examenes first, Exámenes de Idioma Inglés

¡Descarga examenes first y más Exámenes en PDF de Idioma Inglés solo en Docsity! B2 90 80 100 110 120 130 140 150 160 170 180 190 200 210 220 230 C2 CEFR B1 C1 A2 A1 Below A1 In de pe nd en t us er Pr ofi ci en t us er Ba si c us er Cambridge English First Handbook for teachers for exams from 2015 Content and overview Paper/timing Test content Test focus 1 READING AND USE OF ENGLISH 1 hr 15 mins Part 1 A modified cloze test containing eight gaps followed by eight multiple-choice questions. Candidates are expected to be able to: demonstrate the ability to apply their knowledge and control of the language system by completing a number of tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, attitude and text structure. Part 2 A modified cloze test containing eight gaps. Part 3 A text containing eight 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 Six 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. Part 5 A text followed by six 4-option multiple-choice questions. Part 6 A text from which six sentences have been removed and placed in jumbled order, together with an additional sentence, after the text. Part 7 A text or several short texts, preceded by 10 multiple-matching questions. 2 WRITING 1 hr 20 mins Part 1 One compulsory question. Candidates are given input in the form of an essay title to respond to, along with accompanying notes to guide their writing. Part 2 Candidates choose one task from a choice of three questions. Candidates are expected to be able to write non- specialised text types such as an article, an informal letter or email, a review or a report. 3 LISTENING Approx. 40 mins 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 feeling, attitude, detail, opinion, purpose, agreement, gist, function, topic, specific information, etc. Part 2 A monologue with a sentence completion task which has ten questions. Part 3 Five short, related monologues, with five multiple-matching questions. There are three distractors. Part 4 An interview or an exchange between two speakers with seven multiple-choice questions. 4 SPEAKING 14 mins 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, followed by a response from the second candidate (visual and written stimuli with spoken instructions). Part 3 A two-way conversation between the candidates (written stimuli, with spoken instructions). Part 4 A discussion on topics related to Part 3 (spoken questions). 3CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS CAMBRIDGE ENGLISH: FIRST – AN OVERVIEW Cambridge English: First – an overview Cambridge English: First was originally offered in 1939 and is a qualification at upper-intermediate level that is officially recognised by universities, employers and governments around the world. Regular updating has allowed the examination to keep pace with changes in language teaching and testing while ensuring the exam remains reliable, relevant and user friendly for candidates. A major revision took place in 2008, and the exam has been comprehensively revised again for 2015. Candidates can choose to take Cambridge English: First as either a paper-based or a computer-based exam. Who is the exam for? Cambridge English: First is aimed at learners who want to: • start working in an English-speaking environment • study at an upper intermediate level, such as foundation or pathway courses • live independently in an English-speaking country. Who recognises the exam? • Cambridge English: First is a truly international exam, recognised by thousands of employers as a qualification in upper-intermediate English. Overall, Cambridge English exams are recognised by 15,000 institutions and employers. • It is also accepted by a wide range of educational institutions for study purposes. • The exam is regulated by Ofqual, the statutory regulatory authority for external qualifications in England and its counterparts in Wales and Northern Ireland. For more information about recognition go to www.cambridgeenglish.org/recognition What level is the exam? Cambridge English: First is targeted at Level B2 on the CEFR scale. Level B2 is required in everyday written and spoken situations and achieving a certificate at this level proves that a candidate is becoming skilled in English. What can candidates do at Level B2? The Association of Language Testers in Europe (ALTE) has carried out research to determine what language learners can typically do at each CEFR level. It has described these abilities in a series of Can Do statements using examples taken from real-life situations. Cambridge English Language Assessment, as one of the founding members of ALTE, uses this framework as a way of ensuring its exams reflect real-life language skills. Examples of Can Do statements at Level B2 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 clarification 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. Exam content and processing Cambridge English: First is a rigorous and thorough test of English at Level B2. It covers all four language skills – reading, writing, listening and speaking – and includes a fifth element focusing on the candidate’s understanding of the structure of the language. Preparing for Cambridge English: First helps candidates develop the skills they need to use English to communicate effectively in a variety of practical contexts. A thorough test of all areas of language ability There are four papers: Reading and Use of English, Writing, Listening and Speaking. The overall performance is calculated by averaging the scores achieved in Reading, Writing, Listening, Speaking and Use of English. The weighting of each of the four skills and Use of English is equal. Detailed information on each test and sample papers follow later in this handbook but the overall focus of each test is as follows: Reading and Use of English: 1 hour 15 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines. Writing: 1 hour 20 minutes Candidates have to show that they can produce two different pieces of writing: a compulsory task in Part 1, and one from a choice of three in Part 2. 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 different types of interaction: with the examiner, with the other candidate and by themselves. 4 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS EXAM CONTENT AND PROCESSING Each of these four test components provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can do at this level. International English English is used in a wide range of international contexts. To reflect this, candidates’ responses to tasks in Cambridge English exams are acceptable in all varieties and accents of English, provided they do not interfere with communication. Materials used feature a range of accents and texts from English-speaking countries, including the UK, North America and Australia. US and other versions of spelling are accepted if used consistently. Marks and results Cambridge English: First gives detailed, meaningful results. All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels B1 and C1 will also receive a certificate. Grade A Candidates sometimes show ability beyond Level B2. If a candidate achieves a grade A in their exam, they will receive the First Certificate in English stating that they demonstrated ability at Level C1. Grade B or C If a candidate achieves grade B or C in their exam, they will be awarded the First Certificate in English at Level B2. CEFR Level B1 If a candidate’s performance is below Level B2, but falls within Level B1, they will receive a Cambridge English certificate stating that they demonstrated ability at Level B1. Statements of Results The Statement of Results contains: • a score on the Cambridge English Scale (shown below) for the candidate’s performance in each of the four skills (Reading, Writing, Listening and Speaking) and Use of English • a score on the Cambridge English Scale for the candidate’s performance in the overall exam. This overall score is the average of the separate scores given for each of the four skills and Use of English • the candidate’s grade. This grade is based on the overall score achieved by the candidate • the candidate’s level on the Common European Framework of Reference (CEFR). This is based on the overall score achieved by the candidate. Certificates The certificate contains: • the candidate’s score on the Cambridge English Scale for each of the four skills and Use of English • the candidate’s overall score on the Cambridge English Scale • the candidate’s grade • the candidate’s level on the Common European Framework of Reference (CEFR) • the candidate’s level on the UK National Qualifications Framework (NQF). Special circumstances Cambridge English exams are designed to be fair to all test takers. This commitment to fairness covers: • Special arrangements These are available for candidates with a permanent or long-term disability. Consult the Centre Exams Manager (CEM) in your area for more details as soon as you become aware of a candidate who may need special arrangements. • Special consideration We will give special consideration to candidates affected by adverse circumstances such as illness or bereavement immediately before or during an exam. Applications for special consideration must be made through the centre no later than 10 working days after the exam date. • Malpractice We will investigate all cases where candidates are suspected of copying, collusion or breaking the exam regulations in some other way. Results may be withheld while they are being investigated, or because we have found an infringement of regulations. Centres are notified if a candidate’s results have been investigated. For more information about special circumstances go to www.cambridgeenglish.org/help Grade B Grade C Grade A B2 Common European Framework of Reference (CEFR) Cambridge English: First Cambridge English Scale 90 80 100 110 120 130 140 150 160 170 180 190 200 210 220 230 Level B1 C2 C1 B1 A2 A1 Below A1 In de pe nd en t us er Pr ofi ci en t us er Ba si c us er 5CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS EXAM SUPPORT Support for candidates We provide learners with a wealth of exam resources and preparation materials throughout our main website, including exam advice, sample papers and a guide for candidates. www.cambridgeenglish.org Facebook Students can also join our active Facebook community to get tips on English language learning and take part in fun and topical quizzes. www.facebook.com/CambridgeEnglish Exam sessions Cambridge English: First is available as a paper-based or computer- based test. Candidates must be entered through an authorised Cambridge English Language Assessment examination centre. Find your nearest centre at www.cambridgeenglish.org/centresearch Further information Contact your local authorised exam centre, or our helpdesk (www.cambridgeenglish.org/help) for: • copies of the regulations • details of entry procedure • exam dates • current fees • more information about Cambridge English: First and other Cambridge English exams. Exam support Official Cambridge English exam preparation materials To support teachers and help learners prepare for their exams, Cambridge English Language Assessment and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These official materials are available in both print and digital formats. www.cambridgeenglish.org/prepare Support for teachers Our website provides an invaluable, user-friendly, free resource for all teachers preparing for our exams. It includes: General information – handbooks for teachers and sample papers Detailed information – format, timing, number of questions, task types, mark scheme of each paper Advice for teachers – developing students’ skills and preparing them for the exam Downloadable lessons – a lesson for every part of every paper Teaching qualifications – the whole range of Cambridge English Teaching Qualifications Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for new and experienced teachers Exam update information – detailed information about the 2015 update to the exam. www.cambridgeenglish.org/teaching-english Cambridge English Teacher Cambridge English Teacher is the professional membership that supports teaching excellence. It offers teachers continuous professional development that is both reliable and convenient. It includes online courses, access to ELT experts and other professionals, sharing best practice and networking. Everything is online, so is available anytime, anywhere. Cambridge English Teacher is provided by Cambridge University Press and Cambridge English Language Assessment, world leaders in English language teaching and assessment. Join as a teacher, or find out about Institutional Membership at www.CambridgeEnglishTeacher.org 8 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS READING AND USE OF ENGLISH The focus of this task is primarily lexical, though an understanding of structure is also required. It tests the candidates’ knowledge of how prefixes, suffixes, internal changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level. PART 4 Key word transformation In this part, there is an emphasis on grammar and vocabulary. ‡‡ Sample task and answer key: pages 14 and 18 ›› Each correct answer in Part 4 receives up to 2 marks. Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between two and five words, one of which must be the key word. The key word must not be changed in any way. In this part of the paper the focus is both lexical and grammatical and a range of structures is tested. The ability to express a message in a different way shows flexibility and resource in the use of language. The mark scheme splits the answer into two parts and candidates gain one mark for each part which is correct. PART 5 Multiple choice In this part, there is an emphasis on detailed understanding of a text, including the expression of opinion, attitude, purpose, main idea, detail, tone, implication and gist. Candidates are also tested on their ability to recognise meaning from context and follow text organisation features, such as exemplification, comparison and reference. ‡‡ Sample task and answer key: pages 15 and 18 ›› Each correct answer in Part 5 receives 2 marks. Part 5 consists of a text, followed by six 4-option multiple-choice questions which test the understanding of content and text organisation. The text may be taken from, for example, a modern novel or an article. Questions may focus on the main ideas or details in the text, and on the attitudes or opinions expressed. Candidates may also be asked to deduce the meaning of a word or phrase and to demonstrate understanding of references, such as pronouns, within the text. Additionally, questions may focus on the tone of the text or the writer’s purpose, as well as the use of exemplification or comparison. These questions may require candidates to infer the meaning from clues in the text, a skill which is an essential part of reading ability. The 4-option multiple-choice questions are presented in the same order as the information in the text so that candidates can follow the development of the writer’s ideas as they work through the questions. The final question may require candidates to interpret an aspect of the text as a whole. The seven parts of the Reading and Use of English paper PART 1 Multiple-choice cloze In this part, there is an emphasis on vocabulary and grammar. ‡‡ Sample task and answer key: pages 12 and 18 ›› Each correct answer in Part 1 receives 1 mark. Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly. Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option which fits correctly with a following preposition or verb form. PART 2 Open cloze In this part, there is an emphasis on grammar and vocabulary. ‡‡ Sample task and answer key: pages 13 and 18 ›› Each correct answer in Part 2 receives 1 mark. Part 2 consists of a text in which there are eight gaps (plus one gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly. The focus of the gapped words is either grammatical, such as articles, auxiliaries, prepositions, pronouns, verb tenses and forms, or lexico- grammatical, such as phrasal verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there may be more than one possible answer and this is allowed for in the mark scheme. The absence or misuse of punctuation is ignored, although spelling, as in all the Use of English parts of the paper, must be correct. PART 3 Word formation In this part, there is an emphasis on vocabulary. ‡‡ Sample task and answer key: pages 13 and 18 ›› Each correct answer in Part 3 receives 1 mark. Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap. 9CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS READING AND USE OF ENGLISH relevant magazines are not available locally, you may be able to access them on the internet. Reading up about hobbies etc. could also lead to written articles for a class project, or short talks. • When studying for the paper, it will be useful for your students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books by, for example, guessing the meaning of unknown words from the context, as they are not permitted to take dictionaries into the exam with them. • Students should develop an efficient personal system for recording the new vocabulary they learn. They should record as much detail as possible. • Encourage your students to plan their time carefully and not spend too long on any one part of the test. They should try to make sure that they have a few minutes at the end of the test to check through their answers. They can do the various parts of the test in any order, but it may be better to do them in the order of the question paper so as to avoid the possibility of putting answers in the wrong sections of the answer sheet. • Where texts have a title, encourage your students to pay attention to it as it will indicate the main theme of the text. • Encourage your students to read through each text carefully before beginning to answer the questions so that they have a clear idea of what it is about. • In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. If they want to change an answer, they should rub it out. • Where there are examples, students should refer to them to help them understand what they have to do. Remind them that in the examination they must not write the answer to the example on their answer sheet. • Sometimes candidates may decide that the answer they have written is wrong and wish to change it. If this happens in Parts 1, 5, 6 or 7, they will need to rub out the mark they have made and mark a different lozenge. In Parts 2, 3 and 4, they should clearly rub out the word or words and replace them. They should not try altering the word itself as this will make it unclear. They should not put the word in brackets as it will appear to be an alternative. • Make your students aware that correct spelling is essential in Parts 2, 3 and 4. • Remind your students that handwriting should be clear so that it can be read easily by the markers. • Give your students practice in completing the answer sheet. When writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the appropriate question number. This is especially important if they leave some questions unanswered. They must also be sure to write in capital letters in Parts 2, 3 and 4. • With coursebook texts, encourage your students to focus on any pre-reading questions. These stimulate interest in the topic covered by the text and train your students in valuable prediction techniques. PART 6 Gapped text In this part, there is an emphasis on text structure, cohesion and coherence, and candidates’ ability to follow the development of a long text. ‡‡ Sample task and answer key: pages 16 and 18 ›› Each correct answer in Part 6 receives 2 marks. Part 6 consists of one text, for example an extract from a magazine, from which six sentences have been removed and placed in jumbled order after the text, together with a seventh sentence which does not fit in any of the gaps. Candidates are required to decide from where in the text each sentence has been removed. Each sentence may be used only once, and there is one sentence that candidates do not need to use. The task tests understanding of how texts are structured. Rather than concentrating on individual sentences, candidates need to be able to follow the development of ideas, opinions and events through the text as a whole, using their understanding of text coherence and cohesion devices. PART 7 Multiple matching In this part, there is an emphasis on locating specific information and detail, and recognising opinion and attitude, in one long text or a group of short texts. ‡‡ Sample task and answer key: pages 17 and 18 ›› Each correct answer in Part 7 receives 1 mark. Part 7 consists of one long text or up to six shorter texts, preceded by ten questions. Candidates are required to locate the specific information which matches the questions. To do this, they need to understand detail, attitude or opinion in the question and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question. Preparation General • Your students should be encouraged to read a wide range of texts both in class and at home so that they build up a broad vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types. Classroom reading can include a range of reading texts from coursebooks and reading-skills books at this level, as well as articles available on the internet and current articles from newspapers and magazines on topics of interest. As part of the homework assignments, a weekly reading scheme could be started. Your students could be asked to provide verbal or written reviews of the texts they have read. These could include graded readers, unabridged short stories or novels, non-fiction, newspaper or magazine articles, etc. Where possible, encourage your students to follow up on their hobbies and interests by reading magazines about sport, cars, fashion, etc. in English. If 10 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS • Get your students used to reading all the options for any question before deciding which one fills the gap correctly, and remind them that they should never choose more than one option as the answer. • Make your students aware that it is important that the mark they make in the lozenge on the answer sheet for each answer is firm and clear and done in pencil. PART 2 • As in Part 1, candidates need to read the words which follow the gap as well as those which come before it. Tell your students that they should make sure that if they are filling the gap with a verb, it agrees with its subject. • Remind students to keep in mind a sense of the whole text. • Make your students aware that they must use only one word to fill each of the gaps. They should never use abbreviations (e.g. ‘sthg’ for ‘something’), and (with the exception of ‘can’t’ = ‘cannot’) they should not fill any of the gaps with a contraction (e.g. ‘didn’t’, ‘he’ll’), as these count as two words. PART 3 • Students should be made aware of the range of words which can be formed from the same stem word, e.g. ‘compete’, ‘competition’, ‘competitor’, ‘competitive’, ‘competitively’, and the negative forms of these words e.g. ‘uncompetitive’. In the examination when they see the ‘stem word’ at the end of a line, they must not automatically write a related word which they know well as their answer. They need to read the surrounding sentence to decide what the missing word is. • Sometimes the missing word will need to be in the plural, and sometimes it will need to be in a negative form. The sense of the text around the gap will help candidates decide if it is necessary to put the word in the plural or to make it negative. • Make your students aware that answers will not always need only prefixes or suffixes to be added to a word; sometimes internal changes will need to be made (e.g. ‘long’ to ‘length’). • Remind your students that each stem word applies only to the gap on the same line. They must not try to form a word from that stem word in any other line. In every case the stem word will have to be changed. PART 4 • In preparing for this part of the paper, give your students practice in paraphrasing. This might include rewriting sentences from texts, saying things again ‘in other words’, as well as working on lexical synonyms and grammatical transformations. In the examination, they must make sure that the answer makes the second sentence mean, as far as possible, the same as the lead-in sentence. • Remind your students that the answer must consist of two, three, four or five words. If candidates write more than five words they will not be awarded the marks. • Remind your students that they must use the key word in their answer and they must not change it in any way. If they do not use it or if they alter it, they will not be awarded the marks. • Some coursebooks include questions which are to be answered while reading a text. These will help your students to work their way through the text and interpret the meaning of more complex passages. The questions will also involve them in using different reading strategies. It is useful to encourage your students to be aware of alternative ways of dealing with texts so they can decide which ones suit them best. • Make sure your students are familiar with the format of the tasks. Train them to read carefully the instructions on the front page of the question paper and at the start of each task. The instructions give a brief context for each text and remind candidates what they have to do. • Show your students how to fill in the answer sheet and give them practice in doing this in a timed exercise. Explain to them that they can transfer their answers after each task or at the end of the paper. • When your students are familiar with the different task types, discuss with them which part(s) take them longer to complete. Following this discussion, you could work out with them possible timings for each task. Remind them that each task is worth approximately equal marks. The outcome of the discussion will also help you to decide which task types to concentrate on in future classes and where assistance is needed with developing particular reading skills. By part PART 1 • Remind your students that different types of words are tested in this part. Sometimes it is necessary to choose between words with a similar meaning, e.g. choosing ‘leaking’ rather than ‘spilling’, ‘pouring’ or ‘flowing’ to fill the gap in ‘The roof of our tent was …’. At other times it will be necessary not simply to know the meaning but also to know which word is correct because of the preposition, adverb or verb form which follows, e.g. choosing ‘interested’ rather than ‘keen’, ‘enthusiastic’ or ‘eager’ to fill the gap in ‘You may be … in applying for this job’. • Give your students practice in recognising the differences in meaning between similar words, e.g. ‘cut’ and ‘tear’. They should try to learn whole phrases as well as individual words in context, and they should be aware that knowing the grammatical patterns and collocations of words is as important as knowing their meaning. • This part of the paper also tests collocations, such as ‘to pay attention to’, and linking phrases such as ‘even if’. Phrasal verbs are also tested here. They may be tested in three different ways: the whole of the phrasal verb, e.g. ‘keep on’, just the verb itself, e.g. ‘keep’, or just the preposition or adverb which follows the verb, e.g. ‘on’. Thus, some questions test at a phrasal level, while others test meaning at sentence level or beyond, with more processing of the text required. • Remind your students to make sure the answer they choose fits into the sentence. They should not choose their answer simply after reading the words which come before the gap; they need to read the words which follow as well. It is sometimes the case that a preposition or adverb which follows a gap determines which of the options is correct. READING AND USE OF ENGLISH 13CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS READING AND USE OF ENGLISH | SAMPLE PAPER 1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 ►                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENG ISH | SAMPLE PAPER 1 14 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       ►                                                                                                                                                                                                                                            READING AND USE OF ENGLISH | SAMPLE PAPER 1 READING AND USE OF ENGLISH | SAMPLE PAPER 1 15CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   ►                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         READING AND USE OF ENGLISH | SAMPLE PAPER 1 EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENG ISH | SAMPLE PAPER 1 18 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Answer key READING AND USE OF ENGLISH | ANSWER KEY READING AND USE OF ENGLISH | SAMPLE PAPER 1 Q Part 1 1 B 2 C 3 B 4 D 5 C 6 A 7 D 8 B Q Part 2 9 where 10 so 11 myself 12 in 13 which/that 14 out/on/at 15 from 16 any Q Part 3 17 producer 18 illness(es) 19 effective 20 scientists 21 addition 22 pressure 23 disadvantage 24 spicy Q Part 4 25 a good idea | to go 26 talented | that he/she 27 if he/she knew |what/the 28 spent/took/was | a long time 29 are/is said | to be OR it is said | are/is 30 not | call off OR you/we didn’t/ did not| call off Q Part 5 31 C 32 D 33 C 34 A 35 D 36 C Q Part 6 37 D 38 G 39 F 40 A 41 E 42 C Q Part 7 43 A 44 D 45 B 46 D 47 B 48 A 49 C 50 B 51 C 52 D 19CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS READING AND USE OF ENGLISH | SAMPLE PAPER 2 EXAM | LEVEL | PAPER SAMPLE PAPERREADING 2 Pa rt 1 Fo r q ue st io ns 1 – 8 , r ea d th e te xt b el ow a nd d ec id e w hi ch a ns w er (A , B , C o r D ) b es t f its e ac h ga p. Th er e is a n ex am pl e at th e be gi nn in g (0 ). M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . Ex am pl e: 0 A re po rt B de sc rib e C in fo rm D te ll 0 A B C D _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Th e ol de st le at he r s ho e in th e w or ld A rc ha eo lo gi st s (0 ) … ... .. th at a p er fe ct ly p re se rv ed 5 ,5 00 -y ea r- ol d sh oe h as b ee n di sc ov er ed i n a ca ve in A rm en ia in s ou th -w es t A si a. I t i s (1 ) … ... .. to b e th e ol de st le at he r s ho e ev er fo un d. Th e sh oe w as m ad e of a s in gl e pi ec e of le at he r, st itc he d at th e fro nt a nd b ac k, a nd w as s ha pe d to fi t th e w ea re r’s f oo t. I t ha d be en ( 2) … ... .. w ith g ra ss es , ei th er f or w ar m th o r to m ak e su re it k ep t its sh ap e. ‘ Th e sh oe is re la tiv el y sm al l b ut w e ca n’ t s ay fo r ( 3) .. .… .. w he th er it w as w or n by a m an o r a w om an ,’ sa ys D r R on P in ha si , a n ar ch ae ol og is t o n th e re se ar ch (4 ) . ..… ... ‘ W e th ou gh t a t f irs t t ha t i t w as a bo ut 6 00 -7 00 y ea rs o ld b ec au se it w as in s uc h go od s ha pe .’ S ho es o f t hi s ty pe fr om la te r pe rio ds h av e tu rn ed ( 5) .. .… .. in a rc ha eo lo gi ca l e xc av at io ns in v ar io us pl ac es in E ur op e, a nd s ho es o f a v er y si m ila r d es ig n w er e st ill b ei ng u se d on th e A ra n Is la nd s of f t he w es t co as t of I re la nd a s (6 ) … ... .. as t he 1 95 0s . I t’s ( 7) … ... .. a st yl e w hi ch ( 8) … ... .. po pu la r fo r th ou sa nd s of y ea rs . 3 Tu rn o ve r ► 1 A ac ce pt ed B re ga rd ed C as se ss ed D be lie ve d 2 A st uf fe d B lo ad ed C pu sh ed D bl oc ke d 3 A cl ea r B sp ec ifi c C tru e D ce rta in 4 A cl as s B fo rc e C te am D co m pa ny 5 A ov er B in to C up D ab ou t 6 A re ce nt ly B la te ly C pr es en tly D im m ed ia te ly 7 A co rr ec tly B ex ac tly C pr ec is el y D ob vi ou sl y 8 A he ld B st oo d C re m ai ne d D la st ed READING AND USE OF ENG ISH | SAMPLE PAPER 2 20 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 4 Pa rt 2 Fo r qu es tio ns 9 – 1 6, r ea d th e te xt b el ow a nd th in k of th e w or d w hi ch b es t f its e ac h ga p. U se o nl y on e w or d in e ac h ga p. T he re is a n ex am pl e at th e be gi nn in g (0 ). W rit e yo ur a ns w er s IN C A PI TA L LE TT ER S on th e se pa ra te a ns w er s he et . Ex am pl e: 0 S I N C E _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Fr om b la ck p ep pe r t o ch ill i p ep pe r In th e 15 th c en tu ry , E ur op ea ns k ne w n ot hi ng o f t he c hi lli p ep pe r, bu t t he y he ld b la ck p ep pe r in h ig h re ga rd a nd h ad u se d it in c oo ki ng ( 0) … … .. G re ek a nd R om an ti m es . S hi ps tr av el lin g ea st b ro ug ht th e bl ac k pe pp er fr om th e S pi ce Is la nd s in S ou th E as t A si a bu t t hi s (9 ) … ... .. a lo ng ti m e. In 1 49 2, C hr is to ph er C ol um bu s w as a sk ed t o fin d a sh or te r ro ut e to t he S pi ce I sl an ds , go in g w es tw ar ds (1 0) … ... .. th an e as tw ar ds , a nd s o he s et (1 1) … ... ... fr om S pa in a cr os s th e A tla nt ic O ce an . C ol um bu s di dn ’t su cc ee d (1 2) … … .. fin di ng th e S pi ce Is la nd s bu t h e (1 3) … … .. m an ag e to d is co ve r th e A m er ic as . Th er e he (1 4) … … .. a cr os s an ot he r p ep pe r; th e ch ill i, w hi ch h ad b ee n us ed in c oo ki ng in S ou th A m er ic a fo r t ho us an ds o f y ea rs . S oo n (1 5) … … .. C ol um bu s’ s di sc ov er y, la rg e qu an tit ie s of ch ill ie s w er e be in g sh ip pe d ba ck t o S pa in f ro m t he C ar ib be an . L at er , pe op le r ea lis ed t ha t ch ill ie s w ou ld a ct ua lly g ro w in s ou th er n E ur op e an d it w as n’ t l on g be fo re fr es h ch ill ie s w er e (1 6) … … .. sa le in E ur op ea n m ar ke ts . 5 Tu rn o ve r ► Pa rt 3 Fo r q ue st io ns 1 7 – 24 , r ea d th e te xt b el ow . U se th e w or d gi ve n in c ap ita ls a t t he e nd o f s om e of th e lin es to fo rm a w or d th at fi ts in th e ga p in th e sa m e lin e. T he re is a n ex am pl e at th e be gi nn in g (0 ). W rit e yo ur a ns w er s IN C A PI TA L LE TT ER S on th e se pa ra te a ns w er s he et . E xa m pl e: 0 M E M O R A B L E _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Fa m ily b ik e fu n N at io na l B ik e W ee k w as c el eb ra te d la st w ee k in a ( 0) … … ... . w ay w ith a Fa m ily Fu n D ay in La rk si de P ar k. Th e ev en t (1 7) … … ... . to be hi gh ly su cc es sf ul w ith o ve r f iv e hu nd re d pe op le a tte nd in g. La rk si de C yc lin g C lu b br ou gh t al on g a (1 8) … … ... . of di ffe re nt bi ke s to de m on st ra te t he ( 19 ) … … ... . th at f am ily m em be rs o f al l ag es c an g et f ro m gr ou p cy cl in g. B as ic c yc lin g (2 0) … … ... . w as ta ug ht u si ng c on ve nt io na l b ik es . Th er e w er e al so s om e ra th er (2 1) … … ... . b ik es o n di sp la y. O ne -w he el er s, fi ve - w he el er s an d ev en o ne w hi ch c ou ld c ar ry u p to s ix (2 2) … … ... . , w er e us ed fo r fu n. Th e cl ub a ls o ga ve in fo rm at io n on h ow c yc lin g ca n he lp to re du ce (2 3) … … ... . da m ag e. T he y al so p ro vi de d (2 4) … … ... . a s to h ow p eo pl e co ul d su bs tit ut e th e bi ke f or t he c ar f or d ai ly j ou rn ey s. T he o ve ra ll m es sa ge w as t ha t cy cl in g is gr ea t f am ily fu n an d an e xc el le nt a lte rn at iv e to d riv in g. B y th e en d of th e da y ov er a h un dr ed p eo pl e ha d si gn ed u p fo r m em be rs hi p. M EM O R Y PR O O F VA R Y EN JO Y SA FE U SU A L R ID E EN VI R O N M EN T SU G G ES T READING AND USE OF ENGLISH | SAMPLE PAPER 2 READING AND USE OF ENGLISH | SAMPLE PAPER 2 23CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 10 Pa rt 6 Y ou a re g oi ng t o re ad a n ew sp ap er a rti cl e ab ou t th e m an w ho d es ig ne d th e re cy cl in g sy m bo l. S ix se nt en ce s ha ve b ee n re m ov ed fr om th e ar tic le . C ho os e fro m th e se nt en ce s A – G th e on e w hi ch fi ts ea ch g ap (3 7 – 42 ). T he re is o ne e xt ra s en te nc e w hi ch y ou d o no t n ee d to u se . M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . 37 38 39 40 41 42 H ow th e re cy cl in g sy m bo l w as c re at ed G ar y A nd er so n de si gn ed a s ym bo l w hi ch w e se e ev er yw he re n ow ad ay s. I st ud ie d en gi ne er in g at th e U ni ve rs ity of S ou th er n C al ifo rn ia a t a ti m e w he n th er e w as a lo t o f e m ph as is in th e U ni te d S ta te s on tr ai ni ng yo un g pe op le to be en gi ne er s. Th at sa id , I ev en tu al ly sw itc he d to ar ch ite ct ur e. I ju st co ul dn ’t ge t a gr as p on el ec tro ni cs an d ar ch ite ct ur e se em ed m or e co nc re te to m e. It w as a ro un d th at t im e th at I s aw a p os te r ad ve rti si ng a d es ig n co m pe tit io n be in g ru n by th e C on ta in er C or po ra tio n of A m er ic a. T he id ea w as t o cr ea te a s ym bo l to r ep re se nt r ec yc le d pa pe r. O ne o f m y co lle ge r eq ui re m en ts h ad be en a g ra ph ic d es ig n co ur se s o I th ou gh t I’d gi ve it a g o. I t di dn ’t ta ke m e lo ng t o co m e up w ith m y de si gn : o nl y a da y or tw o. x 37 xx x x B ut I al re ad y ha d ar ro w s an d an gl es i n m y m in d be ca us e on m y co ur se I ’d d on e a pr es en ta tio n on r ec yc lin g w as te w at er . I’d c om e up w ith a gr ap hi c th at d es cr ib ed th is p ro ce ss v er y si m pl y. Th e pr ob le m w ith t he d es ig n I’d d on e ea rli er w as t ha t it se em ed f la t, tw o- di m en si on al . So w he n I sa t do w n to e nt er t he c om pe tit io n, I th ou gh t b ac k to a fi el d tri p in e le m en ta ry s ch oo l to a n ew sp ap er o ffi ce w he re w e’ d be en s ho w n ho w p ap er w as fe d ov er ro lle rs a s it w as p rin te d. x3 8x x xx T he t hr ee a rr ow s in it lo ok li ke s tri ps of fo ld ed -o ve r pa pe r. I d re w th em in p en ci l, an d th en tr ac ed o ve r ev er yt hi ng in b la ck in k. T he se da ys , w ith c om pu te r g ra ph ic s pa ck ag es , i t’s ra re th at d es ig ns a re q ui te s o pl ai n. I th in k I fo un d ou t I’d w on t he c om pe tit io n in a le tte r. W as I ex ci te d? W el l, ye s of c ou rs e – bu t no t th at e xc ite d. x 39 xx x x S o it ju st s ee m ed lik e, of co ur se I w ou ld w in ! Th er e w as a m on et ar y pr iz e, th ou gh fo r th e lif e of m e I c an ’t re m em be r h ow m uc h it w as ... a bo ut $ 2, 00 0? W he n I f in is he d m y st ud ie s, I de ci de d to g o in to ur ba n pl an ni ng a nd I m ov ed t o Lo s A ng el es . It se em s fu nn y, b ut I r ea lly p la ye d do w n th e fa ct th at I ’d w on t hi s co m pe tit io n. I w as a fra id i t w ou ld m ak e m e lo ok a s th ou gh I w as in te re st ed in gr ap hi cs , ra th er th an ur ba n pl an ni ng . x4 0x x xx I re m em be r s ee in g it on ce o n a le af le t w hi ch h ad b ee n pr od uc ed o n re cy cl ed p ap er , bu t t he n it di sa pp ea re d. A w hi le a fte r g ra du at in g, I fle w to A m st er da m fo r a ho lid ay . I ’ll n ev er fo rg et : w he n I w al ke d of f t he pl an e, I sa w m y sy m bo l. It w as on a bi g re cy cl in g bi n. A nd i t w as b ig ge r th an a b ea ch ba ll! x 41 xx x x I w as r ea lly t ak en a ba ck . Th at w as q ui te a lo ng t im e ag o th ou gh . S in ce t he n, I’v e go t m or e qu al ifi ca tio ns a nd w or ke d fo r q ui te a fe w di ffe re nt fir m s, so m e m or e en vi ro nm en ta lly a w ar e th an o th er s. I f ee l m uc h pr ou de r o f t he re cy cl in g sy m bo l n ow th an I u se d to , pr ob ab ly b ec au se it ’s s o w id el y se en . M ay be th is de si gn ha s be en m or e im po rta nt to m e th an I’d th ou gh t. x4 2x x xx Th er e’ s m or e to m e th an th e re cy cl in g sy m bo l. 11 Tu rn o ve r ► A S til l, I’d h at e to t hi nk t ha t m y lif e’ s w or k is de fin ed b y it. E I re al is e th at s ee m s rid ic ul ou s fo r so m et hi ng th at ’s b ee n so s uc ce ss fu l. B I u se d w ha t I ’d s ee n to c re at e th e im ag e. F A ls o, n ot hi ng m uc h ha pp en ed t o th e sy m bo l fo r a w hi le . C I’m n o ex pe rt on r ec yc lin g bu t I c an c er ta in ly se e its v al ue . G I gu es s at t ha t po in t in m y lif e I ha d an ex ag ge ra te d se ns e of m y ow n im po rta nc e. D I h ad n’ t t ho ug ht a bo ut it fo r y ea rs a nd th er e it w as ri gh t i n m y fa ce . EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENG ISH | SAMPLE PAPER 2 READING AND USE OF ENGLISH | SAMPLE PAPER 2 24 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 12 Pa rt 7 Y ou a re g oi ng to re ad p ar t o f t he a ut ob io gr ap hy o f a s ur fin g in st ru ct or . Fo r q ue st io ns 4 3 – 52 , c ho os e fro m th e se ct io ns (A – E ). T he s ec tio ns m ay b e ch os en m or e th an o nc e. M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ In w hi ch s ec tio n do es th e w rit er m en tio n fee lin g sa tis fa ct io n th at h er d et er m in at io n re su lte d in b et te r p er fo rm an ce ? 43 th e pr ob le m o f h av in g to w ai t f or c on di tio ns to b e fa vo ur ab le fo r s ur fin g? 44 a ch an ge w hi ch h el pe d he r t o pu rs ue h er h ob by ? 45 co nt in ui ng to s ur f e ve n w he n th e co nd iti on s w er e un fa vo ur ab le ? 46 th e pl ea su re s he g et s fro m s ee in g ot he rs s uc ce ed ? 47 be in g aw ar e th at it w ou ld ta ke ti m e fo r h er a bi lit ie s to b e re co gn is ed ? 48 he r e nt hu si as m fo r t he s ea b ei ng re co gn is ed b y so m eo ne e ls e? 49 an a dm is si on th at s he d oe sn ’t th in k ab ou t w ha t s he is d oi ng w he n su rfi ng ? 50 no t b ei ng c on ce rn ed th at s he s to od o ut fr om o th er s? 51 pe op le a pp re ci at in g he r s er io us a tti tu de to w ar ds h er s ur fin g? 52 13 W al ki ng o n w av es S ar ah W hi te le y ta lk s ab ou t h er lo ve o f s ur fin g an d ho w it b eg an . A M y jo ur ne y to t he s ea b eg an w he n I w as t in y. M y m um , w ho u se d to s ur f th en , w ou ld s it m e on o ne o f h er o ld b oa rd s an d pu sh m e in to th e lit tle w av es in a f ew c en tim et re s of w at er . W e bo th so on re al is ed I ha d an un st op pa bl e ap pe tit e fo r th e w av es , so m et hi ng w hi ch h as ne ve r fa de d. S oo n af te r th at w e m ov ed t o a ho us e w hi ch w as a lm os t o n th e be ac h. I co ul d lit er al ly w al k ou t of t he g ar de n in to t he s ea . Li vi ng b y th e se a is s om et hi ng y ou n ev er t ak e fo r g ra nt ed if y ou s ur f. I o pe n th e cu rta in s in th e m or ni ng a nd m y he ar t le ap s as I s ee t he lo ng pe rfe ct li ne s of w av es ro lli ng in to th e ba y. D O ve r t im e an d af te r a fe w h ai r- ra is in g m om en ts , I m ad e so m e fri en ds an d m ut ua l re sp ec t bl os so m ed be tw ee n m e an d th e gu ys w ho sp en t a ll th ei r t im e in th e w av es w ith m e. W he n I st ar te d pu lli ng o ff so m e go od m ov es o n m y su rfb oa rd a nd t hr ow in g a bi t of s pr ay o n th e w av es , t he y be ga n gi vi ng m e a bi t o f c re di t, so th at if I w as g oi ng o ut w he n th e su rf w as r ea lly bi g, t he y w ou ld s ho ut o ut in st ru ct io ns t o m ak e su re I ha d th e be st c ha nc e. T he y kn ew I w as n’ t m es si ng a bo ut a nd t ha t I w as g oi ng f or i t ou t th er e. T hi ng s go t r ea lly in te re st in g w he n I w en t in f or c om pe tit io ns . In f ac t, I en te re d ev er y na tio na l su rfi ng co m pe tit io n ov er te n ye ar s. C om pe tit io n su rfi ng ca n be ex tre m el y fru st ra tin g, si nc e yo u ca n ne ve r gu ar an te e w av es a t a ce rta in t im e on a c er ta in d ay , an d th er e’ s va st a m ou nt s of h an gi ng a ro un d. B B ei ng t he o nl y gi rl in t he w at er w he n I w as le ar ni ng to s ur f n ev er b ot he re d m e be ca us e I’d al w ay s be en t ry in g to k ee p up w ith a n el de r br ot he r w ho w as e xc ep tio na lly g oo d at s po rts . S o th er e I w as , a tin y lit tle t hi ng , itc hi ng t o be tte r m y su rfi ng b y ch ec ki ng o ut o th er s ur fe rs an d lo ok in g fo r ne w m ov es . I w as s ur fin g fo u r tim es a d ay in th e su m m er h ol id ay s, b ef or e an d af te r sc ho ol r ig ht th ro ug h th e w in te r m on th s as th e te m pe ra tu re s dr op pe d an d th e se a w as re al ly w ild . I ju st c ou ld n’ t g et e no ug h of it . E N ow I ’v e se t up a s ur f sc ho ol a nd I ’v e go t a w ho le ne w pe rs pe ct iv e. W he n yo u st ar t te ac hi ng so m et hi ng , yo u ha ve to le ar n fo r yo ur se lf ag ai n. E ve ry th in g yo u’ ve b ee n do in g in st in ct iv el y w ith ou t re al ly n ot ic in g fo r th e la st fif te en y ea rs h as n ow g ot to b e pa ss ed o n, a nd it ge ts s ur pr is in gl y de ta ile d an d tri ck y in p ar ts . B ut it’ s be en fa nt as tic in tro du ci ng so m an y pe op le t o th e sp or t, an d it’ s ev en b et te r w he n yo u ge t to s ee t he ir bi g gr in s w he n th ey s ta nd up f or t he f irs t tim e an d rid e a w av e in to t he sh or e. S ur fin g ha s ta ke n m e al l o ve r th e w or ld an d no w i t fe el s lik e it’ s br ou gh t m e ho m e ag ai n. C Th in gs s ta rte d to g et c om pe tit iv e as I go t o ld er an d st ro ng er . I w as t ac kl in g m or e ch al le ng in g w av es : fa st er , m or e po w er fu l an d m or e da ng er ou s, b ut I w as g ai ni ng c on fid en ce a nd bu ild in g up m y ex pe rie nc e, a nd i t w as r ea lly re w ar di ng t o se e m ys el f im pr ov in g. A nd t ha t’s w he n th e bo ys s ta rte d to n ot ic e m e, a nd t he y w er en ’t to o su re h ow t o co pe w ith i t. Th ey se em ed to th in k al on g th e lin es o f ‘ S he ’s o nl y a gi rl – sh e w on ’t m an ag e th at w av e, s o I’l l g et in th er e an d sh ow h er h ow t o do i t.’ C on vi nc in g th em t ha t I co ul d ho ld m y ow n in t he w av es w as n’ t g oi ng to h ap pe n ov er ni gh t. READING AND USE OF ENGLISH | SAMPLE PAPER 2 READING AND USE OF ENGLISH | SAMPLE PAPER 2 25CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Answer key Q Part 1 1 D 2 A 3 D 4 C 5 C 6 A 7 D 8 C Q Part 2 9 took 10 rather 11 off/out/sail 12 in 13 did 14 came 15 after 16 on/for Q Part 3 17 proved 18 variety 19 enjoyment 20 safety 21 unusual 22 riders 23 environmental 24 suggestions Q Part 4 25 looking forward | to hearing 26 see the point | in/of buying OR see any point | (in) buying 27 was not |as/so expensive 28 wish | (that) I could come 29 (completely) sold out | of (the) 30 didn’t/did not mean | to delete Q Part 5 31 C 32 A 33 B 34 D 35 A 36 A Q Part 6 37 E 38 B 39 G 40 F 41 D 42 A Q Part 7 43 C 44 D 45 A 46 B 47 E 48 C 49 A 50 E 51 B 52 D READING AND USE OF ENGLISH | SAMPLE 2 READING AND USE OF ENGLISH | ANSWER KEY EXAM | LEV L | PAPER SAMPLE PAPERREADING AND USE OF ENG ISH | SAMPLE PAPER 2 28 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS PART 2 Questions 2–4 ‡‡ Sample tasks and scripts: pages 31 and 39–41 Task type and focus In Part 2, candidates have a choice of tasks. The questions are general questions, based on a range of topics, such as health and fitness, sport, music and so on. The tasks may include any of the following task types: an article, an informal or formal letter or email, a report, a review. As with Part 1, candidates are expected to show that they are aware of the kind of writing required to accomplish a task, and must be able to demonstrate appropriate use of one or more of the following functions: describing, explaining, reporting, giving information, suggesting, recommending, persuading. The different task types are intended to provide guidance for the candidates, so they can put together and develop their ideas on a topic, with a purpose for writing and a target reader in mind. Preparation General • Candidates write most effectively when they choose tasks and topics suited to their interests and experience. When preparing students for the examination, it is important to ensure they are familiar with the paper and the range of task types and topics so that they can identify those which are most accessible to them. • Train your students to read the questions carefully, underlining the most important parts. They then need to make a plan, referring closely to the question and looking for opportunities to develop their ideas and show their range of language. • The time allowed for the Writing paper (1 hour 20 minutes) is designed to be sufficient for candidates to make brief plans and then write two answers. Any corrections they need to make should be clear so that the examiner can follow and mark what they have written. • Your students need to think carefully about who the target reader is for each task and try to write in an appropriate style and tone. • Linking ideas effectively is something your students will need guidance on. Using a variety of linking words is important, as is ensuring that the flow of ideas in the writing is logical and easy for the reader to follow. • Your students should be encouraged to use a range of complex language. If, in doing so, they make mistakes, the examiner will always give credit for the complex language attempted as long as the mistakes do not impede communication. • Counting words wastes time in an examination and leads to clumsy alterations to what a candidate has already written. Students need practice in writing tasks within the word limit so that they can estimate when they have written enough. • Make sure your students have practice in answering questions without the use of dictionaries. Dictionaries are not allowed in the Cambridge English: First examination. The two parts of the Writing paper › Each question on the Writing paper carries equal marks. Expected word length Candidates are asked to write 140–190 words for both Part 1 and Part 2. Writing approximately the right number of words is an integral part of task achievement. If significantly fewer words are written, this is likely to mean that the task has not been successfully completed, whereas overlong pieces of writing may involve irrelevance, repetition of ideas, poor organisation and have a negative effect on the target reader. PART 1 Compulsory task ‡‡ Sample task and scripts: pages 31 and 36–38 Task type and focus In Part 1, the task will be in the form of an essay question with prompts. The range of functions tested will include agreeing or disagreeing with a statement, giving opinions on a question, giving information or explanations, comparing and contrasting ideas and opinions, exemplifying, giving reasons and drawing conclusions. Candidates are required to write a discursive essay in grammatically correct English, using a neutral or formal register. Task format The input for Part 1 may be up to 120 words, including the rubric. The rubric will set the scene and topic for the essay. The essay may take the form of a direct question or statement, which candidates are asked to give their opinions about. The essay will have two given prompts which supply ideas clearly linked to the question or statement. Candidates must address both prompts and also introduce a third distinct idea of their own. This third idea is in addition to any overall conclusions. Candidates need to ensure that all the content of their essay is clear and easy to follow. Effective organisation and cohesion are important features of a successful essay. A range of structures will be required to communicate ideas and opinions, along with the use of appropriate vocabulary. PART 2 This part consists of three questions from which candidates must choose one. Task format The input for these three tasks is less than in Part 1. Each writing task in Part 2 has a context, a purpose for writing and a target reader specified in no more than 70 words. Attention to every element in the question is essential for effective task achievement and candidates should consider carefully what level of formality is appropriate to the task. WRITING 29CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING PART 2 • Part 2 will always have three different tasks. • The tasks in Part 2 give candidates a chance to show their range of language. In class, students should be encouraged to use a variety of grammatical structures and explore the use of new vocabulary and expressions. • Since there is always a choice of task types in Part 2, students should avoid a particular task type if it is unsuited to their interests or experience. • Each word in the instructions is important to the task. Students should, therefore, be advised to avoid a question if they are unsure of what is required as their answer may not be wholly relevant. • Make sure your students are aware of the importance of spelling and punctuation. Although spelling errors and faulty punctuation are not specifically penalised, they can sometimes impede communication. (N.B. American usage and spelling are acceptable – see International English, page 4). Remind them of the importance of checking their work. • Each question on the Writing paper carries equal marks so your students should practise planning the time they spend on each question carefully. • Remind your students that they must write their answers in the answer booklet. • It is important to write clearly so that the answers are easy to read. However, it is not important if candidates write in upper or lower case, or if their writing is joined up or not. By part PART 1 • It’s vital that candidates read the rubric, essay question and prompts very carefully in order to understand what they are expected to do. Successful essays address the question or statement in a clear and logical way. It is important that candidates keep to the focus of the topic in question and that all their ideas and opinions are relevant to the question. • Students need to become experienced at discussing the advantages and disadvantages of aspects of all kinds of topics at B2 level. Being able to support an opinion with reasons and examples is another skill required when writing an effective essay. The two given prompts clearly relate to the question or statement and help to guide and develop the essay. Candidates also need to think of a third idea of their own which is distinct from the two given prompts. Brainstorming ideas for different topics will be very useful practice for this. If any of the three essay prompts is missed out, then the target reader will not be fully informed and the candidate will be penalised. • In order to hold the reader’s attention successfully, candidates need to express their ideas in a clear and logical way, making sure that the development of the essay is smooth and easy to follow. Varying the length of sentences, using direct and indirect questions and using a variety of structures and vocabulary may all help to communicate ideas more effectively. • Essays should be well organised and coherent. Students need practice in planning an essay effectively. The correct use of linking words and phrases (e.g. but, so, however, on the other hand, etc.), the appropriate use of cohesive devices (e.g. using pronouns for referencing) and the use of paragraphs to guide the reader, are all aspects of organisation which should be practised and developed. • To produce a successful essay, candidates need to be familiar with a range of structures which can be used when comparing, contrasting, agreeing, disagreeing, explaining, informing and giving opinions with reasons or examples. The different ways of opening a discussion and reaching a conclusion should also be explored and practised. Exposure to a range of vocabulary used to discuss current issues and aspects of life is also very important. 30 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Task types in the Writing paper The different task types are intended to provide frameworks for candidates so that they can put together and develop their ideas on a topic with a purpose for writing and a target reader in mind. These indications of readership and purpose are not comprehensive, but are intended to provide some guidance about the different task types. AN ARTICLE is usually written for an English-language magazine or newsletter, and the reader is assumed to have similar interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment. AN EMAIL/A LETTER is written in response to the situation outlined in the question. Letters and emails in the Cambridge English: First Writing paper will require a response which is consistently appropriate in register and tone for the specified target reader. Candidates can expect to be asked to write letters or emails to, for example, an English-speaking friend or colleague, a potential employer, a college principal or a magazine editor. AN ESSAY is always written for the teacher. It should answer the question given by addressing both content points and providing a new content point of the writer’s own. The essay should be well organised, with an introduction and an appropriate conclusion and should be written in an appropriate register and tone. A REPORT is usually written for a superior (e.g. a teacher) or a peer group (e.g. members of an English club). Candidates are expected to give some factual information and make suggestions or recommendations. A report should be clearly organised and may include headings. A REVIEW is usually written for an English-language magazine, newspaper or website. The main purpose is to describe and express a personal opinion about something which the writer has experienced (e.g. a film, a holiday, a product, a website etc.) and to give the reader a clear impression of what the item discussed is like. Description and explanation are key functions for this task, and a review will normally include a recommendation to the reader. For all task types, questions are constructed to enable candidates to display their English language proficiency at CEFR B2 level; candidates should take special care to read every part of each question, and not to omit any required development of the topic. WRITING 33CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING | ASSESSMENT The subscale Content is common to all levels: 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. The remaining three subscales (Communicative Achievement, Organisation, and Language) have descriptors specific to each CEFR level: CEFR level Communicative Achievement Organisation Language Demonstrates complete command of the conventions of the communicative task. Communicates complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes. Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility. Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication, and style. Use of grammar is sophisticated, fully controlled and completely natural. Any inaccuracies occur only as slips. C2 Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes. Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility. Uses a range of vocabulary, including less common lexis, effectively and precisely. Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication. Errors, if present, are related to less common words and structures, or occur as slips. C1 Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate. Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. B2 Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. Text is generally well organised and coherent, using a variety of linking words and cohesive devices. Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. B1 Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. Text is connected and coherent, using basic linking words and a limited number of cohesive devices. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. A2 Produces text that communicates simple ideas in simple ways. Text is connected using basic, high- frequency linking words. Uses basic vocabulary reasonably appropriately. Uses simple grammatical forms with some degree of control. Errors may impede meaning at times. 34 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING | ASSESSMENT Cambridge English: First Writing Examiners use the following assessment scale, extracted from the one on the previous page: B2 Content Communicative Achievement Organisation Language 5 All content is relevant to the task. Target reader is fully informed. Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate. Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. 4 Performance shares features of Bands 3 and 5. 3 Minor irrelevances and/or omissions may be present. Target reader is on the whole informed. Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. Text is generally well organised and coherent, using a variety of linking words and cohesive devices. Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. 2 Performance shares features of Bands 1 and 3. 1 Irrelevances and misinterpretation of task may be present. Target reader is minimally informed. Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. Text is connected and coherent, using basic linking words and a limited number of cohesive devices. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. 0 Content is totally irrelevant. Target reader is not informed. Performance below Band 1. 35CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING | GLOSSARY OF TERMS 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 fit the context of the given task. For example, in I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another example would be Today’s big snow makes getting around the city difficult. 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, infinitives, 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 specifications 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, fixed 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 candidate’s 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 effort is required from the reader to determine meaning. Writing mark scheme Glossary of terms 1. GENERAL Generally Generally is a qualifier meaning not in every way or instance. Thus, ‘generally appropriately’ refers to performance that is not as good as ‘appropriately’. Flexibility Flexible and flexibly 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 magazine’s 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 reader’s attention Holding the target reader’s 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 difficult 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 provides explicit linkage. They can range from basic high-frequency items (such as “and”, “but”) to basic and phrasal items (such as “because”, “first of all”, “finally”). 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 first 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. 38 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Question 1 Candidate C WRITING | SAMPLE PAPER 1 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All content is relevant to the task and the target reader is fully informed. Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to achieve this …). Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The writer’s opinion is clear in the choice of modal should. A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If, when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!). Communicative Achievement 5 The conventions of the essay format are used effectively to hold the target reader’s attention. There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in more concrete terms, what we, the readers can do to help. The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing on electrical transport; If a country decided. Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against these actions). Organisation 4 The essay is well organised and coherent using a variety of cohesive devices. The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the paragraphs, to make them less independent, but the overall effect is of a cohesive text. Language 5 There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy). There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey certain ideas succinctly, for example, This is a natural consequence of the struggle between development and environment; we all want exotic food and technological items from all over the world, so we have to pay the price. There are minimal errors which do not impede communication. DEVELOPMENT VS ENVIRONMENT If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment. If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price. Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions. We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy. But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example! 39CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Question 2 Candidate D WRITING | SAMPLE PAPER 1 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All the content is relevant and the target reader is fully informed. The review gives details about a book which contains a character who does something surprising (Gautama was born as a prince; (he) decided to leave the palace instead; (he) had self realization and became a buddha). The candidate recommends the book by explaining what they liked about it and saying who would find it enjoyable. Communicative Achievement 3 The review uses the conventions of the communicative task to hold the reader’s attention. The candidate introduces the topic of the book and the subject matter in an engaging way, using a rhetorical question, then summarises some of the events in the narrative (In the book; it is told that; One day; the king; later on). Straightforward ideas are communicated. Information is given about some of the characters and main events, and the writer concludes with their opinions of the book (This book is suitable for; I can say that; High recommended as …). Organisation 3 The text is generally well organised and coherent. It moves from general information in the introduction, to more specific details about the story in the next two paragraphs and concludes with an appropriate summary and opinion about the book. A variety of linking words and cohesive devices are used in the text, including reference pronouns (it didn’t work that way for little Gautama; he; him; One day; and; there; later on; This book). Language 3 A range of everyday vocabulary is used appropriately, and although there are some errors (fasilities; all senses’ gratification stuff) there is also some good use of less common lexis (started his spiritual journey). Both simple and more complex grammatical forms are used with a good degree of control (What would you do if you were born; who in the future would be a Buddah; before going to bed). Errors do not impede communication. “Life of Buddah”: A Book Review What would you do if you were born as a prince with all the exclusive fasilities to enjoy this material world? yes, most of people will celebrate and enjoy every single right that they have as a son of a king. Beautiful women, money, parties and all senses’ gratification stuff. Surprisingly, it didn’t work that way for little Gautama who in the future would be a Buddah. In the book “Life of Buddha”, it is told that Gautama was born as a prince. He got all the facilities to make him being comfortable staying in the palace. The king didn’t allow him to get out from the palace for outside of the palace is the place of real life happened. One day, the king asked him to get married but the prince rejected it and decided to leave the palace instead. There, he started his spiritual journey and later on had self realization and became a buddha. This book is suitable for you who like to read about someone’s autobiography and life’s lesson. As a reader I can say that I learn a lot from this book. High recommended as something to read before going to bed! 40 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Question 3 Candidate E WRITING | SAMPLE PAPER 1 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All content is relevant and the target reader is fully informed. The article describes the most useful thing which the writer has learned: speaking English, and explains why it is useful (English is the most spoken language across the world. i go on competissions in many countries … in all of those countries, i speak English). The second aspect of the task is discussed in detail and various methods of learning are described (I used to take regular classes; i learn English in school; watching movies, TV shows. Allso cartoons). Communicative Achievement 3 The conventions of writing an article are used appropriately to hold the reader’s attention. The tone is friendly and informative and the topic is clearly introduced and developed through the paragraphs. The subject is appropriate for the English website and straightforward ideas are communicated. The conclusion summarises the candidate’s opinions and rounds off the article, re-stating the main points of the question (All in all … I’m very glad I got to learn it, i find it very useful). Organisation 3 The text is generally well organised and coherent. There is a clear structure to the whole text, an introduction of the topic, paragraphs dealing with different aspects, and a neat conclusion. There are a variety of linking words and cohesive devices used to connect ideas across sentences and paragraphs (which i found; Also; so; But most of all; It is studied; In order to; those countries; All in all). Language 3 A range of everyday vocabulary is used appropriately and some attempts are made to use less common lexis (awesome but strict; study constantly; came across; subtitle). The writer uses both simple and some more complex grammatical forms with a good degree of control. There are some slips with plural/singular pronouns (these language) and some prepositions (on English; other country), as well as a few errors with spelling (studing; Allso; wathing; competissions) but these do not impede communication. The most useful thing I have ever learned The most useful thing i have learned is surely speaking English. I’ve been studing English for nine years till now. I used to take regular classes in these language which i found very interesting. Also, i learn English in school, my teacher is awesome but strict, so i have to study constantly. But most of all, i learn English, watching movies, TV shows. Allso cartoons when i was younger. When i came across a movie which was subtitled i turned the subtitle off. I enjoy wathing TV and movies on English. English is the most spoken language across the world. It is studied all over the world. In order to get in a conversation with a stranger from other country, you need to speak English. I’m a swimmer, so i go on competissions in many countries, and in all of those countries i speak English. I want to study abroad when i finish highschool, so i’ll defenetly need English. All in all, i enjoy speaking it, writing it, and I’m very glad I got to learn it, i find it very useful. 43CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Question 1 Candidate A WRITING | SAMPLE PAPER 2 Examiner comments Subscale Mark Commentary Content 5 All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made. Communicative Achievement 2 Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed. Organisation 2 The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases. Language 2 There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the 3rd person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined. In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time. Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society. In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself. In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear. 44 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Question 1 Candidate B WRITING | SAMPLE PAPER 2 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes). Communicative Achievement 3 The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention. Organisation 4 The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition. There are a variety of appropriate linking words and cohesive devices (many people who; according to them; this industry; thanks to that; On the other hand; In addition; In my opinion). Language 3 A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion). A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be). There are some repeated errors with prepositions and 3rd person verbs, but these do not impede communication. Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs. There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion. On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “old-fashioned” to buy and pay a large amount of money to keep “beautiful” In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance, because that is not important. We must wear whatever we like, want and feel confortable with. 45CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS Question 1 Candidate C WRITING | SAMPLE PAPER 2 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All content is relevant to the task and the target reader is fully informed. The candidate presents a balanced argument, discussing their own idea first that the fashion industry is important as it provides jobs and income for a huge number of people. The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion. Communicative Achievement 5 The conventions of essay writing are used effectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry affects people, communities and wider society (the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority). Organisation 5 The essay is well organised and coherent. There is a clear overall structure and the ideas are linked effectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profitable business is also believed; Nevertheless; for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good effect, for example links are made between fashion and industry, fashion and finance and fashion and society throughout the text, making clear connections between the separate aspects. Language 5 There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to). A range of simple and complex grammatical forms is used with control and flexibility to express more complex ideas. Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication. The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives. On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other. Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger. I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives. 48 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS Examiner comments Subscale Mark Commentary Content 5 All content is relevant and the target reader is fully informed. The candidate gives details about a language course that they attended. They describe the classes and the teacher (The classes were very funny. Andrea is a nice person). The most interesting thing learned on the course is addressed (The most interesting thing that I learned was how to prepare a theater play) along with descriptions of the activities involved. Finally a positive, personal recommendation is given. Communicative Achievement 3 The conventions of review writing are evident and hold the reader’s attention. The writer expresses opinions, describes the course and makes a concluding recommendation. The register in which the review is written is informal and personal rather than analytical and objective, but is consistent throughout. The style is suitable for a school website. Straightforward ideas are communicated about the writer’s personal experiences of the course. Organisation 4 The text is well organised and coherent. The paragraphs are used well to develop the main points in the question, each one focusing on a certain aspect. Cohesive devices such as referencing and pronouns are used to link the information across sentences without too much repetition (he gave us a song in which; After that we did differents exercise; the majority of them …). There are some errors with punctuation, but this generally occurs when ideas are being connected across sentences or when two clauses are being joined (For instance; we interpreted it). Language 3 Everyday vocabulary is used appropriately with some less common expressions attempted, particularly in the 3rd paragraph (we wrote a play based on a book; we interpreted it; unforgetable experience). A range of simple and complex grammatical forms is used with a good degree of control. Past and present tenses are controlled and there is a range of sentence structures. There are errors with plurals and some prepositions (we listened the song; we did differents exercise; we spoke about restaurant), but these errors do not impede communication. Question 4 Candidate F The course I have been recently is a language course. In september I went to a Italian course for improving my level of Italian, with a native teacher, Andrea. The classes were very funny. Everyday when we arrived to the class he gave us a song in which there were gaps which we had to filling them while we listened the song. After that we did differents exercise, the majority of them for improving our vocabulary. For instance we spoke about restaurant, shops, cinema and so on. The most interesting thing that I learned was how to prepare a theater play, and it was fantastic. During a week we wrote a play based on a book, and the last day of the week we interpreted it. Everyone had a different paper on it. For me it was an unforgetable experience, because I spent a wonderful time doing it and I learned a lot of idioms. I would recommend this course because Andrea is a nice person who teach you with interesting exercise. Learning Italian isn’t boring with him. WRITING | SAMPLE PAPER 2 49CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS A ns w er S he et P ag e 1 Pa rt O ne A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s.         A ns w er S he et P ag e 2 Pa rt O ne A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s.         WRITING WRITING | CANDIDATE ANSWER SHEET Candidate answer sheet 50 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS A ns w er S he et P ag e 3 Pa rt T w o A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s. W rit e yo ur q ue st io n nu m be r h er e:         A ns w er S he et P ag e 4 Pa rt T w o A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s.         WRITING WRITING | CANDIDATE ANSWER SHEET 53CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING PART 3 • It is really important for candidates to use the time they are given to read through the questions, since they need to have a clear idea of what they are listening for. Students could practise doing the exercise with the tapescript, so that they can see the kind of matching required. Other relevant exercises would be any which practise ‘saying the same thing in a different way’. • If your students are at all unsure about an answer, they should wait for the second listening before making their final decision. Making too quick a decision may mean that a candidate ‘uses up’ an answer that belongs to another speaker. PART 4 • In preparing for multiple-choice questions, it can be useful for students to answer questions in their own words before they look at the options; they can then decide which option seems to correspond most closely to their own answer. • Students should get used to answering all the questions, even if they are not sure of the correct answer – they’ve probably understood more than they think. • Students shouldn’t be distracted by individual words and phrases in Parts 1, 3 and 4. They should listen to the whole message. • Students should know when to stop concentrating on a question which they are finding difficult, so that they don’t miss the next question. By part PART 1 • Play real-life snippets to your students, e.g. a teacher’s announcement, a weather report, and ask them to identify the text type and topic. • Candidates can be distracted by hearing words or phrases in the text which appear in one of the incorrect options. They need to practise spotting such mismatches, and understanding why they are wrong. • Try using a variety of short practice texts. The questions should range from people to places, from opinions to events, from relationships to reasons. Provide the text and options, but get the students to write the questions themselves. For example: You overhear a student talking about a film he watched last night. (Students suggest a question) Options A: a car B: a family C: a robbery Text Student: It’s so difficult to get everyone to agree about what we’re going to watch on TV. Is it the same in your house? Last night, for example, there were three films on. There was that one with the four sisters and their mother, during the American Civil War. Do you know the one I mean? I’d been looking forward to seeing it for ages. But the others had different ideas. Jessie was eager to see some cartoon thing about a car, but Lizzie wanted a thriller about two bank robbers. And rather than give in to each other, they both went with my choice – actually we all enjoyed it. PART 2 • Preparation for this part should include lots of exposure to simple gap-fill listening exercises. • Students need to get into the habit of reading not only the text in front of the gap, but also the text which follows the gap, which may affect their answer. You can reassure them that the tested items come in the same order as they are heard on the recording. • Candidates sometimes write too much, either by including unnecessary detail, or by trying to rephrase what they hear on the recording. Irrelevant detail can spoil what would otherwise have been a correct answer. Candidates should be reminded that no changes are required to the key information, that no answer will need more than three words, and that in many cases they will need only one or two words. 54 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | SAMPLE PAPER 1 2 Pa rt 1 Y ou w ill h ea r p eo pl e ta lk in g in e ig ht d iff er en t s itu at io ns . Fo r q ue st io ns 1 – 8 , c ho os e th e be st a ns w er (A , B o r C ). _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 1 Y ou h ea r a m es sa ge o n a te le ph on e an sw er in g m ac hi ne . W hy is th e sp ea ke r c al lin g? A to c on fir m s om e ar ra ng em en ts B to is su e an in vi ta tio n C to p er su ad e so m eo ne to d o so m et hi ng 2 Y ou h ea r t w o pe op le ta lk in g ab ou t a w at er -s po rts c en tre . Th e m an s ay s th e ce nt re s ho ul d A pa y m or e at te nt io n to s af et y. B of fe r a ct iv iti es fo r s m al l c hi ld re n. C pr ov id e al l t he e qu ip m en t n ee de d. 3 Y ou h ea r a p ro fe ss io na l t en ni s pl ay er ta lk in g ab ou t h er c ar ee r. W ha t a nn oy s he r m os t a bo ut in te rv ie w er s? A th ei r b el ie f t ha t s he le ad s a gl am or ou s lif e B th ei r a ss um pt io n th at s he ’s m ot iv at ed b y m on ey C th ei r t en de nc y to d is tu rb h er w hi le s he ’s tr av el lin g 4 Y ou h ea r a p oe t t al ki ng a bo ut h is w or k. W ha t i s he d oi ng ? A gi vi ng h is re as on s fo r s ta rti ng to v is it sc ho ol s B ju st ify in g th e ch ild lik e na tu re o f s om e of h is re ce nt p oe m s C ex pl ai ni ng th at h is p oe m s ap pe al to p eo pl e of d iff er en t a ge s 3 Tu rn o ve r ► 5 Y ou h ea r t w o pe op le ta lk in g ab ou t a p ro gr am m e th ey s aw o n TV . Th e w om an th in ks th e pr og ra m m e w as A irr ita tin g. B sa d. C un in fo rm at iv e. 6 Y ou h ea r t w o pe op le ta lk in g ab ou t a n ic e- ho ck ey g am e th ey ’v e ju st s ee n. H ow d oe s th e gi rl fe el a bo ut it ? A pl ea se d to h av e ha d th e ex pe rie nc e B re lie ve d th at s he ’d d re ss ed a pp ro pr ia te ly C im pr es se d by th e pe rfo rm an ce o f t he te am 7 Y ou o ve rh ea r t w o fri en ds ta lk in g ab ou t a re st au ra nt . W ha t d o th ey b ot h lik e ab ou t i t? A th e pr es en ta tio n of th e fo od B th e at m os ph er e of th e pl ac e C th e or ig in al ity o f t he c oo ki ng 8 Y ou h ea r a m an ta lk in g on th e ra di o. W ha t t yp e of in fo rm at io n is h e gi vi ng ? A a tra ve l a nn ou nc em en t B a w ea th er fo re ca st C an a cc id en t r ep or t EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 1 55CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | SAMPLE PAPER 1 4 Pa rt 2 Y ou w ill h ea r a w om an c al le d A ng el a Th om as , w ho w or ks fo r a w ild lif e or ga ni sa tio n, ta lk in g ab ou t th e sp ec ta cl ed b ea r. Fo r q ue st io ns 9 – 1 8, c om pl et e th e se nt en ce s w ith a w or d or s ho rt ph ra se . Sp ec ta cl ed B ea rs A ng el a sa ys th at it w as th e (9 ) o f t he s pe ct ac le d be ar th at fi rs t i nt er es te d he r. A ng el a m en tio ns th at th e be ar ’s m ar ki ng s ca n be fo un d on it s (1 0) a s w el l a s its e ye s an d ch ee ks . A ng el a is p le as ed b y ev id en ce th at s pe ct ac le d be ar s ha ve b ee n se en in (1 1) a re as o f A rg en tin a. A ng el a sa ys th e be ar s us ua lly li ve in (1 2) , th ou gh th ey ca n al so b e fo un d in o th er p la ce s. S pe ct ac le d be ar s be ha ve d iff er en tly fr om o th er ty pe s of b ea r d ur in g (1 3) , w hi ch A ng el a fin ds s ur pr is in g. A ng el a is u ps et th at (1 4) a re th e bi gg es t d an ge r t o sp ec ta cl ed b ea rs . A ng el a sa ys th at s pe ct ac le d be ar s us ua lly e at ( 15 ) an d tre e ba rk . B ea rs c lim b tre es a nd m ak e a (1 6) , w hi ch fa sc in at ed A ng el a. W he n be ar s ea t m ea t, th ey m uc h pr ef er (1 7) a lth ou gh th ey d o ea t o th er c re at ur es . O ne m an h as p ro du ce d an a m us in g (1 8) a bo ut th e tim e he sp en t s tu dy in g th e be ar s. 5 Tu rn o ve r ► Pa rt 3 Y ou w ill h ea r fiv e sh or t e xt ra ct s in w hi ch p eo pl e ar e ta lk in g ab ou t t he ir vi si t t o a ci ty . F or q ue st io ns 19 – 2 3, c ho os e fro m th e lis t ( A – H ) w ha t e ac h sp ea ke r l ik ed m os t a bo ut th e ci ty th ey v is ite d. U se th e le tte rs o nl y on ce . Th er e ar e th re e ex tra le tte rs w hi ch y ou d o no t n ee d to u se . _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ A th e ef fic ie nc y of th e pu bl ic tr an sp or t s ys te m B th e na tu ra l b ea ut y of th e sc en er y S pe ak er 1 19 C th e va rie ty o f g oo ds in th e m ar ke ts S pe ak er 2 20 D th e st yl e of th e ar ch ite ct ur e S pe ak er 3 21 E th e w el l-d es ig ne d pl an o f t he c ity S pe ak er 4 22 F th e he lp fu ln es s of th e pe op le S pe ak er 5 23 G th e ra ng e of le is ur e op po rtu ni tie s H th e st an da rd o f t he a cc om m od at io n LISTENING | SAMPLE PAPER 1 58 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | SAMPLE PAPER 1 F: They’ve made a lot of effort with that. It really adds to the experience, doesn’t it? PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 8 You hear a man talking on the radio. PAUSE 2” — *** — As a result of heavy snow, there has been major disruption to rail services this morning. A number of breakdowns have been reported in the west, with people stranded on some trains. In this region blizzard conditions are making driving conditions hazardous. A severely restricted train service will be operating within the next few hours into the capital and delays are expected on all lines in the south of the country. In the north, there is some snow, but services have been able to continue, with only a few cancellations reported. PAUSE 2” — *** — TAPE REPEAT PAUSE 2” That is the end of Part One. Now turn to Part Two. PAUSE 5” You will hear a woman called Angela Thomas, who works for a wildlife organisation, talking about the spectacled bear. For questions 9–18, complete the sentences with a word or short phrase. You now have 45 seconds to look at Part Two. PAUSE 45” — *** — Thanks for inviting me tonight. As you know, my main interest is in conservation and I’m lucky enough to work with lots of different organisations looking after animals both in captivity and in the wild. I’d been fascinated by all kinds of bears for a long time before I started working in this field. But it was the spectacled bear that really attracted me – some people find it appealing because of its size and shape, and it’s less well known than other types of bear, but for me I thought it was such a great name! It comes from the patches of yellowish fur around the bear’s eyes which grow in a sort of circle shape, like glasses, although these golden markings vary greatly from one bear to another and may not be limited to the eyes – they can extend as far as the bear’s cheeks or even chest. I’d like to explain what we know about this bear, and why I find it so fascinating. It’s the only survivor of a type of bear that once ranged across America during the last Ice Age. We thought that it was only found in certain places in Venezuela and Chile, but I was thrilled to read some reports that suggested it might also be living in northern parts of Argentina and eastern Panama. It’s quite difficult to find spectacled bears in the wild because they are quite shy animals, and tend to live in a wide variety of habitats, which W: Did you watch that programme about the Gobi Desert last night? I thought it’d be really interesting because it’s a part of the world I know very little about. M: The photography was brilliant, wasn’t it? W: Yes, you could really feel how harsh the life was there. M: Overwhelmingly grey, I thought. It’d be hard to feel cheerful living in that landscape. W: It was a bit short on facts though, wasn’t it? M: I don’t think it was that kind of programme. They just wanted you to be amazed at the fantastic landscape. I guess that’s why there wasn’t much commentary. W: You’re right. I hadn’t thought of that. PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 6 You hear two people talking about an ice-hockey game they’ve just seen. PAUSE 2” — *** — M: So your first live ice-hockey game. Glad you came? F: Well, I wouldn’t have missed it for the world, but it was so cold – I had no idea that it would be like that. I wish I’d brought my thicker coat! M: That’s normal! At least it was a really exciting game – our team was doing much better than usual. F: Well, perhaps that accounts for the noise! I knew it would be loud, but it was incredible. M: What do you expect? We have to support them! F: Well I can say I’ve done it – just don’t expect to see me here next week …! PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 7 You overhear two friends talking about a restaurant. PAUSE 2” — *** — M: I can see why people really rate the place. F: Yeah. They really know how to bring out the flavours in the different dishes. They also put a lot of thought into combining unusual ingredients. And as a restaurant it’s not too stuffy and formal. It’s got a really lively feel about it. M: Perhaps a little too lively. It was quite hard to hear each other above the din. I’m not sure it’d be the place to come for a romantic dinner. Great food though, and so visually appealing on the plate. EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 1 59CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | SAMPLE PAPER 1 great hostels. You can do bushwalks out there and apparently the scenery is stunning. But it can be dangerous – we were warned to have the right gear and tell other people where we were going. So we decided to give it a miss. Anyway, we weren’t short of things to do in the city! `We were spoilt for choice. PAUSE 3” Speaker 2 PAUSE 2” We were pretty tired when we first arrived so we were glad just to relax. We’d booked late and I have to say that the room wasn’t the best I’ve stayed in. But we had a view of the lake, which was a real treat – we were really impressed by the forests and mountains around the city. We made good use of the swimming pool, though we were too lazy to go to the famous markets. We didn’t take advantage of all the shows either. Lots of people told us how good they were so that was a pity. And the theatres themselves were supposed to be impressive. PAUSE 3” Speaker 3 PAUSE 2” One of my main ambitions was to see inside the big concert hall – and in fact we managed to get in to a concert there, which was pretty special. The acoustics were amazing! The city was divided by a river, and getting round had its problems, especially as we didn’t really understand the city plan. The best way was the ferries – I was really impressed that they were always on time and provided good views in the city. The trams were good too, and the local commuters seemed happy to chat to us and give us ideas for the best things to do and see. We didn’t have time to do everything, though. PAUSE 3” Speaker 4 PAUSE 2” Before we went we couldn’t decide where to stay – so many people recommended different places, and there seemed to be loads of different and unusual possibilities, like old traditional farms converted into guest houses – so we decided to move around and try something different every couple of nights. That worked out really well, and they were all excellent. Although we’d been told that getting round on the buses was easy and cheap in the city, we decided to rent a car so that we could get out into the countryside – we didn’t want to miss out on the views driving along by the ocean. PAUSE 3” Speaker 5 PAUSE 2” Even though we had a city plan we got lost several times – especially in the old town where the buildings were quite similar – though I know some people say getting lost is the best way to get to know a city! We were never short of help, though – some people were even prepared to walk with us to show us the way. That was something I’ll always remember! Our hotel was all right without being spectacular, and it was a long walk in to the evening shows – we took a taxi most times. There was loads to do every day, though, and we certainly weren’t bored. can range from dry coastal deserts to high mountain areas above 4,000 meters. They are most commonly found in forests, though. Being such timid animals they tend to come out at night, which is another thing that makes them difficult to see, though, like me, you may be surprised to learn that they don’t sleep all through the winter as many other types of bear do. We’re not sure about the actual number of spectacled bears that remain in the wild, but it’s been estimated that there are only about 2,400 still around. The bears are endangered not so much because they are hunted by other animals, but what I find really sad is the fact that humans destroy their habitat. Spectacled bears are quite small compared with other bears, and of course they do have other enemies – these mostly include mountain lions and jaguars – but they remain a smaller threat. The bears are primarily vegetarian, and their normal diet is tree bark and berries. On rare occasions though they eat honey, which I thought was just something in children’s books. I was interested to find that they are incredibly good climbers, and one thing I found really funny is that they’ve been known to sit up a tree for days – they make a platform – why? – I couldn’t guess, but they’re waiting for fruit to ripen so they can eat it! It’s quite surprising that although they rarely eat meat they have extremely strong jaws and wide, flat teeth. Very occasionally they do eat meat – something like birds or insects though they like small mice best if they can get them! We’re really trying to make people more aware of the bears, and we’ve made a television series about one man’s efforts to make people understand the dangers facing the animals. He spent a long time in Peru studying them, and has published a very funny diary of his time there. I hope everyone will read it, and support our efforts to help these fascinating creatures! So are there any questions? PAUSE 10” Now you will hear Part Two again. — *** — REPEAT INSERT PAUSE 5” That is the end of Part Two. Now turn to Part Three. PAUSE 5” You will hear five short extracts in which people are talking about their visit to a city. For questions 19 – 23, choose from the list (A–H) what each speaker liked most about the city they visited. Use the letters only once. There are three extra letters which you do not need to use. You now have 30 seconds to look at Part Three. PAUSE 30” — *** — Speaker 1 PAUSE 2” We spent a day exploring the shops and markets in the city, and bought some souvenirs. Then we wanted to see some of the area outside the city, and discovered it was easy to get to loads of places by train, including the mountains, where we were told there were LISTENING | SAMPLE PAPER 1 60 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | SAMPLE PAPER 1 catalogue also contains a commentary about the artist, which I have to write and research. I try to find out what has influenced them, where they learned to paint, what the subject matter represents, that sort of thing, but I try to avoid quoting from positive reviews of their work; it’s not meant to be advertising as such. Int: So your job is not all administrative? RR: Compared to a typical office, that side of it’s quite minimal, that’s why I can cope without an assistant. There are systems in place to deal with routine jobs. For instance, I don’t have to send out the catalogues – the company which prints them also prints the envelopes and posts them. Another company takes care of the food and drinks when we have the opening of a new exhibition. Int: And are you involved in other aspects of the business? RR: Yes. The company also offers a consultancy service for large companies that want to display works of art in their offices. I phone round companies, explain what we do and, if they’re interested, make an appointment for the gallery manager to go and see them. It’s interesting, the companies tend to go much more for modern or abstract art than people coming to the gallery. Int: And the best part of the job for you? RR: The really rewarding thing for me is that you never know how a day is going to go. Some days it’ll be really quiet, other days it’s really busy and you don’t know what you’re going to have to cope with. And there’s the added bonus of working with really nice people and of course I have the pleasure of spending my days surrounded by beautiful works of art, so I can’t complain. Int: Thank you Rachel, and now we’ll move on to … PAUSE 10” Now you will hear Part Four again. — *** — REPEAT INSERT PAUSE 5” That is the end of Part Four. There will now be a pause of five minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions. I shall remind you when there is one minute left, so that you are sure to finish in time. PAUSE 4’00” You have one more minute left. PAUSE 1’00” That is the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets. PAUSE 10” Now you will hear Part Three again. — *** — TAPE REPEAT PAUSE 5” That is the end of Part Three. Now turn to Part Four. PAUSE 5” You will hear part of a radio interview with a woman called Rachel Reed, who works in a commercial art gallery, a shop which sells works of art. For questions 24–30, choose the best answer (A, B or C). You now have one minute to look at Part Four. PAUSE 1’00’’ — *** — Int: This evening in our series ‘Careers with a Difference’ our guest is Rachel Reed who works for a small commercial art gallery. Rachel welcome. RR: Hello. Int: Rachel, what exactly do you do? RR: Well, there’s two great things about working for a really small company. Firstly, you get to do a bit of everything. The other is that you can practically invent your job title. Mine is marketing manager – although I do a lot of other things too, it does describe the majority of what I do. Int: So, tell us about your day. RR: Well, it all starts with the huge pile of post we get. We often get artists sending in photographs of their work to see if we’d be interested in exhibiting it. I learned very early on how to differentiate between the ‘possibles’ and those which are unsuitable. Int: But how do you tell? RR: It might be the style, or sometimes the subject matter is just not going to look right in our gallery, but more often than not, it’s just that they’re not of the required standard. The ‘possibles’ I pass on to the gallery manager who makes the final decision. Int: So you have quite a lot of contact with artists? RR: Yes. Sometimes I spend nearly all day on the phone and about fifty percent of the time it’s artists. I send letters explaining why we can’t show their work – some of them phone up to argue about it – I find those calls very hard to deal with. Artists we do exhibit also phone to find out if we’ve managed to sell anything and, if we have, when the money will be coming through. I don’t mind those so much. Most other calls are from clients. We have a new artist exhibiting here every two to four weeks and before the show takes place, we send out a catalogue to the clients on our database. Int: Obviously the catalogue’s illustrated? RR: Oh yes, and as soon as the catalogue goes out, we start getting phone calls because people see something they like and want to reserve it. Sometimes they even buy things over the phone. The EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 1 63CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 4 Pa rt 2 Y ou w ill h ea r a m an c al le d C hr is G ra ha m ta lk in g to a g ro up o f s tu de nt s ab ou t a v ac at io n jo b he h ad in A us tra lia . Fo r q ue st io ns 9 – 1 8, c om pl et e th e se nt en ce s w ith a w or d or s ho rt ph ra se . M y Va ca tio n Jo b in A us tr al ia C hr is th in ks th e be st p la ce to fi nd a jo b lik e he h ad is th e (9 ) . C hr is is s tu dy in g (1 0) a t u ni ve rs ity . Fo r m os t o f t he ti m e he w as w or ki ng fo r t he tr av el c om pa ny , C hr is li ve d in a (1 1) o ut si de o f t he to w n. C hr is w as o fte n as ke d to g o to a ( 12 ) a t t he w ee ke nd . In th e m or ni ng s, C hr is h ad to d riv e to ur is ts to s ee th e (1 3) in th e de se rt. M an y of th e to ur is ts w er e un aw ar e of th e ne ed to k ee p th ei r (1 4) c ov er ed u p w he n th ey w er e in th e su n. Th e to ur is ts p ar tic ul ar ly w an te d to k no w h ow to te ll th e di ffe re nc e be tw ee n th e (1 5) o f t he w ild a ni m al s. In th e af te rn oo ns , t he to ur is ts w er e ab le to s ee s om e (1 6) th at h ad m or e th an o ne u se . C hr is s ay s th at th e lo ca l g ov er nm en t w ou ld li ke to h av e a la rg er (1 7) t o at tra ct to ur is ts . C hr is a dv is es o th er s tu de nt s to s en d of f t he ir jo b ap pl ic at io n fo rm s in th e m on th o f (1 8) a t t he la te st . 5 Tu rn o ve r ► Pa rt 3 Y ou w ill h ea r fiv e sh or t e xt ra ct s in w hi ch p eo pl e ar e ta lk in g ab ou t h ap pi ne ss . F or q ue st io ns 1 9 – 23 , ch oo se fr om th e lis t ( A – H ) w ha t e ac h pe rs on s ay s ha pp in es s m ea ns to th em . U se th e le tte rs o nl y on ce . Th er e ar e th re e ex tra le tte rs w hi ch y ou d o no t n ee d to u se . _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ A H av in g a ha pp y pe rs on al ity a llo w s yo u to c op e ef fe ct iv el y w ith pr ob le m s. B H ap pi ne ss c om es fr om h av in g so m eo ne s pe ci al to s ha re y ou r th ou gh ts w ith . S pe ak er 1 19 C H ap pi ne ss is a ll ab ou t t he e xp er ie nc e of o ve rc om in g pr ob le m s. S pe ak er 2 20 D H ap pi ne ss is a s ho rt es ca pe fr om e ve ry da y ro ut in e. S pe ak er 3 21 E Tr ue h ap pi ne ss li es in m ak in g ot he rs h ap py . S pe ak er 4 22 F O ld er p eo pl e ar e le ss h ap py th an y ou ng er o ne s. S pe ak er 5 23 G H ap pi ne ss is b ei ng th an kf ul fo r w ha t y ou h av e. H H ap pi ne ss c om es fr om a ch ie vi ng y ou r g oa ls . LISTENING | SAMPLE PAPER 2 LISTENING | SAMPLE PAPER 2 64 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 6 Pa rt 4 Y ou w ill h ea r pa rt of a r ad io i nt er vi ew w ith a n au th or c al le d M ic ke y S m ith , w ho i s ta lk in g ab ou t be co m in g ex ce lle nt a t s po rt. F or q ue st io ns 2 4 – 30 , c ho os e th e be st a ns w er (A , B o r C ). _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 24 W he n as ke d ab ou t h is th eo ry o n ta le nt , M ic ke y sa ys th at A he is d oi ng fu rth er re se ar ch w ith o th er p eo pl e. B he re al is es s om e pe op le d is ag re e w ith h im . C he h as n ot y et fu lly p ro ve d hi s id ea s. 25 M ic ke y be lie ve s th at o ut st an di ng fo ot ba ll pl ay er s A ha ve b et te r l ev el s of c on ce nt ra tio n th an o th er p la ye rs . B ar e aw ar e of th e po si tio ns o f o th er p la ye rs o n th e pi tc h. C ar e fa st er ru nn er s th an o th er p la ye rs . 26 H ow d id M ic ke y fe el w he n he fi rs t b ec am e su cc es sf ul a t g ym na st ic s? A co nv in ce d he h ad a n at ur al a pt itu de fo r t he s po rt B co ns ci ou s th at o th er s in h is a re a di dn ’t ha ve th e sa m e ch an ce s C lu ck y to h av e ha d on e of th e be st tr ai ni ng ro ut in es 27 M ic ke y sa ys th at th e m ot iv at io n to c on tin ue tr ai ni ng fo r l on g pe rio ds o f t im e A de ve lo ps a t a n ea rly a ge in p eo pl e w ho b ec om e ex pe rts . B de pe nd s on y ou r p er so na l a tti tu de to w ar ds s uc ce ss . C do es n ot c om e na tu ra lly to m os t p eo pl e. 28 M ic ke y sa ys th at c oa ch es w or ki ng w ith y ou ng p eo pl e ne ed to u nd er st an d th at A ch ild re n an d ad ul ts h av e di ffe re nt th ou gh t p ro ce ss es . B yo un g pe op le h av e a bu ilt -in d riv e to s uc ce ed in a re as li ke s po rt. C it is im po rta nt to fo cu s on m en ta l r at he r t ha n ph ys ic al te ch ni qu es . 7 29 M ic ke y sa ys th at m an y pe op le w ho p la y sp or t d on ’t bo th er to tr y ha rd b ec au se A th ey fe el in ca pa bl e of re ac hi ng th e sa m e le ve ls a s sp or ts s ta rs . B th ey d on ’t ha ve ti m e to p ut in th e ne ce ss ar y ef fo rt. C th ey a re n ot c on fid en t i n th ei r a bi lit y to d ea l w ith s uc ce ss . 30 A cc or di ng to M ic ke y, w ha t c an c au se s om e sp or ts p eo pl e to fa il at im po rta nt e ve nt s? A Th ey h av en ’t tra in ed e no ug h. B Th ey a re in ex pe rie nc ed a t d ea lin g w ith p re ss ur e. C Th ey c an b ec om e to o aw ar e of th ei r a ct io ns . EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 2 LISTENING | SAMPLE PAPER 2 65CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 2 Tapescript This is the Cambridge English First Certificate in English Listening test. SAMPLE TEST 2 I am going to give you the instructions for this test. I shall 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: — *** — You will hear each piece twice. Remember, while you are listening, write your answers on the question paper. You will have five minutes at the end of the test to copy your answers onto the separate answer sheet. There will now be a pause. Please ask any questions now, because you must not speak during the test. PAUSE 5” Now open your question paper and look at Part One. PAUSE 5” You will hear people talking in eight different situations. For questions 1–8, choose the best answer (A, B or C). Question 1 You hear a young man talking about his hobby of rock climbing. PAUSE 8” — *** — It’s not for everyone, but I love the physical aspect. I started almost by accident – my uncle took me to an indoor climbing wall and I was hooked. The start of any climb still gives me a real buzz. I’ve never settled for being less than the best at anything I’ve tried, and that’s what pushed me to the standard I am now – which doesn’t mean I don’t think I can still improve! I get a huge sense of achievement when I finish a particularly demanding climb, and though other climbers get nervous sometimes, like when there’s ice, or the weather’s bad, that never puts me off. PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 2 You hear a public announcement at a family theme park. PAUSE 8” — *** — Attention everybody. This is Sonia Lee and I’m events manager for today at Seaworld Centre. If you hurry to Zone D you can catch the spectacular ‘riding with dolphins’ event. The next one’s on at 5 past 11, but don’t worry if you miss that, because you’ve got three more chances to see it today. We’ll now be feeding the sea lions at 2.15, that’s 45 minutes later than scheduled according to your programmes. And whatever you do, don’t miss the ever-popular Penguin Walkabout. That starts in half an hour. You’ve never seen anything like it! See you there! PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 3 You hear two people talking about a course they have attended. PAUSE 8” — *** — F: I enjoyed that. M: It was a bit too businessy for me. I know everything’s about profits these days, but I still think producing books should be more about creativity than making money. F: Everything’s going the same way, whether you like it or not. A friend of mine did a course on book illustration, and she said the first lecture was about costs. M: Anyway, this speaker said if we’re going into the book trade, we should get practice in as many aspects as possible. F: I agree with that. They need an editor for the sports page on the student newspaper, and I think I’ll go for it. PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 4 You hear two people talking about a film they have both seen. PAUSE 8” — *** — F: Well, what did you think of that film? M: I had mixed reactions really. From what I’d read, I expected it to be funnier. F: I know what you mean – just shows how different people’s tastes can be I guess. Good twist at the end though. I wasn’t expecting that, were you? M: I kind of guessed what was coming to be honest. There were a lot of references to other films in the storyline I thought. F: Oh, you think so? I wasn’t quite sure what message it was trying to convey, though. One minute it seemed to be saying one thing and the next it was saying the opposite. M: Yeah, I agree. PAUSE 2” — *** — TAPE REPEAT PAUSE 2” Question 5 You hear a man being interviewed about a new project he has set up in his home town. LISTENING | SAMPLE PAPER 2 68 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS believe excellence relies on practice. If you believe being good at something is down to natural ability, when you fail, you’ll think you don’t have enough of it – and you’re more likely to give up. If you believe excellence is about effort, when you fail you’re going to see it as an opportunity to grow. F: What approach should coaches take when training youngsters in sport? M: The way to go about it is to ensure the child enjoys what they’re learning – that it becomes an internal desire to progress. Coaching young people is more about psychology than it is about the technical side of things – it’s making the young performer really care about where they’re going, motivating them in the right way, that will enable them to actually get there – little difference from how you encourage adults really. F: Why don’t more people who play sport try harder to improve? M: Well, they see sports stars and assume they were born brilliant, but there’s no evidence to suggest that. You just don’t see the painstaking process it took to get them there when they’re winning games on your TV screen. If you did, their brilliance wouldn’t seem so miraculous. The illusion is to think they got there quickly and think ‘Oh my goodness, I could never get up that slope.’ F: Given everything you’ve said about top performers, why do they sometimes fail at crucial moments? That’s called ‘choking’, right? M: Yes. It’s to do with the expectation to succeed, no matter how many times they’ve done it before. When you first practise a skill you have to exert conscious control over it. When you become proficient you’re able to do it subconsciously. When you choke you become so anxious that instead of delivering your skill automatically, you become conscious of what you’re doing and it’s like you’ve never done it before. F: Thank you very much [FADE] PAUSE 10” Now you will hear Part Four again. — *** — REPEAT INSERT PAUSE 5” That is the end of Part Four. There will now be a pause of five minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions. I shall remind you when there is one minute left, so that you are sure to finish in time. PAUSE 4’00” You have one more minute left. PAUSE 1’00” That is the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets. through them, that’s when you’re truly happy. That’s certainly how it’s worked out for me. PAUSE 10” Now you will hear Part Three again. — *** — TAPE REPEAT PAUSE 5” That is the end of Part Three. Now turn to Part Four. PAUSE 5” You will hear part of a radio interview with an author called Mickey Smith, who is talking about becoming excellent at sport. For questions 24–30, choose the best answer (A, B or C). You now have one minute to look at Part Four. PAUSE 1’00’’ — *** — F: Today on the programme we have Mickey Smith, author of the book The Power of Practice. Mickey, in your book you talk about what makes a champion sportsperson. Your argument is that talent – a natural aptitude or skill – doesn’t exist. Right? M: Right. I know that’s controversial because it’s thought that people are born with natural abilities. I have my critics but the evidence from research I’ve done backs up my argument. If you look at anyone who’s reached a high level in any complex task, you’ll find they’ve spent many years building up to it. This has started other people thinking and doing their own research. I’ve no doubt they’ll reach the same conclusions I have. F: What about physical abilities like speed? Isn’t that what makes one footballer better than another, for example? M: There are physical issues that are significant in some activities. However, in virtually all complex tasks the limiting factor is a mental thing. People don’t become the greatest footballers because they move around the pitch quickly. While he may not realise it, the way a great footballer understands where his teammates are around him on the field is what helps him score goals, rather than speed. F: In your book you also talk about geographical areas where lots of people become experts in the same activity. Gymnastics, for example. M: The town I grew up in produced the top gymnasts of my generation, myself included. My initial reaction when I got to the top was, ‘Wow’, I must have been born with this ability to do gymnastics. But what about the others? What I now understand is that this excellence was down to having access to a fantastic coach and a 7-day-a-week gymnastics club, where we transformed ourselves from ordinary to extraordinary. Opportunity’s another factor determining success. F: Your argument is that to become excellent you have to practise for thousands of hours. That’s a lot of training. M: That’s right. How successful you are is down to how long you’re prepared to work. Evidence suggests those who make it LISTENING | SAMPLE PAPER 2 EXAM | LEVEL | PAPER SAMPLE PAPERLISTENING | SAMPLE PAPER 2 69CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | ANSWER KEY LISTENING | SAMPLE PAPER 2 Answer key Q Part 1 1 C 2 A 3 C 4 B 5 C 6 B 7 A 8 C Q Part 2 9 internet 10 history 11 caravan 12 party 13 sun(-)rise 14 shoulders 15 tracks 16 plants 17 airport 18 January Q Part 3 19 D 20 H 21 A 22 G 23 C Q Part 4 24 B 25 B 26 A 27 B 28 C 29 A 30 C In Part 2, bracketed words/letters/characters do not have to appear in the answer. 70 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS LISTENING | CANDIDATE ANSWER SHEET LISTENING Candidate answer sheet 73CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING they will not lose marks if they ask the examiner to repeat the instructions. • Students sometimes find that a minute is quite a long time to talk for. Give your students practice at talking for a minute about a given topic. Topics and visuals in Cambridge English: First coursebooks will be appropriate for this practice. Give students plenty of practice in organising an extended turn and in linking their ideas together. Time this practice so that your students get a feel for how long a minute is. Without this, they may finish the task too quickly and as a result fail to give the examiners an adequate sample of language. • Give your students practice by cutting thematically linked pairs of photographs from magazines and giving these an additional focus as in the test. For example, you might choose photographs of two different types of holiday and ask your students to compare the photographs and say what people would enjoy about a holiday in each of the different places. • Encourage your students to bring their own photographs to class and to speak about them. • Candidates are not expected to give detailed descriptions of each picture. Rather, they are asked to compare the pictures and to give their reaction to them. Get your students to work in pairs or small groups and to share their ideas about what they might say, before they attempt a task. • Students often find it useful to observe a good model answer given by a more advanced learner of English or by the teacher. • Encourage your students to focus on useful language for this part of the test. In particular, ways of expressing similarity and difference may help, e.g. ‘one similarity is that …’; ‘in this picture there’s … whereas in the other there’s …’. Remind your students that using comparatives and linking words will produce a more extended and coherent sample of speech than simply stringing together a series of simple statements. This will help them to gain marks under the Discourse Management assessment criterion. • Play games such as Just a Minute where candidates have to speak for 1 minute without repeating themselves. PART 3 • In this part of the test the interlocutor will give candidates a question to discuss. Encourage your students to use the written prompts as fully as possible. The interlocutor will then ask a question encouraging candidates to reach a decision by agreeing or disagreeing with each other. Tell your students not to be afraid to disagree with each other politely and that they will not lose marks if they fail to reach a decision. • It is very important for candidates to interact with each other when they carry out the Part 3 task. All classroom discussion in pairs and small groups, therefore, provides excellent preparation. • Remind your students to make positive contributions to move the discussion forward. They should be encouraged to respond to each other’s contributions by agreeing, disagreeing and questioning each other, rather than just giving information about the task. • In classroom activities, one student in each group could be made responsible for ensuring that every member of the group gets an patterns (who speaks to whom) and what stimulus will be provided by the interlocutor. • Encourage your students to speak clearly so that they can be heard by both the interlocutor and assessor. They should be made aware that different varieties of English accents in the UK and elsewhere in the world are acceptable. • Train your students to paraphrase when they do not know, or cannot remember, a word. • Train your students to listen carefully to the instructions, and to read the questions above the pictures in Part 2 and the discussion question and prompts in Part 3, so that they know precisely what they have to talk about. • To ensure all candidates are treated fairly, the interlocutor keeps to a scripted frame (as shown in the sample papers). However, you may remind your students that they can ask the examiner to repeat the instructions or a question. • Encourage your students to initiate discussion and to respond to what other students have to say. N.B. In some centres candidates from the same school are paired together. However, where candidates from a number of different schools are entered at the same centre, some candidates may find 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. By part PART 1 • In this part of the test, students will benefit from finding opportunities to practise talking about themselves. Interlocutors will ask candidates a range of questions about their everyday lives, for example sports they enjoy, travel and holidays, work experience and so on. Encourage your students to respond promptly, with answers which are complete and spontaneous. Rehearsed speeches should be avoided as these might be inappropriate for the question asked. • Encourage your students to look for opportunities to socialise with English speakers. In class, they could role-play social occasions in which they meet new people, e.g. parties, train journeys, starting a new job. This will give them the opportunity to practise a range of topics for this part of the test. • Students could brainstorm possible questions from the categories above. The different groups could then answer each other’s questions. PART 2 • Teach your students to listen carefully to the instructions and to carry them out. Remind them that they should listen carefully to the instructions which follow the words ‘and say’ and read the question above the photographs. If they do not do this they may miss the focus of the task and not produce a wide enough range of language, or they may find it difficult to speak for the full minute. • Students should be confident that they know what they have to say before they start their long turn. Remind your students that 74 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING equal opportunity to speak, so that the students become alerted to the importance of turn-taking. • It may also be useful to focus on accurate production of functional language likely to be useful in this type of discussion. This may include ways of managing the discussion, e.g. ‘Shall we start with this one?’; ‘What do you think?’; ‘Shall we move on to …?’. Ways of expressing and justifying opinions, and agreeing and disagreeing (politely) are also likely to be useful. PART 4 • Encourage your students to give full answers to the questions asked. They can do this by keeping useful question words in their heads, e.g. ‘Why?’, ‘How?’, ‘When?’, ‘Where?’. If, when answering a question, students also respond to related question words like these, they will give full contributions. For example, in response to a question following Part 3 on the subject of ‘Holidays’, students could be asked ‘Would you like to go on a holiday like this?’. Students could answer ‘yes’, giving the reasons why they would like a particular holiday, when they would like to go, where they would go, and so on. The question ‘Why?’ is useful for nearly all Part 4 questions and the interlocutor will often ask this question if students fail to give more than a minimal response. • Let your students practise asking each other for their opinions on everyday situations and current events, and encourage them to give full answers to the questions asked in the way suggested above. • Candidates may be asked individual questions, or the question may be directed to engage both candidates in the discussion. Therefore, as with Part 3, classroom discussions in pairs and small groups provide excellent preparation. • In order to raise awareness of the types of questions asked and of effective ways of answering them, it may be helpful to give pairs of students different topics and to ask each pair to think of six discussion questions for their topic. These sets of questions could then be exchanged by the different pairs of students and discussed. • Remind your students that there are no right answers to the questions and candidates will not be judged on their opinions, only on the language they use to express their opinions. It is quite acceptable for candidates to admit to not knowing much about a particular question, but they should be taught to expand on their views wherever possible and should be discouraged from making responses such as ‘I don’t know’, ‘I’m not sure’ or ‘I haven’t thought about that’. 75CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | SAMPLE PAPER 1 Pa rt 1 2 m in ut es (3 m in ut es fo r g ro up s of th re e) G oo d m or ni ng /a fte rn oo n/ ev en in g. M y na m e is … … … … a nd th is is m y co lle ag ue … … … … . A nd y ou r n am es a re ? C an I ha ve y ou r m ar k sh ee ts , p le as e? Th an k yo u. • W he re a re y ou fr om , ( C an di da te A )? • A nd y ou , ( C an di da te B )? Fi rs t w e’ d lik e to k no w s om et hi ng a bo ut y ou . Se le ct o ne o r m or e qu es tio ns fr om a ny o f t he fo llo w in g ca te go ri es , a s a pp ro pr ia te . Li ke s an d di sl ik es • H ow d o yo u lik e to s pe nd y ou r e ve ni ng s? .. ... . ( W ha t d o yo u do ?) .. ... . ( W hy ?) • D o yo u pr ef er to s pe nd ti m e on y ou r o w n or w ith o th er p eo pl e? .. ... . ( W hy ?) • Te ll us a bo ut a fi lm y ou re al ly li ke . • D o yo u lik e co ok in g? .. ... . ( W ha t s or t o f t hi ng s do y ou c oo k? ) Sp ec ia l o cc as io ns • D o yo u no rm al ly c el eb ra te s pe ci al o cc as io ns w ith fr ie nd s or fa m ily ? ... ... (W hy ?) • Te ll us a bo ut a fe st iv al o r c el eb ra tio n in (c an di da te ’s c ou nt ry ). • W ha t d id y ou d o on y ou r l as t b irt hd ay ? • A re y ou g oi ng to d o an yt hi ng s pe ci al th is w ee ke nd ? ... ... (W he re a re y ou g oi ng to g o? ) . ... .. (W ha t a re y ou g oi ng to d o? ) M ed ia • H ow m uc h TV d o yo u w at ch in a w ee k? .. ... . ( W ou ld y ou p re fe r t o w at ch m or e TV th an th at or le ss ?) .. ... . ( W hy ?) • Te ll us a bo ut a T V pr og ra m m e yo u’ ve s ee n re ce nt ly . • D o yo u us e th e in te rn et m uc h? .. ... . ( W hy ? / W hy n ot ?) • D o yo u ev er li st en to th e ra di o? .. ... . ( W ha t p ro gr am m es d o yo u lik e? ) . ... .. (W hy ?) SPEAKING | SAMPLE PAPER 1 1 H el pi ng o th er s Pa rt 2 2 G ar de ns 4 m in ut es (6 m in ut es fo r g ro up s of th re e) In te rlo cu to r In th is p ar t o f t he te st , I ’m g oi ng to g iv e ea ch o f y ou tw o ph ot og ra ph s. I ’d li ke y ou to ta lk a bo ut y ou r p ho to gr ap hs o n yo ur o w n fo r a bo ut a m in ut e, a nd a ls o to a ns w er a qu es tio n ab ou t y ou r p ar tn er 's p ho to gr ap hs . (C an di da te A ), it’ s yo ur tu rn fi rs t. H er e ar e yo ur p ho to gr ap hs . Th ey s ho w p eo pl e w ho ar e he lp in g ot he r p eo pl e in d iff er en t s itu at io ns . Pl ac e Pa rt 2 b oo kl et , o pe n at T as k 1, in fr on t o f C an di da te A . I’d li ke y ou to c om pa re th e ph ot og ra ph s, a nd s ay h ow im po rt an t i t i s to h el p pe op le in th es e si tu at io ns . A ll rig ht ? C an di da te A 1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te B ), do y ou fi nd it e as y to a sk fo r h el p w he n yo u ha ve a p ro bl em ? ... ... (W hy ? / W hy n ot ?) C an di da te B a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 b oo kl et . N ow , ( C an di da te B ), he re a re y ou r p ho to gr ap hs . Th ey s ho w p eo pl e sp en di ng ti m e in di ffe re nt g ar de ns . Pl ac e Pa rt 2 b oo kl et , o pe n at T as k 2, in fr on t o f C an di da te B . I’d li ke y ou to c om pa re th e ph ot og ra ph s, a nd s ay w ha t y ou th in k th e pe op le a re en jo yi ng a bo ut s pe nd in g tim e in th es e ga rd en s. A ll rig ht ? C an di da te B 1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te A ), w hi ch g ar de n w ou ld y ou p re fe r t o sp en d tim e in ? ... ... (W hy ?) C an di da te A a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 b oo kl et . 78 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS EXAM | LEVEL | PAPER SAMPLE PAPERSPEAKING | SAMPLE PAPER 2 SPEAKING | SAMPLE PAPER 2 Pa rt 1 2 m in ut es (3 m in ut es fo r g ro up s of th re e) G oo d m or ni ng /a fte rn oo n/ ev en in g. M y na m e is … … … … a nd th is is m y co lle ag ue … … … … . A nd y ou r n am es a re ? C an I ha ve y ou r m ar k sh ee ts , p le as e? Th an k yo u. • W he re a re y ou fr om , ( C an di da te A )? • A nd y ou , ( C an di da te B )? Fi rs t w e’ d lik e to k no w s om et hi ng a bo ut y ou . Se le ct o ne o r m or e qu es tio ns fr om a ny o f t he fo llo w in g ca te go ri es , a s a pp ro pr ia te . Li ke s an d di sl ik es • H ow d o yo u lik e to s pe nd y ou r e ve ni ng s? .. ... . ( W ha t d o yo u do ?) .. ... . ( W hy ?) • D o yo u pr ef er to s pe nd ti m e on y ou r o w n or w ith o th er p eo pl e? .. ... . ( W hy ?) • Te ll us a bo ut a fi lm y ou re al ly li ke . • D o yo u lik e co ok in g? .. ... . ( W ha t s or t o f t hi ng s do y ou c oo k? ) Sp ec ia l o cc as io ns • D o yo u no rm al ly c el eb ra te s pe ci al o cc as io ns w ith fr ie nd s or fa m ily ? ... ... (W hy ?) • Te ll us a bo ut a fe st iv al o r c el eb ra tio n in (c an di da te ’s c ou nt ry ). • W ha t d id y ou d o on y ou r l as t b irt hd ay ? • A re y ou g oi ng to d o an yt hi ng s pe ci al th is w ee ke nd ? ... ... (W he re a re y ou g oi ng to g o? ) . ... .. (W ha t a re y ou g oi ng to d o? ) M ed ia • H ow m uc h TV d o yo u w at ch in a w ee k? .. ... . ( W ou ld y ou p re fe r t o w at ch m or e TV th an th at or le ss ?) .. ... . ( W hy ?) • Te ll us a bo ut a T V pr og ra m m e yo u’ ve s ee n re ce nt ly . • D o yo u us e th e in te rn et m uc h? .. ... . ( W hy ? / W hy n ot ?) • D o yo u ev er li st en to th e ra di o? .. ... . ( W ha t p ro gr am m es d o yo u lik e? ) . ... .. (W hy ?) 1 Tr av el lin g Pa rt 2 2 Lo ok in g at th in gs 4 m in ut es (6 m in ut es fo r g ro up s of th re e) In te rlo cu to r In th is p ar t o f t he te st , I ’m g oi ng to g iv e ea ch o f y ou tw o ph ot og ra ph s. I ’d li ke y ou to ta lk a bo ut y ou r p ho to gr ap hs o n yo ur o w n fo r a bo ut a m in ut e, a nd a ls o to a ns w er a qu es tio n ab ou t y ou r p ar tn er 's p ho to gr ap hs . (C an di da te A ), it’ s yo ur tu rn fi rs t. H er e ar e yo ur p ho to gr ap hs . Th ey s ho w p eo pl e tr av el lin g in d iff er en t s itu at io ns . Pl ac e Pa rt 2 b oo kl et , o pe n at T as k 1, in fr on t o f C an di da te A . I’d li ke y ou to c om pa re th e ph ot og ra ph s, a nd s ay w hy y ou th in k th e pe op le h av e de ci de d to tr av el in th es e si tu at io ns . A ll rig ht ? C an di da te A 1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te B ), do y ou e nj oy tr av el lin g by p la ne ? … .. (W hy ? / W hy n ot ?) C an di da te B a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 b oo kl et . N ow , ( C an di da te B ), he re a re y ou r p ho to gr ap hs . Th ey s ho w p eo pl e w ho a re lo ok in g at th in gs in d iff er en t s itu at io ns . Pl ac e Pa rt 2 b oo kl et , o pe n at T as k 2, in fr on t o f C an di da te B . I’d li ke y ou to c om pa re th e ph ot og ra ph s, a nd s ay w hy y ou th in k th e pe op le a re lo ok in g at th es e th in gs . A ll rig ht ? C an di da te B 1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te A ), do y ou e ve r g o to a rt g al le rie s or m us eu m s? … .. (W hy ? / W hy n ot ?) C an di da te A a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 b oo kl et . Please note that Sample Paper 2 contains the same set of Part 1 questions as Sample Paper 1. (In the actual exam, these questions vary.) 79CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | SAMPLE PAPER 2 1 W hy h av e th e pe op le d ec id ed to tr av el in th es e si tu at io ns ? SPEAKING | SAMPLE PAPER 2 2 W hy a re th e pe op le lo ok in g at th es e th in gs ? 80 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | SAMPLE PAPER 2 21 K ee pi ng fi t Pa rt 3 4 m in ut es ( 5 m in ut es fo r g ro up s of th re e) Pa rt 4 4 m in ut es ( 6 m in ut es fo r g ro up s of th re e) Pa rt 3 In te rlo cu to r N ow , I ’d li ke y ou to ta lk a bo ut s om et hi ng to ge th er fo r a bo ut tw o m in ut es (3 m in ut es fo r gr ou ps o f t hr ee ). H er e ar e so m e th in gs p eo pl e of te n do to k ee p fit a nd h ea lth y an d a qu es tio n fo r y ou to d is cu ss . Fi rs t y ou h av e so m e tim e to lo ok a t t he ta sk . Pl ac e Pa rt 3 b oo kl et , o pe n at T as k 21 , i n fr on t o f t he c an di da te s. Al lo w 1 5 se co nd s. N ow , t al k to e ac h ot he r a bo ut h ow im po rt an t t he se th in gs a re fo r k ee pi ng fi t a nd he al th y. C an di da te s 2 m in ut es (3 m in ut es fo r gr ou ps o f t hr ee ) … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. N ow y ou h av e ab ou t a m in ut e to d ec id e w hi ch tw o ar e m os t i m po rt an t fo r k ee pi ng fi t i n th e lo ng te rm . C an di da te s 1 m in ut e (fo r p ai rs a nd gr ou ps o f t hr ee ) … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 3 b oo kl et . Pa rt 4 In te rlo cu to r U se th e fo llo w in g qu es tio ns , i n or de r, as a pp ro pr ia te : • W ha t i s th e ad va nt ag e of k ee pi ng fi t w ith fr ie nd s? • So m e pe op le s ay it is a w as te o f t im e go in g to a Se le ct a ny o f t he fo llo w in g pr om pt s, as a pp ro pr ia te : • W ha t d o yo u th in k? • D o yo u ag re e? • A nd y ou ? gy m b ec au se y ou c an e xe rc is e ou ts id e fo r f re e. W ha t d o yo u th in k? • Is it p os si bl e to li ve h ea lth ily w ith ou t s pe nd in g a lo t o f m on ey ? ... ... (W hy ? / W hy n ot ?) • D o yo u th in k th e go ve rn m en t s ho ul d sp en d m or e m on ey o n sp or ts a nd le is ur e fa ci lit ie s? .. ... . ( W hy ? / W hy n ot ?) • So m e pe op le s ay it ’s a s ch oo l’s re sp on si bi lit y to h el p st ud en ts k ee p fit . D o yo u ag re e? • D o yo u th in k ad ve rt is in g m ak es p eo pl e w or ry to o m uc h ab ou t k ee pi ng fi t a nd ho w th ey lo ok ? ... ... (W hy ? / W hy n ot ?) Th an k yo u. T ha t i s th e en d of th e te st . SPEAKING | SAMPLE PAPER 2 21 sleeping eight hours every night How important are these things for keeping fit and healthy? spending time outdoors each day eating at regular times visiting the doctor regularly going to the gym 83CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | ASSESSMENT Gr am m at ica l R es ou rc e Le xic al Re so ur ce Di sc ou rs e M an ag em en t Pr on un cia tio n In te ra ct ive C om m un ica tio n • M ai nt ai ns c on tr ol of a w id e ra ng e of gr am m at ic al fo rm s an d us es th em w ith fle xi bi lit y. • U se s a w id e ra ng e of ap pr op ria te v oc ab ul ar y w ith fl ex ib ili ty to g iv e an d ex ch an ge v ie w s on un fa m ili ar a nd a bs tr ac t to pi cs . • Pr od uc es e xt en de d st re tc he s of la ng ua ge w ith fl ex ib ili ty a nd e as e an d ve ry li tt le he si ta tio n. • Co nt rib ut io ns a re re le va nt , c oh er en t, va rie d an d de ta ile d. • M ak es fu ll an d eff ec tiv e us e of a w id e ra ng e of c oh es iv e de vi ce s an d di sc ou rs e m ar ke rs . • Is in te lli gi bl e. • Ph on ol og ic al fe at ur es a re u se d eff ec tiv el y to c on ve y an d en ha nc e m ea ni ng . • In te ra ct s w ith e as e by s ki lfu lly in te rw ea vi ng h is /h er c on tr ib ut io ns in to th e co nv er sa tio n. • W id en s th e sc op e of th e in te ra ct io n an d de ve lo ps it fu lly a nd e ffe ct iv el y to w ar ds a ne go tia te d ou tc om e. C2 • M ai nt ai ns c on tr ol of a w id e ra ng e of gr am m at ic al fo rm s. • U se s a w id e ra ng e of ap pr op ria te v oc ab ul ar y to g iv e an d ex ch an ge vi ew s on u nf am ili ar a nd ab st ra ct to pi cs . • Pr od uc es e xt en de d st re tc he s of la ng ua ge w ith e as e an d w ith v er y lit tle h es ita tio n. • Co nt rib ut io ns a re re le va nt , c oh er en t a nd va rie d. • U se s a w id e ra ng e of c oh es iv e de vi ce s an d di sc ou rs e m ar ke rs . • Is in te lli gi bl e. • In to na tio n is a pp ro pr ia te . • Se nt en ce a nd w or d st re ss is a cc ur at el y pl ac ed . • In di vi du al s ou nd s ar e ar tic ul at ed c le ar ly . • In te ra ct s w ith e as e, li nk in g co nt rib ut io ns to th os e of o th er s pe ak er s. • W id en s th e sc op e of th e in te ra ct io n an d ne go tia te s to w ar ds a n ou tc om e. C1 • Sh ow s a go od d eg re e of c on tr ol o f a ra ng e of s im pl e an d so m e co m pl ex g ra m m at ic al fo rm s. • U se s a ra ng e of ap pr op ria te v oc ab ul ar y to g iv e an d ex ch an ge vi ew s on fa m ili ar a nd un fa m ili ar to pi cs . • Pr od uc es e xt en de d st re tc he s of la ng ua ge w ith v er y lit tle h es ita tio n. • Co nt rib ut io ns a re re le va nt a nd th er e is a cl ea r o rg an is at io n of id ea s. • U se s a ra ng e of c oh es iv e de vi ce s an d di sc ou rs e m ar ke rs . • Is in te lli gi bl e. • In to na tio n is a pp ro pr ia te . • Se nt en ce a nd w or d st re ss is a cc ur at el y pl ac ed . • In di vi du al s ou nd s ar e ar tic ul at ed c le ar ly . • In iti at es a nd re sp on ds a pp ro pr ia te ly , lin ki ng c on tr ib ut io ns to th os e of o th er sp ea ke rs . • M ai nt ai ns a nd d ev el op s th e in te ra ct io n an d ne go tia te s to w ar ds a n ou tc om e. Gr am m ar an d Vo ca bu lar y B2 • Sh ow s a go od d eg re e of c on tr ol o f s im pl e gr am m at ic al fo rm s, a nd a tt em pt s so m e co m pl ex g ra m m at ic al fo rm s. • U se s ap pr op ria te v oc ab ul ar y to g iv e an d ex ch an ge vi ew s, o n a ra ng e of fa m ili ar to pi cs . • Pr od uc es e xt en de d st re tc he s of la ng ua ge de sp ite s om e he si ta tio n. • Co nt rib ut io ns a re re le va nt a nd th er e is ve ry li tt le re pe tit io n. • U se s a ra ng e of c oh es iv e de vi ce s. • Is in te lli gi bl e. • In to na tio n is g en er al ly a pp ro pr ia te . • Se nt en ce a nd w or d st re ss is g en er al ly ac cu ra te ly p la ce d. • In di vi du al s ou nd s ar e ge ne ra lly ar tic ul at ed c le ar ly . • In iti at es a nd re sp on ds a pp ro pr ia te ly . • M ai nt ai ns a nd d ev el op s th e in te ra ct io n an d ne go tia te s to w ar ds a n ou tc om e w ith ve ry li tt le s up po rt . B1 • Sh ow s a go od d eg re e of c on tr ol o f s im pl e gr am m at ic al fo rm s. • U se s a ra ng e of a pp ro pr ia te v oc ab ul ar y w he n ta lk in g ab ou t f am ili ar to pi cs . • Pr od uc es re sp on se s w hi ch a re e xt en de d be yo nd s ho rt p hr as es , d es pi te h es ita tio n. • Co nt rib ut io ns a re m os tly re le va nt , b ut th er e m ay b e so m e re pe tit io n. • U se s ba si c co he si ve d ev ic es . • Is m os tly in te lli gi bl e, a nd h as s om e co nt ro l o f p ho no lo gi ca l f ea tu re s at b ot h ut te ra nc e an d w or d le ve ls . • In iti at es a nd re sp on ds a pp ro pr ia te ly . • Ke ep s th e in te ra ct io n go in g w ith v er y lit tle p ro m pt in g an d su pp or t. A 2 • Sh ow s su ffi ci en t c on tr ol o f s im pl e gr am m at ic al fo rm s. • U se s ap pr op ria te v oc ab ul ar y to ta lk a bo ut e ve ry da y si tu at io ns . • Is m os tly in te lli gi bl e, d es pi te li m ite d co nt ro l o f p ho no lo gi ca l f ea tu re s. • M ai nt ai ns s im pl e ex ch an ge s, d es pi te so m e di ffi cu lty . • Re qu ire s pr om pt in g an d su pp or t. A 1 • Sh ow s on ly li m ite d co nt ro l o f a fe w g ra m m at ic al fo rm s. • U se s a vo ca bu la ry o f i so la te d w or ds a nd p hr as es . • H as v er y lim ite d co nt ro l o f p ho no lo gi ca l fe at ur es a nd is o fte n un in te lli gi bl e. • H as c on si de ra bl e di ffi cu lty m ai nt ai ni ng si m pl e ex ch an ge s. • Re qu ire s ad di tio na l p ro m pt in g an d su pp or t. Overall Speaking scales 84 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | GLOSSARY OF TERMS 2. GRAMMAR AND VOCABULARY (cont.) 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, infinitives, 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, fixed phrases, collocations and grammatical forms. 3. DISCOURSE MANAGEMENT Coherence and cohesion Coherence and cohesion are difficult 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 unified 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 (first, second, next, finally). At higher levels, candidates should be able to provide cohesion not just with basic cohesive devices (e.g. and, but, or, then, finally) 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 different. Repetition Repetition: repeating the same idea instead of introducing new ideas to develop the topic. Speaking assessment Glossary of terms 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 store’s opening hours exemplifies 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 different 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: Proficiency (CPE) tasks that require candidates to discuss how far the development of our civilisation has been affected 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 fit the context of the given task. For example, in the utterance I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another example would be Today’s big snow makes getting around the city difficult. 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 differentiate according to the context, and to eliminate ambiguity. Examples of this would be reformulating and paraphrasing ideas. Grammatical control Grammatical control: the ability to consistently use grammar accurately and appropriately to convey intended meaning. Where language specifications 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. 85CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS SPEAKING | GLOSSARY OF TERMS 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 fish. 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 speaker’s 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 Why’s 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.