Key English Test Handbook for for teachers teachers
Level A2 Common European Framework of Reference © UCLES 2009 | EMC/4605/9Y08
KET content and overview Paper
Nam e
Timing
Pape Pa perr 1
Reading/Writing
1 hour 10 minutes
Content
Test Focus
Nine parts:
Assessment of candidates’ ability to understand
Five parts (Parts 1–5) test a range of reading skills with a variety of texts, ranging from
the meaning of written English at word, phrase, sentence, paragraph and whole text level.
very short notices to longer continuous texts. Parts 6–9 concentrate on testing basic writing skills.
Paper 2
Listening
Assessment of candidates’ ability to produce simple written English, ranging from one-word answers to short pieces of continuous text.
30 minutes
Five parts ranging from short exchanges to
Assessment of candidates’ ability to understand
(including
longer dialogues and monologues.
dialogues and monologues in both informal and
8 minutes,
neutral settings on a range of everyday topics.
transfer time)
Paper 3
Speaking
8–10 minutes per
Two parts:
Assessment of candidates’ ability to answer and
pair of candidates
in Part 1, candidates interact with an
ask questions about themselves and about
examiner;
factual non-personal information.
in Part 2 they interact with another candidate.
Preface This handbook is or anyone who is preparing candidates or the Cambridge ESOL Key English Test (KET). The introduction gives an overview o KET and its place within Cambridge ESOL. This is ollowed by a ocus on each paper and includes content, advice on preparation and example papers. Further inormation on the examination will be issued in the orm o: • regular update bulletins • an extensive programme o seminars and conerence presentations. I you require additional CDs or urther copies o this booklet, please email:
[email protected]
Contents INTRODUCTION TO CAMBRIDGE ESOL
2
University o Cambridge ESOL Examinations
2
Key eatures o Cambridge ESOL examinations
2 2 2 3 3 4
What is KET? KET and KET or Schools Content o KET The level o KET Varieties o English Recognition
4 4 4 4 4 5
Oicial accreditation in the UK The KET candidature What sort o test is KET? Certiication Marks and results Special circumstances
5 5 5
Course materials Past papers and examination reports Online support
5 5 6
Seminars or teachers Administrative inormation Further inormation
KET SUPPORT
6 6
Reading Writing
6 6
Listening Speaking
THE AIMS AND OBJECTIVES OF KET
7
9 9
Topics Lexis
8
Inventory o unctions, notions and communicative tasks Inventory o grammatical areas
LANGUAGE SPECIFICATIONS
10 10 12 14
General description Structure and tasks Preparation Sample paper
20 Answer keys 21 Sample scripts 22 Answer sheet
23 23 24 26
General description Structure and tasks Preparation Sample paper
29 Sample tapescript 32 Answer keys 33 Answer sheet
34 34 35 35
General description Structure and tasks Preparation Assessment
36 Cambridge ESOL Common Scale or Speaking 37 Sample materials
EXAMINATION CONTENT AND PROCESSING
1 READING AND WRITING PAPER
2 LISTENING PAPER
3 SPEAKING
CONTENTS S KET HANDBOOK HA NDBOOK FOR TEACHERS T EA CHERS | CONTENT
1
• to provide accurate and consistent assessment o each
Introduction to Cambridge ESOL
language skill at the appropriate level • to relate the examinations to the teaching curriculum in such a way that they encourage positive learning
■
experiences and to seek to achieve a positive impact
University of Cambridge ESOL Examinations
wherever possible
University o Cambridge ESOL Examinations (Cambridge ESOL)
• to endeavour to be air to all candidates, whatever their
is a part o the University o Cambridge Local Examinations
national, ethnic and linguistic background, gender or
Syndicate (UCLES), which has provided examinations in
possible disability.
English or speakers o other languages since 1913. Cambridge ESOL oers an extensive range o examinations, certicates and diplomas or learners and teachers o English. Over 3 million people a year take these examinations at centres in over 130 countries.
Cambridge ESOL examinations are designed around our essential qualities: validity, reliability, impact and practicality. Validity is normally taken to be the extent to which a test can be shown to produce scores which are an accurate refection
Cambridge ESOL’s systems and processes or design ing,
o the candidate’s true level o language skills. Reliability
developing and delivering examinations and assessment
concerns the extent to which test results are stable, consistent
services are certied as meeting the internationally recognised
and accurate, and thereore the extent to which they can
ISO9001:2000 standard or quality management.
be depended on or making decisions about the candidate.
Cambridge ESOL examinations are suitable or learners o all nationalities, whatever their rst language and cultural background, and there are examinations suitable or learners o almost any age. Although they are designed or n ative speakers o languages other than English, no language related restrictions apply. The range o Cambridge ESOL examinations includes specialist examinations in Business English and English or Academic Purposes, as well as tests or young
Impact concerns the eects, benecial or otherwise, which an examination has on the candidates and other users, whether these are educational, social, economic or political, or various combinations o these. Practicality can be dened as the extent to which an examination is practicable in terms o the resources needed to produce and administer it. All these actors underpin the development and production o Cambridge ESOL examinations.
learners and a suite o certicates and diplomas or language teachers. The examinations cover all our language skills – listening, speaking, reading and writing. They include a range o tasks which assess candidates’ ability to use English, so that in preparing or the examinations, candidates develop the
Examination content and processing ■
What is KET?
skills they need to make practical use o the language in
The Key English Test (KET) is an examination that
a variety o contexts. Above all, what the Cambridge ESOL
demonstrates that a person can deal with everyday English
examinations assess is the ability to communicate eectively
at a basic level. It is widely accepted as a qualication
in English.
representing a general basic ability in English (CEFR Level A2).
Cambridge ESOL is committed to providing examinations o the highest possible quality. This commitment is underpinned
■
KET and KET for Schools
by an extensive programme o research and evaluation, and
There are two versions o the exam available: KET and KET or
by continuous monitoring o the marking and grading o all
Schools. The dierence between the two versions is that the
Cambridge ESOL examinations. O particular importance is the
content and topics in KET or Schools are particularly targeted
rigorous set o procedures which are used in the production
at the interests and experiences o younger people.
and pretesting o question papers, and these are described in the ollowing section. ■
Key features of Cambridge ESOL examinations
Cambridge ESOL undertakes: • to assess language skills at a range o levels, each o
Content of KET
Cambridge ESOL examinations refect a view o language prociency in terms o a language user’s overall communicative ability; at the same time, or the purposes o practical language assessment, the notion o overall ability is
them having a clearly deined relevance to the needs o
subdivided into dierent skills and subskills. This ‘skills and
language learners
components’ view is well established in the language research
• to assess skills which are directly relevant to the range
2
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and teaching literature.
o uses or which learners will need the language they
Four main skills o reading, writing, listening and speaking
have learned, and which cover the our language skills
are recognised, and each o these is assessed within the three
– listening, speaking, reading and writing – as well as
test papers. Reading and Writing are combined under a single
knowledge o language structure and use
test component in KET. Reading is a multi-dimensional skill
KET HA NDBOOK FOR TEACHERS | EXAMINATION CONT ENT AND PROCESSING
involving the interaction o the reader’s mental processing
listening skills are concerned, a user needs to understand
capacities with their language and content knowledge;
the basic acts given in announcements such as at railway
urther interaction takes place between the reader and the
stations and airports, trac inormation given on the radio,
external eatures o the text and task. Purpose and context
and public announcements made at sporting events or pop
or reading shape these interactions and this is refected
concerts.
through the use o dierent text and task types which link to a relevant target language use context beyond the test. Writing ability is also regarded as a linguistic, cognitive, social and cultural phenomenon that takes place in a specic context and or a particular purpose. Like Reading, KET Writing involves a series o interactions between the task and the writers, who are required to draw on dierent aspects o their knowledge and experience to produce a written perormance or evaluation. KET Writing tasks vary in complexity rom tasks requiring single word answers to a communicative task requiring up to 35 words o output.
What a KET candidate can do In the context o work, a language user at this level can handle basic enquiries related to their own amiliar job area, dealing, or example, with questions about prices, quantities o goods ordered, or delivery dates. In a meeting, they could provide straightorward acts i asked directly, but cannot ollow a discussion. On the telephone, they could take the name o a caller and note down a simple message including a phone number.
Listening, like reading, is a multidimensional skill, involving
I travelling as a tourist, a user is able to nd out what time
interaction between the listener and the external eatures
a tour starts and how much something costs. They can
o the text and task and the test employs a range o text and
understand the outline o the inormation given on a guided
task types to refect the variety o situations a learner at this
tour, as long as it is in a predictable context, but can ask only
level is likely to encounter. As with writing, speaking involves
very simple questions to get more inormation.
multiple competencies including vocabulary and grammatical knowledge, phonological control, knowledge o discourse, and pragmatic awareness, which are particularly distinct rom
They can express their own likes and dislikes, but only in simple terms.
their equivalents in the written language. Since speaking
Where reading is concerned, at this level the user can
generally involves reciprocal oral interaction with others,
understand the gist o a tourist brochure with the help o a
Speaking in KET is assessed directly, through a ace-to-ace
dictionary, to the extent o bein g able to identiy the starting
encounter between candidates and examiners.
and nishing times o a guided tour and what will be seen
Each o the our skills tested in KET provides a unique contribution to a prole o overall communicative language ability that denes what a candidate can do at this level. ■
on the tour. They can write very simple personal letters, expressing thanks, or a basic message, although there may be elementary mistakes.
The Common European Framework o Reerence or Languages
The level of KET
KET is at Level A2 o the Common European Framework o Reerence or Languages, and a description o this level is given below in terms o:
Cambridge ESOL exams are aligned to the Common European Framework o Reerence or Languages – the standard benchmark or measuring and describing language ability
• what material learners can handle
around the world. The Framework sets out six stages o
• what learners can be expected to be able to do.
language ability (see Table 1), with each level clearly described by a set o ‘Can Do’ statements (see Table 2).
At this level a learner should be able to cope linguistically in a range o everyday situations which require a basic and
Table 1
largely predictable use o language. An A2 Level user will be able to use English in their own or a oreign country in contact with native and non-native speakers o English or general purposes as described below.
The type o materials a KET candidate can deal with A language user at this level needs to be able to read simple
Cambridge Main Suite
CEFR levels
Certificate of Proficiency in English
C2
Certificate in Advanced English
C1
First Certificate in English
B2
Preliminary English Test
B1
Key English Test
A2 A1
texts, many o which are o the kind needed or survival in day-to-day lie or while travelling in a oreign country. These include street signs and public notices, product packaging, orms, posters, brochures, city guides and
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Varieties of English
instructions on how to make a phone call. The user should
Candidates’ responses to tasks in the Cambridge ESOL
also be able to deal with personal messages written as letters
examinations are acceptable in varieties o English which
or postcards, and gain some inormation rom inormative
would enable candidates to unction in the widest range
texts taken rom newspapers and magazines. Where
o international contexts. Candidates are expected to use a
KET HA NDBOOK FOR TEACHERS | EXAMINATION CONT ENT AND PROCESSING
3
Table 2
‘Can Do’ summary Typical abilities
Listening and Speaking
Reading and Writing
Overall general ability
CAN understand simple questions and instructions.
CAN understand straightforward information within a known area.
CAN express simple opinions or requirements in a familiar
CAN complete forms and write short simple letters or postcards
context.
related to personal information.
CAN understand straightfor ward directions, provided that
CAN understand straightforward information on food, standard
these are not lengthy or complex.
menus, road signs and messages on automatic cash machines.
CAN express likes and dislikes in familiar contexts using
CAN complete most forms related to personal information.
Social and Tourist
simple language.
Work
CAN understand the general meaning of a presentation
CAN understand most short reports or manuals of a predictable
made at a conference if the language is simple and backed
nature within his/her own area of expertise.
up by visuals or video.
Study
CAN write a short, comprehensible note of request to a colleague
CAN state simple requirements within own job area.
or a known contact in another company.
CAN understand basic instructions on class times, dates
CAN understand the general meaning of a simplified textbook or
and room numbers.
article, reading very slowly.
CAN express simple opinions using expressions such as
CAN write a very short simple narrative or description.
‘I don’t agree’.
particular variety with some degree o consistency in areas
aims. KET corresponds closely to an active and communicative
such as spelling, and not or example switch rom using a
approach to learning English, without neglecting the need or
British spelling o a word to an American spelling o the same
clarity and accuracy.
word in the same written response to a given task. ■ ■
Recognition
KET is widely recognised as a qualication representing a general basic ability in English. More inormation about recognition is available rom centres, British Council oc es, Cambridge ESOL and rom www.CambridgeESOL.org ■
Official accreditation in the UK
KET or Schools has been accredited by the Oce o the Qualications and Examinations Regulator (Oqual), the regulator o qualications, tests and exams in England, at Cambridge ESOL Entry Level Certicate in ESOL In ternational (Entry 2). ■
The KET candidature
Inormation is collected about KET candidates at each session, when candidates ll in a Candidate Inormation Sheet. The
Certification
The qualication a candidate receives or both versions o the exam (KET and KET or Schools) is exactly the same. KET certicates are issued to candidates gaining a passing grade (Pass with Merit or Pass). Candidates who have not achieved a KET passing grade (CEFR Level A2), but have demonstrated ability at the level below this, are awarded a certicate or Level A1. A1 certicates do not reer to the KET exam. Candidates receive a detailed Statement o Results approximately ve to six* weeks ater the examination. Certicates are issued approximately our weeks ater the issue o the Statements o Results. Certicates are not issued to candidates awarded a Fail grade. ■
Marks and results
candidates or KET come rom a wide range o backgrounds
The nal mark a candidate receives is the total o the marks
and take the examination or a number o dierent reasons.
obtained in each o the three papers (Reading and Writing, Listening, and Speaking). There is no minimum pass mark or
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What sort of test is KET?
In real lie, language is used in context, and the orms o language vary according to that c ontext. The assessment aims o KET and its syllabus are designed to ensure that the test
individual papers. The Reading and Writing paper carries 50% o the marks and Listening and Speaking each carry 25% o the total marks. The Statement o Results shows the grade awarded and a
refects the use o language in real lie. The question types and ormats have been devised with the purpose o ullling these 4
* Results for computer-based tests are released in three to four weeks.
KET HA NDBOOK FOR TEACHERS | EXAMINATION CONT ENT AND PROCESSING
graphical display o the candidate’s perormance in each skill (shown against the scale Exceptional – Good – Borderline – Weak). In addition, candidates receive a standardised score or the whole exam on a xed scale out o 100. This score allows
KET support ■
Course materials
candidates to see exactly how they have perormed within a
A list o UK publishers which produce coursebooks and
grade boundary. There are xed values or each KET grade:
practice materials related to the examinations is available rom
• Pass with Merit = 85–100 • Pass = 70–84
Cambridge ESOL and is on the Cambridge ESOL website. KET requires an all-round language ability and this should be borne in mind when selecting course materials. Most coursebooks
• A1 = 45–69
will be supplemented; care should be taken to ensure that
• Fail = 0–44
coursebooks and practice materials selected accurately refect the content and ormat o the examination. N.B. Cambridge
This means that the score a candidate needs to achieve a KET
ESOL does not undertake to advise on textbooks or courses o study.
passing grade will always be 70. Candidates with a score o 45–69 are issued with A1 Level certicates.
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Grade boundaries are set by considering item statistics,
Cambridge ESOL produces past examination papers, which
candidate perormance, examiner reports and historical
can be used or practice, and examination reports, which
comparison, among other things. This ensures airness and
provide a general view o how candidates perormed overall
consistency rom one examination to another and or each
and on each paper and oer guidance on the preparation
candidate.
o candidates. Details o how to order past papers and
Past papers and examination reports
examination reports, and how to download an order orm, are ■
Special circumstances
available rom www.CambridgeESOL.org/support
Special circumstances covers three main areas: special
The sample question papers included in this handbook have
arrangements, special consideration and malpractice.
been produced to refect the ormat o the examination.
• Special arrangements: These are available or candidates with a permanent or long-term disability, such as a visual or hearing diiculty, or a temporary diiculty such as a broken hand, or ear inection aecting a candidate’s ability to hear clearly. Special arrangements may include extra time, separate
However, candidates are strongly advised not to concentrate unduly on working through practice tests and examinations as this will not by itsel make them more procient in the dierent skills. ■
Online support
accommodation or equipment, Braille transcription, etc.
Cambridge ESOL provides an online resource or teachers,
Consult the Cambridge ESOL Local Secretary in your area
designed to help them understand the examinations better
or more details as soon as possible.
and to prepare candidates more eectively.
• Special consideration: Cambridge ESOL will give special consideration to
The Teaching Resources website can be ound at www.CambridgeESOL.org/teach
candidates aected by adverse circumstances immediately beore or during an examination. Special consideration can
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be given where an application is sent through the centre
Seminars for teachers
and is made within 10 working days o the examination
Cambridge ESOL oers a wide range o seminars designed
date. Examples o acceptable reasons or giving special
or teachers concerned with the examinations; some are also
consideration are in cases o illness or other unexpected
suitable as introductions or administrators, school directors
events.
etc. Some seminars are intended to provide inormation and
• Malpractice: Cambridge ESOL will consider cases where candidates are suspected o copying, collusion or breaking the examination regulations in some other way. Results may be withheld because urther investigation is needed or because o inringement o regulations. Centres are notiied i a candidate’s results have been investigated.
support or teachers who are amiliar with the examinations, and others can be used to introduce teachers to established examinations and also to new or revised examinations. Contact Cambridge ESOL or urther details. ■
Administrative information
The KET examination is available several times a year. A computer-based version o KET (CB KET) is also available. Please see the Cambridge ESOL website or details o examination sessions, www.CambridgeESOL.org Candidates must enter through a recognised centre. The tasks in each component o CB KET ollow the same ormat as in the paper-based version o KET. The Reading and KET HA NDBOOK FOR TEACHERS | KET SUPPORT
5
Writing, and Listening components are taken on computer, but the Speaking test is still administered in the same way as or paper-based KET. Candidates must enter through a recognised centre. ■
Further information
The aims and objectives of KET Candidates who are successul in KET should be able to satisy their basic communicative needs in a range o everyday situations with both native and non-native speakers
Copies o Regulations and details o entry procedure, current
o English. The ollowing inormation provides an outline
ees and urther inormation about this and other Cambridge
o the our skills covered in KET and a list o the language
examinations can be obtained rom the Cambridge ESOL Local
specications that the KET examination is based on.
Secretary in your area, or rom the address on the back cover o this handbook. In some areas this inormation can also be obtained rom the British Council.
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Reading
Making use o the limited structural and lexical resources at their disposal, KET candidates should be able to understand the main message, and some detail, o a variety o short actual reading texts: or example, signs, notices, instructions, brochures, guides, personal correspondence and inormative articles rom newspapers and magazines. They should also have strategies or dealing with unamiliar structures and vocabulary. ■
Writing
KET candidates need to be able to produce items o vocabulary rom a short denition, select appropriate lexis to complete one-word gaps in a simple text, and to transer inormation rom a text to a orm. They also need to show their ability to complete a short everyday writing task appropriately, coherently and showing reasonable control o structure, vocabulary, spelling and punctuation. ■
Listening
Candidates should be able to understand and respond to dialogues and monologues, including telephone conversations and recorded messages, in both inormal and neutral settings on a range o everyday topics. The texts will be delivered at a pace which is slow but not unnaturally so. Candidates should be able to extract relevant actual inormation rom what they hear. ■
Speaking
Candidates should be able to interact both with an examiner and with another can didate. They should be able to answer and ask questions about themselves and about actual inormation on a p rompt card (e.g. times, prices, etc.). They should also demonstrate strategies or dealing with communication diculties, e.g. paraphrasing, asking or clarication.
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KET HA NDBOOK FOR TEACHERS | THE AIMS AND OB JECTIVES OF KET
helping others to express their ideas
Language specifications
interrupting a conversation asking or and giving the spelling and meaning o words
The ollowing is a summary o the language which is tested in
counting and using numbers
KET. In terms o vocabulary and grammatical structure, KET
asking and telling people the time, day and/or date
candidates will have productive control o only the simplest o exponents or each category below; there is a wider, but still limited, range that they will be able to deal with receptively;
asking or and giving inormation about routines and habits understanding and g iving inormation about everyday activities
and they will have strategies or coping with the unamiliar.
talking about what people are doing at the moment talking about past events and states in the past, recent
Language purposes
activities and completed actions understanding and producing simple narratives
• Carrying out certain transactions: Making arrangements
reporting what people say
Making purchases
talking about uture situations
Ordering ood and drink
talking about uture plans or intentions making predictions
• Giving and obtaining actual inormation:
identiying and describing accommodation (houses, fats,
Personal
rooms, urniture, etc.)
Non-personal (places, times, etc.)
buying and selling things (costs and amounts)
• Establishing and maintaining social and proessional
talking about ood and ordering meals
contacts:
talking about the weather
Meeting people
talking about one’s health
Extending and receiving invitations
ollowing and giving simple instructions
Proposing/arranging a course o action
understanding simple signs and notices
Exchanging inormation, views, eelings and wishes
asking the way and giving directions asking or and giving travel inormation
Language unctions
asking or and giving simple inormation about places identiying and desc ribing simple objects (sh ape, size, weight,
There are six broad categories o language unctions (what
colour, purpose or use, etc.)
people do by means o language):
making comparisons and expressing degrees o dierence
• imparting and seeking actual inormation
expressing purpose, cause and result, and giving reasons
• expressing and inding out attitudes
making and granting/reusing simple requests
• getting things done
making and responding to oers and suggestions
• socialising
expressing and responding to thanks
• structuring discourse
giving and responding to invitations giving advice
• communication repair.
giving warnings and stating prohibitions asking/telling people to do something
A more detailed inventory o unctions, notions and
expressing obligation and lack o obligation
grammatical areas covered by KET is given below.
asking and giving/reusing permission to do something
Inventory of functions, notions and communicative tasks ■
The realisations o these unctions, notions and communicative tasks will be in the simplest possible ways. greeting people and responding to greetings (in person and on the phone) introducing onesel and other people asking or and giving personal details: (ull) name, age, address, names o relatives and riends, occupation, etc. understanding and completing orms giving personal details describing education and/or job describing people (personal appearance, qualities)
making and responding to apologies and excuses expressing agreement and disagreement, and contradicting people paying compliments sympathising expressing preerences, likes and dislikes (especially about hobbies and leisure activities) talking about eelings expressing opinions and making choices expressing needs and wants expressing (in)ability in the present and in the past talking about (im)probability and (im)possibility expressing degrees o certainty and doubt
asking and answering questions about personal possessions asking or repetition and clarication re-stating what has been said checking on meaning and intention
KET HA NDBOOK FOR T EA CHERS | LANGUAGE SPECIFICATIONS
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Inventory of grammatical areas
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Verbs
Interrogatives What, What (+ noun)
Regular and irregular orms
Modals can (ability; requests; permission)
Where; When Who; Whose; Which How; How much; How many; How oten; How long; etc. Why (including the interrogative orms o all tenses and modals
could (ability; polite requests)
listed)
would (polite requests) will (uture) shall (suggestion; oer) should (advice) may (possibility) have (got) to (obligation) must (obligation) mustn’t (prohibition) need (necessity) needn’t (lack o necessity)
Nouns Singular and plural (regular and irregular orms) Countable and uncountable nouns with some and any Abstract nouns Compound nouns Noun phrases Genitive: ‘s & s’ Double genitive: a riend o theirs
Pronouns
Tenses Present simple: states, habits, systems and processes (an d verbs not used in the continuous orm) Present continuous: present actions and uture meaning Present perect simple: recent past with just, indenite past with yet, already, never, ever; unnished past with or and since Past simple: past events Past continuous: parallel past actions, continuous actions interrupted by the past simple tense Future with going to
Personal (subject, object, possessive) Impersonal: it, there Demonstrative: this, that, these, those Quantitative: one, something, everybody, etc. Indenite: some, any, something, one, etc. Relative: who, which, that
Determiners a + countable nouns the + countable/uncountable nouns
Future with will and shall: oers, promises, predictions, etc.
Adjectives Verb orms
Colour, size, shape, quality, nationality
Armative, interrogative, negative
Predicative and attributive
Imperatives
Cardinal and ordinal numbers
Innitives (with and without to) ater verbs and adjectives
Possessive: my, your, his, her, etc.
Gerunds (-ing orm) ater verbs and prepositions
Demonstrative: this, that, these, those
Gerunds as subjects and objects
Quantitative: some, any, many, much, a ew, a lot o, all, other,
Passive orms: present and past simple Short questions (Can you?) and answers (No, he doesn’t)
every, etc. Comparative and superlative orms (regular and irregular) Order o adjectives
Clause types Main clause: Carlos is Spanish. Co-ordinate clause: Carlos is Spanish and his wie is English. Subordinate clause ollowing sure, certain: I’m sure (that) she’s a doctor.
Participles as adjectives
Adverbs Regular and irregular orms Manner: quickly, careully, etc.
Subordinate clause ollowing know, think, believe, hope:
Frequency: oten, never, twice a day, etc.
I hope you’re well.
Denite time: now, last week, etc.
Subordinate clause ollowing say, tell: She says (that) she’s his
Indenite time: already, just, yet, etc.
sister. Subordinate clause ollowing i, when, where, because:
Degree: very, too, rather, etc. Place: here, there, etc.
I’ll leave i you do that again.
Direction: let, right, etc.
He’ll come when you call.
Sequence: rst, next, etc.
He’ll ollow where you go.
Pre-verbal, post-verbal and end-position adverbs
I came because you asked me.
Comparative and superlative orms (regular and irregular)
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KET HA NDBOOK FOR TEACHERS | LANGUAGE SPECIFICATIONS
Prepositions Location: to, on, inside, next to, at ( home), etc. Time: at, on, in, during, etc. Direction: to, into, out o, rom, etc.
The list does not provide an exhaustive register o all the words which could appear in KET question papers and candidates should not conne their study o vocabulary to the list alone.
Instrument: by, with Miscellaneous: like, about, etc. Prepositional phrases: at the end o, in ront o, etc. Prepositions preceding nouns and adjectives: by car, or sale, on holiday, etc.
Connectives and, but, or, when, where, because, i Note that students will meet orms other than those listed above in KET, on which they will not be directly tested. ■
Topics
Clothes Daily lie Entertainment and media Food and drink Health, medicine and exercise Hobbies and leisure House and home Language People Personal eelings, opinions and experiences Personal identication Places and buildings School and study Services Shopping Social interaction Sport The natural world Transport Travel and holidays Weather Work and jobs ■
Lexis
The KET Vocabulary List includes items which normally occur in the everyday vocabulary o native speakers using English today. Candidates should know the lexis appropriate to their personal requirements, or example, nationalities, hobbies, likes and dislikes. Note that the use o American pronunciation, spelling and lexis is acceptable in KET. A list o vocabulary that may appear in the KET examination is available rom the Cambridge ESOL website: www.CambridgeESOL.org/teach
KET HA NDBOOK FOR T EA CHERS | LANGUAGE SPECIFICATIONS
9
1 PAPER READING AND WRITING GENERAL DESCRIPTION
STRUCTURE AND TASKS
Paper format This paper contains nine parts.
PART 1
Timing
1 hour 10 minutes.
No. of Qs
56.
Task types
Matching, multiple choice, multiplechoice cloze, open cloze, word completion, inormation transer and guided writing.
Sources
Authentic and adapted-authentic realworld notices, newspaper and magazine articles, simpliied encyclopaedia entries.
Answering
Candidates indicate answers either by shading lozenges (Parts 1–5) or writing answers (Parts 6–9) on the answer sheet.
Marks
Each item carries one mark, except or question 56 which is marked out o 5. This gives a total o 60 marks, which is weighted to a inal mark out o 50, representing 50% o total marks or the whole examination.
10
Task type and format
Matching. Matching ive prompt sentences to eight notices, plus one example.
Task focus
Gist understanding o real-world notices. Reading or main message.
No. of Qs
5.
PART 2 Task type
Three-option multiple choice sentences. Six sentences (plus an integrated example) with connecting link o topic or story line.
Task focus
Reading and identiying appropriate vocabulary.
No. of Qs
5.
PART 3 Task type and format
Three-option multiple choice. Five discrete 3-option multiple-choice items (plus an example) ocusing on verbal exchange patterns. AND Matching. Five matching items (plus an integrated example) in a continuous dialogue, selecting rom eight possible responses.
Task focus
Functional language. Reading and identiying appropriate response.
No. of Qs
10.
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING
PART 4
PART 7
Task type and format
Right/Wrong/Doesn’t say OR Three-option multiple choice. One long text or three short texts adapted rom authentic newspaper and magazine articles. Seven 3-option multiple-choice items or seven Right/Wrong/Doesn’t say items, plus an integrated example.
Task focus
Reading or detailed understanding and main idea(s).
No. of Qs
7.
PART 5 Multiple-choice cloze. A text adapted rom an original source, or example encyclopaedia entries, newspaper and magazine articles. Eight 3-option multiple-choice items, plus an integrated example.
Task focus
Reading and identiying appropriate structural word (auxiliary verbs, modal verbs, determiners, pronouns, prepositions, conjunctions etc.).
Task focus
Reading and identiying appropriate word with ocus on structure and/or lexis.
No. of Qs
10.
Task type and format
Inormation transer. One or two short input texts, authentic in nature (notes, adverts etc.) to prompt completion o an output text (orm, note, etc.). Five spaces to ill on output text with one or more words or numbers (plus an integrated example).
Task focus
Reading and writing down appropriate words or numbers with ocus on content and accuracy.
No. of Qs
5.
8.
PART 6 Task type and format
Word completion. Five dictionary deinition type sentences (plus an integrated example). Five words to identiy and spell.
Task focus
Reading and identiying appropriate lexical item, and spelling.
No. of Qs
Open cloze. Text o type candidates could be expected to write, or example a short letter or email. Ten spaces to ill with one word (plus an integrated example) which must be spelled correctly.
PART 8
Task type and format
No. of Qs
Task type and format
PART 9 Task type and format
Guided writing. Either a short input text or rubric to prompt a written response. Three messages to communicate.
Task focus
Writing a short message, note or postcard o 25–35 words.
No. of Qs
1.
5.
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING
11
Preparation General ■
The Reading and Writing part o the test together take
1 hour and 10 minutes with a total o 56 questions. Candidates
schools, etc. Wherever possible these texts are authentic and so may contain lexis which is unamiliar to the candidates, but this should not prevent them rom understanding the main message. This is a matching question, requiring candidates to match ve sentences to the appropriate sign or notice.
have a question paper and a separate answer sheet on which they record their answers. Eorts are made to keep the language o instructions to candidates as simple as possible, and a worked example is given in every part o the test. ■
Reading texts are authentic texts, adapted where nec essary
■
PART 2
■
In Part 2, candidates are tested on their knowledge o
vocabulary. They are asked to ll the gap in each o ve sentences with one o the three options provided. There
so that most o the vocabulary and grammatical structures are
is a completed example sen tence at the beginning. The
accessible to students at this level. However, candidates are
six sentences are all on the same topic or are linked by a
expected to be able to make use o interpretation strategies i
simple story line. Candidates should deal with each sentence
they encounter unamiliar lexis or structures.
individually but be aware that the overall context will help
■
Candidates do not need to ollow a specic course beore
attempting KET. Any general English course or beginners o
them nd the correct answer. ■
PART 3
and writing skills alongside instruction in grammar and
■
In Part 3, candidates are tested on their ability to
vocabulary will be suitable.
understand the language o the routine transactions o daily
approximately 200 learning hours which develops reading
■
In addition to coursebook reading texts, teachers are
lie.
advised to give their students every opportunity to read
■
the type o Englis h used in everyday lie, or example, short
Candidates are asked to complete ve 2-line conversational
newspaper and magazine articles, advertisements, tourist
exchanges.
brochures, instructions, recipes, etc. In dealing with this real-lie material, students should be enc ouraged to develop reading strategies to compensate or their limited linguistic resources, such as the ability to guess unamiliar words, and the ability to extract the main message rom a text. A class library consisting o English language magazines and
■
■
Students should also be encouraged to take advantage o
Questions 16–20 are matching questions . Candidates
are asked to complete a longer dialogue, by choosing rom a list o eight options. These dialogues take place in shops, hotels, restaurants, etc., and in various work, study and social situations.
simplied readers on subjects o interest to students will be a valuable resource.
Questions 11–15 are multiple choice (three options).
■
PART 4
■
In Part 4, candidates are tested on their ability to
real-lie occasions or writing short messages to each other
understand the main ideas and some details o longer texts.
and their teacher. They can, or example, write invitations,
These texts come rom authentic sources, such as newspaper
arrangements or meeting, apologies or missing a class,
and magazine articles, but are adapted to make them
or notices about lost property. Here the emphasis should
accessible to cand idates. Texts may include vocabulary which
be on the successul communication o the intended
is unamiliar to the candidates, but this should not interere
message, though errors o structure, vocabulary, spelling and
with their ability to complete the task.
punctuation should not be ignored. ■
To ensure that candi dates ully understand what they will
■
The questions in this part may be multiple-choice
comprehension questions (with three options) or alternatively,
have to do in the Reading and Writing paper, it is advisable or
candidates may be asked to decide whether, according to the
them to become amiliar in advance with the dierent types
text, each one o a set o statements is correct or incorrect, or
o test tasks. They should also make sure that they understand
whether there is insucient inormation in the text to decide
how to record their answers on the answer sheet (page 22).
this.
By part Parts 1–5 ocus particularly on reading. ■
PART 1
■
PART 5
■
In Part 5, candidates are tested on their knowledge o
grammatical structure and usage in the context o a reading text. As with Part 4, texts are adapted rom newspaper and magazine articles, encyclopaedias and other authentic
In Part 1, candidates are tested on their ability to
sources. Words are deleted rom the text and candidates are
understand the main message o a sign, notice or other
asked to complete the text by choosing the appropriate word
very short text. These texts are o the type usually ound on
rom three options. Deletions mainly ocus on structural
roads, in railway stations, airports, shops, restaurants, oces,
elements, such as verb orms, determiners, pronouns,
■
12
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING
prepositions and conjunctions. Understanding o structural relationships at the phrase, clause, sentence or paragraph level
Assessment ■
is also required.
There are 5 marks or Part 9. Candidates at this level are
not expected to produce aultless English, but to achieve 5 marks a candidate should write a cohesive message, which
Parts 6–9 ocus particularly on writing.
successully communicates all three parts o the message, ■
PART 6
■
In Part 6, candidates are asked to produce ve items
with only minor grammar and spelling errors. A great variety o ully acceptable answers is p ossible.
o vocabulary and to spell them correctly. The ve items
General Mark Scheme for Part 9
o vocabulary will all belong to the same lexical eld, or example, jobs, ood, things you can nd in a house, etc. For each word they have to write, candidates are given a ‘denition’ o the type you can nd in a learner’s dictionary,
Mark
Criteria
5
All three parts of message clearly communicated.
Only minor spelling errors or occasional grammatical errors.
ollowed by the rst letter o the required word and a set o dashes to represent the number o the remaining letters in the required word. There is a worked example at the beginning.
4
All three parts of message communicated.
Some non-impeding errors in spelling and grammar or some awkwardness of expression.
■
PART 7
■
In Part 7, candidates are asked to complete a gapped text.
3
All three parts of message attempted.
Texts are short and simple and are o the type candidates
Expression requires interpretation by the reader and contains
at this level may be expected to write, or example, notes,
impeding errors in spelling and grammar.
emails and short letters. A text may take the orm o a n ote
All three parts of the message are included but the context is
plus a reply to that note, or may be a single letter. Deletions
incorrect.
in the text ocu s on grammatical structure and vocabulary.
or
Candidates are only asked to produce words which students
Two parts of message are clearly communicated.
at this level can be expected to actively use. Correct spelling o
Only minor spelling errors or occasional grammatical errors.
the missing words is essential in this part.
2 ■
PART 8
■
In Part 8, candidates complete a simple inormation
Only two parts of message communicated.
Some errors in spelling and grammar. The errors in expression may require patience and
transer task. They are asked to use the inormation in one or
interpretation by the reader and impede communication.
two short texts (email, advertisement, note, etc.) to complete a note, orm, diary entry or other similar type o document.
1
Only one part of the message communicated.
Candidates have to understand the texts in order to complete
Some attempt to address the task but response is very
the task, and the ocus is on both writing and reading ability.
unclear.
Candidates are expected to understand the vocabulary commonly associated with orms, or example, name, date,
0
Question unattempted, or totally incomprehensible response.
time, cost, etc. The required written production is at word and phrase level, not sentence. Correct spelling is essential in this part.
Candidates are penalised or not writing the minimum number o words (i.e. ewer than 25). They are not penalised
■
PART 9 – Question 56
■
In Part 9, candidates are given the opportunity to show that
or writing too much, though they are not advised to do so.
they can communicate a written message (25–35 words) o an authentic type, or example a note or postcard to a riend. The instructions indicate the type o message required, who it is or and what kind o inormation should be included.
Candidates also need to think careully about who the target reader is or each task and try to write in an appropriate style. It is important to write clearly so that the answers are easy to read. However, it is not important i candidates write in upper or lower case, or i their writing is joined up or not.
Candidates must respond to the prompts given. All three prompts must be addressed in order to complete the task ully. Alternatively, the candidates may be asked to read and respond appropriately to three elements contained within a short note, email or postcard rom a riend.
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING
13
PAPER 1: READING AND WRITING Part 1 (questions 1–5) and Part 2 (questions 6–10)
14
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
PAPER 1: READING AND WRITING Part 3 (questions 11–20)
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
15
PAPER 1: READING AND WRITING Part 4 (questions 21–27)
16
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
PAPER 1: READING AND WRITING Part 5 (questions 28–35)
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
17
PAPER 1: READING AND WRITING Part 6 (questions 36–40) and Part 7 (questions 41–50)
18
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
PAPER 1: READING AND WRITING Part 8 (questions 51–55) and Part 9 (question 56)
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE PAPER
19
PAPER 1: READING AND WRITING Answer keys Part 1
Part 5
1
E
28
A
2
A
29
B
3
H
30
C
4
C
31
C
5
G
32
A
33
B
Part 2
34
A
6
A
35
A
7
C
8
B
Part 6
9
B
36
husband
10
C
37
grandparents
38
single
Part 3
39
daughter
11
A
40
surname
12
A
13
C
Part 7
14
B
41
of
15
B
42
much
16
C
43
at / during / on
17
F
44
for / in
18
A
45
there / here
19
G
46
with
20
D
47
’m / am / was
48
the
Part 4
49
is
21
B
50
your
22
A
23
C
Part 8
24
B
51
17(th) June
25
C
52
Myra
26
A
53
2 / two
27
A
54
(£)11(.00) / eleven (pounds)
55
(a) jacket
20
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | ANSWER KEYS FOR SAMPLE PAPER
Sample scripts for Part 9 Script 1
Hi, Pat! I joined to a new sport club at the school last week. I am playing football every week there and it don’t cost anything! It’s great fun. Do you want to come too? Write soon, Joseph
Script 3
Hi Pat, Thank you for your email. I started go to my new football club with my work college. It cost $4 dollars for a match. Last game I was fist in team and we win! 3 marks
5 marks COMMENTARY
COMMENTARY Two parts o the message are clearly communicated.
All three parts o the message are clearly communicated with only minor grammatical errors.
Script 4 Script 2
From: Maria To: Pat My favorite sport is a the tennis. I go to new tennis club near my house and plays with my huband. I don’t know how much is the cost, pays mine huband! 4 marks COMMENTARY
From: Toni To: Pat Thank for email. The sport is a favrite sport. I like a football. I play football in club. I very like. Yo like football? Write me soon. 1 mark COMMENTARY Only one part o the message is communicated.
All parts o the message are communicated with some nonimpeding errors in grammar and spelling, and awkwardness o expression.
Script 5
Dear Pat, You start going a sport club. Where is club? What the sport there? How it cost? 0 marks COMMENTARY The question is unattempted.
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | SAMPLE SCRIPTS FOR SAMPLE PAPER, PART
21
PAPER 1: READING AND WRITING Answer sheet
22
KET HA NDBOOK FOR TEACHERS | PAPER : READI NG AND WRITING | ANSWER SHEET
2 PAPER LISTENING GENERAL DESCRIPTION
Paper format
This paper contains ive parts.
Timing
About 30 minutes, including 8 minutes to transer answers.
No. of Qs Task types Sources
Answering
Marks
STRUCTURE AND TASKS
PART 1 Task type and format
Three-option multiple choice. Short neutral or inormal dialogues. Five discrete 3-option multiple-choice items with visuals, plus one example.
25.
Task focus
Matching, multiple choice, gap-ill.
Listening to identiy key inormation (times, prices, days o week, numbers, etc.).
No. of Qs
5.
All texts are based on authentic situations, and each part is heard twice. Candidates indicate answers either by shading lozenges (Parts 1–3) or writing answers (Parts 4 and 5) on the answer sheet. Each item carries one mark. This gives a total o 25 marks which represents 25% o total marks or the whole examination.
PART 2 Task type and format
Matching. Longer inormal dialogue. Five items (plus one integrated example) and eight options.
Task focus
Listening to identiy key inormation.
No. of Qs
5.
PART 3 Task type and format
Three-option multiple choice. Longer inormal or neutral dialogue. Five 3-option multiple-choice items (plus an integrated example).
Task focus
Taking the ‘role’ o one o the speakers and listening to identiy key inormation.
No. of Qs
5.
PART 4 Task type and format
Gap-ill. Longer neutral or inormal dialogue. Five gaps to ill with one or more words or numbers, plus an integrated example. Recognisable spelling is accepted, except with very high requency words, e.g. ‘bus’, ‘red’, or i spelling is dictated.
Task focus
Listening and writing down inormation (including spelling o names, places, etc. as dictated on recording).
No. of Qs
5.
PART 5 Task type and format
Gap-ill. Longer neutral or inormal monologue. Five gaps to ill with one or more words or numbers, plus an integrated example. Recognisable spelling is accepted, except with very high requency words e.g. ‘bus’, ‘red’, or i spelling is dictated.
Task focus
Listening and writing down inormation (including spelling o names, places, etc. as dictated on recording).
No. of Qs
5.
KET HA NDBOOK FOR TEACHERS | PAPER : LI STENING
23
Preparation General ■
The Listening paper is divided into ve parts with a total o
■
Candidates should tell the supervisor o the Listening
test as soon as possible i they have diculty hearing the recording. It is important to let the supervisor know this at the beginning o the recording beore the Listening test begins properly.
25 questions. The texts are written or adapted by item writers specically or the test and recorded in a studio to simulate real spoken language. The listening texts are recorded on
By part
cassette or CD, and each text is h eard twice. There are pauses or candidates to look at the questions and to write their answers. The instructions to the candidates on the recording are the same as the instructions on the question paper. Candidates write their answers on the question paper as they listen, and they are then given 8 minutes at the end o the test to transer these answers to an answer sheet. The complete Listening test, including time or the transer o answers, takes about 30 minutes. ■
Listening is a language skill which should be practised rom
the early stages o learning English. ■
The teacher’s rst resource is the listening material
included in the coursebook. These listening tasks should be
■
PART 1
■
In Part 1, candidates are tested on their ability to
identiy simple actual inormation in ve separate short conversational exchanges. The short conversations are either between riends or relatives, or between a member o the public and a s hop assistant, booking oce clerk, etc. The inormation ocused on in these dialogues is, or example, prices, numbers, times, dates, locations, directions, shapes, sizes, weather, descriptions o people and current actions. ■
On the question paper, the candidates see a simple
question and three multiple-choice options based on pictures or drawings. There are ve questions in Part 1.
made use o regularly in order to build up the condence which comes rom listening to a variety o speakers talking about a range o topics. A major advantage o using taped material is that teacher and students are in control o the number o times a particular listening text is played, which should be varied. Sometimes students will need several repeats beore they are able to extract the inormation required by a particular listening task, but at other times they should try to see how much they can understand ater just one hearing. ■
In addition to making regular use o coursebook materials,
teachers should take every opportunity to maximise students’
■
PART 2
■
In Part 2, candidates are tested on their ability to identiy
simple actual inormation in a longer conversation. The conversation is an inormal one between two people who know each other. The topic will be one o personal interest to the speakers, or example, daily lie, travel, occupational activities, ree-time activities, etc. ■
Candidates show their understanding o the conversation
by matching two lists o items, or example, people with the ood they like to eat, or days o the week with activities.
exposure to authentic spoken English. Even with beginner level students, English should be used as much as possible as the language o classroom management. Thus rom an
■
PART 3
■
In Part 3, candidates are also tested on their ability to
early stage students become used to ollowing instructions in
identiy simple actual in ormation. The listening text is
English and to extracting relevant inormation rom spoken
usually an inormal c onversation between two people who
discourse.
know each other about a topic o personal interest to the
■
Other sources o authentic listening material include:
lms, television, videos and DVDs, songs, the internet, British Embassies and Consulates, the British Council, language
speakers. It is sometimes a transactional exchange, e.g. a person making enquiries i n a travel agent’s. ■
In this part, candidates show their understanding o the
schools, clubs, hotels, youth hostels, airports, teachers o
conversation by answering ve multiple-choice questions,
English and any other speakers o English, such as tourists,
each with three options.
tourist guides, riends and amily. ■
In listening to real-lie spoken English, students should
be encouraged to develop listening strategies such as picking out important inormation rom redundant material, and deducing meaning rom context by ocusing on important key words and ignoring unimportant unamiliar terms. ■
Students should also become amiliar with the task types
■
PARTS 4 AND 5
■
In Parts 4 and 5, candidates are tested on their ability
to extract specic actual inormation rom a dialogue or monologue and write it down. The dialogue or monologue is in a neutral context, or example, in shops, oces, etc. A monologue may be a recorded message. The inormation to be
in the KET Listening paper, and make sure they know how to
extracted is o a practical nature, or example, opening times,
record their answers on the answer sheet (page 33).
entrance ees, etc.
24
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING
■
Candidates are asked to complete a memo, message
or notes on the question paper by extracting inormation rom the listening text and writing it down. Inormation to be written down consists o numbers, times, dates, prices, spellings and words. In each case, candidates are required to write down one or two words or numbers. Completely accurate spelling is not required, except where a name has been spelled out in the listening text or when it is a simple high-requency word.
KET HA NDBOOK FOR TEACHERS | PAPER : LI STENING
25
PAPER 2: LISTENING Part 1 (questions 1–5)
26
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | SAMPLE PAPER
PAPER 2: LISTENING Part 2 (questions 6–10) and Part 3 (questions 11–15)
KET HA NDBOOK FOR TEACHERS | PAPER : LI STENING | SAMPLE PAPER
27
PAPER 2: LISTENING Part 4 (questions 16–20) and Part 5 (questions 21–25)
28
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | SAMPLE PAPER
Barry:
PAPER 2: LISTENING
Is it OK i I call at six because my music class doesn’t nish until ve thirty?
Tapescript for Sample Test
Woman: Yes, that will be ne. PAUSE
This is the Cambridge Key English Test Listening Sample
Now listen again.
Paper. REPEAT
There are fve parts to the test. Parts One, Two, Three, Four and Five.
PAUSE
We will now stop or a moment beore we start the test.
3
What was the weather like last weekend?
Please ask any questions now because you must NOT
Man:
Hi, Anne. What’s happened to your umbrella? Was it the wind?
speak during the test.
PAUSE Now look at the instructions or Part One.
Anne:
Yes, and I got wet this morning in the rain.
Man:
The weather’s really changed, hasn’t it? At the weekend I sat in the sun all day.
PAUSE Anne:
You will hear fve short conversations.
PAUSE
You will hear each conversation twice.
Now listen again.
There is one question or each conversation. For questions 1–5, put a tick under the right answer.
REPEAT
Here is an example:
PAUSE
How many people were at the meeting?
4
Where are they going to meet?
Shirley:
Hi, John. It’s Shirley. I’m at the Aroma Caé. Can
Woman: Were there many people at the meeting? Man:
Yes, it’s good it didn’t rain then.
you come and meet me here?
About thirty.
Woman: That’s not many.
John:
Is that the caé near the post-oce?
Man:
Shirley:
It’s the one near the station. Look, I’ll walk to the
No, but more than last time.
post-oce, you know where that is – so wait or me
PAUSE
there. The answer is 30, so there is a tick in box C. Now we are ready to start.
John: PAUSE
Look at question one.
Now listen again.
PAUSE
REPEAT
1
What’s Jill’s avourite ood?
Man:
You like sweet ood, don’t you, Jill?
PAUSE 5
Jill:
Fine.
What’s still in the car?
Well, yes, but I really like apples and oranges and things like that best.
Woman: Have you let anything outside in the car?
Man:
Don’t you love cream cakes and chocolate?
Man:
Jill:
They make me eel rather ill i I eat too much.
I think I brought everything inside. My coat, your bag, and you’ve got the map, haven’t you?
Woman: No, I didn’t see it – was it on the back seat? PAUSE Man:
Now listen again.
Yes, I’ll go and get it.
PAUSE
REPEAT
Now listen again.
PAUSE REPEAT
2
What time will Barry phone back?
Barry:
Hello, this is Barry. Can I speak to Linda please?
Woman: Sorry, she’s not here. She’ll be back at ve o’clock.
PAUSE That is the end o Part One.
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | SAMPLE TAPESCRIPT
29
PAUSE
PAUSE Now look at Part Two.
PAUSE
Now look at Part Three.
PAUSE Listen to Sam talking to Jenny about his birthday
Listen to James talking to a riend about a new music
presents.
club.
Which present did each person give him?
For questions 11–15, tick A, B or C.
For questions 6–10, write a letter A–H next to each
You will hear the conversation twice.
person.
Look at questions 11–15 now. You have twenty seconds.
You will hear the conversation twice.
PAUSE
PAUSE
Now listen to the conversation.
Sam:
Hello, Jenny. Is that or me?
Jenny:
Yes, Sam. Happy Birthday. I’m sure you can see it’s a CD! Have you had lots o nice presents?
Sam:
Yeah. My parents wanted to get me a new sweater, but I asked them or a computer game instead, and
Jenny:
James:
there. Woman: Oh yes, James. Is it near the university? James:
Woman: Oh, I know – aren’t they still building it?
And I suppose your brother bought you chocolate
James:
Sam:
Woman: Was the music good?
That’s good. And what about your sister? Last year,
James:
some people who were dancing were excellent. I
she?
loved watching them. Woman: Can you wear jeans there? James:
Lovely. Did your aunt remember to give you something?
Sam:
She sent me a cheque or twenty pounds. I may buy some CDs with it.
Jenny:
Woman: How much was it to get in? James:
we watch the ootball on TV. Jenny:
Usually a ticket costs ten pounds, but I paid less because the rst time you go it’s only seven pounds ty. And I can get in or ve pounds next time i I bring a riend.
Well, he hasn’t got much money but he gave me some o my avourite chocolate. We can eat it when
There’s a notice saying ‘no sports shoes’, but jeans and t-shirts are ne.
And what about your cousin?
Sam:
Well it wasn’t ast enough or me or my riends, but
she bought you that sweater you’re wearing, didn’t
Italian leather. I’m sure it cost a lot o money.
this week.
ootball or me.
Yes. Look, she bought me this brown belt. It’s
Jenny:
Yes, but it’s been open or our weeks now. When I was there yesterday, they said the work will nish
Actually, he ound a really interesting book on
Jenny:
No, it’s in Park Street, next to the cinema.
they agreed.
again? Sam:
You know that new music club – well, I’ve been
Woman: I’ll come. What time does it close? James:
Great.
I let at twelve when the band nished playing. Ater that there’s a disco until two a.m. So not as late as some clubs which don’t close until ve.
PAUSE Now listen again.
PAUSE Now listen again.
REPEAT REPEAT
PAUSE That is the end o Part Two.
PAUSE That is the end o Part Three.
30
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | SAMPLE TAPESCRIPT
PAUSE
PAUSE Now look at Part Four
Now look at Part Five
PAUSE
PAUSE You will hear a man telephoning the Tourist Inormation
You will hear some inormation about a ood market.
Centre in Windfeld.
Listen and complete questions 21–25.
Listen and complete questions 16–20.
You will hear the inormation twice.
You will hear the conversation twice.
PAUSE
PAUSE
Man:
Woman: Hello, Windeld Tourist Inormation. How can I
Food Market. There are three large ood halls here.
help? Man:
Turn let at the entrance or Hall 1. Here you
Hello. I’m hoping to come to Windeld or a ew
can buy many dierent vegetables. Choose the
days and I’d like some inormation about places to
vegetables yoursel. Use the plastic bags and then
stay. I’m looking or somewhere in the centre.
pay or everything at the cash desk. This hall also has very good sh. It all comes here straight rom
Woman: There’s the Mill Hotel. That’s at 24 Harvest Road –
the sea.
that’s H A R V E S T. It’s in the centre. Man:
In Hall 2, you can nd lovely cakes and bread.
Do you know how much a room is? I don’t want to
And next to this hall there is a caé. You can get
pay more than thirty pounds.
sandwiches, snacks and drinks all day in the caé,
Woman: The rooms or one person are twenty-eight pounds
and a hot breakast until 11.30.
per night and the double rooms are thirty-two
Hall 3 is the biggest hall and sells cheese, eggs and
pounds. Man:
meat. In this hall there is also a special Italian shop.
That’s ne. Do you have the phone number?
You can buy dierent pasta and they make p izza daily. At 55p a piece, it’s not expensive. Children
Woman: It’s 7 2 0 4 3 3. You can phone them any time. Man:
will love our new playroom. It’s at the end o the
I’d also like to know something about interesting
hall next to the telephones. You can leave them
places to see in Windeld.
there saely when you shop.
Woman: Well, there’s the Windeld Museum, and o course there’s the castle. It’s over ve hundred years old. They’re both quite close to the hotel. Man:
Happy shopping! PAUSE Now listen again.
And are they open every day?
Woman: You can’t visit the museum on Mondays, and the castle is only open on Saturdays and Sundays. Man:
This is some inormation or shoppers at Elwood
REPEAT
PAUSE
Thank you. That’s a great help. Goodbye.
That is the end o Part Five.
Woman: Goodbye.
You now have eight minutes to write your answers on the answer sheet.
PAUSE Now listen again.
PAUSE You have one more minute.
REPEAT
PAUSE
PAUSE That is the end o Part Four.
That is the end o the test.
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | SAMPLE TAPESCRIPT
31
PAPER 2: LISTENING Answer keys for Sample Paper Numbers 1–15 1
C
6
E
11
C
2
C
7
B
12
A
3
A
8
A
13
C
4
A
9
G
14
B
5
B
10
D
15
B
In Parts 4 and 5, recognisable spelling is accepted except in question 16, where spelling must be correct. 16
Harvest
17
(£)28 / twenty eight
18
720433
19
castle
20
Monday(s)
21
(very good) fish
22
bread
23
11.30 / eleven thirty
24
(£0.)55p / pence
25
telephone(s)
Brackets ( ) indicate optimal words/letters.
32
KET HA NDBOOK FOR TEACHERS | PAPER : LISTENING | ANSWER KEYS FOR SAMPLE
PAPER 2: LISTENING Answer sheet
KET HA NDBOOK FOR TEACHERS | PAPER : LI STENING | ANSWER SHEET
33
PAPER 3 SPEAKING
GENERAL DESCRIPTION
STRUCTURE AND TASKS
Paper format This paper contains two parts.
PART 1
Timing
8–10 minutes per pair o candidates.
No. of parts
2.
Interaction pattern
The standard ormat is two candidates and two examiners. One examiner acts as both assessor and interlocutor and manages the interaction by asking questions and setting up the tasks. The other acts as assessor and does not join in the conversation.
Task types
Marks
34
Short exchanges with the examiner and an interactive task involving both candidates. Candidates are assessed on their perormance throughout the test. Candidates are not expected to produce completely accurate or luent language, but they are expected to interact appropriately and intelligibly. The emphasis in assessment is on the ability to communicate clearly.
KET HA NDBOOK FOR TEACHERS | PAPER : SPEAKI NG
Task type and format
Each candidate interacts with the interlocutor. The interlocutor asks the candidates questions. The interlocutor ollows an interlocutor rame to guide the conversation, ensure standardisation and control level o input.
Focus
Language normally associated with meeting people or the irst time, giving inormation o a actual personal kind. Bio-data type questions to respond to.
Timing
5–6 minutes.
PART 2 Task type and format
Candidates interact with each other. The interlocutor sets up the activity using a standardised rubric. Candidates ask and answer questions using prompt material.
Focus
Factual inormation o a non-personal kind related to daily lie.
Timing
3–4 minutes.
Preparation
Assessment
General ■
Throughout the test, candidates are assessed on their language skills, not their person ality, intelligence or
The Speaking test has two parts and lasts 8 to 10 minutes,
knowledge o the world. They must, however, be prepared to
involving two examiners and a pair o candidates. One
develop the conversation, where appropriate, and respond
examiner is an interlocutor while the other, who takes no part
to the tasks set. Prepared speeches are not acceptable.
in the interaction, is an assessor. The Speaking component
Candidates are assessed on their own individual perormance
contributes 25% o the marks or the whole test.
and not in relation to each other. Both examiners assess the
■
It is important that the speaking skill is developed
candidates according to criteria which are interpreted at KET
alongside the other lan guage skills. This may best be done by
level. The assessor awards marks according to three analytical
making English the language o classroom management, and
criteria: Grammar and Vocabulary, Pronunciation and
by encouraging students to communicate with each other and
Interactive Communication. The interlocutor awards a global
with the teacher in English.
achievement mark.
■
Candidates should be able to respond appropriately to
■
Grammar and Vocabulary
questions asking or simple inormation about themselves. They should, or example, be able to give their name (includin g
This reers to the candidate’s ability to use vocabulary,
spelling it), country o orig in, job or subject o study, give
structure and paraphrase strategies to convey meaning.
inormation about their amily, home town, school, ree-time
Candidates at this level are only expected to have limited
activities and talk simply about their likes and dislikes.
linguistic resources, and it is success in using these limited resources to communicate a message which is being assessed.
■
Simple role plays in which students are required to ask and
answer questions will provide useul practice. Such role plays
■
Pronunciation
should ocus on everyday language and situations and involve questions about daily activities and amiliar experiences, or
This reers to the intelligibility o the candidate’s speech. First
eature exchanging inormation about such things as charges
language intererence is expected and not penalised i it does
and opening times o, or example, a local sports centre.
not aect communication.
■
Practising or the KET Speaking component will help
■
Interactive Communication
students prepare or possible real-lie s ituations. This will encourage students to use the spoken language, increase their
This reers to the candidate’s ability to take part in the
condence in their language ability and help them develop a
interaction appropriately. At this level candidates may have
positive attitude towards the language learning process.
some diculty maintaining simple exchanges, or may need prompting. Candidates are given credit or being able to ask or repetition or clarication i necessary.
By part
Global Achievement
■
PART 1
■
■
This takes 5 to 6 minutes. In this part, each candidate
This is based on the analytical criteria and relates to the
interacts with the interlocutor, using the language n ormally
candidate’s perormance overall.
associated with meeting people or the rst time, giving actual inormation o a personal kind, or example, name,
Marking
place o origin, occ upation, amily etc. Candidates are also expected to be able to talk about their daily lie, interests, likes,
As mentioned above, assessment is based on perormance in
etc.
the whole test, and is not related to perormance in particular parts o the test. The assessor awards marks or each o
■ ■
the our criteria listed above. The interlocutor awards each
PART 2
candidate one global mark.
This takes 3 to 4 minutes. In this part, the two candidates
interact with each other. This involves asking and answering
In many countries, Oral Examiners are assigned to teams, each
questions about actual inormation o a non-personal kind.
o which is led by a Team Leader who may be responsible or
Prompt cards are used to stimulate questions and answers
approximately 15 Oral Examiners. Team Leaders give advice
which will be related to daily lie, leisure activities and social
and support to Oral Examiners, as required.
lie (including reerences to places, times, services, where to
The Team Leaders are responsible to a Proessional Support
go, how to get there, what to eat, etc.).
Leader who is the proessional representative o Cambridge ESOL or the Speaking tests. Proessional Support Leaders are appointed by Cambridge ESOL and attend an annual co-ordination and development session. Team Leaders are
KET HA NDBOOK FOR TEACHERS | PAPER : SPEAKI NG | PREPARATION AND ASSESSMENT
35
appointed by the Proessional Support Leader in consultation with the local administration.
Cambridge ESOL Common Scale for Speaking
Ater initial training o examiners, standardisation o marking is maintained by both examiner co-ordination sessions and by monitoring visits to centres by Team Leaders. During co-ordination sessions, examiners watch and discuss sample Speaking tests recorded on DVD. The sample tests on DVD are selected to demonstrate a range o nationalities and dierent levels o competence, and are pre-marked by a team o experienced assessors.
LEVEL MASTERY CERTIFICATE OF PROFICIENCY IN ENGLISH: Fully operational command of the spoken language • Able to handle communication in most situations, including unfamiliar or unexpected ones. • Able to use accurate and appropriate linguistic resources to express complex ideas and concepts and produce extended discourse that is coherent and always easy to follow. • Rarely produces inaccuracies and inappropriacies. • Pronunciation is easily understood and prosodic features are used effectively; many features, including pausing and hesitation, are ‘ native-like’.
C2
LEVEL EFFECTIVE OPERATIONAL PROFICIENCY CERTIFICATE IN ADVANCED ENGLISH: Good operational command of the spoken language • Able to handle communication in most situations. • Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent. • Occasionally produces inaccuracies and inappropriacies. • Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy or expression. • L1 accent may be evident but does not affect the clarity of the message.
C1
LEVEL
B2
VANTAGE FIRST CERTIFICATE IN ENGLISH: Generally effective command of the spoken language • Able to handle communication in familiar situations. • Able to organise extended discourse but occasionally produces utterances that lack coherence and some inaccuracies and inappropriate usage occur. • Maintains a flow of language, although hesitation may occur whilst searching for language resources. • Although pronunciation is easily understood, L1 features may be intrusive. • Does not require major assistance or prompting by an interlocutor.
LEVEL THRESHOLD PRELIMINARY ENGLISH TEST: Limited but effective command of the spoken language • Able to handle communication in most familiar situations. • Able to construct longer utterances but is not able to use complex language except in well-rehearsed utterances. • Has problems searching for language resources to express ideas and concepts resulting in pauses and hesitation. • Pronunciation is generally intelligible, but L1 features may put a strain on the listener. • Has some ability to compensate for communication difficulties using repair strategies but may require prompting and assistance by an interlocutor.
B1
LEVEL WAYSTAGE KEY ENGLISH TEST: Basic command of the spoken language • Able to convey basic meaning in very familiar or highly predictable situations. • Produces utterances which tend to be very short – words or phrases – with frequent hesitations and pauses. • Dependent on rehearsed or formulaic phrases with limited generative capacity. • Only able to produce limited extended discourse. • Pronunciation is heavily influenced by L1 features and may at times be difficult to understand. • Requires prompting and assistance by an interlocutor to prevent communication from breaking down.
A2
36
KET HA NDBOOK FOR TEACHERS | PAPER : SPEAKI NG | CAMB RIDGE ESOL COMMON SCALE FOR SPEAKING
