsewhichisconsistentlyappropriateinregisterandtoneforthe
speciedtargetreader.Candidatescanexpecttobeaskedtowriteletters
to,forexample,anEnglish-speakingfriendorcolleague,apotential
employer,acollegeprincipal,oramagazineeditor.
Studentsshouldbetaughttouseappropriatelyinformallanguage
consistentlythroughoutaninformalletter.Theywillberequiredto
describe,expressopinionandgiveinformation,andshouldusean
appropriaterangeofinformallinkingexpressions.Itisimportantthat
theyrealisethatwhileabriefgeneralopeningparagraphisappropriate,
themajorityoftheirlettershouldbedevotedtodealingwiththe
specictaskoutlined.
Formallettersmaybewrittentoanindividualortoanorganisation.
Thepurposemaybe,forexample,toapplyforpart-timeorvacation
work,orastudyorscholarshipopportunity.Studentsshouldbetaught
theappropriateexpressionstobeginandendaformalletter,butthey
alsoneedtoworkonarangeoffunctions,includingdescribingskills
andexperience,expressingenthusiasm,andpersuading.
AREPORTisusuallywrittenforasuperior(e.g.ateacher)orapeer
group(e.g.membersofanEnglishclub).Candidatesareexpectedtogive
somefactualinformationandmakesuggestionsorrecommendations.
Areportshouldbeclearlyorganisedandmayincludeheadings.
Studentsneedtobetaughtreportformat,withtheuseofheadings
whereappropriate.Theyshouldalsoworkonspecicvocabularyareas
suchastransport,leisureandentertainment,andlearnhowtomake
suggestionsandrecommendations.
AREVIEWisusuallywrittenforanEnglish-languagemagazine,
newspaperorwebsite.Themainpurposeistodescribeandexpressa
personalopinionaboutsomethingwhichthewriterhasexperienced
(e.g.alm,aholiday,aproduct,awebsiteetc.)andtogivethereader
aclearimpressionofwhattheitemdiscussedislike.Descriptionand
explanationarekeyfunctionsforthistask,andareviewwillnormally
includearecommendationtothereader.
Studentsshouldbeencouragedtoreadaswidearangeofreviews
aspossible,suchasthoseforholidays,books,televisionprogrammes
andconsumergoods.Theyneedtobetaughttheuseofappropriate
adjectives,andhowtodescribeandexplain.Theyalsoneedto
knowhowtogiveanopinion,positiveornegative,andmakea
recommendation.
ASHORTSTORYisusuallywrittenforanEnglish-languagemagazine
oranthology,orawebsite.Themainpurposeistoengagetheinterestof
thereader.Efectiveanswershaveaclearstorylinewhichlinkscoherently
tothepromptsentenceanddemonstratesasoundgraspofnarrative
tenses.
Intheshortstory,studentsshouldbeawareoftheimportanceof
developingaclearandcoherentstorylinefromthepromptsentence.
Thereisamplescopeforimaginationinthistask,andtheuseof
interestingadjectives,adverbsandexpressionsshouldbeencouraged.
Gooduseoflinkingwords,particularlytimeexpressions,isalso
importantinthistask.
SETTEXTquestionsmaybearticles,essays,letters,reportsorreviews.
Assessmentisbasedoncontroloflanguageinthegivencontext.
Discussthecharactersandtheplotofthesettext,orthelmversion,
withyourstudents.Considertheefectivenessoftheopeningand
ending,theimportanceofkeyscenesandevents,andalsothe
emotionsthey,asreaderorviewer,experience.Makesureyour
studentscandescribeandcomparecharactersandeventsandusethe
languageofexplanationandopinion.
Theseindicationsofreadershipandpurposearenotcomprehensive,butareintendedtogivesomeguidelinestothediferenttasktypes.Itmustbe
stressedthatspecialisedwritingskillsarenotexpectedofcandidatesatthislevel.
PAPER2:WRITING|SAMPLEPAPER

P
a
r
t

1

Y
o
u

m
u
s
t

a
n
s
w
e
r

t
h
i
s

q
u
e
s
t
i
o
n
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

1
2
0

1
5
0

w
o
r
d
s

i
n

a
n

a
p
p
r
o
p
r
i
a
t
e

s
t
y
l
e

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

1

Y
o
u

h
a
v
e

r
e
c
e
i
v
e
d

a
n

e
m
a
i
l

f
r
o
m

y
o
u
r

E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g

f
r
i
e
n
d
,

S
a
r
a
,

w
h
o

i
s

p
l
a
n
n
i
n
g

t
o

o
p
e
n

a

r
e
s
t
a
u
r
a
n
t
.

R
e
a
d

S
a
r
a
s

e
m
a
i
l

a
n
d

t
h
e

n
o
t
e
s

y
o
u

h
a
v
e

m
a
d
e
.

T
h
e
n

w
r
i
t
e

a
n

e
m
a
i
l

t
o

S
a
r
a
,

u
s
i
n
g

a
l
l

y
o
u
r

n
o
t
e
s
.

e
m
a
i
l

F
r
o
m
:

S
a
r
a

M
a
r
t
i
n
s

S
e
n
t
:

1
5
t
h

M
a
r
c
h

2
0
0
6

S
u
b
j
e
c
t
:

R
e
s
t
a
u
r
a
n
t

S
a
y

w
h
e
n

a
n
d

w
h
y

S
u
g
g
e
s
t

Y
o
u

r
e
m
e
m
b
e
r

h
o
w

A
l
e
x

a
n
d

I

h
a
v
e

a
l
w
a
y
s

w
a
n
t
e
d

t
o

o
p
e
n

a

r
e
s
t
a
u
r
a
n
t

w
e
l
l
,

w
e
r
e

g
o
i
n
g

t
o

d
o

i
t
!

W
e

w
a
n
t

t
o

s
e
r
v
e

f
o
o
d

f
r
o
m

d
i
f
f
e
r
e
n
t

c
o
u
n
t
r
i
e
s

i
n

o
u
r

r
e
s
t
a
u
r
a
n
t

s
o

w
e
r
e

p
l
a
n
n
i
n
g

t
o

t
r
a
v
e
l

a
r
o
u
n
d

t
o

c
o
l
l
e
c
t

s
o
m
e

i
d
e
a
s
.

W
e

w
a
n
t

t
o

c
o
m
e

t
o

y
o
u
r

c
o
u
n
t
r
y
.

W
h
e
n

i
s

t
h
e

b
e
s
t

t
i
m
e

t
o

c
o
m
e
?

W
e

w
a
n
t

t
o

f
i
n
d

o
u
t

w
h
a
t

p
e
o
p
l
e

c
o
o
k

a
t

h
o
m
e

e
v
e
r
y

d
a
y
.

W
h
a
t
s

t
h
e

b
e
s
t

w
a
y

f
o
r

u
s

t
o

d
o

t
h
a
t
?

W
e
d

a
l
s
o

l
i
k
e

t
o

g
o

t
o

s
o
m
e

l
o
c
a
l

r
e
s
t
a
u
r
a
n
t
s

w
h
i
c
h

s
e
r
v
e

t
r
a
d
i
t
i
o
n
a
l

f
o
o
d
.

C
a
n

y
o
u

r
e
c
o
m
m
e
n
d

o
n
e
?

W
h
e
n

w
e

o
p
e
n

t
h
e

r
e
s
t
a
u
r
a
n
t

i
n

J
u
l
y
,

w
e
d

l
i
k
e

y
o
u

t
o

c
o
m
e
.

W
i
l
l

y
o
u

b
e

f
r
e
e
?

R
e
p
l
y

s
o
o
n
.

S
a
r
a

Y
e
s
,

g
i
v
e

d
e
t
a
i
l
s

N
o
,

b
e
c
a
u
s
e

W
r
i
t
e

y
o
u
r

e
m
a
i
l
.

Y
o
u

m
u
s
t

u
s
e

g
r
a
m
m
a
t
i
c
a
l
l
y

c
o
r
r
e
c
t

s
e
n
t
e
n
c
e
s

w
i
t
h

a
c
c
u
r
a
t
e

s
p
e
l
l
i
n
g

a
n
d

p
u
n
c
t
u
a
t
i
o
n

i
n

a

s
t
y
l
e

a
p
p
r
o
p
r
i
a
t
e

f
o
r

t
h
e

s
i
t
u
a
t
i
o
n
.

Q
u
e
s
t
i
o
n

1

e
m
a
i
l

T
o
:

S
a
r
a

M
a
r
t
i
n
s

S
e
n
t
:

1
6
t
h

M
a
r
c
h

2
0
0
6

S
u
b
j
e
c
t
:

R
e
s
t
a
u
r
a
n
t

T
u
r
n

o
v
e
r
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER2|WRITING

PAPER2:WRITING|SAMPLEPAPER
P
a
r
t

2

W
r
i
t
e

a
n

a
n
s
w
e
r

t
o

o
n
e

o
f

t
h
e

q
u
e
s
t
i
o
n
s

2

5

i
n

t
h
i
s

p
a
r
t
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

1
2
0

1
8
0

w
o
r
d
s

i
n

a
n

a
p
p
r
o
p
r
i
a
t
e

s
t
y
l
e

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

P
u
t

t
h
e

q
u
e
s
t
i
o
n

n
u
m
b
e
r

i
n

t
h
e

b
o
x

a
t

t
h
e

t
o
p

o
f

t
h
e

p
a
g
e
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

2

Y
o
u

h
a
v
e

s
e
e
n

t
h
i
s

a
n
n
o
u
n
c
e
m
e
n
t

i
n

a
n

i
n
t
e
r
n
a
t
i
o
n
a
l

m
a
g
a
z
i
n
e
.

M
Y

F
A
V
O
U
R
I
T
E

T
E
A
C
H
E
R

T
e
l
l

u
s

a
b
o
u
t

a

f
a
v
o
u
r
i
t
e

t
e
a
c
h
e
r

o
f

y
o
u
r
s

a
n
d

s
a
y

w
h
a
t

y
o
u

r
e
m
e
m
b
e
r

a
b
o
u
t

h
i
m

o
r

h
e
r
.

W
e

w
i
l
l

p
u
b
l
i
s
h

t
h
e

m
o
s
t

i
n
t
e
r
e
s
t
i
n
g

a
r
t
i
c
l
e
s

n
e
x
t

m
o
n
t
h
.

W
r
i
t
e

y
o
u
r

a
r
t
i
c
l
e
.

3

Y
o
u

r
e
c
e
n
t
l
y

s
a
w

t
h
i
s

n
o
t
i
c
e

i
n

a
n

E
n
g
l
i
s
h
-
l
a
n
g
u
a
g
e

m
a
g
a
z
i
n
e

c
a
l
l
e
d

T
h
e
a
t
r
e

W
o
r
l
d
.

R
e
v
i
e
w
s

n
e
e
d
e
d
!

H
a
v
e

y
o
u

b
e
e
n

t
o

t
h
e

t
h
e
a
t
r
e

r
e
c
e
n
t
l
y
?

I
f

s
o
,

c
o
u
l
d

y
o
u

w
r
i
t
e

u
s

a

r
e
v
i
e
w

o
f

t
h
e

p
l
a
y

y
o
u

s
a
w
?

I
n
c
l
u
d
e

i
n
f
o
r
m
a
t
i
o
n

o
n

t
h
e

c
h
a
r
a
c
t
e
r
s
,

c
o
s
t
u
m
e
s

a
n
d

s
t
o
r
y

a
n
d

s
a
y

w
h
e
t
h
e
r

y
o
u

w
o
u
l
d

r
e
c
o
m
m
e
n
d

t
h
e

p
l
a
y

t
o

o
t
h
e
r

p
e
o
p
l
e
.

T
h
e

b
e
s
t

r
e
v
i
e
w
s

w
i
l
l

b
e

p
u
b
l
i
s
h
e
d

n
e
x
t

m
o
n
t
h
.

W
r
i
t
e

y
o
u
r

r
e
v
i
e
w
.

4

Y
o
u
r

t
e
a
c
h
e
r

h
a
s

a
s
k
e
d

y
o
u

t
o

w
r
i
t
e

a

s
t
o
r
y

f
o
r

a
n

i
n
t
e
r
n
a
t
i
o
n
a
l

m
a
g
a
z
i
n
e
.

T
h
e

s
t
o
r
y

m
u
s
t

b
e
g
i
n

w
i
t
h

t
h
e

f
o
l
l
o
w
i
n
g

w
o
r
d
s
:

A
n
n
a

h
a
d

a

v
e
r
y

s
p
e
c
i
a
l

r
e
a
s
o
n

f
o
r

g
e
t
t
i
n
g

u
p

e
a
r
l
y

t
h
e

n
e
x
t

d
a
y
,

s
o

s
h
e

s
e
t

t
h
e

a
l
a
r
m

f
o
r

5

a
m
.

W
r
i
t
e

y
o
u
r

s
t
o
r
y
.

5

A
n
s
w
e
r

o
n
e

o
f

t
h
e

f
o
l
l
o
w
i
n
g

t
w
o

q
u
e
s
t
i
o
n
s

b
a
s
e
d

o
n

o
n
e

o
f

t
h
e

t
i
t
l
e
s

b
e
l
o
w
.

W
r
i
t
e

t
h
e

l
e
t
t
e
r

(
a
)

o
r

(
b
)

a
s

w
e
l
l

a
s

t
h
e

n
u
m
b
e
r

5

i
n

t
h
e

q
u
e
s
t
i
o
n

b
o
x

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

(
a
)

T
h
e

C
i
t
a
d
e
l

b
y

A
.
J
.
C
r
o
n
i
n

T
h
i
s

i
s

p
a
r
t

o
f

a

l
e
t
t
e
r

f
r
o
m

y
o
u
r

E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g

p
e
n
f
r
i
e
n
d
.

W
e

a
r
e

r
e
a
d
i
n
g

T
h
e

C
i
t
a
d
e
l

i
n

c
l
a
s
s
.

D
i
d
n
t

y
o
u

s
a
y

y
o
u
v
e

s
e
e
n

t
h
e

f
i
l
m
?

W
h
a
t

d
o

y
o
u

t
h
i
n
k

o
f

t
h
e

m
a
i
n

c
h
a
r
a
c
t
e
r
,

A
n
d
r
e
w

M
a
n
s
o
n
?

W
r
i
t
e

a

l
e
t
t
e
r

t
o

y
o
u
r

p
e
n
f
r
i
e
n
d
,

g
i
v
i
n
g

y
o
u
r

o
p
i
n
i
o
n
.

D
o

n
o
t

w
r
i
t
e

a
n
y

p
o
s
t
a
l

a
d
d
r
e
s
s
e
s
.

W
r
i
t
e

y
o
u
r

l
e
t
t
e
r
.

(
b
)

R
o
u
n
d

t
h
e

w
o
r
l
d

i
n

8
0

d
a
y
s

b
y

J
u
l
e
s

V
e
r
n
e

P
h
i
l
e
a
s

F
o
g
g

a
n
d

P
a
s
s
e
p
a
r
t
o
u
t

a
r
e

v
e
r
y

d
i
f
f
e
r
e
n
t

c
h
a
r
a
c
t
e
r
s
.

W
h
i
c
h

o
n
e

d
o

y
o
u

t
h
i
n
k

e
n
j
o
y
s

t
h
e

j
o
u
r
n
e
y

m
o
s
t
?

W
r
i
t
e

a
n

e
s
s
a
y

s
a
y
i
n
g

w
h
o

y
o
u

t
h
i
n
k

e
n
j
o
y
s

t
h
e

j
o
u
r
n
e
y

m
o
s
t

a
n
d

w
h
y
.

W
r
i
t
e

y
o
u
r

e
s
s
a
y
.

Q
u
e
s
t
i
o
n

PAPER2|WRITING
PAPER2:WRITING|ASSESSMENT
AssessmentofWriting
Examinersandmarking
WritingExaminers(WEs)undergoarigorousprocessoftrainingand
certicationbeforetheyareinvitedtomark.Onceaccepted,theyare
supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal
Examiner(PE),whoguidesandmonitorsthemarkingprocess.
WEsmarkcandidateresponsesinasecureonlinemarking
environment.Thesoftwarerandomlyallocatescandidateresponses
toensurethatindividualexaminersdonotreceiveaconcentrationof
goodorweakresponses,orofanyonelanguagegroup.Thesoftware
alsoallowsforexaminersmarkingtobemonitoredforqualityand
consistency.Duringthemarkingperiod,thePEandTLsareable
toviewtheirteamsprogressandtoofersupportandadvice,as
required.
Assessmentscales
Examinersmarktasksusingassessmentscalesthatweredeveloped
withexplicitreferencetotheCommonEuropeanFrameworkof
ReferenceforLanguages(CEFR).Thescales,whichareusedacross
thespectrumofCambridgeESOLsGeneralandBusinessEnglish
Writingtests,consistoffoursubscales:Content,Communicative
Achievement,Organisation,andLanguage:
Contentfocusesonhowwellthecandidatehasfullledthetask,
inotherwordsiftheyhavedonewhattheywereaskedtodo.
CommunicativeAchievementfocusesonhowappropriatethe
writingisforthetaskandwhetherthecandidatehasusedthe
appropriateregister.
Organisationfocusesonthewaythecandidateputstogetherthe
pieceofwriting,inotherwordsifitislogicalandordered.
Languagefocusesonvocabularyandgrammar.Thisincludesthe
rangeoflanguageaswellashowaccurateitis.
Responsesaremarkedoneachsubscalefrom0to5.
Whenmarkingthetasks,examinerstakeintoaccountlengthof
responsesandvarietiesofEnglish:
Guidelinesonlengthareprovidedforeachtask;responses
whicharetooshortmaynothaveanadequaterangeoflanguage
andmaynotprovidealltheinformationthatisrequired,while
responseswhicharetoolongmaycontainirrelevantcontentand
haveanegativeefectonthereader.Thesemayafectcandidates
marksontherelevantsubscales.
CandidatesareexpectedtouseaparticularvarietyofEnglish
withsomedegreeofconsistencyinareassuchasspelling,and
notforexampleswitchfromusingaBritishspellingofawordto
anAmericanspellingofthesameword.
ThesubscaleContentiscommontoalllevels:
Content
5 All content is relevant to the task.
Target reader is fully informed.
3 Minor irrelevances and/or omissions may be present.
Target reader is on the whole informed.
1 Irrelevances and misinterpretation of task may be present.
Target reader is minimally informed.
0 Content is totally irrelevant.
Target reader is not informed.
Theremainingthreesubscales(CommunicativeAchievement,
Organisation,andLanguage)havedescriptorsspecictoeach
CEFRlevel:
CEFR
level
Communicative Achievement Organisation Language
Demonstratescompletecommandofthe
conventionsofthecommunicativetask.
Communicatescomplexideasinanefective
andconvincingway,holdingthetarget
readersattentionwithease,fulllingall
communicativepurposes.
Textisorganisedimpressivelyand
coherentlyusingawiderangeof
cohesivedevicesandorganisational
patternswithcompleteexibility.
Usesawiderangeofvocabulary,including
lesscommonlexis,withuency,precision,
sophistication,andstyle.
Useofgrammarissophisticated,fullycontrolled
andcompletelynatural.
Anyinaccuraciesoccuronlyasslips.
C2 Usestheconventionsofthecommunicative
taskwithsufcientexibilityto
communicatecomplexideasinanefective
way,holdingthetargetreadersattention
withease,fulllingallcommunicative
purposes.
Textisawell-organised,coherent
whole,usingavarietyofcohesive
devicesandorganisationalpatterns
withexibility.
Usesarangeofvocabulary,includingless
commonlexis,efectivelyandprecisely.
Usesawiderangeofsimpleandcomplex
grammaticalformswithfullcontrol,exibility
andsophistication.
Errors,ifpresent,arerelatedtolesscommon
wordsandstructures,oroccurasslips.
C1 Usestheconventionsofthecommunicative
taskefectivelytoholdthetargetreaders
attentionandcommunicatestraightforward
andcomplexideas,asappropriate.
Textiswell-organisedandcoherent,
usingavarietyofcohesivedevicesand
organisationalpatternstogenerally
goodefect.
Usesarangeofvocabulary,includingless
commonlexis,appropriately.
Usesarangeofsimpleandcomplexgrammatical
formswithcontrolandexibility.
Occasionalerrorsmaybepresentbutdonot
impedecommunication.
B2 Usestheconventionsofthecommunicative
tasktoholdthetargetreadersattentionand
communicatestraightforwardideas.
Textisgenerallywell-organisedand
coherent,usingavarietyoflinking
wordsandcohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasionalinappropriateuse
oflesscommonlexis.
Usesarangeofsimpleandsomecomplex
grammaticalformswithagooddegreeofcontrol.
Errorsdonotimpedecommunication.
B1 Usestheconventionsofthecommunicative
taskingenerallyappropriatewaysto
communicatestraightforwardideas.
Textisconnectedandcoherent,using
basiclinkingwordsandalimited
numberofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionallyoverusing
certainlexis.
Usessimplegrammaticalformswithagood
degreeofcontrol.
Whileerrorsarenoticeable,meaningcanstillbe
determined.
A2 Producestextthatcommunicatessimple
ideasinsimpleways.
Textisconnectedusingbasic,high-
frequencylinkingwords.
Usesbasicvocabularyreasonablyappropriately.
Usessimplegrammaticalformswithsome
degreeofcontrol.
Errorsmayimpedemeaningattimes.
Cambridge English: FirstWritingExaminersusethefollowingassessmentscale,extractedfromtheoneonthepreviouspage:
B2 Content Communicative Achievement Organisation Language
5 Allcontentisrelevanttothe
task.
Targetreaderisfullyinformed.
Usestheconventionsof
thecommunicativetask
efectivelytoholdthetarget
readersattentionand
communicatestraightforward
andcomplexideas,as
appropriate.
Textiswell-organisedand
coherent,usingavariety
ofcohesivedevicesand
organisationalpatternsto
generallygoodefect.
Usesarangeofvocabulary,including
lesscommonlexis,appropriately.
Usesarangeofsimpleandcomplex
grammaticalformswithcontroland
exibility.
Occasionalerrorsmaybepresentbutdo
notimpedecommunication.
4 Performance shares features of Bands 3 and 5.
3 Minorirrelevancesand/or
omissionsmaybepresent.
Targetreaderisonthewhole
informed.
thecommunicativetask
toholdthetargetreaders
attentionandcommunicate
straightforwardideas.
Textisgenerallywell-
organisedandcoherent,using
avarietyoflinkingwordsand
cohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasional
inappropriateuseoflesscommonlexis.
Usesarangeofsimpleandsome
complexgrammaticalformswithagood
degreeofcontrol.
Errorsdonotimpedecommunication.
1 Irrelevancesand
misinterpretationoftaskmay
bepresent.
Targetreaderisminimally
informed.
thecommunicativetaskin
generallyappropriatewaysto
communicatestraightforward
ideas.
Textisconnectedand
coherent,usingbasiclinking
wordsandalimitednumber
ofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionally
overusingcertainlexis.
Usessimplegrammaticalformswitha
gooddegreeofcontrol.
Whileerrorsarenoticeable,meaningcan
stillbedetermined.
0 Contentistotallyirrelevant.
Targetreaderisnotinformed.
Performance below Band 1.
PAPER2:WRITING|GLOSSARYOFTERMS
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in
common situations of a non-technical nature in the relevant
domain.
Less common lexis refers to vocabulary items that appear less
often in the relevant domain. These items often help to express
ideas more succinctly and precisely.
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that
t the context of the given task. For example, in Im very sensible
to noise, the word sensible is inappropriate as the word should
be sensitive. Another example would be Todays big snow makes
getting around the city difcult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big
and snow are not used together. Heavy snow would be appropriate.
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex items, e.g.
noun clauses, relative and adverb clauses, subordination, passive
forms, innitives, verb patterns, modal forms and tense contrasts.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English: Preliminary
(PET)), candidates may have control of only the simplest exponents
of the listed forms.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the
same word because they do not have the resources to use another
term or phrase the same idea in another way. Some words may
unavoidably appear often as a result of being the topic of the task;
that is not covered by the term overuse here.
Errors and slips Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item or
grammatical structure, but just happened to make a mistake in this
instance. In a candidates response, where most other examples of
a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Impede
communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some efort is
required from the reader to determine meaning.
CambridgeESOLWriting
markscheme
Glossaryofterms
1. GENERAL
Generally Generally is a qualier meaning not in every way or instance. Thus,
generally appropriately refers to performance that is not as good
as appropriately.
Flexibility Flexible and exibly refer to the ability to adapt whether
language, organisational devices, or task conventions rather than
using the same form over and over, thus evidencing better control
and a wider repertoire of the resource. Flexibility allows a candidate
to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/
or task requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g. a
magazines readership, your English teacher.
Informed The target reader is informed if content points and/or task
requirements are addressed and appropriately developed. Some
content points do not require much development (e.g. state what
is x) while others require it (describe, explain).
3. COMMUNICATIVE ACHIEVEMENT
Conventions
of the
communicative
task
Conventions of the communicative task include such things
as genre, format, register, and function. For example, a personal
letter should not be written as a formal report, should be laid out
accordingly, and use the right tone for the communicative purpose.
Holding the
target readers
attention
Holding the target readers attention is used in the positive sense
and refers to the quality of a text that allows a reader to derive
meaning and not be distracted. It does not refer to texts that force
a reader to read closely because they are difcult to follow or make
sense of.
Communicative
purpose
Communicative purpose refers to the communicative
requirements as set out in the task, e.g. make a complaint, suggest
alternatives.
Straightforward
and complex
ideas
Straightforward ideas are those which relate to relatively limited
subject matter, usually concrete in nature, and which require simpler
rhetorical devices to communicate. Complex ideas are those which
are of a more abstract nature, or which cover a wider subject area,
requiring more rhetorical resources to bring together and express.
4. ORGANISATION
Linking words,
cohesive
devices, and
organisational
patterns
Linking words are cohesive devices, but are separated here to refer
to higher-frequency vocabulary which provide explicit linkage. They
can range from basic high frequency items (such as and, but) to
basic and phrasal items (such as because, rst of all, nally).
Cohesive devices refers to more sophisticated linking words and
phrases (e.g. moreover, it may appear, as a result), as well
as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on
the right . . .), ellipsis (e.g. The rst car he owned was a convertible,
the second a family car.), or repetition.
Organisational patterns refers to less-explicit ways of achieving
connection at the between sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism, using
a rhetorical question to set up a new paragraph.
PAPER2:WRITING|SAMPLESCRIPTSWITHEXAMINERCOMMENTS
Examinercomments
Subscale Mark Commentary
Content 3 Mostofthecontentisrelevanttothetaskandthereisasuitablelevelofdetailandexpansion.However,thewriter
describestraditionalfood,ratherthanarestaurantasrequiredintheinputletter.
Thetargetreaderis,onthewhole,informed.
Communicative
Achievement
3 Theresponseusestheconventionsofthelettertasktoholdthetargetreadersattention.Thetargetreadersletteris
directlyaddressed,andreferencesaremadetoitthroughout.
Straightforwardideasandsuggestionsareexpressedsufcientlyclearly,usingaconsistentlyappropriate,friendlyregister.
Organisation 3 Theletterisgenerallywellorganisedandcoherent,althoughover-paragraphedandwithanover-relianceonYou(You
asked me, You also mention).
Arangeoflinkingwordsisusedtorelateideasbothwithinandacrosssentencesandparagraphs(also, moreover, but,
because,which). Theresponsealsousesavarietyofcohesivedevices,includingsomereferencepronouns(Thats
possible).
Language 3 Thereisarangeofeverydaylexisappropriatetothetask(cooking festival, delicious meals), andsomelesscommon(high
in vitamins, carbohydrate).
Arangeofsimpleandsomemorecomplexgrammaticalforms(forexample,conditionalandpassivestructures)are
usedwithagooddegreeofcontrol.
Anumberoferrorsarepresent(too glad, everyday delicious meals, Now are for, when you will come). However,noneof
theseimpedescommunication.
Question1
CandidateA
PAPER2|WRITING|QUESTION1
To: Sara Martins
Sent: 16
th
March
Subject: Restaurant
I just received you email and Im too glad that youre making reality what you always wanted.
You asked me in your email when it is the best time to come. I think that it would be good for you to come in the summer
because during the summer we have many cooking festival.
You also mention that you want to meet people cooking everyday. Thats possible basiccally if you go to our restaurant
where everyday delicious meals are prepared.
Moreover, if you want to know what our traditional foods is thats Briham which contains many vegetables and its very
high in vitamins and carbohadratel.
Now are for your invitation Im very sorry but that time I will be sitting my school exams.
Id love to see you when you will come.
Take care
Roman
Examinercomments
Content 5 Allofthecontentisrelevantandappropriatetothetaskandthereisagooddegreeofdetailandexpansion.Thetarget
readerisfullyinformedabouttheteacherandthewritersmemoriesofher.
Communicative
Achievement
4 Theconventionsofthearticlearesuitablyusedtogainandholdthetargetreadersattention.Thewritercommunicates
straightforwardideasbyestablishingtheschoolsettingandthenbuildingupacleardescriptionoftheteacherandher
attributes.Morecomplexideas,suchasherefectonthewriter,areexpressedslightlylessclearly,forexampleinthe3
rd
paragraph.Thearticleisroundedofwell.
Organisation 4 Thetextissuitablyparagraphed.Thestyleofcontrastingbothshortandlongersentencestogainefectissuccessfully
employedinthearticle.Thereissomerepetition(she was), whichcouldhavebeenavoided,andonlyalimiteduseof
linkingwordsandcohesivedevices(largelylimitedtoreferencingpronouns).Overall,however,thetextiswellorganised
andcoherent.
Language 4 Therangeoflexisusedismostlyappropriatewithdescriptionsbeingusedtogoodefect(small village primary school,
quiet old but full of energy, kind and cheerful). Althoughafewlexicalerrors arepresent (felt well, all),thesedonotimpede
communication.
Thereisevidenceofagoodcontroloftensesandothergrammaticalformsandtheerrorsdonotimpedemeaning.
Question2
CandidateB
My Favourite Teacher
I can remember my favourite teacher very well indeed. She was my primary school teacher and because it was
a small, village primary school, she had to teach us all the lessons, maths, reading, writing, singing, art and so
on.
Her name was Mrs Horvat and I think she had taught at that school for years. She knew all the children and
even their parents as well. She was quiet old but full of energy and her lessons were always interesting.
She was also very kind and cheerful. The lessons always started laughing and I felt really well during her
classes. We never got boring and she made all interesting for us. Sometimes, we went out for an excursion, like
to a museum or zoo. That was great!
I think I will always remember her.
Examinercomments
Content 4 Thewriterdescribesthesetting,charactersandstorylineoftheplaywithsuitableexpansion.Thecostumes,musicand
actorsarealsodescribed,butinlessdetail.Opinionsandreasonsforrecommendingittoothersarealsogiven,andthe
targetreaderiswellinformed.
Communicative
Achievement
3 Theconventionsofthereviewareusedtoholdthereadersattentionandtocommunicatestraightforwardideas.
However,themovementbetweenpresentandpasttenses(the play was a mystery, take a long time, who was going to start,
the music is also good) isawkwardandpreventsthesmoothowofcommunication.
Organisation 3 Althoughthetextisreasonablywellorganised,withavarietyoflinkingwordsandcohesivedevices,itwouldbe
improvedwithparagraphing.Therearesomeproblemswithcohesionwithinsentences(The play was ... a long time),
andaclearerorderingofboththedescriptionsandideaswouldalsobebenecial(forexample,bynothavingtwo
recommendations,oneatthebeginningandoneattheend).
Language 3 Therangeofeverydaylexisisappropriatetothetask,althoughtheformsaresometimesincorrect(excited for exciting
andfurtherstforfurthest).
Simplegrammaticalformsareusedwithagooddegreeofcontrol.Errors,suchasomissionofthearticleandnon-
agreementofsubjectandverb,donotpreventcommunication.
Question3
CandidateC
Review of a Play
I recently saw a very good play at the theatre in my town. I do recommend it to you!
The play was a mystery and it involve several characters, altogether on a train journey to furtherst away
place so the journey take a long time. There was an old man, who was traveling to visit his son, a family going
on skying holiday and a teacher, who was going to start a new job. I will not say what happens but it is very
interesting story, with unexpected end. The costumes are really nice, despite that they are usually dark
colours. Moreover, the music is also good becase it is very excited and the players play very well.
Please go to see this play you will not regret!
Examinercomments
Content 3 Thereaderisadequatelyinformedabouttheeventsofthestory.
Thestoryfollowsonfromtheprompt,althoughthevery special reasonforgoingtothebeachisnotgiven,andthereare
somedistractingdetailswhenAnnagoestocheckonLee.
Communicative
Achievement
3 Theconventionsofthestoryareusedtoholdthereadersattentionandcommunicatestraightforwardideas.Thescene
issetandtheactionisdevelopedwiththeuseofvariousnarrativedevices,includingdirectspeechandthecontrastof
shortandlongersentences.
Organisation 2 Thetextisconnectedandcoherent,andbasiclinkingwords(but, and, so) areusedtolinkelementsofthestory.However,
thereisanover-repetitionofsheatthebeginningsofsentences,andpunctuationisalsoweakinplaces (received a phone,
his phone broken, still there he was sleeping).
Language 2 Therangeoflexisismostlyappropriatetothestory,althoughthereareerrorswithsomeforms(annoy forannoyed,
frightenforfrightened).
Thefrequentstructuralandtenseerrorsdonotpreventmeaningfrombeingconveyed,buttheyarenoticeableanddo,at
times,distractthereader.
Question4
CandidateD
Anna had a very special reason for getting up early the next day, so she set the alarm for 5 am. She would
go with Lee, her boyfriend to the beach and it would be a difcult journey, with bad weather, fog and rain and
possible snow too.
Anna thinking she must to sleep good that night so she try but she was very nervouse and when got up saw
it was too late and 10 am. She called to Lee but he didnt received a phone, his phone broken. She was annoy
but decided for go to his house for see if he is still home. What you doing Lee, she shouted but no answer. She
was frighten but decided for to go inside for see. When she go in Lee still there he was sleeping lied down on
the oor. So they go next day to beach.
Examinercomments
Content 4 ThefocusofthequestionissuitablyaddressedwiththewritersopinionsonAndrewMansonbeingmostlyclearand
unambiguous.Thetargetreaderisinformed,asthereisagoodlevelofdetailandexemplicationaboutthestory.
Communicative
Achievement
4 Theconventionsoftheinformalletterareemployedtogoodefect.Thereisasuccessfulmixofpersonalopinion(He
wasnt really happy I think)andgeneralcomment(Later in the book he earned lots of money).Bothstraightforwardandmore
complexideasarecommunicatedinanappropriatelyfriendlyregisterwiththesuitableuseofexclamationmarkand
directquestions.However,thesecondparagraphisslightlyconfusing.
Organisation 4 Thetextisgenerallywellorganisedandcoherentwithacleardevelopmentofideastowardstheconclusion.However,
therecouldbebetterlinkingofshortsentencesintherstparagraph.Avarietyofcohesivedevicesisusedtoconnect
sentencesandparagraphs,suchasreferencing(Later in the book)andlinkingwords(However).
Language 4 Arangeofeverydaylexisisusedandsomelesscommoncollocationsandvocabulary,althoughsometimesmisspelt
(strongprinsiples,sergery).Therearealsosomelexicalerrors(hardlyforhard).
Anattemptismadetoproducemorecomplexsentencestructure,forexampleintherstsentenceofthelastparagraph.
Theerrors(exceptforbut he never stopped with them)donotconfuse.
Question5A
CandidateE
PAPER2|WRITING|QUESTION5A
Dear Jenny,
Im very happy you are reading the Citadel. I really loved this book. It is very interesting.
Andrew Manson is a doctor and he works very hardly at the start of the story. He fought for poor peoples and
is very strong. Some people who are also doctors dont like him for these actions but he never stopped with
them!
Later in the book he earned lots of money and became famous doctor. But he wasnt really happy I think. Hes
wife also wasnt happy with him. she tought money was too important to him.
However, in the end of the story, after a big mistake with a sergery and a man who died, Andrew turns again
into a good man. He sees the truth and looks after poor people again. I think he has strong prinsiples and is
really an excellent doctor with good character.
Do you agree? Write and tell me what you think?
Love
Una.
Examinercomments
Content 4 ThefocusofthequestionWhichcharacterenjoysthejourneymostandwhy?isaddressed,andbothelementsare
expandeduponwithsufcientdetail.Thecontentisrelevantandthetargetreaderisinformedaboutthecharacter
chosenandreasonsforthechoice.
Communicative
Achievement
3 Thestraightforwardideasaremostlyexpressedinshortexplanatorysentences.Thereisalimitedattempttomix
personalopinionwithstatement(I think despite Passepartote is a poor man . . . he is happier than Phileas Fogg). Otherwise,
theessayisare-tellingoftheplot.
Organisation 3 Thetextisgenerallywellorganisedandcoherent,althoughtheshortsentencesatthebeginningcouldbelinkedtobetter
efectandsomeparagraphingwouldimprovetheorganisationofthetext.
Linkingwords(however, moreover, but), aresuccessfullyusedtoconnectideasacrosssentencesandtounderline
contrasts.
Language 2 Mostofthelexisisusedappropriately,althoughoccasionallyinthewrongform(stressing ratherthan stressed). The
lexicalerrors(travel andplay) donotimpedemeaning.
Thegrammaticalstructuresaremostlysimplewithsomebasicerrorsandmorefrequenterrorsoccurringwhencomplex
languageisattempted,forexampleinthethirdsentence.
Question5B
CandidateF
PAPER2|WRITING|QUESTION5B
In the book, Phileas Fogg leaves London to travel around the world in 80 days. He goes for this travel becase
his friends want him to go on. He is rich man and he take one other man which is not rich- Hes name is
Passepartout. He is working to carry the luggages of Phileas Fogg. I think despite Passepartote is a poor
man he has to work hard during the travel, and he is happier than Phileas Fogg. Phileas Fogg is always very
stressing about rushing the journey. However, Passepartoute spends more time relaxing. Moreover, he talks a
lot to locals people and makes friends with them. Phileas Fogg enjoys the journey too becase he wins the play
with his frinds but Passepartote has a really good time.
Paper3
UseofEnglish
Generaldescription
PAPERFORMAT Thepapercontainsfourparts.
TIMING 45minutes.
NO.OFPARTS 4.
NO.OFQUESTIONS 42.
TASKTYPES Multiple-choicecloze,open
cloze,wordformation,keyword
transformations.
ANSWERFORMAT Candidatesmaywriteonthe
questionpaper,butmusttransfer
theiranswerstotheseparateanswer
sheetwithinthetimelimit.
Candidatesindicatetheiranswers
byshadingthecorrectlozengesor
writingtherequiredwordorwords
incapitallettersinaboxonthe
separateanswersheet.
MARKS Parts1,2,and3:eachcorrectanswer
receives1mark.
Part4:eachanswerreceivesupto
2marks.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Multiple-choicecloze.
Lexical/lexico-grammatical.
FORMAT Amodiedclozetestcontaining12gapsand
followedby4-optionmultiple-choiceitems.
NO.OFQS 12.
PART2
TASKTYPE
ANDFOCUS
Opencloze.
Grammatical/lexico-grammatical.
FORMAT Amodiedclozetestcontaining12gaps.
NO.OFQS 12.
PART3
TASKTYPE
ANDFOCUS
Wordformation.
Lexical/lexico-grammatical.
FORMAT Atextcontaining10gaps.Eachgap
correspondstoaword.Thestemsofthe
missingwordsaregivenbesidethetextand
mustbechangedtoformthemissingword.
NO.OFQS 10.
PART4
TASKTYPE
ANDFOCUS
Keywordtransformations.
Lexicalandgrammatical.
FORMAT Eightseparateitems,eachwithalead-in
sentenceandagappedsecondsentencetobe
completedintwotovewords,oneofwhich
isagivenkeyword.
NO.OFQS 8.
PAPER3:USEOFENGLISH
Thefocusofthistaskisprimarilylexical,thoughanunderstanding
ofstructureisalsorequired.Itteststhecandidatesknowledgeof
howprexes,sufxes,internalchangesandcompoundsareusedin
formingwords.
Candidatesmayberequiredtodemonstrateunderstandingofthe
textbeyondsentencelevel.
PART4 Keywordtransformations
In this part, there is an emphasis on grammar and vocabulary
EachanswerinPart4receivesupto2marks.
Part4consistsofeightquestions(plusanexample).Each
questioncontainsthreeparts:alead-insentence,akeyword,and
asecondsentenceofwhichonlythebeginningandendaregiven.
Candidateshavetollthegapinthesecondsentencesothatthe
completedsentenceissimilarinmeaningtothelead-insentence.
Thegapmustbelledwithbetweentwoandvewords,oneof
whichmustbethekeyword.Thekeywordmustnotbechangedin
anyway.
Inthispartofthepaperthefocusisbothlexicalandgrammaticaland
arangeofstructuresistested.Theabilitytoexpressamessagein
diferentwaysshowsexibilityandresourceintheuseoflanguage.
Themarkschemesplitstheanswerintotwopartsandcandidates
gainonemarkforeachpartwhichiscorrect.
Preparation
General
Yourstudentsshouldbeencouragedtoreadextensivelysothat
theybuildupawidevocabularyandbecomefamiliarwiththe
manyusesofdiferentstructures.Thisshouldenablethemto
dealwitharangeoflexicalitemsandgrammaticalstructuresina
varietyoftexttypes.
Whenstudyingforthepaper,itwillbeusefulforyourstudentsto
refertodictionariesandgrammarbooks.However,theyshould
alsodevelopstrategiesforoperatingindependentlyofreference
books(by,forexample,guessingthemeaningofunknownwords
fromthecontext)astheyarenotpermittedtotakedictionaries
intotheexamwiththem.
Studentsshoulddevelopanefcientpersonalsystemfor
recordingthenewvocabularytheylearn.Theyshouldrecordas
muchdetailaspossible.
ThetextsinParts1,2and3allhavetitles.Encourageyour
studentstopayattentiontoeachtitleasitwillindicatethemain
themeofthetext.
Encourageyourstudentstoreadthrougheachtext(Parts1,2and
3)carefullybeforebeginningtoanswerthequestionssothatthey
haveaclearideaofwhatitisabout.
InParts2and4,theremaybemorethanonepermissibleanswer
foraquestion.However,studentsshouldonlygiveoneanswer
foreachquestion.Iftheygivetwoanswers,andoneofthemis
Thefourpartsofthe
UseofEnglishpaper
PART1 Multiple-choicecloze
In this part, there is an emphasis on vocabulary and grammar.
Part1consistsofatextinwhichthereare12gaps(plusonegapasan
example).Eachgaprepresentsamissingwordorphrase.Thetextis
followedby12setsoffourwordsorphrases,eachsetcorresponding
toagap.Candidateshavetochoosewhichoneofthefourwordsor
phrasesinthesetllsthegapcorrectly.
Candidatesarerequiredtodrawontheirlexicalknowledgeand
understandingofthetextinordertollthegaps.Somequestions
testataphrasallevel,suchascollocationsandsetphrases.Other
questionstestmeaningatsentencelevelorbeyond,withmore
processingofthetextrequired.Alexicogrammaticalelementmaybe
involved,suchaswhencandidateshavetochoosetheoptionwhich
tscorrectlywithafollowingprepositionorverbform.
PART2 Opencloze
In this part, there is an emphasis on grammar and vocabulary.
Part2consistsofatextinwhichthereare12gaps(plusonegapas
anexample).Candidatesarerequiredtodrawontheirknowledgeof
thestructureofthelanguageandunderstandingofthetextinorder
tollthegaps.Inthispart,astherearenosetsofwordsfromwhich
tochoosetheanswers,candidateshavetothinkofawordwhichwill
llthegapcorrectly.
Thefocusofthegappedwordsiseithergrammatical,suchasarticles,
auxiliaries,prepositions,pronouns,verbtensesandforms,orlexico-
grammatical,suchasphrasalverbs,linkersandwordswithinxed
phrases.Theanswerwillalwaysbeasingleword.Insomecases,
theremaybemorethanonepossibleanswerandthisisallowedforin
themarkscheme.
Theabsenceormisuseofpunctuationisignored,althoughspelling,
asinallpartsoftheUseofEnglishpaper,mustbecorrect.
PART3 Wordformation
In this part, there is an emphasis on vocabulary.
Part3consistsofatextcontaining10gaps(plusonegapasan
example).Attheendofsomeofthelines,andseparatedfromthe
text,thereisastemwordincapitalletters.Candidatesneedtoform
anappropriatewordfromgivenstemwordstolleachgap.
PAPER3:USEOFENGLISH
otherstestmeaningatsentencelevelorbeyond,withmore
processingofthetextrequired.
Remindyourstudentstomakesuretheanswertheychoosets
intothesentence.Theyshouldnotchoosetheiranswersimply
afterreadingthewordswhichcomebeforethegap;theyneedto
readthewordswhichfollowaswell.Itissometimesthecasethat
aprepositionoradverbwhichfollowsagapdetermineswhichof
theoptionsiscorrect.
Getyourstudentsusedtoreadingalltheoptionsforanyquestion
beforedecidingwhichonellsthegapcorrectly,andremind
themthattheyshouldneverchoosemorethanoneoptionasthe
answer.
Makeyourstudentsawarethatitisimportantthatthemarkthey
makeinthelozengeontheanswersheetforeachanswerisrm
andclearanddoneinpencil.
PART2
AsinPart1,candidatesneedtoreadthewordswhichfollowthe
gapaswellasthosewhichcomebeforeit.Tellyourstudentsthat
theyshouldmakesurethatiftheyarellingthegapwithaverb,it
agreeswithitssubject.
Remindyourstudentstokeepinmindasenseofthewholetext.
Makeyourstudentsawarethattheymustuseonlyonewordto
lleachofthegaps.Theyshouldneveruseabbreviations(e.g.
sthgforsomething,and(withtheexceptionofcant=cannot)
theyshouldnotllanyofthegapswithacontraction(e.g.didnt,
hell),asthesecountastwowords.
PART3
Studentsshouldbemadeawareoftherangeofwordswhich
canbeformedfromthesamestemword,e.g.compete,
competition,competitor,competitive,competitively,and
thenegativeformsofthesewords,e.g.uncompetitive.Inthe
examinationwhentheyseethestemwordattheendofaline,
theymustnotautomaticallywritearelatedwordwhichthey
knowwellastheiranswer.Theyneedtoreadthesurrounding
sentencetodecidewhatthemissingwordis.
Sometimesthemissingwordwillneedtobeintheplural,and
sometimesitwillneedtobeinanegativeform.Thesenseofthe
textaroundthegapwillhelpcandidatesdecideifitisnecessary
toputthewordinthepluralortomakeitnegative.
Makeyourstudentsawarethatanswerswillnotalwaysneedonly
prexesorsufxestobeaddedtoaword;sometimesinternal
changeswillneedtobemade(e.g.longtolength).
Remindyourstudentsthateachstemwordappliesonlytothe
gaponthesameline.Theymustnottrytoformawordfromthat
stemwordinanyotherline.Ineverycasethestemwordwill
havetobechanged.
PART4
Inpreparingforthispartofthepaper,giveyourstudentspractice
inparaphrasing.Thismightincluderewritingsentencesfromtexts,
sayingthingsagaininotherwords,aswellasworkingonlexical
synonymsandgrammaticaltransformations.Intheexamination,
theymustmakesurethattheanswermakesthesecondsentence
mean,asfaraspossible,thesameasthelead-insentence.
incorrect,theywillnotbegivenamark.Iftheywanttochangean
answer,theyshouldrubitout.
Eachpartofthetesthasanexampletowardsthebeginning.
Studentsshouldgetusedtoreadingthesetohelpthem
understandwhattheyhavetodo.Remindthemthatinthe
examinationtheymustnotwritetheanswertotheexampleon
theiranswersheet.
Sometimescandidatesmaydecidethattheanswertheyhave
writteniswrongandwishtochangeit.IfthishappensinPart1,
theywillneedtoruboutthemarktheyhavemadeandmarka
diferentlozenge.InParts2,3and4,theyshouldclearlyrubout
thewordorwordsandreplacethem.Theyshouldnottryaltering
theworditselfasthiswillmakeitunclear.Theyshouldnotput
thewordinbracketsasitwillappeartobeanalternative.
Encourageyourstudentstoplantheirtimecarefullyandnot
spendtoolongonanyonepartofthetest.Theyshouldtryto
makesurethattheyhaveafewminutesattheendofthetestto
checkthroughtheiranswers.Theycandothevariouspartsof
thetestinanyorder,butitmaybebettertodothemintheorder
ofthequestionpapersoastoavoidthepossibilityofputting
answersinthewrongsectionsoftheanswersheet.
Makeyourstudentsawarethatcorrectspellingisessentialinall
partsofthepaper.
Remindyourstudentsthathandwritingshouldbeclearsothatit
canbereadeasilybythemarkers.
Giveyourstudentspracticeincompletingtheanswersheet.
Whenwritingtheiranswersontheanswersheet,theymustbe
carefultomakesurethattheyputtheanswerbytheappropriate
questionnumber.Thisisespeciallyimportantiftheyleavesome
questionsunanswered.Theymustalsobesuretowriteincapital
lettersinParts2,3and4.
Bypart
PART1
Remindyourstudentsthatdiferenttypesofwordsaretested
inthispart.Sometimesitisnecessarytochoosebetween
wordswithasimilarmeaning,e.g.choosingleakingrather
thanspilling,pouringorowingtollthegapinTheroofof
ourtentwas....Atothertimesitwillbenecessarynotsimply
toknowthemeaningbutalsotoknowwhichwordiscorrect
becauseofthepreposition,adverborverbformwhichfollows,
e.g.choosinginterestedratherthankeen,enthusiasticor
eagertollthegapinYoumaybe...inapplyingforthisjob.
Giveyourstudentspracticeinrecognisingthediferencesin
meaningbetweensimilarwords,e.g.cutandtear.Theyshould
trytolearnwholephrasesaswellasindividualwordsincontext,
andtheyshouldbeawarethatknowingthegrammaticalpatterns
andcollocationsofwordsisasimportantasknowingtheir
meaning.
Thispartofthepaperalsotestscollocations,suchastopay
attentionto,andlinkingphrasessuchasevenif.Phrasalverbs
arealsotestedhere.Theymaybetestedinthreediferentways;
thewholeofthephrasalverb,e.g.keepon,justtheverbitself,
e.g.keep,orjusttheprepositionoradverbwhichfollowsthe
verb,e.g.on.Thus,somequestionstestataphrasallevel,while
PAPER3:USEOFENGLISH
Remindyourstudentsthattheanswermustconsistoftwo,three,
fourorvewords.Ifcandidateswritemorethanvewordsthey
willnotbeawardedthemarks.
Remindyourstudentsthattheymustusethekeywordintheir
answerandtheymustnotchangeitinanyway.Iftheydonotuse
itoriftheyalterit,theywillnotbeawardedthemarks.
Makesureyourstudentspaycarefulattentiontoanyverbinthe
nalpartofthesecondsentenceasitwilloftenindicatewhether
touseasingularorpluralnounintheanswer.
Remindyourstudentsthatwhenwritingtheiranswers,they
shouldnotwritethewholeorpartofthesecondsentence;they
shouldwritethewordsthatareneededtollthegap,including
thekeyword.
Whentheyarecountingthewords,studentsshouldremember
that,asinPart2,theymustcountcontractedwords(withthe
exceptionofcant=cannot)asthefullform(e.g.didnt=
2wordsdidnot).
PAPER3:USEOFENGLISH|SAMPLEPAPER
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER3|USEOFENGLISH
PAPER3|USEOFENGLISH
PAPER3:USEOFENGLISH|ANSWERKEY
Answerkey
Q Part1
1 A
2 B
3 C
4 B
5 A
6 A
7 D
8 D
9 A
10 B
11 C
12 C
Q Part2
13 WHOSE
14 BEEN
15 PART
16 BE
17 ARE
18 OF
19 PUT
20 DUE/OWING
21 FAR
22 IN
23 WHICH
24 MAY/MIGHT/COULD
Q Part3
25 REGARDLESS
26 FITNESS
27 HISTORIC/HISTORICAL
28 ADVENTUROUS
29 UNFAIR
30 ENJOYMENT
31 PLEASURE(S)
32 ATTRACTIVE
33 FULLY
34 ENSURE
Q Part4
35 (ALL)ON][THEIROWN
36
HAD/D][BETTER
LEAVE/GO/SETOFF
37
THERES/IS][NO/LITTLE
POINT
38
HADBEEN/COME/
ARRIVED][ONTIME
39
WAS][THEFIRSTTIME
(THAT)
40
MADEHIM/ABDUL][
DO/FINISH/COMPLETE
41 AWAY][EVENTHOUGH
42
TAKEINTOACCOUNT]
[HOW
][showswheretheansweris
splitintotwopartsformarking
purposes.
PAPER3|USEOFENGLISH
PAPER3:USEOFENGLISH|CANDIDATEANSWERSHEET
Paper4
Listening
Generaldescription
PAPERFORMAT Thepapercontainsfourparts.Each
partcontainsarecordedtextortexts
andcorrespondingcomprehension
tasks.Eachpartisheardtwice.
TIMING Approximately40minutes.
NO.OFPARTS 4.
NO.OFQUESTIONS 30.
TASKTYPES Multiplechoice,sentence
completion,multiplematching.
TEXTTYPES Monologues:answerphonemessages,
informationlines,commentaries,
radiodocumentariesandfeatures,
instructions,lectures,news,public
announcements,publicityand
advertisements,reports,speeches,
storiesandanecdotes,talks.
Interacting speakers:conversations,
discussions,interviews,quizzes,
radioplays,transactions.
ANSWERFORMAT Candidatesareadvisedtowritetheir
answersinthespacesprovidedon
thequestionpaperwhilelistening.
Therewillbe5minutesattheendof
thetesttocopytheanswersontoa
separateanswersheet.
Candidatesindicatetheiranswers
byshadingthecorrectlozengesor
writingtherequiredwordorwordsin
capitallettersinaboxontheanswer
sheet.
RECORDING
INFORMATION
Theinstructionsforeachtaskare
giveninthequestionpaper,and
arealsoheardontherecording.
Theseinstructionsincludethe
announcementofpausesofspecied
lengths,duringwhichcandidatescan
familiarisethemselveswiththetask
and,forsomeitems,predictsome
ofthethingstheyarelikelytohear.
Avarietyofvoices,stylesofdelivery
andaccentswillbeheardineach
Listeningpapertoreectthevarious
contextspresentedintherecordings,
asappropriatetotheinternational
contextsofthetesttakers.
MARKS Eachcorrectanswerreceives1mark.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Multiplechoice.
Generalgist,detail,function,purpose,
attitude,opinion,relationship,topic,place,
situation,genre,agreement,etc.
FORMAT Aseriesofshortunrelatedextracts,of
approximately30secondseach,from
monologuesorexchangesbetween
interactingspeakers.Thereisonemultiple
choicequestionpertext,eachwiththree
options.
NO.OFQS 8.
PART2
TASKTYPE
ANDFOCUS
Sentencecompletion.
Detail,specicinformation,statedopinion.
FORMAT Amonologueortextinvolvinginteracting
speakersandlastingapproximately3minutes.
Candidatesarerequiredtocompletethe
sentenceswithinformationheardonthe
recording.
NO.OFQS 10.
PART3
TASKTYPE
ANDFOCUS
Multiplematching.
Generalgist,detail,function,purpose,
attitude,opinion,relationship,topic,place,
situation,genre,agreement,etc.
FORMAT Fiveshortrelatedmonologues,of
approximately30secondseach.The
multiple-matchingquestionsrequireselection
ofthecorrectoptionfromalistofsix.
NO.OFQS 5.
PART4
TASKTYPE
ANDFOCUS
Multiplechoice.
Opinion,attitude,gist,mainidea,specic
information.
FORMAT Amonologueortextinvolvinginteracting
speakersandlastingapproximately3minutes.
Therearesevenmultiple-choicequestions,
eachwiththreeoptions.
NO.OFQS 7.
PAPER4:LISTENING
aboutsimilarexperiencesorobjects,suchasjourneysorvehicles.
Alternatively,thelinkmaybefunctional,suchasaseriesofdiferent
speakersaskingforinformation,orapologising.
In Part 4, the predominant focus is on testing the candidates ability to
listen for opinion and attitude, expressed in gist, main idea, and specic
information, and based on one long text.
Sample task, page 44, tapescript pages 4748, and
answer key page 49.
Thesevenquestionsinthispartofthepapertaketheformof
3-optionmultiple-choicequestions.Thequestionsfollowtheorder
ofthespeakerscommentsasexpressedduringthecourseofthe
recording,andarepresentedinsuchawaythattheyeitherrephrase,
reportorsummarisetheideasbeingexpressed.
Preparation
General
Studentsabilitytounderstandwhattheyhearcanimprove
dramaticallyiftheyareregularlyexposedtoaudiomaterials:
themoreEnglishtheyhear,themorereadilytheywillpickout
individualwords,thenphrasesandsentences.Adailylearning
programmewhichincludesahearingEnglishcomponentfrom
audioorvideorecordingswillhelpprepareyourstudentsforthe
Listeningtest.Thisshouldincludearangeofvoices,accentsand
stylesofdelivery.
Classroomdiscussionactivitiesprovideaninvaluablesourceof
listeningpractice.
Encourageyourstudentstoidentifythestressedsyllablesand
wordsinalisteningtext(theoneswhichcarrythemessage)
ratherthantryingtolistenforeverysinglesyllable.
Inordertobuildupcondence,getyourstudentstoreada
summaryofwhattheyaregoingtohearbeforetheylistentothe
fulltext.
Makeyourstudentsawareofhowmuchtheythemselves
bringtoalisteningtask.Forexample,discusswiththemwhat
theycanexpecttohear,e.g.namesandplaceswhentheyturn
onthenews,ornumbersandtimesiftheylistentorailway
announcements.
Trychangingthefocusofthetaskstheydoinclass;sometimes
askyourstudentstolistenforspecics,sometimesforoverall
summaries.
Studentsshouldpractiselisteningtoandreadingthequestion,so
thattheyaresuretheyunderstandwhattheyarelisteningforand
whattheyhavetodo.
Remindyourstudentsthattheyshouldusethetimeallowed
beforeeachrecordingtoreadthroughallthequestionscarefully,
sotheyarepreparedforwhattheyhear.
Studentsshouldbeadvisedthattheinformationonthequestion
paperistheretohelpthemfollowastheylisten.
Thefourpartsofthe
Listeningpaper
This part tests candidates ability to listen for gist, detail, function, purpose,
attitude, opinion, relationship, topic, place, situation, genre, agreement,
etc. in a series of unrelated short texts.
answer key page 49.
Theeightquestionsinthispartofthepaperarepresentedbothon
thequestionpaperandontherecording,sothatcandidatesare
ledcarefullythroughthem.Thetestingfocusisspelledoutineach
question,forexample:
Whatisherjob?
Whereishegoing?
Whoaretheytalkingabout?
Whatemotion/attitude/feeling/opinionisbeingexpressed?
PART2 Sentencecompletion
This part tests candidates ability to listen for specic words or phrases
focusing on detail, specic information and stated opinion, from a single
long text, and produce written answers by completing gapped sentences.
answer key page 49.
The10questionsinthispartofthepapertaketheformofincomplete
sentences.Thequestionsfollowtheorderoftheinformationinthe
listeningtext.Candidatesneedtolistentothetextandcompletethe
sentences.
Answerswillnotexceedthreewordsinlength.Theword,number
orphrasetheyrequirewillbeheardontherecordingandwillnot
requireanychange.Itwillmakesensewhenttedintothesentence
onthequestionpaper.Minorspellingerrorsarenotpenalised,butthe
candidatesintentionmustbeclearandunambiguous.Candidates
willnotbeaskedtospellwordswhichareaboveFCElevel.However,
spellingmustbecorrectwhereawordhasbeenspelledoutletterby
letter,forexamplewherethekeyisapropername.
PART3 Multiplematching
In Part 3, the focus is on the skill of listening for general gist, detail, function,
purpose, attitude, opinion, relationship, topic, place, situation, genre,
agreement, etc. Candidates need to match an option to the correct speaker.
Sample task, page 43, tapescript page 47, and answer
key page 49.
Inthispart,candidateslistentoveshorttextswithdiferent
speakers,whicharerelatedinsomeway.Forexample,theymayall
bespeakingaboutaspectsofthesamesubject,suchastravel,or
PAPER4:LISTENING
beenacorrectanswer.Candidatesshouldberemindedthatno
changesarerequiredtothekeyinformation,thatnoanswerwill
needmorethanthreewords,andthatinmanycasestheywill
needonlyoneortwowords.
PART3
Itisreallyimportantforcandidatestousethetimetheyaregiven
toreadthroughthequestions,sincetheyneedtohaveaclear
ideaofwhattheyarelisteningfor.Studentscouldpractisedoing
theexercisewiththetapescript,sothattheycanseethekindof
matchingrequired.Otherrelevantexerciseswouldbeanywhich
practisesayingthesamethinginadiferentway.
Ifyourstudentsareatallunsureaboutananswer,theyshould
waitforthesecondlisteningbeforemakingtheirnaldecision.
Makingtooquickadecisionmaymeanthatacandidateusesup
ananswerthatbelongstoanotherspeaker.
PART4
Inpreparingformultiple-choicequestions,itcanbeusefulfor
studentstoanswerquestionsintheirownwordsbeforethey
lookattheoptions;theycanthendecidewhichoptionseemsto
correspondmostcloselytotheirownanswer.
Remindyourstudentsthattheyshouldwritetheiranswersfor
Part2clearlywhentheycopythemontotheanswersheet,using
CAPITALLETTERS.
Studentsshouldgetusedtoansweringallthequestions,even
iftheyarenotsureofthecorrectanswertheyveprobably
understoodmorethantheythink.
Studentsshouldntbedistractedbyindividualwordsandphrases
inParts1,3and4.Theyshouldlistentothewholemessage.
Studentsshouldknowwhentostopconcentratingonaquestion
whichtheyarendingdifcult,sothattheydontmissthenext
question.
Bypart
PART1
Playreal-lifesnippetstoyourstudents,e.g.atrain
announcement,aweatherreport,andaskthemtoidentifythe
texttypeandtopic.
Candidatescanbedistractedbyhearingwordsorphrasesinthe
textwhichappearinoneoftheincorrectoptions.Theyneedto
practisespottingsuchmismatches,andunderstandingwhythey
arewrong.
Tryusingavarietyofshortpracticetexts.Thequestionsshould
rangefrompeopletoplaces,fromopinionstoevents,from
relationshipstoreasons.Providethetextandoptions,butgetthe
studentstowritethequestionsthemselves.
Forexample:
Youoverhearamantalkingaboutalmhewatchedlastnight.
(Studentssuggestaquestion)
Options
A:acar
B:afamily
C:arobbery
Text
Man: Itssodifculttogeteveryonetoagreeaboutwhatweregoing
towatchonTV.Isitthesameinyourhouse?Lastnight,forexample,
therewerethreelmson.Therewasthatonewiththefoursisters
andtheirmother,duringtheAmericanCivilWar.Doyouknowthe
oneImean?Idbeenlookingforwardtoseeingitforages.Butthe
othershaddiferentideas.Jessiewaseagertoseesomecartoon
thingaboutacar,butLizziewantedathrillerabouttwobankrobbers.
Andratherthangiveintoeachother,theybothwentwithmychoice
actually,weallenjoyedit.
PART2
Preparationforthispartshouldincludelotsofexposuretosimple
gap-lllisteningexercises,anddictationofnumbersanddates.
Studentsneedtogetintothehabitofreadingnotonlythetext
infrontofthegap,butalsothetextwhichfollowsthegap,
whichmayafecttheiranswer.Youcanreassurethemthatthe
testeditemscomeinthesameorderastheyareheardonthe
recording.
Candidatessometimeswritetoomuch,eitherbyincluding
unnecessarydetail,orbytryingtorephrasewhattheyhearonthe
recording.Irrelevantdetailcanspoilwhatwouldotherwisehave
PAPER4:LISTENING|SAMPLEPAPER
P
a
r
t

1

Y
o
u

w
i
l
l

h
e
a
r

p
e
o
p
l
e

t
a
l
k
i
n
g

i
n

e
i
g
h
t

d
i
f
f
e
r
e
n
t

s
i
t
u
a
t
i
o
n
s
.

F
o
r

q
u
e
s
t
i
o
n
s

1

8
,

c
h
o
o
s
e

t
h
e

b
e
s
t

a
n
s
w
e
r
,

(
A
,

B

o
r

C
)
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

1

Y
o
u

h
e
a
r

a

y
o
u
n
g

m
a
n

t
a
l
k
i
n
g
.

W
h
y

d
i
d

h
e

g
o

b
a
c
k

t
o

c
o
l
l
e
g
e
?

A

H
e

n
e
e
d
e
d

a

b
e
t
t
e
r

j
o
b
.

B

H
e

n
e
e
d
e
d

a
n

e
v
e
n
i
n
g

a
c
t
i
v
i
t
y
.

C

H
e

n
e
e
d
e
d

n
e
w

s
k
i
l
l
s
.

2

Y
o
u

h
e
a
r

a

m
a
n

t
a
l
k
i
n
g

o
n

t
h
e

r
a
d
i
o
.

W
h
a
t

i
s

h
e
?

A

a
n

i
n
v
e
n
t
o
r

B

a

c
o
m
p
a
n
y

e
m
p
l
o
y
e
e

C

a

w
r
i
t
e
r

3

Y
o
u

h
e
a
r

s
o
m
e
o
n
e

t
a
l
k
i
n
g

o
n

t
h
e

r
a
d
i
o

a
b
o
u
t

a
n

a
r
t
i
s
t
.

H
o
w

d
o
e
s

t
h
e

a
r
t
i
s
t

f
e
e
l

a
b
o
u
t

h
i
s

w
o
r
k
?

A

H
e

w
o
u
l
d

l
i
k
e

t
o

e
x
h
i
b
i
t

i
t

i
n

a
n

a
r
t

g
a
l
l
e
r
y
.

B

H
e

w
a
n
t
s

t
o

m
a
k
e

h
i
s

c
r
e
a
t
i
o
n
s

l
a
s
t

l
o
n
g
e
r
.

C

H
e

i
s

h
a
p
p
y

t
o

s
e
e

h
i
s

w
o
r
k

d
e
s
t
r
o
y
e
d
.

4

Y
o
u

h
e
a
r

a

w
o
m
a
n

t
a
l
k
i
n
g

t
o

h
e
r

s
o
n
.

W
h
y

i
s

s
h
e

t
a
l
k
i
n
g

t
o

h
i
m
?

A

t
o

g
i
v
e

h
i
m

a

w
a
r
n
i
n
g

B

t
o

r
e
f
u
s
e

p
e
r
m
i
s
s
i
o
n

C

t
o

m
a
k
e

a

s
u
g
g
e
s
t
i
o
n

T
u
r
n

o
v
e
r

5

Y
o
u

h
e
a
r

p
a
r
t

o
f

a

l
e
c
t
u
r
e

a
b
o
u
t

t
h
e

r
o
l
e

o
f

r
e
t
i
r
e
d

p
e
o
p
l
e

i
n

t
h
e

e
c
o
n
o
m
y
.

W
h
a
t

i
s

t
h
e

l
e
c
t
u
r
e
r

d
e
s
c
r
i
b
i
n
g
?

A

r
e
a
s
o
n
s

w
h
y

s
o
m
e
t
h
i
n
g

i
s

c
h
a
n
g
i
n
g

B

e
r
r
o
r
s

i
n

s
t
a
t
i
s
t
i
c
a
l

i
n
f
o
r
m
a
t
i
o
n

C

d
i
s
a
g
r
e
e
m
e
n
t
s

b
e
t
w
e
e
n

r
e
s
e
a
r
c
h
e
r
s

6

Y
o
u

h
e
a
r

a

c
h
e
f

b
e
i
n
g

i
n
t
e
r
v
i
e
w
e
d

o
n

t
h
e

r
a
d
i
o
.

W
h
y

d
i
d

h
e

d
e
c
i
d
e

t
o

b
e
c
o
m
e

a

c
h
e
f
?

A

t
o

f
o
l
l
o
w

a

f
a
m
i
l
y

t
r
a
d
i
t
i
o
n

B

t
o

d
e
v
e
l
o
p

a

n
a
t
u
r
a
l

t
a
l
e
n
t

C

t
o

p
u
r
s
u
e

h
i
s

l
o
v
e

o
f

c
o
o
k
i
n
g

7

Y
o
u

h
e
a
r

a

t
e
e
n
a
g
e
r

t
a
l
k
i
n
g

a
b
o
u
t

t
h
e

s
p
o
r
t

s
h
e

p
l
a
y
s
.

H
o
w

d
o
e
s

s
h
e

f
e
e
l

w
h
i
l
e

s
h
e

i
s

p
l
a
y
i
n
g

t
h
e

s
p
o
r
t
?

A

u
n
c
o
m
f
o
r
t
a
b
l
e

B

e
m
b
a
r
r
a
s
s
e
d

C

c
o
n
f
i
d
e
n
t

8

Y
o
u

h
e
a
r

a
n

e
x
p
l
o
r
e
r

t
a
l
k
i
n
g

a
b
o
u
t

a

j
o
u
r
n
e
y

h
e

i
s

m
a
k
i
n
g
.

H
o
w

w
i
l
l

h
e

t
r
a
v
e
l

o
n
c
e

h
e

i
s

a
c
r
o
s
s

t
h
e

r
i
v
e
r
?

A

b
y

m
o
t
o
r

v
e
h
i
c
l
e

B

o
n

h
o
r
s
e
b
a
c
k

C

o
n

f
o
o
t

EXAM|LEVEL|PAPER SAMPLEPAPER PAPER4|LISTENING

P
a
r
t

2

Y
o
u

w
i
l
l

h
e
a
r

a
n

i
n
t
e
r
v
i
e
w

w
i
t
h

a

w
o
m
a
n

c
a
l
l
e
d

H
e
l
e
n

H
u
n
t
e
r

w
h
o

r
u
n
s

a

s
u
m
m
e
r

c
a
m
p

f
o
r

t
e
e
n
a
g
e
r
s
.

F
o
r

q
u
e
s
t
i
o
n
s

9

1
8
,

c
o
m
p
l
e
t
e

t
h
e

s
e
n
t
e
n
c
e
s
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

S
U
M
M
E
R

C
A
M
P
S

H
e
l
e
n

s
a
y
s

t
h
a
t

p
e
o
p
l
e

t
a
k
i
n
g

p
a
r
t

i
n

t
h
e

s
u
m
m
e
r

c
a
m
p

u
s
u
a
l
l
y

s
l
e
e
p

i
n

a

9

T
h
e

s
u
m
m
e
r

c
a
m
p

i
s

a

c
h
a
n
c
e

f
o
r

t
e
e
n
a
g
e
r
s

t
o

m
e
e
t

p
e
o
p
l
e

a
n
d

l
e
a
r
n

1
0

A
s

a
n

e
x
a
m
p
l
e

o
f

a

p
r
a
c
t
i
c
a
l

a
c
t
i
v
i
t
y
,

H
e
l
e
n

t
e
l
l
s

u
s

a
b
o
u
t

a

t
e
a
m

w
h
i
c
h

b
u
i
l
t

a

1
1

I
n

t
h
e

n
e
x
t

c
a
m
p
,

t
e
a
m
s

w
i
l
l

w
o
r
k

o
u
t

p
r
o
b
l
e
m
-
s
o
l
v
i
n
g

a
c
t
i
v
i
t
i
e
s

s
u
c
h

a
s

a

1
2

w
i
t
h

c
l
u
e
s
.

H
e
l
e
n

g
i
v
e
s

t
h
e

e
x
a
m
p
l
e

o
f

1
3

a
s

t
h
e

o
n
l
y

t
y
p
i
c
a
l

s
p
o
r
t
i
n
g

a
c
t
i
v
i
t
y

a
t

t
h
e

c
a
m
p
.

T
h
e

d
a
y

w
h
e
n

t
e
a
m
s

c
a
n

c
h
o
o
s
e

t
h
e
i
r

o
w
n

a
c
t
i
v
i
t
i
e
s

i
s

c
a
l
l
e
d

1
4

T
h
e

s
u
m
m
e
r

c
a
m
p

i
s

g
o
o
d

f
o
r

p
e
o
p
l
e

w
h
o

d
o
n
t

h
a
v
e

o
p
p
o
r
t
u
n
i
t
i
e
s

o
r

h
a
v
e

l
i
t
t
l
e

1
5

O
n

B
a
t
t
l
e

o
f

t
h
e

B
a
n
d
s

d
a
y
,

t
h
e

t
e
a
m
s

m
a
k
e

a

p
o
p

r
e
c
o
r
d

a
n
d

a

1
6

F
o
r

t
h
e

t
e
e
n
a
g
e
r
s

t
a
k
i
n
g

p
a
r
t
,

t
h
e

c
a
m
p

l
a
s
t
s

f
o
r

1
7

Y
o
u

c
a
n

b
o
o
k

f
o
r

a

s
u
m
m
e
r

c
a
m
p

t
h
a
t

w
i
l
l

b
e

h
e
l
d

i
n

t
h
e

m
o
n
t
h

o
f

1
8

T
u
r
n

o
v
e
r

P
a
r
t

3

Y
o
u

w
i
l
l

h
e
a
r

f
i
v
e

d
i
f
f
e
r
e
n
t

p
e
o
p
l
e

t
a
l
k
i
n
g

a
b
o
u
t

a

m
i
s
t
a
k
e

t
h
e
y

r
e
c
e
n
t
l
y

m
a
d
e
.

F
o
r

q
u
e
s
t
i
o
n
s

1
9

2
3
,

c
h
o
o
s
e

f
r
o
m

t
h
e

l
i
s
t

(
A

F
)

t
h
e

t
y
p
e

o
f

m
i
s
t
a
k
e

t
h
a
t

e
a
c
h

p
e
r
s
o
n

m
a
d
e
.

U
s
e

t
h
e

l
e
t
t
e
r
s

o
n
l
y

o
n
c
e
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

l
e
t
t
e
r

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

A

i
g
n
o
r
i
n
g

s
o
m
e
o
n
e
s

a
d
v
i
c
e

S
p
e
a
k
e
r

1

1
9

B

f
a
i
l
i
n
g

t
o

i
n
f
o
r
m

s
o
m
e
o
n
e

a
b
o
u
t

s
o
m
e
t
h
i
n
g

S
p
e
a
k
e
r

2

2
0

C

m
i
s
t
a
k
i
n
g

s
o
m
e
o
n
e
s

i
d
e
n
t
i
t
y

S
p
e
a
k
e
r

3

2
1

D

a
r
r
i
v
i
n
g

s
o
m
e
w
h
e
r
e

t
o
o

e
a
r
l
y

S
p
e
a
k
e
r

4

2
2

E

g
e
t
t
i
n
g

a

p
a
r
t
i
c
u
l
a
r

d
a
t
e

w
r
o
n
g

S
p
e
a
k
e
r

5

2
3

F

l
o
s
i
n
g

s
o
m
e
t
h
i
n
g

i
m
p
o
r
t
a
n
t

PAPER4|LISTENING

P
a
r
t

4

Y
o
u

w
i
l
l

h
e
a
r

a
n

i
n
t
e
r
v
i
e
w

w
i
t
h

a

c
o
n
s
e
r
v
a
t
i
o
n
i
s
t

w
h
o

h
a
s

b
u
i
l
t

a

c
a
b
l
e

c
a
r

i
n

t
h
e

r
a
i
n
f
o
r
e
s
t
.

F
o
r

q
u
e
s
t
i
o
n
s

2
4

3
0
,

c
h
o
o
s
e

t
h
e

b
e
s
t

a
n
s
w
e
r

(
A
,

B

o
r

C
)
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

2
4

W
h
a
t

f
e
a
t
u
r
e

o
f

t
h
e

c
a
b
l
e

c
a
r

m
a
k
e
s

i
t

p
a
r
t
i
c
u
l
a
r
l
y

g
o
o
d

f
o
r

s
e
e
i
n
g

w
i
l
d
l
i
f
e

i
n

t
h
e

r
a
i
n
f
o
r
e
s
t
?

A

t
h
e

s
p
e
e
d

a
t

w
h
i
c
h

i
t

m
o
v
e
s

B

t
h
e

h
e
i
g
h
t

a
t

w
h
i
c
h

i
t

t
r
a
v
e
l
s

C

t
h
e

d
i
s
t
a
n
c
e

t
h
a
t

i
t

c
o
v
e
r
s

2
5

W
h
a
t

i
s

t
h
e

m
a
i
n

a
i
m

o
f

t
h
e

c
a
b
l
e

c
a
r

p
r
o
j
e
c
t
?

A

t
o

e
d
u
c
a
t
e

l
o
c
a
l

p
e
o
p
l
e

B

t
o

p
e
r
s
u
a
d
e

p
e
o
p
l
e

t
o

s
a
v
e

t
h
e

r
a
i
n
f
o
r
e
s
t

C

t
o

r
a
i
s
e

m
o
n
e
y

f
o
r

o
t
h
e
r

c
o
n
s
e
r
v
a
t
i
o
n

p
r
o
j
e
c
t
s

2
6

W
h
a
t

i
s

t
h
e

a
d
v
a
n
t
a
g
e

o
f

t
h
e

p
r
o
j
e
c
t

f
o
r

t
h
e

l
o
c
a
l

p
e
o
p
l
e
?

A

T
h
e
y

c
a
n

u
s
e

t
h
e

l
a
n
d

i
f

t
h
e
y

w
a
n
t
.

B

T
h
e
y

c
a
n

s
e
l
l

f
o
r
e
s
t

p
r
o
d
u
c
t
s

t
o

t
h
e

v
i
s
i
t
o
r
s
.

C

M
o
r
e

w
o
r
k

i
s

a
v
a
i
l
a
b
l
e

t
o

t
h
e
m
.

2
7

W
h
y

w
a
s

t
h
e

c
a
b
l
e

c
a
r

r
e
d
e
s
i
g
n
e
d
?

A

s
o

t
h
a
t

p
e
o
p
l
e

c
o
u
l
d

t
o
u
c
h

t
h
e

t
r
e
e
s

B

t
o

a
v
o
i
d

c
u
t
t
i
n
g

d
o
w
n

t
o
o

m
u
c
h

f
o
r
e
s
t

C

b
e
c
a
u
s
e

i
t

h
a
d

t
o

b
e

b
r
o
u
g
h
t

i
n

b
y

a
i
r

2
8

H
o
w

d
o
e
s

D
o
n
a
l
d

r
e
a
c
t

t
o

t
h
e

s
u
g
g
e
s
t
i
o
n

t
h
a
t

h
e

h
a
s

d
i
s
t
u
r
b
e
d

t
h
e

w
i
l
d
l
i
f
e
?

A

H
e

e
x
p
l
a
i
n
s

w
h
a
t

h
a
p
p
e
n
e
d

i
n

t
h
e

p
a
s
t
.

B

H
e

c
r
i
t
i
c
i
s
e
s

w
h
a
t

h
a
p
p
e
n
s

e
l
s
e
w
h
e
r
e
.

C

H
e

d
e
n
i
e
s

t
h
a
t

t
h
e
r
e
s

b
e
e
n

a
n
y

d
i
s
t
u
r
b
a
n
c
e
.

2
9

W
h
y

i
s

D
o
n
a
l
d

s
u
r
e

h
i
s

p
r
o
j
e
c
t

i
s

a

s
u
c
c
e
s
s
?

A

T
h
i
s

p
i
e
c
e

o
f

f
o
r
e
s
t

h
a
s

s
u
r
v
i
v
e
d
.

B

A
n
i
m
a
l
s

h
a
v
e

r
e
t
u
r
n
e
d

t
o

t
h
e

a
r
e
a
.

C

O
t
h
e
r

p
r
o
j
e
c
t
s

h
a
v
e

c
o
p
i
e
d

h
i
s

i
d
e
a
s
.

3
0

D
o
n
a
l
d

t
h
i
n
k
s

t
h
e

f
u
t
u
r
e

s
u
r
v
i
v
a
l

o
f

t
h
e

r
a
i
n
f
o
r
e
s
t

w
i
l
l

d
e
p
e
n
d

o
n

A

t
h
e

s
i
z
e

o
f

t
h
e

w
o
r
l
d
s

p
o
p
u
l
a
t
i
o
n
.

B

t
h
e

a
t
t
i
t
u
d
e

o
f

p
e
o
p
l
e

t
o
w
a
r
d
s

i
t
.

C

t
h
e

s
i
z
e

o
f

t
h
e

a
r
e
a
s

l
e
f
t

a
s

f
o
r
e
s
t
.

***
Three.
You hear someone talking on the radio about an artist.
How does the artist feel about his work?
A He would like to exhibit it in an art gallery.
B He wants to make his creations last longer.
C He is happy to see his work destroyed.
***
GennaroNaddeoisanunusualsortofartist.Forastarthiscreations
rarelysurvivemorethanafewweeks,andsometimesaslittleas
afewhours.Theyeithergostale,ortheymelt,orelsetheyare
devouredbytheverypeoplewhomostadmireandappreciate
them.Notsurprisingreally,sincehismaterialsofchoicearebutter,
chocolate,cakeandsugar.Withthehelpofafreezerhisworkwould
nditselfinanartgallery.ButNaddeohasverymodestambitions
andthehighestcomplimenthecanhopetobepaidistohavehis
worksslicedupandswallowed.
***
Four.
You hear a woman talking to her son.
Why is she talking to him?
A to give him a warning
B to refuse permission
C to make a suggestion
***
Iknowyoureallywanttogoonthisclimbingholiday,butwillthere
beanyonewithyouwhoisaqualiedclimber,aguide?Youhearof
somanypeoplegettingintodifcultiesandonTVtheyrealways
warningpeoplenottogoaloneintothemountains.Contactthe
mountainguideservice,tellthemwhereyouregoingandaskfor
informationabouttheregion.Getasmuchinformationasyoucan
andthentalktomeaboutitagain.
***
Five.
You hear part of a lecture about the role of retired people in the
economy.
What is the lecturer describing?
A reasons why something is changing
B errors in statistical information
C disagreements between researchers
***
Well,basically,inWesterncountriestheretiredpopulationissplit.
Theresasignicantminoritywhoarereallyquitewellof,andso
theyhaveconsumerpower,andwenowseebusinesseslikeholiday
companies,forexample,targetingthisgroup.Buteventhesignicant
majoritywhoarelivingoftheirpensionsorsavingsandtryingto
makeendsmeet,arecollectivelypowerfulbecausetherearesomany
ofthem,andtheyaredemandingmorespecialisedproductsfrom
manufacturerswhoarehavingtodesignmoreoftheirproductsfor
peopleofthisagerange.
Tapescript
This is the Cambridge First Certicate in English Listening test.
SAMPLE TEST 1.
Im going to give you the instructions for this test.
Ill introduce each part of the test and give you time to look at the
questions.
At the start of each piece you will hear this sound:
***
Youll hear each piece twice.
Remember, while youre listening, write your answers on the question
paper. Youll have 5 minutes at the end of the test to copy your answers
onto the separate answer sheet.
Therell now be a pause. Please ask any questions now, because you must
not speak during the test.
Now open your question paper and look at Part 1.
Youll hear people talking in eight diferent situations.
For questions 18, choose the best answer (A, B or C).
One.
You hear a young man talking.
Why did he go back to college?
A He needed a better job.
B He needed an evening activity.
C He needed new skills.
***
Idbeenthinkingofstartingonacourseatcollegeforawhile.Its
noteasytostudywhenyouareworkingfulltime...andmyonly
freetimewasafter6pm...ThenthecompanywhereIworkgave
meapromotion,andmynewjobinvolvedmanagingstaf,whichI
hadnoexperienceof.ThatswhyIchosethissubject.Mydegreeis
inengineering,yousee.IstillwasnttoosureIwantedtogiveupthe
onlypartofthedaywhenIdidabsolutelynothing,butImactually
enjoyinggoingtocollegeafterwork!
***
Two.
You hear a man talking on the radio.
What is he?
A an inventor
B a company employee
C a writer
***
Imghtinginthecourtstomakeiteasierforpeoplelikemeto
protecttheirideas.Ifyoureawriterorasongwriteryouown
yourowncreationwithoutpayingapenny,butpeoplewhocreate
mechanicalobjectshavetoghtfortheirrightsandpayforthem.
Thatsfundamentallyunfair.AndImnotdoingthisjusttobenet
myselfImdoingitsothatotherindividualslikemewhoworkalone
wontbedisadvantagedbylargecompanieswithlargebudgets.
PAPER4|LISTENING
upthevehiclesagainonthewaybackdown.Theyllbesafeenough
here.
***
Thats the end of Part 1.
Now turn to Part 2.
Youll hear an interview with a woman called Helen Hunter who runs
asummer camp for teenagers. For questions 918, complete the
sentences.
You now have 45 seconds to look at Part 2.
***
DJ: Now,ifyoureateenagerandyouvegotsomefreetimethis
summer,thenyoumightjustbeinterestedinjoiningasummer
camp.ImjoinedinthestudiobyHelenHunterfromthe
Summer Camp Organisation. Helen...
HH: Hello.
DJ: ...Whatexactlyisasummercamp?Doyousleepinatent,
cookoveranopenre,thatsortofthing?
HH: Well,sorrytodisappointyou,butthesedays,weprefertotake
overaschool,whereparticipantssleepandgettotakeshowers
inthemorningandallthat,althoughcampingmightbeoneof
theoptionalactivities.
DJ: Sowhatisasummercampallabout,ifitsnottheoutdoor
life?
HH: Well,thebasicideaistobringtogetheralltypesofyoung
peopletotakepartinlotsoffunteam-basedactivities.It
givespeoplethechancetomakenewfriendsandacquirenew
skills.
DJ: Sotheparticipantsareall...whatage?
HH: Between14and16.
DJ: Andtheyredividedintoteams.Tellusafewofthethingsthat
theygetupto.
HH: Well,theydopracticalactivities,forexamplelastyearone
teamhadthetaskofbuildingatreehouse.Theyhadtondthe
materials,workouthowtodoit,choosethetreeandsoon.
DJ: Thatsoundslikefun.Whatelsedotheydo?
HH: Therearealsoproblem-solvingactivities,forexampleonthe
nextcamptherellbeamysteryforgroupstosolvewithclues
plantedallroundtheplaceforthemtond.
DJ: Wellitcertainlysoundslikeyouvegotoneortwointeresting
ideas,butwhataboutifpeoplewouldreallyratherdothe
typicalsortofsportsthatwenormallyassociatewithsummer
camps,likewatersportsforexample?
HH: Wedonthaveasmanyoftheoutdoorsportingactivitiesas
othersummercamps.Horseridingactuallyistheexception,
lotsofpeopleseemtowanttodothat.
DJ: Sotheydogetsomechoiceinthematter?
HH: Ohyes.Infactwehaveonedaywhentheteamgetstogether
inthemorningandtalksaboutthethingstheyvealways
wantedtodoandthenwithasmallamountofmoney,they
basicallygettogooutandtrytomaketheirdreamscometrue.
WecallitDreamDay,actually.
***
Six.
You hear a chef being interviewed on the radio.
Why did he decide to become a chef?
A to follow a family tradition
B to develop a natural talent
C to pursue his love of cooking
***
Int: Wasthereaparticularmomentinyourlifewhenyouthought
thisisthejobforme?
Chef: Wellnotreally.Mymotherusedtoputthesemealsonthe
tablethatwereinedible.Pastrythatyoucouldntcutthrough
...ricethatcameoutofapaninalump.
Int: Soitwasacaseofhavingto!
Chef: Ifwewantedtoeat,yes.Ofcourse,Irealisedeventually,Hey,
Icoulddothis.Iknewhowtomakethingstastegood.And
thatswhatIwantedtobuildonwhenIwenttocollege.Even
thoughatthetime,Ifounditabitofachore,youknow,getting
homefromschoolyoujustwantedtogooutwithyourmates.
***
Seven.
You hear a teenager talking about the sport she plays.
How does she feel while she is playing the sport?
A uncomfortable
B embarrassed
C condent
***
Forgirls,itsneveracaseofgoingdowntheroadtothenearestclub,
youhavetondaclubandtraveltoit.Therearentmanysoyou
havetomaketheefort.Whenpeopleask,Areyousporty?Idont
alwaysadmittoplayingfootball.SomehowIfeelawkward.Some
femalessay,Icantunderstandwhyyoudoit,youllgetalldirty.I
startedplayingcompetitivelywhenIwasnineyearsold.Therewere
somenegativeresponsesatrst,butwhenpeoplesawmeplay,they
realisedthatonceImontheeld,IknowexactlywhatImdoing.
***
Eight.
You hear an explorer talking about a journey hes making.
How will he travel once hes across the river?
A by motor vehicle
B on horseback
C on foot
***
Theenginesfullofwateratthemoment,itsverydoubtfulifanyof
thetruckscangetacrosstheriverinthisweather.Thealternativeis
tocarryallthestufacrossusingtheoldfootbridge,whichisperfectly
possible...justratheraslowbusiness...andthenusehorsesrather
thantrucksfortherestofthetrip;allthewayinsteadofjustthelast
10or15kilometresaswasouroriginalintention.Wecanalwayspick
Speaker 2
Wegaveourselvescertainjobs.Ipackedthebagsthistimebecause
lasttimewewentaway,Johnforgottotakeanyswimwear,whileJohn
gotallthecameraequipmentready.Ileftalistofthingsformyfriend
todointheatwhilewewereawayandJohnmadeallthesecurity
arrangements,settheanswerphoneandthatsortofthing.And,of
course,Johnhadboughttheticketsseveralweeksbeforehand.Ididnt
seeanyneedtodoublecheckanythingbutIwillnexttime.Turningup
atanairporttondthatyourightleftthedaybeforeisnolaughing
matter,Icantellyou!
Speaker 3
Thepartsofthetableweresittingthereinalargebrownboxwaiting
tobeputtogether.Lenhadrecommendedthatwewaituntilhegot
homebuttheinstructionsstatedthattherewerejustafewscrewsto
tanditwouldbereadytouse,soIsuggestedthatwegotonwithit.
MysisterandIddledwithitforagesandweweregettingnowhere.
Ithentriedforcingittogetherthebestwaypossible.Itbrokeof
courseandIhadtogooutandbuyanotherone...broughtithome
andLenputittogetherin5minuteswithnotroubleatall.See,he
said!
Speaker 4
IhadntseenKevinfor10yearssoIwasslightlyworriedthatwe
wouldnthaveanythingincommonanymore.Sillyreally,becauseI
haventchangedmuchovertheyearssowhyshouldhe?Whenthe
daycameandIdrovetoPetertowntoseehim,Iwasquitescared
aboutthewholething.Afterall,wedbeenbestfriendsatschoolandI
wantedourmeetingtobespecial.Igottothetowncentreandshed
inmypocketforthescrapofpaperthatIdwrittendirectionsonand
realisedimmediatelythatwithallmynerves,IdnoideawhereIdput
it.Itwouldnthavebeensobadifithadnthadhisphonenumberon
itaswell!
Speaker 5
Whateverpeoplemaytellyou,therearesomelessonsinlifethatyou
havetolearnbyyourself.LikethetimeIdecidedtopayasurprise
visittomyuncleinParis.IguessIalwaysliketoseemyfriendsevenif
theydonttellmetheyrecoming.ButUncleThomaswascompletely
unpreparedformeandwasobviouslydisappointedthathehadto
sharehisveryvaluabletimewithayoungniece.Ifhedhaveknown
earlier,hecouldhavetakenmetoseethesightsofParis,hedsaid.
ButIthinkhewouldhavepreferredmenottohavecomeatall.I
shantmakethatmistakeagain.
Now youll hear Part 3 again.
***
Now turn to Part 4.
Youll hear an interview with a conservationist who has built a cable car in
the rainforest. For questions 2430, choose the best answer, A, B or C.
You now have 1 minute to look at Part 4.
***
Host: Formostofus,televisionlmsarethenearestwellevergetto
thewildlifeofthetropicalrainforest.Thatswhy,afteryearsof
workingasabiologistintherainforest,DonaldParrysbuilta
cablecarwhichrunsthroughthetreetops,allowingpeoplea
DJ: Sohowdoesthecampbenetthosetakingpart?
HH: Thecampsareparticularlysuitableforyoungpeoplewho
arelackinginopportunities,orforthosewhomaybedont
havemuchself-condence.Wehopethatbygoingawaywith
agroupofpeopleanddoingthingsthattheywouldnever
normallydo,theyllfeelmoreabletotrynewthingswhenthey
gohome.Forexample,thisyearthelastdayofthecoursewill
bewhatwecallBattleoftheBandsday.
DJ: Whatsthat?
HH: Theteamshavetoformtheirownpopgroup.Theyhaveto
writetheirownsong,withthehelpofsometrainedmusicians
andthenrecorditandmaketheirownpopvideo.Theninthe
evening,therellbeakindofawardsceremonywherethebest
onewillbechosen.
DJ: Howmuchtimedopeopleneedtohaveavailabletotakepart
inacamp?
HH: Wellfortheorganisers,acamplasts10days;thersttwo
aretrainingdaysforthestaf,thentheparticipantsarrive,
theystayforaweek,andthentheresadaysclearingupafter
theyvegonehome.
DJ: Andifanyteenagerslisteningareinterestedintakingpart?
Whatarethedates?
HH: Wehavecampsallthroughthesummerataboutmonthly
intervalsfromJuneonwards.Thenextonewillbecomingup
inmid-August,butthatsactuallyfullybookedsowereputting
onanextracampinSeptember,andwereexpectingthatone
tobeverypopular.
DJ: Soanyoneinterestedshouldputtheirnamedownreallysoon?
HH: Thatsright.
DJ: Helen,thankyouforjoiningus.Ihopeitallgoeswell.
HH: Thanks.
***
Now turn to Part 3.
Youll hear ve diferent people talking about a mistake they recently
made. For questions 1923, choose from the list (AF) the type of mistake
that each person made. Use the letters only once. There is one extra letter
which you do not need to use.
You now have 30 seconds to look at Part 3.
***
Speaker 1
IdarrangedtomeetHannahbytheclocktowerandImadesure
thatIhadplentyoftimetogetthere.ThelastthingIwantedwas
tohaveherwaitingaroundforme.Afterall,shewouldhavehada
muchlongerjourneyonthetrain.Anyway,Iwasstillabitlateso
Iranuptotheclocktower,wentupbehindherandputmyhands
overhereyestosurpriseher.Andshewassurprisedbecausewe
didntrecogniseeachotheratall...Idneverseenthispersonbefore
inmylife.AndHannah,Ifoundoutlater,wasstillsittingonatrain
somewhere...
PAPER4|LISTENING
Int: Butsomethingisbeinglosttotheneedsofeco-tourism,isnt
it?
DP: Giventhattheworldpopulationisgrowing,andnaturalplaces
arereducinginsize,Ithinkwerereallygoingtoneedsystems
likethisifwearegoingtobeabletoshowpeoplethebeauty
oftheplanetinthefuture.Becauseonlyiftheycanbemade
toappreciateitwillpeoplevaluetherainforestandsowantto
protectit.
Int: DonaldParrywhohasbuiltacablecarintherainforestof...
[fade]
***
That is the end of Part 4.
Therell now be a pause of 5 minutes for you to copy your answers onto
the separate answer sheet. Be sure to follow the numbering of all the
questions. Ill remind you when there is 1 minute left, so that youre sure to
nish in time.
You have 1 more minute left.
That is the end of the test. Please stop now. Your supervisor will now
collect all the question papers and answer sheets.
muchcloserlookatthewildlife.Hedescribedwhattheforest
lookslikefromupthere.
DP: Thiscablecartravelsforaboutakilometre.Itslowlytakes
youupthroughthedark,lowerforestandthenyoucomeout
intothetreetops,soyougettoseesomeofthemostbeautiful
wildlifeonourplanet,livingonthebranchesandtrunksofthe
tallrainforesttrees.
Int: Andthisisthesortofwildlifethatyoujustwouldntbeableto
seefromtheforestoor?
DP: Ohexactly.Manyofthebirds,insectsandmammalsfoundin
arainforestonlyliveinthetreetops,inthepartthatsover30
metresabovetheground.
Int: Sowhydidyoudecidetoputacablecarintotherainforest?
DP: Rightnow,asweknow,theresabigproblemwith
deforestation,withthecuttingdownoftreesonalargescale.
Andoneofthethingsthatweneedtodotostopthatisto
provideeducation.Wevegotaprogrammeinplacewherewe
willbringstudentsinfromallovertheworldandtellthem
abouttheforestandtheycanseeforthemselveswhyitshould
besaved.
Int: Sobasically,youfocusonconservation?
DP: Andtheotherthingisinordertosavetherainforest,wealso
havetosupplyanothermeansofincometolocalpeoplewho
wouldliketousetheland.Thisprojectkeepsftypeoplein
work,farmorethanwouldbeemployedonthisamountof
landotherwise.Sothisisareallygoodwaytomaketheforest
producesomethingforthelocalpeoplewithoutdestroyingit.
Int: Howdidyouactuallybuildthisthing?
DP: Thiswasquiteanambitiousprojectbecauseitinvolvedgetting
aski-liftfromSwitzerlandandredesigningitsothatitwouldnt
damagethebeautyofthesite.Itonlycutsthreemetresinto
theforestoneitherside.Wedontwantyoutotouchthe
plants,butifyouputyourhandout,theforestisthatclose.
Int: Andhowdidyouactuallymanagetogetitintotheforest,
becausethesearebigstructuresarentthey?
DP: Well,togetinthebigpieces,weusedahelicopter.
Int: Really?...NowobviouslyDon,youvetakengreatcarenotto
disturbtherainforest,butsimplyhavingacablecar,andallthat
goeswithit,mustmeanacertainamountofdisturbancetothe
wildlifethatliveshere.
DP: Well...Iwouldsaythatjustaboutanythingyoudoina
rainforestwouldcausesomekindofdisturbance,butyou
shouldkeepinmindthepropertythatwehavewaspurchased
fromprivateindividualswhohuntedhereandcutdowntrees
commercially.Thatkindofdisturbanceismuchgreaterthan
anywhichwearecausing.
Int: So,youthinktheprojectisasuccess?
DP: Well,inthiscase,Imcondentthatifwehadntbeenhere,
theareawouldhavebeencutdownbynow.And,ashasbeen
provedelsewhere,mostoftheanimalsbecomeusedtothe
visitorseventually.Iseeourprojectasamodelforthefuture,
amodelofhowtotakealargenumberofpeopleintosensitive
habitatswithoutcausingtoomuchdisturbancetothathabitat.
PAPER4:LISTENING|ANSWERKEY
Answerkey
Q Part1
1 C
2 A
3 C
4 C
5 A
6 B
7 C
8 B
Q Part2
9 SCHOOL
10 (NEW)SKILLS
A(NEW)SKILL
(MORE)SKILLS
11 TREEHOUSE
HOUSEINATREE
12 MYSTERY
13 (HORSE)RIDING
RIDING(HORSES)
GOING(HORSE)RIDING
RIDINGAHORSE
14 (A/THE/THEIR)DREAM
DAY
15 (SELF-)CONFIDENCE
16 (POP)VIDEO
(RECORDING)
17 A/ONEWEEK
SEVEN/7DAYS
18 SEPTEMBER/SEPT
Q Part3
19 C
20 E
21 A
22 F
23 B
Q Part4
24 B
25 B
26 C
27 B
28 A
29 A
30 B
EXAM|LEVEL|PAPER SAMPLEPAPER EXAM|LEVEL|PAPER SAMPLEPAPER PAPER4|LISTENING
PAPER4:LISTENING|CANDIDATEANSWERSHEET
PAPER4|LISTENING
Paper5
Speaking
Generaldescription
PAPERFORMAT TheSpeakingtestcontainsfour
parts.
TIMING 14minutes.
NO.OFPARTS 4.
INTERACTION
PATTERN
Twocandidatesandtwoexaminers.
Oneexamineractsasboth
interlocutorandassessorand
managestheinteractioneitherby
askingquestionsorprovidingcues
forthecandidates.Theotheracts
asassessoranddoesnotjoininthe
conversation.
TASKTYPES Shortexchangeswiththe
interlocutorandwiththeother
candidate;a1minutelongturn;a
collaborativetaskinvolvingthetwo
candidates;adiscussion.
MARKS Candidatesareassessedontheir
performancethroughout.
Structureandtasks
PART1
TASKTYPE
ANDFORMAT
Aconversationbetweentheinterlocutorand
eachcandidate(spokenquestions).
FOCUS Generalinteractionalandsociallanguage.
TIMING 3minutes.
PART2
TASKTYPE
ANDFORMAT
Anindividuallongturnforeachcandidate
withabriefresponsefromthesecond
candidate.Inturn,thecandidatesaregivena
pairofphotographstotalkabout.
FOCUS Organisingalargerunitofdiscourse;
comparing,describing,expressingopinions.
TIMING A1minutelongturnforeachcandidate,
plus20-secondresponsefromthesecond
candidate.
PART3
TASKTYPE
ANDFORMAT
Atwo-wayconversationbetweenthe
candidates.Thecandidatesaregivenspoken
instructionswithwrittenandvisualstimuli,
whichareusedinadecision-makingtask.
FOCUS Sustaininganinteraction;exchangingideas,
expressingandjustifyingopinions,agreeing
and/ordisagreeing,suggesting,speculating,
evaluating,reachingadecisionthrough
negotiation,etc.
TIMING 3minutes.
PART4
TASKTYPE
ANDFORMAT
Adiscussionontopicsrelatedtothe
collaborativetask(spokenquestions).
FOCUS Expressingandjustifyingopinions,agreeing
and/ordisagreeing.
TIMING 4minutes.
PAPER5:SPEAKING
photographs.Candidatesareexpectedtopointoutthesimilarities
anddiferencesbetweenthephotographsandthenmoveontodeal
withthequestion.
Candidateshavetheopportunitytoshowtheirabilitytoorganise
theirthoughtsandideas,andexpressthemselvescoherentlywith
appropriatelanguage.Thelisteningcandidateisalsoaskedto
commentbriey(forabout20seconds)aftertheirpartnerslong
turn.Theyshouldnotspeakduringtheirpartnerslongturn.
PART3 Collaborativetask
This part tests the candidates ability to engage in a discussion and to work
towards a negotiated outcome of the task set.
Sample task and assessment criteria: pages 57 and
5860.
InPart3,candidatesaregivenoralinstructionsandprovidedwitha
visualstimulus(severalphotographsorpiecesofartwork)toform
thebasisforataskwhichtheycarryouttogether.Theyareexpected
todiscusseachvisual,expressingandjustifyingopinions,evaluating
andspeculating,inordertoworktowardsanegotiateddecision
towardstheendofthetask.Theinstructionsmakethesetwoparts
ofthetaskclear:First,talktoeachotherabout....Thendecide....
Thedecisionshouldonlybemadeafterthecandidateshaveexplored
eachoftheissuesasillustratedbythepictures,andtheyareassessed
ontheirabilitytousethelanguageofnegotiationandcollaboration
whiledoingthis.However,theyarenotpenalisediftheyfailtoreach
anegotiateddecision.Writtenprompts,intheformofquestions,
appearabovethevisualsonthecandidatessheettohelpthemfocus
onthetask.
Thereisnorightorwronganswertothetask.Thetaskgives
candidatestheopportunitytoshowtheirrangeoflanguageandtheir
abilitytoinvitetheopinionsandideasoftheirpartner.Candidates
areexpectedtosharetheinteractioninthiswayandtoinitiateand
respondappropriately.
PART4 Discussion
This part tests the candidates ability to engage in a discussion based on
the topic of the collaborative task in Part 3.
5860.
InPart4,theinterlocutordirectstheinteractionbyaskingquestions
whichencouragethecandidatestobroadenanddiscussfurtherthe
topicsintroducedinPart3.ThequestionsdiferfromPart1inthat
theyaskprimarilyforanevaluationratherthanforinformation.
Thispartofthetestgivescandidatesanopportunitytoshowthat
theyarecapableofdiscussingissuesinmoredepththanintheearlier
partsofthetest.
Preparation
General
Classroomactivitieswhichinvolvestudentsworkinginpairs
andsmallgroupswillgivepracticeinskillssuchasinitiatingand
responding,whichareessentialtosuccessintheSpeakingtest.
ThefourpartsoftheSpeakingtest
Format
ThepairedformatfortheCambridge English: FirstSpeakingtest(two
examinersandtwocandidates)oferscandidatestheopportunityto
demonstrate,inacontrolledbutfriendlyenvironment,theirability
tousetheirspokenlanguageskillsefectively.Thetesttakes14
minutes.Oneexaminer,theinterlocutor,conductsthetestandgives
aglobalassessmentofeachcandidatesperformance.Theother,the
assessor,doesnottakeanypartintheinteractionbutfocusessolely
onlisteningto,andmakinganassessmentof,eachcandidatesoral
prociency.
AttheendoftheSpeakingtest,candidatesarethankedforattending.
Theyaregivennoindicationoftheleveloftheirachievement.
Thestandardformatistwoexaminersandtwocandidates.Incases
wherethereisanunevennumberofcandidatesatacentre,the
lastSpeakingtestofthesessionwillbetakenbythreecandidates
togetherinsteadoftwo.Whenthreecandidatesaretestedtogether,
thetestformat,testmaterialandprocedurewillremainunchanged,
butthetimingwillbelonger:20minutesinsteadof14.
TheSpeakingtestconsistsoffourparts,eachofwhichisassessed.
Eachpartofthetestfocusesonadiferenttypeofinteraction:
betweentheinterlocutorandeachcandidate,betweenthetwo
candidates,andamongallthree.Thepatternsofdiscoursevary
withineachpartofthetest.
PART1 Interview
This part tests the candidates ability to use social and interactional
language.
5860.
Part1givescandidatestheopportunitytoshowtheirabilitytouse
generalsocialandinteractionallanguageandtogivebasicpersonal
informationaboutthemselves.Thequestionswhichareaskedrelate
tothecandidatesownlivesandfocusonareassuchaswork,leisure
timeandfutureplans.Candidatesareexpectedtorespondtothe
interlocutorsquestions,andtolistentowhattheirpartnerhastosay.
Thecandidatesarenotactivelyinvitedtotalktoeachotherinthis
partofthetest,thoughtheymayiftheywish.Thisshortsocial
exchangeisanaturalwaytobeginaninteraction,anditgives
candidatestimetosettlebeforedealingwiththemorespecictasks
inParts2,3and4.
PART2 Longturn
This part tests the candidates ability to produce an extended piece of
discourse.
5860.
InPart2,candidatesaregiventheopportunitytospeakfor1minute
withoutinterruption.Eachcandidateisaskedtocomparetwocolour
photographs,andtomakeafurthercommentabouttheminresponse
toataskthatisreadoutbytheinterlocutor.Apromptisgiventothe
candidatesintheformofadirectquestion;thisiswrittenabovethe
PAPER5:SPEAKING
Studentssometimesndthataminuteisquitealongtimeto
talk.Giveyourstudentspracticeattalkingforaminuteabout
agiventopic.TopicsandvisualsinCambridge English: First
coursebookswillbeappropriateforthispractice.Givethem
plentyofpracticeinorganisinganextendedturnandinlinking
theirideastogether.Timethispracticesothatyourstudents
getafeelforhowlongaminuteis.Withoutthis,theymaynish
thetasktooquicklyandasaresultfailtogivetheexaminersan
adequatesampleoflanguage.
Giveyourstudentspracticebycuttingthematicallylinkedpairsof
photographsfrommagazinesandgivingtheseanadditionalfocus
asinthetest.Forexample,youmightchoosephotographsoftwo
diferenttypesofholidayandaskyourstudentstocomparethe
photographsandsaywhatpeoplewouldenjoyaboutaholidayin
eachofthediferentplaces.
Encourageyourstudentstobringtheirownphotographstoclass
andtospeakaboutthem.
Candidatesarenotexpectedtogivedetaileddescriptionsofeach
picture.Rather,theyareaskedtocomparethepicturesandto
givetheirreactiontothem.Getyourstudentstoworkinpairsor
smallgroupsandtosharetheirideasaboutwhattheymightsay,
beforetheyattemptatask.
Studentsoftennditusefultoobserveagoodmodelanswer
givenbyamoreadvancedlearnerofEnglishorbytheteacher.
Encourageyourstudentstofocusonusefullanguageforthis
partofthetest.Inparticular,waysofexpressingsimilarityand
diferencemayhelp,e.g.one similarity is that ...;In this picture
theres ... whereas in the other theres....Remindyourstudents
thatusingcomparativesandlinkingwordswillproduceamore
extendedandcoherentsampleofspeechthansimplystringing
togetheraseriesofsimplestatements.Thiswillhelpthemtogain
marksundertheDiscourseManagementassessmentcriterion.
PlaygamessuchasJust a Minutewherecandidateshavetospeak
for1minutewithoutrepeatingthemselves.
PART3
Inthispartofthetest,theinterlocutorsinstructionswillbe:First
talk about ... .Then decide....TheFirst talk about ...instruction
formsthebulkofthetask.Encourageyourstudentstodiscuss
thecontentofthevisualpromptsasfullyaspossiblebefore
movingontonegotiateadecision.Tellthemthattheywillnot
losemarksiftheyfailtoreachadecision,providedthattheyhave
discussedthevisualpromptsfully.
Itisveryimportantforcandidatestointeractwitheachother
whentheycarryoutthePart3task.Allclassroomdiscussionin
pairsandsmallgroups,therefore,providesexcellentpreparation.
Remindyourstudentstomakepositivecontributionstomove
thediscussionforward.Theyshouldbeencouragedtorespond
toeachotherscontributionsbyagreeing,disagreeingand
questioningeachother,ratherthanjustgivinginformationabout
thetask.
Inclassroomactivities,onestudentineachgroupcouldbemade
responsibleforensuringthateverymemberofthegroupgetsan
equalopportunitytospeak,sothatthestudentsbecomealerted
totheimportanceofturn-taking.
Makesureyourstudentsarefamiliarwiththeformatofeach
partofthetest.Theyshouldbeawareofthediferentinteraction
patterns(whospeakstowhom)andwhatstimuluswillbe
providedbytheinterlocutor.
Encourageyourstudentstospeakclearlysothattheycanbe
heardbyboththeinterlocutorandassessor.Theyshouldbe
madeawarethatdiferentvarietiesofEnglishaccentsintheUK
andelsewhereintheworldareacceptable.
Trainyourstudentstoparaphrasewhentheydonotknow,or
cannotremember,aword.
Trainyourstudentstolistencarefullytotheinstructions,and
toreadthequestionsabovethepictures,sothattheyknow
preciselywhattheyhavetotalkabout.
Toensureallcandidatesaretreatedfairly,theinterlocutorkeeps
toascriptedframe(asshowninthesamplepapers).However,
youmayremindyourstudentsthattheycanasktheexaminerto
repeattheinstructionsoraquestion.
Encourageyourstudentstoinitiatediscussionandtorespondto
whatotherstudentshavetosay.
N.B. In some centres candidates from the same school are paired together.
However, where candidates from a number of diferent schools are entered
at the same centre, some candidates may nd that they are paired with
a candidate from another school. Students may check with the centre
through which they are entering for the local procedure, if they wish.
Bypart
PART1
Inthispartofthetest,studentswillbenetfromnding
opportunitiestopractisetalkingaboutthemselves.Interlocutors
willaskcandidatesarangeofquestionsabouttheireveryday
life,forexamplesportstheyenjoy,travelandholidays,work
experienceandsoon.Encourageyourstudentstorespond
promptly,withanswerswhicharecompleteandspontaneous.
Rehearsedspeechesshouldbeavoidedasthesemightbe
inappropriateforthequestionasked.
Encourageyourstudentstolookforopportunitiestosocialise
withEnglishspeakers.Inclass,theycouldrole-playsocial
occasionsinwhichtheymeetnewpeople,e.g.parties,train
journeys,startinganewjob.Thiswillgivethemtheopportunity
topractisearangeoftopicsforthispartofthetest.
Studentscouldbrainstormpossiblequestionsfromthecategories
above.Thediferentgroupscouldthenanswereachothers
questions.
PART2
Teachyourstudentstolistencarefullytotheinstructionsandto
carrythemout.Remindthemthattheyshouldlistencarefullyto
theinstructionswhichfollowthewordsandsayandreadthe
questionabovethephotographs.Iftheydonotdothistheymay
missthefocusofthetaskandnotproduceawideenoughrangeof
language,ortheymaynditdifculttospeakforthefullminute.
Studentsshouldbecondentthattheyknowwhattheyhaveto
saybeforetheystarttheirlongturn.Remindyourstudentsthat
theywillnotlosemarksiftheyasktheexaminertorepeatthe
instructions.
PAPER5:SPEAKING
Itmaybeusefultofocusonaccurateproductionoffunctional
languagelikelytobeusefulinthistypeofdiscussion.Thismay
includewaysofmanagingthediscussion,e.g.Shall we start with
this one?;What do you think?;Shall we move on to...?.Waysof
expressingandjustifyingopinions,andagreeinganddisagreeing
(politely)arealsolikelytobeuseful.
PART4
Encourageyourstudentstogivefullanswerstothequestions
asked.Theycandothisbykeepingusefulquestionwordsintheir
heads,e.g.Why?,How?,When?,Where?.If,whenansweringa
question,theymoveontorespondingtorelatedquestionwords,
theywillgivefullcontributions.Forexample,inresponsetoa
questionfollowingPart3onthesubjectofHolidaysstudents
couldbeaskedWould you like to go on a holiday like this?.
Studentscouldansweryes,givingthereasonswhytheywould
likeaparticularholiday,whentheywouldliketogo,wherethey
wouldgo,andsoon.ThequestionWhy?isusefulfornearlyall
Part4questionsandtheinterlocutorwilloftenaskthisquestion
ifstudentsfailtogivemorethanaminimalresponse.
Letyourstudentspractiseaskingeachotherfortheiropinions
oneverydaysituationsandcurrentevents,andencouragethem
togivefullanswerstothequestionsaskedinthewaysuggested
above.
Candidatesmaybeaskedindividualquestions,buttheymay
alsochoosetoinvolvetheirpartnerinthediscussion.Therefore,
aswithPart3,classroomdiscussionsinpairsandsmallgroups
provideexcellentpreparation.
Inordertoraiseawarenessofthetypesofquestionsaskedandof
efectivewaysofansweringthem,itmaybehelpfultogivepairs
ofstudentsdiferenttopicsandtoaskeachpairtothinkofsix
discussionquestionsfortheirtopic.Thesesetsofquestionscould
thenbeexchangedbythediferentpairsanddiscussed.
Remindyourstudentsthattherearenorightanswerstothe
questionsandcandidateswillnotbejudgedontheiropinions,
onlyonthelanguagetheyusetoexpresstheiropinions.Itisquite
acceptableforcandidatestoadmittonotknowingmuchabouta
particularquestion,buttheyshouldbetaughttoexpandontheir
viewswhereverpossibleandshouldbediscouragedfrommaking
responsessuchasIdontknow,ImnotsureorIhavent
thoughtaboutthat.
PAPER5:SPEAKING|SAMPLEPAPER

P
a
r
t

1

3

m
i
n
u
t
e
s

(
5

m
i
n
u
t
e
s

f
o
r

g
r
o
u
p
s

o
f

t
h
r
e
e
)

G
o
o
d

m
o
r
n
i
n
g
/
a
f
t
e
r
n
o
o
n
/
e
v
e
n
i
n
g
.

M
y

n
a
m
e

i
s

a
n
d

t
h
i
s

i
s

m
y

c
o
l
l
e
a
g
u
e

.

A
n
d

y
o
u
r

n
a
m
e
s

a
r
e
?

C
a
n

I

h
a
v
e

y
o
u
r

m
a
r
k

s
h
e
e
t
s
,

p
l
e
a
s
e
?

T
h
a
n
k

y
o
u
.

F
i
r
s
t

o
f

a
l
l

w
e
d

l
i
k
e

t
o

k
n
o
w

s
o
m
e
t
h
i
n
g

a
b
o
u
t

y
o
u
.

W
h
e
r
e

a
r
e

y
o
u

f
r
o
m

(
C
a
n
d
i
d
a
t
e

A
)
?

A
n
d

y
o
u

(
C
a
n
d
i
d
a
t
e

B
)
?

W
h
a
t

d
o

y
o
u

l
i
k
e

a
b
o
u
t

l
i
v
i
n
g

(
h
e
r
e

/

n
a
m
e

o
f

c
a
n
d
i
d
a
t
e
s

h
o
m
e

t
o
w
n
)
?

A
n
d

w
h
a
t

a
b
o
u
t

y
o
u

(
C
a
n
d
i
d
a
t
e

A
/
B
)
?

S
e
l
e
c
t

o
n
e

o
r

m
o
r
e

q
u
e
s
t
i
o
n
s

f
r
o
m

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

c
a
t
e
g
o
r
i
e
s
,

a
s

a
p
p
r
o
p
r
i
a
t
e
.

L
i
k
e
s

a
n
d

d
i
s
l
i
k
e
s

D
o

y
o
u

p
r
e
f
e
r

t
o

s
p
e
n
d

t
i
m
e

o
n

y
o
u
r

o
w
n

o
r

w
i
t
h

o
t
h
e
r

p
e
o
p
l
e
?

(
W
h
y
?
)

D
o

y
o
u

l
i
k
e

c
o
o
k
i
n
g
?

(
W
h
a
t

s
o
r
t

o
f

t
h
i
n
g
s

d
o

y
o
u

c
o
o
k
?
)

W
h
a
t
s

y
o
u
r

f
a
v
o
u
r
i
t
e

f
o
o
d
?

(
W
h
y

d
o

y
o
u

l
i
k
e

i
t
?
)

D
o

y
o
u

l
i
k
e

g
o
i
n
g

t
o

p
a
r
t
i
e
s
?

(
T
e
l
l

u
s

a
b
o
u
t

a

g
o
o
d

p
a
r
t
y

y
o
u
v
e

b
e
e
n

t
o
.
)

T
e
l
l

u
s

a
b
o
u
t

a

d
a
y

y
o
u
v
e

r
e
a
l
l
y

e
n
j
o
y
e
d

r
e
c
e
n
t
l
y
.

E
d
u
c
a
t
i
o
n

a
n
d

W
o
r
k

D
o

y
o
u

f
i
n
d

i
t

e
a
s
y

t
o

s
t
u
d
y

w
h
e
r
e

y
o
u

l
i
v
e
?

(
W
h
y
?

/

W
h
y

n
o
t
?
)

I
s

t
h
e
r
e

s
o
m
e
t
h
i
n
g

n
e
w

y
o
u
d

r
e
a
l
l
y

l
i
k
e

t
o

l
e
a
r
n

a
b
o
u
t
?

(
W
h
y
?
)

A
r
e

y
o
u

h
a
p
p
i
e
r

d
o
i
n
g

m
e
n
t
a
l

o
r

p
h
y
s
i
c
a
l

w
o
r
k
?

(
W
h
y
?
)

D
o

y
o
u

p
r
e
f
e
r

w
o
r
k
i
n
g

o
n

y
o
u
r

o
w
n

o
r

w
i
t
h

o
t
h
e
r

p
e
o
p
l
e
?

(
W
h
y
?
)

W
h
a
t

k
i
n
d

o
f

w
o
r
k

w
o
u
l
d

y
o
u

r
e
a
l
l
y

l
i
k
e

t
o

d
o

i
n

t
h
e

f
u
t
u
r
e
?

(
W
h
y
?
)

EXAM|LEVEL|PAPER SAMPLEPAPER PAPER5|SPEAKING

P
a
r
t

1

3

m
i
n
u
t
e
s

(
5

m
i
n
u
t
e
s

f
o
r

g
r
o
u
p
s

o
f

t
h
r
e
e
)

F
r
e
e

T
i
m
e

W
h
o

d
o

y
o
u

s
p
e
n
d

y
o
u
r

f
r
e
e

t
i
m
e

w
i
t
h
?

(
W
h
a
t

s
o
r
t

o
f

t
h
i
n
g
s

d
o

y
o
u

d
o

t
o
g
e
t
h
e
r
?
)

H
o
w

m
u
c
h

t
i
m
e

d
o

y
o
u

s
p
e
n
d

a
t

h
o
m
e
?

(
W
h
a
t

d
o

y
o
u

e
n
j
o
y

d
o
i
n
g
?
)

W
h
a
t

s
o
r
t

o
f

m
u
s
i
c

d
o

y
o
u

l
i
s
t
e
n

t
o
?

(
W
h
y

d
o

y
o
u

e
n
j
o
y

i
t
?
)

D
o

y
o
u

e
v
e
r

g
o

t
o

c
o
n
c
e
r
t
s
?

(
W
h
a
t

k
i
n
d

o
f

c
o
n
c
e
r
t
s

d
o

y
o
u

e
n
j
o
y
?
)

.
.
.
.
.

(
W
h
a
t

d
o

y
o
u

l
i
k
e

a
b
o
u
t

t
h
e
m
?
)

W
h
e
r
e

d
o

y
o
u

l
i
k
e

l
i
s
t
e
n
i
n
g

t
o

m
u
s
i
c
?

(
W
h
y
?
)

D
o
e
s

a
n
y
o
n
e

y
o
u

k
n
o
w

h
a
v
e

a
n

i
n
t
e
r
e
s
t
i
n
g

h
o
b
b
y
?

(
W
h
a
t

d
o
e
s

h
e
/
s
h
e

d
o
?
)

H
a
v
e

y
o
u

g
o
t

a
n
y

p
l
a
n
s

f
o
r

t
h
i
s

w
e
e
k
e
n
d
?

(
W
h
a
t

a
r
e

y
o
u

g
o
i
n
g

t
o

d
o
?
)

H
o
l
i
d
a
y
s

a
n
d

T
r
a
v
e
l

W
h
i
c
h

a
r
e
a

o
f

y
o
u
r

c
o
u
n
t
r
y

w
o
u
l
d

y
o
u

l
i
k
e

t
o

g
e
t

t
o

k
n
o
w

b
e
t
t
e
r
?

(
W
h
y
?
)

W
h
a
t
s

t
h
e

m
o
s
t

i
n
t
e
r
e
s
t
i
n
g

p
l
a
c
e

y
o
u
v
e

v
i
s
i
t
e
d

n
e
a
r

h
e
r
e
?

(
T
e
l
l

u
s

a
b
o
u
t

i
t
.
)

H
a
v
e

y
o
u

e
v
e
r

u
s
e
d

y
o
u
r

E
n
g
l
i
s
h

o
n

h
o
l
i
d
a
y
?

(
W
h
e
r
e

w
e
r
e

y
o
u
?
)

(
W
h
a
t

d
i
d

y
o
u

u
s
e

i
t

f
o
r
?
)

D
o

y
o
u

l
i
k
e

t
o

p
l
a
n

y
o
u
r

h
o
l
i
d
a
y
s

c
a
r
e
f
u
l
l
y

o
r

d
o

y
o
u

p
r
e
f
e
r

t
o

j
u
s
t

g
o
?

(
W
h
y
?
)

W
h
e
r
e

w
o
u
l
d

y
o
u

r
e
a
l
l
y

l
i
k
e

t
o

g
o

o
n

h
o
l
i
d
a
y

i
n

t
h
e

f
u
t
u
r
e
?

(
W
h
y
?
)

M
e
d
i
a

H
o
w

m
u
c
h

T
V

d
o

y
o
u

w
a
t
c
h

i
n

a

w
e
e
k
?

.
.

(
W
o
u
l
d

y
o
u

p
r
e
f
e
r

t
o

w
a
t
c
h

m
o
r
e

T
V

t
h
a
n

t
h
a
t

o
r

l
e
s
s
?
)

.
.

(
W
h
y
?
)

T
e
l
l

u
s

a
b
o
u
t

a

T
V

p
r
o
g
r
a
m
m
e

y
o
u
v
e

s
e
e
n

r
e
c
e
n
t
l
y
.

D
o

y
o
u

h
a
v
e

a

f
a
v
o
u
r
i
t
e

n
e
w
s
p
a
p
e
r

o
r

m
a
g
a
z
i
n
e
?

.
.
.
.
.

(
W
h
y

d
o

y
o
u

l
i
k
e

i
t
?
)

D
o

y
o
u

u
s
e

t
h
e

I
n
t
e
r
n
e
t

t
o

l
e
a
r
n

n
e
w

t
h
i
n
g
s
?

.
.
.
.
.

(
W
h
a
t

s
o
r
t

o
f

t
h
i
n
g
s

d
o

y
o
u

l
o
o
k

f
o
r
?
)

PAPER5|SPEAKING

2
1

J
o
n
s

c
a
f

P
a
r
t
s

3

a
n
d

4

7

m
i
n
u
t
e
s

(
9

m
i
n
u
t
e
s

f
o
r

g
r
o
u
p
s

o
f

t
h
r
e
e
)

P
a
r
t

3

I
n
t
e
r
l
o
c
u
t
o
r

N
o
w
,

I
d

l
i
k
e

y
o
u

t
o

t
a
l
k

a
b
o
u
t

s
o
m
e
t
h
i
n
g

t
o
g
e
t
h
e
r

f
o
r

a
b
o
u
t

t
h
r
e
e

m
i
n
u
t
e
s
.

(
4

m
i
n
u
t
e
s

f
o
r

g
r
o
u
p
s

o
f

t
h
r
e
e
)

I
d

l
i
k
e

y
o
u

t
o

i
m
a
g
i
n
e

t
h
a
t

a

l
o
c
a
l

c
a
f

w
a
n
t
s

t
o

a
t
t
r
a
c
t

m
o
r
e

p
e
o
p
l
e
.

H
e
r
e

a
r
e

s
o
m
e

o
f

t
h
e

s
u
g
g
e
s
t
i
o
n
s

t
h
e
y

a
r
e

c
o
n
s
i
d
e
r
i
n
g
.

P
l
a
c
e

P
a
r
t

3

b
o
o
k
l
e
t
,

o
p
e
n

a
t

T
a
s
k

2
1
,

i
n

f
r
o
n
t

o
f

t
h
e

c
a
n
d
i
d
a
t
e
s
.

F
i
r
s
t
,

t
a
l
k

t
o

e
a
c
h

o
t
h
e
r

a
b
o
u
t

h
o
w

s
u
c
c
e
s
s
f
u
l

t
h
e
s
e

s
u
g
g
e
s
t
i
o
n
s

m
i
g
h
t

b
e
.

T
h
e
n

d
e
c
i
d
e

w
h
i
c
h

t
w
o

w
o
u
l
d

a
t
t
r
a
c
t

m
o
s
t

p
e
o
p
l
e
.

A
l
l

r
i
g
h
t
?

C
a
n
d
i
d
a
t
e
s

3

m
i
n
u
t
e
s

(
4

m
i
n
u
t
e
s

f
o
r

g
r
o
u
p
s

o
f

t
h
r
e
e
)

.
.

I
n
t
e
r
l
o
c
u
t
o
r

T
h
a
n
k

y
o
u
.

(
C
a
n

I

h
a
v
e

t
h
e

b
o
o
k
l
e
t
,

p
l
e
a
s
e
?
)

R
e
t
r
i
e
v
e

P
a
r
t

3

b
o
o
k
l
e
t
.

P
a
r
t

4

I
n
t
e
r
l
o
c
u
t
o
r

S
e
l
e
c
t

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

q
u
e
s
t
i
o
n
s
,

a
s

a
p
p
r
o
p
r
i
a
t
e
:

W
o
u
l
d

y
o
u

l
i
k
e

t
o

s
p
e
n
d

t
i
m
e

i
n

a

c
a
f

l
i
k
e

t
h
i
s
?

(
W
h
y
?

/

W
h
y

n
o
t
?
)

W
o
u
l
d

y
o
u

l
i
k
e

t
o

w
o
r
k

i
n

a

c
a
f

(
W
h
y
?

/

W
h
y

n
o
t
?
)

W
h
a
t

s
o
r
t

o
f

r
e
s
t
a
u
r
a
n
t
s

a
r
e

m
o
s
t

p
o
p
u
l
a
r

w
i
t
h

v
i
s
i
t
o
r
s

i
n

y
o
u
r

c
o
u
n
t
r
y
?

(
W
h
y
?
)

W
h
a
t

s
o
r
t

o
f

t
h
i
n
g
s

d
o

p
e
o
p
l
e

c
o
m
p
l
a
i
n

a
b
o
u
t

i
n

c
a
f
s

a
n
d

r
e
s
t
a
u
r
a
n
t
s
?

Y
o
u
n
g

p
e
o
p
l
e

u
s
u
a
l
l
y

g
o

t
o

d
i
f
f
e
r
e
n
t

p
l
a
c
e
s

t
o

r
e
l
a
x

t
h
a
n

o
l
d
e
r

p
e
o
p
l
e
.

W
h
y

d
o

y
o
u

t
h
i
n
k

t
h
a
t

i
s
?

S
o
m
e

p
e
o
p
l
e

s
a
y

t
h
a
t

g
o
i
n
g

o
u
t

t
o

r
e
l
a
x

i
s

a

w
a
s
t
e

o
f

t
i
m
e

a
n
d

m
o
n
e
y
.

D
o

y
o
u

a
g
r
e
e
?

(
W
h
y
?

/

W
h
y

n
o
t
?
)

T
h
a
n
k

y
o
u
.

T
h
a
t

i
s

t
h
e

e
n
d

o
f

t
h
e

t
e
s
t
.

S
e
l
e
c
t

a
n
y

o
f

t
h
e

f
o
l
l
o
w
i
n
g

p
r
o
m
p
t
s
,

a
s

a
p
p
r
o
p
r
i
a
t
e
:

W
h
a
t

d
o

y
o
u

t
h
i
n
k
?

D
o

y
o
u

a
g
r
e
e
?

A
n
d

y
o
u
?

EXAM|LEVEL|PAPER SAMPLEPAPER PAPER5|SPEAKING
PAPER5:SPEAKING|ASSESSMENT
AssessmentofSpeaking
Examinersandmarking
ThequalityassuranceofSpeakingExaminers(SEs)ismanaged
byTeamLeaders(TLs).TLsensureallexaminerssuccessfully
completeexaminertrainingandregularcerticationofprocedure
andassessmentbeforetheyexamine.TLsareinturnresponsible
toaProfessionalSupportLeader(PSL)whoistheprofessional
representativeofCambridgeESOLfortheSpeakingtestsinagiven
countryorregion.
Annualexaminercerticationinvolvesattendanceatafacetoface
meetingtofocusonanddiscussassessmentandprocedure,followed
bythemarkingofsamplespeakingtestsinanonlineenvironment.
Examinersmustcompletestandardisationofassessmentforall
relevantlevelseachyearandareregularlymonitoredduringlive
testingsessions.
Assessmentscales
Throughoutthetestcandidatesareassessedontheirownindividual
performanceandnotinrelationtoeachother.Theyareawarded
marksbytwoexaminers;theassessorandtheinterlocutor.The
assessorawardsmarksbyapplyingperformancedescriptorsfromthe
analyticalassessmentscalesforthefollowingcriteria:
GrammarandVocabulary
DiscourseManagement
Pronunciation
InteractiveCommunication
Theinterlocutorawardsamarkforglobalachievementusingthe
globalachievementscale.
AssessmentforCambridge English: Firstisbasedonperformance
acrossallpartsofthetest,andisachievedbyapplyingtherelevant
descriptorsintheassessmentscales.Theassessmentscalesfor
Cambridge English: First(shownonpage59)areextractedfromthe
overallSpeakingscalesonpage60.
Cambridge English: FirstSpeakingExaminersuseamoredetailedversionofthefollowingassessmentscales,extractedfromtheoverall
Speakingscalesonpage60:
B2 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
5 Showsagooddegreeofcontrol
ofarangeofsimpleandsome
complexgrammaticalforms.
Usesarangeofappropriate
vocabularytogiveandexchange
viewsonawiderangeoffamiliar
topics.
Producesextendedstretches
oflanguagewithverylittle
hesitation.
Contributionsarerelevantand
thereisaclearorganisationof
ideas.
Usesarangeofcohesivedevices
anddiscoursemarkers.
Isintelligible.
Intonationisappropriate.
Sentenceandwordstressis
accuratelyplaced.
Individualsoundsarearticulated
clearly.
Initiatesandresponds
appropriately,linking
contributionstothoseof
otherspeakers.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcome.
3 Showsagooddegreeofcontrol
ofsimplegrammaticalforms,
andattemptssomecomplex
grammaticalforms.
vocabularytogiveandexchange
viewsonarangeoffamiliartopics.
Producesextendedstretchesof
languagedespitesomehesitation.
Contributionsarerelevantand
thereisverylittlerepetition.
Usesarangeofcohesivedevices.
Isintelligible.
Intonationisgenerally
appropriate.
Sentenceandwordstressis
generallyaccuratelyplaced.
Individualsoundsaregenerally
articulatedclearly.
appropriately.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcomewith
verylittlesupport.
1 Showsagooddegreeofcontrolof
simplegrammaticalforms.
vocabularywhentalkingabout
everydaysituations.
Producesresponseswhichare
extendedbeyondshortphrases,
despitehesitation.
Contributionsaremostlyrelevant,
despitesomerepetition.
Usesbasiccohesivedevices.
Ismostlyintelligible,andhas
somecontrolofphonological
featuresatbothutteranceand
wordlevels.
appropriately.
Keepstheinteractiongoing
withverylittleprompting
andsupport.
0 Performance below Band 1.
B2 Global Achievement
5 Handles communication on a range of familiar topics, with very little
hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
produce extended discourse that is generally coherent.
3 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack
coherence, and some inaccuracies and inappropriate usage occur.
1 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except
in well-rehearsed utterances.
0 Performance below Band 1.
G
r
a
m
m
a
t
i
c
a
l

R
e
s
o
u
r
c
e
L
e
x
i
c
a
l

R
e
s
o
u
r
c
e
D
i
s
c
o
u
r
s
e

M
a
n
a
g
e
m
e
n
t
P
r
o
n
u
n
c
i
a
t
i
o
n
I
n
t
e
r
a
c
t
i
v
e

C
o
m
m
u
n
i
c
a
t
i
o
n

M
a
i
n
t
a
i
n
s
c
o
n
t
r
o
l
o
f
w
i
d
e
r
a
n
g
e
o
f
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
a
n
d
u
s
e
s
t
h
e
m
w
i
t
h
e
x
i
b
i
l
i
t
y
.

U
s
e
s
w
i
d
e
r
a
n
g
e
o
f
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
w
i
t
h
e
x
i
b
i
l
i
t
y
t
o
g
i
v
e
a
n
d
e
x
c
h
a
n
g
e
v
i
e
w
s
o
n
u
n
f
a
m
i
l
i
a
r
a
n
d
a
b
s
t
r
a
c
t
t
o
p
i
c
s
.

P
r
o
d
u
c
e
s
e
x
t
e
n
d
e
d
s
t
r
e
t
c
h
e
s
o
f
l
a
n
g
u
a
g
e
w
i
t
h
e
x
i
b
i
l
i
t
y
a
n
d
e
a
s
e
a
n
d
v
e
r
y
l
i
t
t
l
e
h
e
s
i
t
a
t
i
o
n
.

C
o
n
t
r
i
b
u
t
i
o
n
s
a
r
e
r
e
l
e
v
a
n
t
,
c
o
h
e
r
e
n
t
,
v
a
r
i
e
d
a
n
d
d
e
t
a
i
l
e
d
.

M
a
k
e
s
f
u
l
l
a
n
d
e
f
e
c
t
i
v
e
u
s
e
o
f
w
i
d
e
r
a
n
g
e
o
f
c
o
h
e
s
i
v
e
d
e
v
i
c
e
s
a
n
d
d
i
s
c
o
u
r
s
e
m
a
r
k
e
r
s
.

I
s
i
n
t
e
l
l
i
g
i
b
l
e
.

P
h
o
n
o
l
o
g
i
c
a
l
f
e
a
t
u
r
e
s
a
r
e
u
s
e
d
e
f
e
c
t
i
v
e
l
y
t
o
c
o
n
v
e
y
a
n
d
e
n
h
a
n
c
e
m
e
a
n
i
n
g
.

I
n
t
e
r
a
c
t
s
w
i
t
h
e
a
s
e
b
y
s
k
i
l
f
u
l
l
y
i
n
t
e
r
w
e
a
v
i
n
g
h
i
s
/
h
e
r
c
o
n
t
r
i
b
u
t
i
o
n
s
i
n
t
o
t
h
e
c
o
n
v
e
r
s
a
t
i
o
n
.

W
i
d
e
n
s
t
h
e
s
c
o
p
e
o
f
t
h
e
i
n
t
e
r
a
c
t
i
o
n
a
n
d
d
e
v
e
l
o
p
s
i
t
f
u
l
l
y
a
n
d
e
f
e
c
t
i
v
e
l
y
t
o
w
a
r
d
s
n
e
g
o
t
i
a
t
e
d
o
u
t
c
o
m
e
.
C
2

M
a
i
n
t
a
i
n
s
c
o
n
t
r
o
l
o
f
w
i
d
e
r
a
n
g
e
o
f
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
w
i
d
e
r
a
n
g
e
o
f
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
t
o
g
i
v
e
a
n
d
e
x
c
h
a
n
g
e
v
i
e
w
s
o
n
u
n
f
a
m
i
l
i
a
r
a
n
d
a
b
s
t
r
a
c
t
t
o
p
i
c
s
.

P
r
o
d
u
c
e
s
e
x
t
e
n
d
e
d
s
t
r
e
t
c
h
e
s
o
f
l
a
n
g
u
a
g
e
w
i
t
h
e
a
s
e
a
n
d
w
i
t
h
v
e
r
y
l
i
t
t
l
e
h
e
s
i
t
a
t
i
o
n
.

C
o
n
t
r
i
b
u
t
i
o
n
s
a
r
e
r
e
l
e
v
a
n
t
,
c
o
h
e
r
e
n
t
a
n
d
v
a
r
i
e
d
.

U
s
e
s
w
i
d
e
r
a
n
g
e
o
f
c
o
h
e
s
i
v
e
d
e
v
i
c
e
s
a
n
d
d
i
s
c
o
u
r
s
e
m
a
r
k
e
r
s
.

I
s
i
n
t
e
l
l
i
g
i
b
l
e
.

I
n
t
o
n
a
t
i
o
n
i
s
a
p
p
r
o
p
r
i
a
t
e
.

S
e
n
t
e
n
c
e
a
n
d
w
o
r
d
s
t
r
e
s
s
i
s
a
c
c
u
r
a
t
e
l
y
p
l
a
c
e
d
.

I
n
d
i
v
i
d
u
a
l
s
o
u
n
d
s
a
r
e
a
r
t
i
c
u
l
a
t
e
d
c
l
e
a
r
l
y
.

I
n
t
e
r
a
c
t
s
w
i
t
h
e
a
s
e
,
l
i
n
k
i
n
g
c
o
n
t
r
i
b
u
t
i
o
n
s
t
o
t
h
o
s
e
o
f
o
t
h
e
r
s
p
e
a
k
e
r
s
.

W
i
d
e
n
s
t
h
e
s
c
o
p
e
o
f
t
h
e
i
n
t
e
r
a
c
t
i
o
n
a
n
d
n
e
g
o
t
i
a
t
e
s
t
o
w
a
r
d
s
a
n
o
u
t
c
o
m
e
.
C
1

S
h
o
w
s
g
o
o
d
d
e
g
r
e
e
o
f
c
o
n
t
r
o
l
o
f
r
a
n
g
e
o
f
s
i
m
p
l
e
a
n
d
s
o
m
e
c
o
m
p
l
e
x
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
r
a
n
g
e
o
f
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
t
o
g
i
v
e
a
n
d
e
x
c
h
a
n
g
e
v
i
e
w
s
o
n
f
a
m
i
l
i
a
r
a
n
d
u
n
f
a
m
i
l
i
a
r
t
o
p
i
c
s
.

P
r
o
d
u
c
e
s
e
x
t
e
n
d
e
d
s
t
r
e
t
c
h
e
s
o
f
l
a
n
g
u
a
g
e
w
i
t
h
v
e
r
y
l
i
t
t
l
e
h
e
s
i
t
a
t
i
o
n
.

C
o
n
t
r
i
b
u
t
i
o
n
s
a
r
e
r
e
l
e
v
a
n
t
a
n
d
t
h
e
r
e
i
s
c
l
e
a
r
o
r
g
a
n
i
s
a
t
i
o
n
o
f
i
d
e
a
s
.

U
s
e
s
r
a
n
g
e
o
f
c
o
h
e
s
i
v
e
d
e
v
i
c
e
s
a
n
d
d
i
s
c
o
u
r
s
e
m
a
r
k
e
r
s
.

I
s
i
n
t
e
l
l
i
g
i
b
l
e
.

I
n
t
o
n
a
t
i
o
n
i
s
a
p
p
r
o
p
r
i
a
t
e
.

S
e
n
t
e
n
c
e
a
n
d
w
o
r
d
s
t
r
e
s
s
i
s
a
c
c
u
r
a
t
e
l
y
p
l
a
c
e
d
.

I
n
d
i
v
i
d
u
a
l
s
o
u
n
d
s
a
r
e
a
r
t
i
c
u
l
a
t
e
d
c
l
e
a
r
l
y
.

I
n
i
t
i
a
t
e
s
a
n
d
r
e
s
p
o
n
d
s
a
p
p
r
o
p
r
i
a
t
e
l
y
,
l
i
n
k
i
n
g
c
o
n
t
r
i
b
u
t
i
o
n
s
t
o
t
h
o
s
e
o
f
o
t
h
e
r
s
p
e
a
k
e
r
s
.

M
a
i
n
t
a
i
n
s
a
n
d
d
e
v
e
l
o
p
s
t
h
e
i
n
t
e
r
a
c
t
i
o
n
a
n
d
n
e
g
o
t
i
a
t
e
s
t
o
w
a
r
d
s
a
n
o
u
t
c
o
m
e
.
G
r
a
m
m
a
r

a
n
d

V
o
c
a
b
u
l
a
r
y
B
2

S
h
o
w
s
g
o
o
d
d
e
g
r
e
e
o
f
c
o
n
t
r
o
l
o
f
s
i
m
p
l
e
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
,
a
n
d
a
t
t
e
m
p
t
s
s
o
m
e
c
o
m
p
l
e
x
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
t
o
g
i
v
e
a
n
d
e
x
c
h
a
n
g
e
v
i
e
w
s
,
o
n
r
a
n
g
e
o
f
f
a
m
i
l
i
a
r
t
o
p
i
c
s
.

P
r
o
d
u
c
e
s
e
x
t
e
n
d
e
d
s
t
r
e
t
c
h
e
s
o
f
l
a
n
g
u
a
g
e
d
e
s
p
i
t
e
s
o
m
e
h
e
s
i
t
a
t
i
o
n
.

C
o
n
t
r
i
b
u
t
i
o
n
s
a
r
e
r
e
l
e
v
a
n
t
a
n
d
t
h
e
r
e
i
s
v
e
r
y
l
i
t
t
l
e
r
e
p
e
t
i
t
i
o
n
.

U
s
e
s
r
a
n
g
e
o
f
c
o
h
e
s
i
v
e
d
e
v
i
c
e
s
.

I
s
i
n
t
e
l
l
i
g
i
b
l
e
.

I
n
t
o
n
a
t
i
o
n
i
s
g
e
n
e
r
a
l
l
y
a
p
p
r
o
p
r
i
a
t
e
.

S
e
n
t
e
n
c
e
a
n
d
w
o
r
d
s
t
r
e
s
s
i
s
g
e
n
e
r
a
l
l
y
a
c
c
u
r
a
t
e
l
y
p
l
a
c
e
d
.

I
n
d
i
v
i
d
u
a
l
s
o
u
n
d
s
a
r
e
g
e
n
e
r
a
l
l
y
a
r
t
i
c
u
l
a
t
e
d
c
l
e
a
r
l
y
.

I
n
i
t
i
a
t
e
s
a
n
d
r
e
s
p
o
n
d
s
a
p
p
r
o
p
r
i
a
t
e
l
y
.

M
a
i
n
t
a
i
n
s
a
n
d
d
e
v
e
l
o
p
s
t
h
e
i
n
t
e
r
a
c
t
i
o
n
a
n
d
n
e
g
o
t
i
a
t
e
s
t
o
w
a
r
d
s
a
n
o
u
t
c
o
m
e
w
i
t
h
v
e
r
y
l
i
t
t
l
e
s
u
p
p
o
r
t
.
B
1

S
h
o
w
s
g
o
o
d
d
e
g
r
e
e
o
f
c
o
n
t
r
o
l
o
f
s
i
m
p
l
e
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
r
a
n
g
e
o
f
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
w
h
e
n
t
a
l
k
i
n
g
a
b
o
u
t
f
a
m
i
l
i
a
r
t
o
p
i
c
s
.

P
r
o
d
u
c
e
s
r
e
s
p
o
n
s
e
s
w
h
i
c
h
a
r
e
e
x
t
e
n
d
e
d
b
e
y
o
n
d
s
h
o
r
t
p
h
r
a
s
e
s
,
d
e
s
p
i
t
e
h
e
s
i
t
a
t
i
o
n
.

C
o
n
t
r
i
b
u
t
i
o
n
s
a
r
e
m
o
s
t
l
y
r
e
l
e
v
a
n
t
,
b
u
t
t
h
e
r
e
m
a
y
b
e
s
o
m
e
r
e
p
e
t
i
t
i
o
n
.

U
s
e
s
b
a
s
i
c
c
o
h
e
s
i
v
e
d
e
v
i
c
e
s
.

I
s
m
o
s
t
l
y
i
n
t
e
l
l
i
g
i
b
l
e
,
a
n
d
h
a
s
s
o
m
e
c
o
n
t
r
o
l
o
f
p
h
o
n
o
l
o
g
i
c
a
l
f
e
a
t
u
r
e
s
a
t
b
o
t
h
u
t
t
e
r
a
n
c
e
a
n
d
w
o
r
d
l
e
v
e
l
s
.

I
n
i
t
i
a
t
e
s
a
n
d
r
e
s
p
o
n
d
s
a
p
p
r
o
p
r
i
a
t
e
l
y
.

K
e
e
p
s
t
h
e
i
n
t
e
r
a
c
t
i
o
n
g
o
i
n
g
w
i
t
h
v
e
r
y
l
i
t
t
l
e
p
r
o
m
p
t
i
n
g
a
n
d
s
u
p
p
o
r
t
.
A
2

S
h
o
w
s
s
u
f
c
i
e
n
t
c
o
n
t
r
o
l
o
f
s
i
m
p
l
e
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
t
o
t
a
l
k
a
b
o
u
t
e
v
e
r
y
d
a
y
s
i
t
u
a
t
i
o
n
s
.

I
s
m
o
s
t
l
y
i
n
t
e
l
l
i
g
i
b
l
e
,
d
e
s
p
i
t
e
l
i
m
i
t
e
d
c
o
n
t
r
o
l
o
f
p
h
o
n
o
l
o
g
i
c
a
l
f
e
a
t
u
r
e
s
.

M
a
i
n
t
a
i
n
s
s
i
m
p
l
e
e
x
c
h
a
n
g
e
s
,
d
e
s
p
i
t
e
s
o
m
e
d
i
f
c
u
l
t
y
.

R
e
q
u
i
r
e
s
p
r
o
m
p
t
i
n
g
a
n
d
s
u
p
p
o
r
t
.
A
1

S
h
o
w
s
o
n
l
y
l
i
m
i
t
e
d
c
o
n
t
r
o
l
o
f
f
e
w
g
r
a
m
m
a
t
i
c
a
l
f
o
r
m
s
.

U
s
e
s
v
o
c
a
b
u
l
a
r
y
o
f
i
s
o
l
a
t
e
d
w
o
r
d
s
a
n
d
p
h
r
a
s
e
s
.

H
a
s
v
e
r
y
l
i
m
i
t
e
d
c
o
n
t
r
o
l
o
f
p
h
o
n
o
l
o
g
i
c
a
l
f
e
a
t
u
r
e
s
a
n
d
i
s
o
f
t
e
n
u
n
i
n
t
e
l
l
i
g
i
b
l
e
.

H
a
s
c
o
n
s
i
d
e
r
a
b
l
e
d
i
f
c
u
l
t
y
m
a
i
n
t
a
i
n
i
n
g
s
i
m
p
l
e
e
x
c
h
a
n
g
e
s
.

R
e
q
u
i
r
e
s
a
d
d
i
t
i
o
n
a
l
p
r
o
m
p
t
i
n
g
a
n
d
s
u
p
p
o
r
t
.
OverallSpeakingscales
PAPER5:SPEAKING|GLOSSARYOFTERMS
2. GRAMMAR AND VOCABULARY (cont.)
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English: Preliminary
(PET)), candidates may have control of only the simplest exponents
of the listed forms.
Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent
use of one form in terms of structure or meaning, the production of
one part of a complex form incorrectly or the use of some complex
forms correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances,
ellipsis and reformulation. Where communication is achieved, such
features are not penalised.
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex
utterances, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, innitives, verb patterns, modal forms
and tense contrasts.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
3. DISCOURSE MANAGEMENT
Coherence and
cohesion
Coherence and cohesion are difcult to separate in discourse.
Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers
to a stretch of speech which is unied and structurally organised.
Coherence and cohesion can be achieved in a variety of ways,
including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information (rst,
second, next, nally).
At higher levels, candidates should be able to provide cohesion not
just with basic cohesive devices (e.g. and, but, or, then, nally) but
also with more sophisticated devices (e.g. therefore, moreover, as a
result, in addition, however, on the other hand).
Related vocabulary: the use of several items from the same lexical
set, e.g. train, station, platform, carriage; or study, learn, revise.
Grammatical devices: essentially the use of reference pronouns
(e.g. it, this, one) and articles (e.g. There are two women in the
picture. The one on the right . . .).
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Extent/extended
stretches of
language
Extent/extended stretches of language: the amount of language
produced by a candidate which should be appropriate to the task.
Long turn tasks require longer stretches of language, whereas tasks
which involve discussion or answering questions could require
shorter and extended responses.
Relevance Relevance: a contribution that is related to the task and not about
something completely diferent.
Repetition Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.
CambridgeESOL
Speakingassessment
Glossaryofterms
1. GENERAL
Conveying basic
meaning
Conveying basic meaning: the ability of candidates to get their
message across to their listeners, despite possible inaccuracies in
the structure and/or delivery of the message.
Situations and
topics
Everyday situations: situations that candidates come across in
their everyday lives, e.g. having a meal, asking for information,
shopping, going out with friends or family, travelling to school or
work, taking part in leisure activities. A Cambridge English: Key
(KET) task that requires candidates to exchange details about a
stores opening hours exemplies an everyday situation.
Familiar topics: topics about which candidates can be expected to
have some knowledge or personal experience. Cambridge English:
First (FCE) tasks that require candidates to talk about what people
like to do on holiday, or what it is like to do diferent jobs, exemplify
familiar topics.
Unfamiliar topics: topics which candidates would not be expected
to have much personal experience of. Cambridge English: Advanced
(CAE) tasks that require candidates to speculate about whether
people in the world today only care about themselves, or the
kinds of problems that having a lot of money can cause, exemplify
unfamiliar topics.
Abstract topics: topics which include ideas rather than concrete
situations or events. Cambridge English: Prociency (CPE) tasks
that require candidates to discuss how far the development of our
civilisation has been afected by chance discoveries or events, or the
impact of writing on society, exemplify abstract topics.
Utterance Utterance: people generally write in sentences and they speak in
utterances. An utterance may be as short as a word or phrase, or a
longer stretch of language.
2. GRAMMAR AND VOCABULARY (cont.)
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that t
the context of the given task. For example, in the utterance Im very
sensible to noise, the word sensible is inappropriate as the word
should be sensitive. Another example would be Todays big snow
makes getting around the city difcult. The phrase getting around is
well suited to this situation. However, big snow is inappropriate as
big and snow are not used together. Heavy snow would be
appropriate.
Flexibility Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to diferentiate according to the
context, and to eliminate ambiguity. Examples of this would be
reformulating and paraphrasing ideas.
PAPER5:SPEAKING|GLOSSARYOFTERMS
4. PRONUNCIATION
Intelligible Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological
features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Individual sounds are:
Pronounced vowels, e.g. the // in cat or the // in bed
Diphthongs, when two vowels are rolled together to produce one
sound, e.g. the // in host or the // in hate
Consonants, e.g. the // in cut or the // in sh.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: The way the voice rises and falls, e.g. to convey the
speakers mood, to support meaning or to indicate new information.
5. INTERACTIVE COMMUNICATION
Development of
the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic
(e.g. What about bringing a camera for the holiday? or Whys that?).
Initiating and
Responding
Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or the
interlocutor has said.
Prompting and
Supporting
Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Turn and Simple
exchange
Turn: everything a person says before someone else speaks.
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question-
answer, suggestion-agreement.
CAMBRIDGE ENGLISH: FIRSTGLOSSARY
Phrasal Verb a verb which takes on a new meaning when followed by a certain
preposition or adverb (e.g. get away, take up ).
Pretesting a stage in the development of test materials at which items are tried
out with representative samples from the target population in order
to determine their difculty.
Prompt
Sentence
the complete sentence given as the opening or closing line of a
story in Cambridge English: First Paper 2 Part 2.
Referencing the technique of using referents.
Referent a word or term that refers to another person, place, etc.
Register the tone of a piece of writing. The register should be appropriate for
the task and target reader, e.g. a letter of application is written in a
formal register.
Report Layout the way in which a report should be presented. At Cambridge
English: First level a report in Paper 2 Part 2 should be clearly
organised into paragraphs/sections and may include headings.
Stem Word the word at the end of each line in Cambridge English: First Paper 3
Part 3, which is the basis for the word that has to be formed.
Target Reader the intended recipient of a piece of writing. It is important to ensure
that the efect of a written task on a target reader is a positive one.
Task Fullment completing all elements of a Cambridge English: First Paper 2 task
using a range of appropriate and accurate language.
Acronyms
ALTE The Association of Language Testers in Europe.
CEFR Common European Framework of Reference.
EFL English as a Foreign Language.
ESOL English for Speakers of Other Languages.
UCLES University of Cambridge Local Examinations Syndicate.
CambridgeEnglish:Firstglossary
Answer Sheet the form on which candidates record their responses.
Assessor the Speaking test examiner who assigns a score to a candidates
performance, using analytical criteria to do so.
Cloze Test a type of gap-lling task in which whole words have been removed
from a text and which candidates must replace.
Coherence language which is coherent is well planned and clear, and all the
parts or ideas t well so that they form a united whole.
Collaborative
Task
the opportunity in the Speaking test for the candidates to engage
in a discussion and work together towards a negotiated outcome
of the task set.
Collocation this term describes the likelihood of two words going together, e.g.
a good job, a wonderful occasion.
Comprehension
Questions
short questions testing information selection, linking and sentence
construction.
Content Points the points contained in the notes on the text in the Cambridge
English: First Paper 2 Part 1 compulsory question, which must be
included in the candidates letter or email.
Discourse written or spoken communication.
Gap-Filling Item any type of item which requires the candidate to insert some
written material letters, numbers, single words, phrases,
sentences or paragraphs into spaces in the text. The response may
be supplied by the candidate or selected from a set of options.
Gist the central theme or meaning of the text.
Impeding Error an error which prevents the reader from understanding the word
or phrase.
Input Material the text and notes, sometimes supported by illustrations or
diagrams, which candidates have to base their answers on in the
Cambridge English: First Paper 2 Part 1 compulsory question.
Interlocutor the Speaking test examiner who conducts the test and makes a
global assessment of each candidates performance.
Item each testing point in a test which is given a separate mark or marks.
Key the correct answer to an item.
Key Word the word which must be used in the answer to an item in
Cambridge English: First Paper 3 Part 4.
Lexical adjective from lexis, meaning to do with vocabulary.
Long Turn the opportunity in the Speaking test for a candidate to talk
uninterrupted for a period of time, enabling them to produce an
extended piece of discourse.
Lozenge the space on the mark sheet which candidates must ll in to
indicate their answer to a multiple-choice question.
Multiple Choice a task where candidates are given a set of several possible answers
of which only one is correct.
Multiple
Matching
a task in which a number of questions or sentence completion
items, generally based on a reading text, are set. The responses are
provided in the form of a bank of words or phrases, each of which
can be used an unlimited number of times.
Neutral Style a writing style, at Cambridge English: First level appropriate for
compositions, with no specic features of formality or informality.
Opening
and Closing
Formulae
the expressions, either formal or informal, that are usually used to
open and close letters, e.g. Dear Maria ... With best wishes from
..., or Dear Mr Dakari ... Yours sincerely ....
Options the individual words in the set of possible answers for a multiple-
choice item.
Paraphrase to give the meaning of something using diferent words.
University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997
Email: ESOLhelpdesk@CambridgeESOL.org
www.CambridgeESOL.org
Cambridge English: First, also known as First Certificate in English
(FCE), is at Level B2 of the Common European Framework of
Reference for Languages (CEFR) published by the Council of Europe.
Cambridge English: First has been accredited by Ofqual, the statutory
regulatory authority for external qualifications in England and its
counterparts in Wales and Northern Ireland; for more information,
see www.ofqual.gov.uk
*
8
8
9
5
1
5
7
5
6
5
*
C
a
m
b
r
i
d
g
e

E
n
g
l
i
s
h

F
i
r
s
t
H
a
n
d
b
o
o
k

f
o
r

T
e
a
c
h
e
r
s
UCLES 2012 | EMC/4483/2Y03
9 781907 870170
ISBN 978-1-907870-17-0

First, Certificate

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

First, Certificate

Uploaded by

Copyright:

Available Formats

Handbook for Teachers

Content and overview

EXAM|LEVEL|PAPER SAMPLEPAPER PAPER2|WRITING

You might also like