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Handbook for Teachers


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Content and overview

Paper/timing Content Test focus

1

RE

1 hour

Part 1 A text followed by eight multiple-choice questions. Candidates are expected to show understanding

of specific information, text organisation features,

tone, and text structure.Part 2 A text from which seven sentences have been

removed and placed in a jumbled order, togetherwith an additional sentence, after the text.

Part 3 A text or several short texts preceded by 15

multiple-matching questions.

2

WRT

1 hour 20 minutes

Part 1 One compulsory question. Candidates are expected to be able to write non-

specialised text types such as an article, an essay,

a letter, an email, a report, a review, or a short

story, with a focus on advising, apologising,

comparing, describing, explaining, expressing

opinions, recommending, suggesting.

Part 2 Candidates choose one task from a choice of five

questions (including the set text options).

3

USE OF ELSH

45 minutes

Part 1 A modified cloze test containing 12 gaps andfollowed by 12 multiple-choice items.

Candidates are expected to demonstrate theability to apply their knowledge of the language

system by completing a number of tasks.Part 2 A modified open cloze test containing 12 gaps.

Part 3 A text containing 10 gaps. Each gap corresponds to

a word. The stems of the missing words are given

beside the text and must be changed to form the

missing word.

Part 4 Eight separate questions, each with a lead-in sentence

and a gapped second sentence to be completed in two

to five words, one of which is a given key word.

4

LSTE

Approximately

40 minutes

Part 1 A series of eight short unrelated extracts frommonologues or exchanges between interacting

speakers. There is one multiple-choice question per

extract.

Candidates are expected to be able to showunderstanding of attitude, detail, function,

genre, gist, main idea, opinion, place, purpose,

situation, specific information, relationship, topic,

agreement etc.Part 2 A monologue or text involving interacting speakers,

with a sentence completion task which has 10

questions.

Part 3 Five short related monologues, with five multiple-

matching questions.

Part 4 A monologue or text involving interacting speakers,

with seven multiple-choice questions.

5

SPEK

14 minutes

Part 1 A conversation between the interlocutor and each

candidate (spoken questions).

Candidates are expected to be able to respond

to questions and to interact in conversational

English.

Part 2 An individual long turn for each candidate, with a

brief response from the second candidate (visual and

written stimuli, with spoken instructions).

Part 3 A two-way conversation between the candidates

(visual and written stimuli, with spoken instructions).

Part 4 A discussion on topics related to Part 3 (spoken

questions).


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CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

CONTENTS

Preace

ThishandbookisorteacherswhoarepreparingcandidatesorCambridge English: First,alsoknownasFirst Certicate in English (FCE).The

introductiongivesanoverviewotheexamanditsplacewithinCambridgeESOL.Thisisollowedbyaocusoneachpaperandincludes

content,adviceonpreparationandexamplepapers.

Iyouneedurthercopiesothishandbook,[email protected]

About Cambridge ESOL 2

The worlds most valuable range o English qualiications 2

Key eatures o Cambridge English exams 2

Proven quality 2

Introduction to Cambridge English: First 3

Who is the exam or? 3Who recognises the exam? 3

What level is the exam? 3

Exam content and processing 3

A thorough test o all areas o language ability 3

International English 4

Marks and results 4

Certiicates 4

Exam support 4

Support or teachers 4

Support or candidates 5

Paper 1 Reading 7General description 7

Structure and tasks 7

The three parts o the Reading paper 8

Preparation 8

Sample paper 10

Answer key 13

Candidate answer sheet 13

Paper 2 Writing 14General description 14


The two parts o the Writing paper 15

Preparation 16

Sample paper 18

Assessment o Writing 20

Sample scripts with examiner comments 24

Paper 3 Use of English 30General description 30


The our parts o the Use o English paper 31

Preparation 31

Sample paper 34Answer key 37


Paper 4 Listening 39General description 39


The our parts o the Listening paper 40

Preparation 40

Sample paper 42

Answer key 49


Paper 5 Speaking 51General description 51


The our parts o the Speaking test 52

Preparation 52

Sample paper 55

Assessment o Speaking 58

Cambridge English: First glossary 63

Contents


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ABOUTCAMBRIDGEESOL

AboutCambridgeESOL

Cambridge English: First isdevelopedbyUniversityoCambridgeESOL

Examinations(CambridgeESOL),anot-or-protdepartmentothe

UniversityoCambridge.

CambridgeESOLisoneothreemajorexamboardswhichormthe

CambridgeAssessmentGroup(CambridgeAssessment).MorethanmillionCambridgeAssessmentexamsaretakeninover

countriesaroundtheworldeveryyear.

TheworldsmostvaluablerangeoEnglish

qualications

CambridgeESOLoerstheworldsleadingrangeoqualications

orlearnersandteachersoEnglish.Over.millionpeopletakeour

examseachyearincountries.

CambridgeESOLoersassessmentsacrosstheullspectrum

olanguageability.Weprovideexaminationsorgeneral

communication,orproessionalandacademicpurposes,andalsospecialistlegalandnancialEnglishqualications.Alloourexams

arealignedtotheprinciplesandapproachotheCommonEuropean

FrameworkoReerenceorLanguages(CEFR).

TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto

www.CambridgeESOL.org/CEFR

Inadditiontoourownprogrammesoworld-leadingresearch,we

workcloselywithproessionalbodies,industryproessionalsand

governmentstoensurethatourexamsremainairandrelevantto

candidatesoallbackgroundsandtoawiderangeostakeholders.

KeyeaturesoCambridgeEnglishexamsCambridgeEnglishexams:

arebasedonrealistictasksandsituationssothatpreparingor

theirexamgiveslearnersreal-lielanguageskills

accuratelyandconsistentlytestallourlanguageskillsreading,

writing,listeningandspeakingaswellasknowledgeolanguage

structureanditsuse

encouragepositivelearningexperiences,andseektoachievea

positiveimpactonteachingwhereverpossible

areasairaspossibletoallcandidates,whatevertheirnational,

ethnicandlinguisticbackground,genderordisability.

Provenquality

CambridgeESOLscommitmenttoprovidingexamsothehighest

possiblequalityisunderpinnedbyanextensiveprogrammeo

researchandevaluation,andbycontinuousmonitoringothe

markingandgradingoallCambridgeEnglishexams.Oparticular

importancearetherigorousprocedureswhichareusedinthe

productionandpretestingoquestionpapers.

Alloursystemsandprocessesordesigning,developingand

deliveringexamsandassessmentservicesarecertiedasmeeting

theinternationallyrecognisedISO:standardorquality

managementandaredesignedaroundveessentialprinciples:

Validity areourexamsanauthentictestoreal-lieEnglish?

Reliability doourexamsbehaveconsistentlyandairly?

Impact doesourassessmenthaveapositiveeectonteaching

andlearning?

Practicality doesourassessmentmeetlearnersneedswithin

availableresources?

Quality howweplan,deliverandcheckthatweprovide

excellenceinallotheseelds.

Howthesequalitiesarebroughttogetherisoutlinedinour

publicationPrinciples o Good Practice,whichcanbedownloadedree

romwww.CambridgeESOL.org/Principles

University of Cambridge International

Examinations

The worlds largest provider of

international qualifications for

1419 year olds

Cambridge Assessment: the trading name for the

University of Cambridge Local Examinations Syndicate (UCLES)

Cambridge ESOL: Universityof Cambridge ESOL Examinations

Provider of the world's most

valuable range of qualifications for

learners and teachers of English

OCR: Oxford Cambridge and RSA

Examinations

One of the UKs leading providersof qualifications

Departments of the University

Departments (exam boards)

One of the oldest universities in the world

and one of the largest in the United Kingdom


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INTRODUCTIONTOcambridge english: first

IntroductiontoCambridgeEnglish:

First

Cambridge English: Firstwasoriginallyoeredinandisa

qualicationatupper-intermediatelevelthatisociallyrecognised

byuniversities,employersandgovernmentsaroundtheworld.

Regularupdatinghasallowedtheexaminationtokeeppacewithchangesinlanguageteachingandtestingwhileensuringtheexam

remainsreliable,relevantanduserriendlyorcandidates.Thelast

majorrevisionoCambridge English: Firsttookplacein.

CandidatescanchoosetotakeCambridge English: First aseithera

paper-basedoracomputer-basedexam.

Whoistheexamor?

Cambridge English: First isaimedatlearnerswhowantto:

startworkinginanEnglish-speakingenvironment

studyatanupperintermediatelevel,suchasoundationor

pathwaycourses

liveindependentlyinanEnglish-speakingcountry.

Whorecognisestheexam?

Cambridge English: Firstisatrulyinternationalexam,recognised

bythousandsoindustrial,administrativeandservice-based

employersasaqualicationinupper-intermediateEnglish.

Overall,CambridgeESOLexamsarerecognisedby,

institutionsandemployers.

Itisalsoacceptedbyawiderangeoeducationalinstitutionsor

studypurposes.

TheexamhasbeenaccreditedbyOqual,thestatutory

regulatoryauthorityorexternalqualicationsinEnglandandits

counterpartsinWalesandNorthernIreland.

TheUKBorderAgencyacceptsCambridge English: Firstas

meetingthelanguagerequirementsorTier,andvisa

applications*.

*AllinormationaccurateasoApril.Checkthelatest

requirementsatwww.ukba.homeofce.gov.uk

Formoreinormationaboutrecognitiongoto

www.CambridgeESOL.org/recognition

Whatlevelistheexam?

Cambridge English: FirstistargetedatLevelBontheCEFRscale.

LevelBisrequiredineverydaywrittenandspokensituations

andachievingacerticateatthislevelprovesthatacandidateis

becomingskilledinEnglish.

WhatcancandidatesdoatLevelB?

TheAssociationoLanguageTestersinEurope(ALTE)hascarried

outresearchtodeterminewhatlanguagelearnerscantypicallydoat

eachCEFRlevel.IthasdescribedtheseabilitiesinaseriesoCanDo

statementsusingexamplestakenromrealliesituations.

CambridgeESOL,asoneotheoundingmembersoALTE,usesthis

rameworkasawayoensuringitsexamsrefectreal-lielanguage

skills.

ExamplesoCanDostatementsatLevelB

Typical

abilities

Reading and Writing Listening and Speaking

Overall

general

ability

CAN scan texts or relevant inormation.

CAN make notes while someone is

talking, or write a letter including non-

standard requests.

CAN ollow a talk on a amiliar

topic.

CAN keep up a conversation on a

airly wide range o topics.

Social &

Tourist

CAN read the media or inormation

quickly and with good understanding.

CAN express opinions and give reasons.

CAN ask or clarication and

urther inormation, and is likely

to understand the answer.

CAN keep up a conversation on a

airly wide range o topics.

Work CAN understand the general meaning o

non-routine letters and understand most

o the content.

CAN write a simple report o a actual

nature and begin to evaluate, advise, etc.

CAN ask or actual inormation

and understand the answer.

CAN express own opinion, and

express arguments to a limited

extent.

Study CAN make simple notes that are o

reasonable use or essay or revision

purposes, capturing the most important

points.

CAN present arguments, using a limited

range o expression (vocabulary,

grammatical structures).

CAN answer predictable or

actual questions.

CAN check that all instructions

are understood.

Examcontentandprocessing

Cambridge English: FirstisarigorousandthoroughtestoEnglishat

LevelB.Itcoversallourlanguageskillsreading,writing,listening

andspeakingandincludesathelementocusingonthecandidates

understandingothestructureothelanguage.PreparingorCambridge

English: Firsthelpscandidatesdeveloptheskillstheyneedtouse

Englishtocommunicateeectivelyinavarietyopracticalcontexts.

Athoroughtestoallareasolanguageability

Therearevepapers:Reading,Writing,UseoEnglish,Listening

andSpeaking.Eachpapercarries%othetotalmarks.Detailed

inormationoneachtestandsamplepapersollowlaterinthis

handbook,buttheoverallocusoeachtestisasollows:

Reading: 1 hour

Candidates need to be able to understand texts rom publications such as ction and

non-ction books, journals, newspapers and magazines.

Writing: 1 hour 20 minutes

Candidates have to show that they ca n produce two dierent pieces o writing: a

compulsory task in Part 1, and one rom a choice o ve in Part 2.

Use o English: 45 minutes

Candidates use o English is tested by tasks which show how well they can control their

grammar and vocabulary.

Listening: 40 minutes (approximately)

Candidates need to show they can understand the meaning o a range o spoken material,

including lectures, radio broadcasts, speeches and talks.

Speaking: 14 minutesCandidates take the Speaking test with another candidate or in a group o three, and are

tested on their ability to take part in dierent types o interaction: with the examiner, with

the other candidate and by themselves.


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ExAMCONTENTANDpROCESSING

Eachothesevetestcomponentsprovidesauniquecontributionto

aproleooverallcommunicativelanguageabilitythatdeneswhata

candidatecandoatthislevel.

InternationalEnglish

Englishisusedinawiderangeointernationalcontexts.Torefect

this,candidatesresponsestotasksinCambridgeEnglishexamsare

acceptableinallvarietiesandaccentsoEnglish,providedtheydonotintererewithcommunication.Materialsusedeaturearangeo

accentsandtextsromEnglish-speakingcountries,includingtheUK,

NorthAmericaandAustralia.USandotherversionsospellingare

acceptediusedconsistently.

Marksandresults

Cambridge English: First givesdetailed,meaningulresults.All

candidatesreceiveaStatementoResults.Candidateswhose

perormancerangesbetweenCEFRLevelsCandBwillalsoreceive

acerticate.

StatementoResults

TheStatementoResultsoutlines:

thecandidatesresult.Thisresultisbasedonacandidatestotal

scoreinallvepapers

agraphicaldisplayoacandidatesperormanceineachpaper

(shownagainstthescaleExceptionalGoodBorderlineWeak)

astandardisedscoreoutowhichallowsacandidatetosee

exactlyhowtheyperormed.

Certicates

Wehavemadeenhancementstothewaywereporttheresultsoour

examsbecausewebelieveitisimportanttorecognisecandidates

achievements.

C2

C1

B2

B1

A2

A1

The Common European

Framework of Reference

C

Proficient

user

B

Independent

user

A

Basic user

Cambridge English:

First

Grade B

Grade C

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

Grade A

Level B1

Ready for

success in the

real world

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

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

CambridgeEnglishFirstLevelC1

ExceptionalcandidatessometimesshowabilitybeyondBlevel.Ia

candidateachievesagradeAintheirexam,theywillreceivethe First

Certicate in EnglishstatingthattheydemonstratedabilityatLevelC.

CambridgeEnglishFirstLevelB

IacandidateachievesgradeBorCintheirexam,theywillbe

awardedthe First Certicate in EnglishatLevelB.

LevelB1Certicate

IacandidatesperormanceisbelowLevelB,butallswithinLevel

B,theywillreceiveaCambridgeEnglishcerticatestatingthatthey

demonstratedabilityatBlevel.

Specialcircumstances

CambridgeEnglishexamsaredesignedtobeairtoalltesttakers.

Thiscommitmenttoairnesscovers:

Specialarrangements

Theseareavailableorcandidateswithapermanentorlong-term

disability.ConsulttheCambridgeESOLCentreExamsManager

(CEM)inyourareaormoredetailsassoonasyoubecome

awareoacandidatewhomayneedspecialarrangements.

Specialconsideration

CambridgeESOLwillgivespecialconsiderationtocandidates

aectedbyadversecircumstancessuchasillnessor

bereavementimmediatelybeoreorduringanexam.Applications

orspecialconsiderationmustbemadethroughthecentreno

laterthanworkingdaysatertheexamdate.

MalpracticeCambridgeESOLwillinvestigateallcaseswherecandidatesare

suspectedocopying,collusionorbreakingtheexamregulations

insomeotherway.Resultsmaybewithheldwhiletheyare

beinginvestigated,orbecausewehaveoundaninringemento

regulations.Centresarenotiediacandidatesresultshavebeen

investigated.

Examsupport

AeatureoCambridgeEnglishexamsistheoutstandingreeand

paid-orsupportweoertoteachersandcandidates.

HowtoordersupportmaterialsromCambridge ESOL

Awiderangeoocialsupportmaterialsorcandidatesandteachers

canbeordereddirectlyromtheCambridgeESOLeShops:

Printedpublications:www.shop.CambridgeESOL.org

Onlinepreparation:https//eshop.cambridgeesol.org

Supportorteachers

TeacherSupportwebsite

Thiswebsiteprovidesaninvaluable,user-riendlyreeresourceorall

teacherspreparingorourexams.Itincludes:

Generalinormationhandbookorteachers,samplepapers,

examreports,examdates

Detailedinormationormat,timing,numberoquestions,task

types,markschemeoeachpaper

Adviceorteachersdevelopingstudentsskillsandpreparing

themortheexam

Downloadablelessonsalessonoreverypartoeverypaper,

therearemorethan,intotal

Forumswhereteacherscanshareexperiencesandknowledge

Careersteachingqualicationsorcareerprogression


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ExAMSUppORT

SpeakingTestPreparationPack

Thiscomprehensiveresourcepackisdesignedtohelpteachers

preparestudentsortheCambridge English: FirstSpeakingtest.

Writtenbyexperiencedexaminers,itprovidesclearexplanations

owhateachpartotheSpeakingtestinvolves.Thestep-by-step

guidanceandpracticalexerciseshelpyourstudentsperormwith

condenceonthedayothetest.

Eachpackincludes:

TeachersNotes

StudentWorksheetswhichyoucanphotocopyorprint

asetocandidatevisuals

aDVDshowingrealstudentstakingaSpeakingtest.

www.CambridgeESOL.org/speaking

Supportorcandidates

CambridgeESOLwebsite

Weprovidelearnerswithawealthoexamresourcesandpreparation

materialsthroughoutourmainwebsite,includingexamadvice,

samplepapersandaguideorcandidates.

www.CambridgeESOL.org

OnlinePracticeTest

TheOnlinePracticeTestor Cambridge English: First notonly

amiliariseslearnerswith typicalexamquestionsbutalsoincludesa

rangeohelpeatures.Thepracticetestscanbetakenintwomodes.

Testmode oers atimedtestenvironment. Inlearnermode,thereis

additionalsupport,includinghelpduringthetest,accesstoanonline

dictionary,anoptiontocheckanswersandtheabilitytopauseaudio

andviewtapescripts.Tryareesampleonourwebsite.

Eachpracticetestcontains:

aullpracticetestorReading,Writing,ListeningandUseoEnglish

automaticscoringorReadingandListening

sampleanswersorWriting

Newsandeventswhatshappeninggloballyandlocallyinyour

area

Seminarswiderangeoexamspecicseminarsornewand

experiencedteachers,administratorsandschooldirectors.

www.teachers.CambridgeESOL.org

CambridgeEnglishTeacher

DevelopedbyCambridgeUniversityPressandUniversityo

CambridgeESOLExaminations(CambridgeESOL),Cambridge

EnglishTeacherprovidesopportunitiesorEnglishteacherstoengage

incontinuingproessionaldevelopmentthroughonlinecourses,share

bestpracticeandnetworkwithotherELTproessionalsworldwide.

FormoreinormationonhowtobecomeaCambridgeEnglish

Teacher,visitwww.CambridgeEnglishTeacher.org

PastPaperPacks

Past Paper Packs provideauthenticpracticeorcandidatespreparing

orCambridgeEnglishpaper-basedexaminationsandareidealtouse

ormockexams.

Each packcontains:

tencopiesoeachothepaperswithphotocopiableanswer

sheets

CDwithaudiorecordingsortheListeningpaper

TeacherBookletwith:

-answerkeys

-markschemesandsampleanswersorWriting

-tapescriptsortheListeningpaper

-theassessmentcriteriaandacopyotheCambridgeESOL

CommonScaleortheSpeakingpaper

-Speakingtestmaterials,whichincludecandidatevisualsand

examinerscripts.

www.CambridgeESOL.org/past-papers


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6 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

ExAMSUppORT

Ofcialpreparationmaterials

AcomprehensiverangeoofcialCambridgeEnglishpreparation

materialsareavailableromUniversityoCambridgeESOL

Examinations(CambridgeESOL)andCambridgeUniversityPress.

Materialsincludeprintedanddigitalresourcestosupportteachers

andhelplearnersprepareortheirexam.

Findoutmoreatwww.CambridgeESOL.org/exam-preparation

Othersourcesosupportmaterials

Ahugerangeocoursebooks,practicetestsandlearningresources

areproducedbyindependentpublisherstohelppreparecandidates

orCambridgeEnglishexams.Wecannotadviseontextbooksor

coursesostudythatwedonotprovide,butwhenyouarechoosing

coursematerialsyoushouldbearinmindthat:

Cambridge English: First requiresall-roundlanguageability

mostcoursebookswillneedtobesupplemented

anycoursebooksandpracticematerialsyouchooseshould

accuratelyrefectthecontentandormatotheexam.

www.CambridgeESOL.org/resources/books-or-study

Examsessions

Cambridge English: Firstisavailableasapaper-basedorcomputer-

basedtest.Candidatesmustbeenteredthrougharecognised

CambridgeESOLcentre.Findyournearestcentreat

www.CambridgeESOL.org/centres

Furtherinormation

ContactyourlocalCambridgeESOLcentre,orCambridgeESOL

direct(usingthecontactdetailsonthebackcoverothishandbook)

or:

copiesotheregulations

detailsoentryprocedure

examdates

currentees

moreinormationaboutCambridge English: First andother

CambridgeEnglishexams.

adetailedscorereportandanswereedbackonceanswersare

submitted.

www.CambridgeESOL.org/opt

OnlineSpeakingPractice

ThenewOnlineSpeakingPracticeorCambridge English: Firstwillgive

studentsauthentic,interactivepreparationortheirSpeakingteston

aweb-basedplatorm.

Studentswillbeableto:

experiencearealCambridgeESOLexamineraskingquestions

usingvideo,andthenrecordtheirownanswers

tryeachothepartsotheSpeakingtestuptotimesand

saveallotheirrecordings

listentotheirrecordingsagainasmanytimesastheywant

sharetheiravouriterecordingswiththeirteachersandriends

watchsampleanswervideosoastudentansweringthesame

questionsastheydoandthenreadCambridgeESOLseedback

onthestudentsperormance

comparetheiranswerswithsampleanswersandseehowthey

canimprovetheirperormance.

AvideointroductionabouteachpartotherealCambridge English:

FirstSpeakingtestandexamtipsarealsoincluded.

www.CambridgeESOL.org/exam-preparation

TopTipsorFCE

WrittenbyCambridgeESOLexaminerswithmanyyearsexperience

osettingandmarkingexams,Cambridge English: First,Top Tips or

FCEprovidescandidateswithessentialadvice(tips)oreachpartotheexamandcomesinaconvenientAormat.Studentscanwork

throughthebookandthenpractisewhattheyhavelearnedbytrying

arealexampaperontheaccompanyinginteractiveCD-ROM.Italso

includestherecordingsortheListeningpaperwithanswersanda

videoorealstudentstakingtheSpeakingtest.

www.CambridgeESOL.org/tips


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PaperReading

StructureandtasksPART

TASKTYPE

ANDFOCUS

Multiplechoice.

Detail,opinion,gist,attitude,tone,purpose,

mainidea,meaningromcontext,text

organisationeatures(exemplication,

comparison,reerence).

FORMAT Atextollowedby-optionmultiple-choice

questions.

NO.OFQS .

PARTTASKTYPE

ANDFOCUS

Gappedtext.

Textstructure,cohesionandcoherence.

FORMAT Atextromwhichsentenceshavebeen

removedandplacedinjumbledorderaterthe

text.Candidatesmustdecideromwherein

thetextthesentenceshavebeenremoved.

NO.OFQS .

PART

TASKTYPE

ANDFOCUS

Multiplematching.

Specicinormation,detail,opinionand

attitude.

FORMAT Atextorseveralshorttextsprecededby

multiplematchingquestions.Candidatesmust

matchpromptstoelementsinthetext.

NO.OFQS .

GeneraldescriptionPAPERFORMAT Thepapercontainsthreeparts,with

arangeotextsandaccompanying

comprehensiontasks.Onepartmay

containtwoormoreshorterrelated

texts.

TIMING hour.

NO.OFPARTS .

NO.OFQUESTIONS .

TASKTYPES Multiplechoice,gappedtext,

multiplematching.

TEXTTYPES Fromtheollowing:newspaperand

magazinearticles,reports,ction,

advertisements,correspondence,

messages,inormationalmaterial

(e.g.brochures,guides,manuals,

etc.).

LENGTHOFTEXTS Approximatelywordsper

text.Approximately,words

overall.

ANSWERFORMAT Forallpartsothispaper,candidates

indicatetheiranswersbyshading

thecorrectlozengesontheseparate

answersheet.

MARKS Partsand:eachcorrectanswer

receivesmarks.

Part:eachcorrectanswerreceives

mark.


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PAPERREADING

PART Multilematching

In this part, there is an emphasis on locating specic inormation and

detail, and recognising opinion and attitude, in one long text or a group o

short texts.

Sample task and answer key: pages 12 and 13.

EachcorrectanswerinPartreceives1mark.Partconsistsoonelongtextoruptosixshortertexts,preceded

byquestions.Candidatesarerequiredtolocatethespecic

inormationwhichmatchesthequestions.Todothis,theyneedto

understanddetail,attitudeoropinioninthequestionandlocatea

sectionotextwherethatideaisexpressed,discountingideasin

othersectionswhichmayappearsimilarbutwhichdonotrefectthe

wholeothequestionaccurately.Someotheoptionsmaybecorrect

ormorethanonequestion,andtheremaybemorethanonecorrect

answertosomequestions.Iso,theinstructionstocandidateswill

saythis.

Preparation

General

Themostvaluablepreparationistoensurethatyourstudents

readawiderangeotextsbothinclassandathome.Classroom

readingcanincludearangeoreadingtextsromcoursebooks

andreading-skillsbooksatthislevelaswellascurrentarticles

romnewspapersandmagazinesontopicsointerest.

Withcoursebooktexts,encourageyourstudentstoocuson

anypre-readingquestions.Thesestimulateinterestinthetopiccoveredbythetextandtrainyourstudentsinvaluableprediction

techniques.

Somecoursebooksincludequestionswhicharetobeanswered

whilereadingatext.Thesewillhelpyourstudentstowork

theirwaythroughthetextandinterpretthemeaningomore

complexpassages.Thequestionswillalsoinvolveyourstudents

inusingdierentreadingstrategies.Itisuseultoencourageyour

studentstobeawareoalternativewaysodealingwithtextsso

theycandecidewhichonessuitthembest.

Itishelpultointroduceaprogrammeoreadingathome.Aspart

othehomeworkassignments,aweeklyreadingschemecould

bestarted.Yourstudentscouldbeaskedtoprovideverbalor

writtenreviewsothetextstheyhaveread.Thesecouldinclude

gradedreaders,unabridgedshortstoriesornovels,non-ction,

newspaperormagazinearticles,etc.Wherepossible,encourage

yourstudentstoollowupontheirhobbiesandinterestsby

readingmagazinesaboutsport,cars,ashion,etc.inEnglish.I

relevantmagazinesarenotavailablelocally,youmaybeable

toaccessthemontheinternet.Readingupabouthobbiesetc.

could alsoleadtowrittenarticlesoraclassproject,orshort

talks.

Makesureyourstudentsareamiliarwiththeormatothe

Readingpaper.Trainthemtoreadcareullytheinstructionson

therontpageothequestionpaperandatthestartoeachtask.

Theinstructionsgiveabriecontextoreachtextandremind

candidateswhattheyhavetodo.

Thethreepartsothe

Reading paper

PART Multilechoice

In this part, there is an emphasis on detailed understanding o a text,

including the expression o opinion, attitude, purpose, main idea, detail,

tone and gist. Candidates are also tested on their ability to recognise

meaning rom context and ollow text organisation eatures, such as

exemplication, comparison and reerence.


EachcorrectanswerinPart1receivesmarks.

Partconsistsoatext,ollowedbyeight-optionmultiple

choicequestionswhichtesttheunderstandingocontentandtext

organisation.Thetextmaybetakenrom,orexample,anarticleor

amodernnovel.Questionsmayocusonthemainideasordetails

inthetext,andontheattitudesoropinionsexpressed.Candidates

mayalsobeaskedtodeducethemeaningoawordorphraseand

todemonstrateunderstandingoreerences,suchaspronouns,

withinthetext.Additionally,questionsmayocusonthetoneothe

textorthewriterspurpose,aswellastheuseoexemplicationor

comparison.Thesequestionsmayrequirecandidatestoinerthe

meaningromcluesinthetext,askillwhichisanessentialparto

readingability.

The-optionmultiplechoicequestionsarepresentedinthesame

orderastheinormationinthetextsothatcandidatescanollowthe

developmentothewritersideasastheyworkthroughthequestions.

Thenalquestionmayrequirecandidatestointerpretanaspecto

thetextasawhole.

PART Gaedtet

In this part, there is an emphasis on text structure, cohesion and coherence,

and candidates ability to ollow the development o a long text.


EachcorrectanswerinPartreceivesmarks.

Partconsistsoonetextromwhichsevensentenceshavebeen

removedandplacedinjumbledorderaterthetext,togetherwith

aneighthsentencewhichdoesnottinanyothegaps.Candidatesarerequiredtodecideromwhereinthetexteachsentencehas

beenremoved.Eachsentencemaybeusedonlyonce,andthere

isonesentencethatcandidatesdonotneedtouse.Thetasktests

understandingohowtextsarestructured.

Ratherthanconcentratingonindividualsentences,candidates

needtobeabletoollowthedevelopmentoideas,opinionsand

eventsthroughthetextasawhole,usingtheirunderstandingotext

coherenceandcohesiondevices.Thistaskisparticularlyeectivein

helpingtodistinguishbetweenstrongerandweakercandidatesat

Cambridge English: Firstlevel.


11/66


PAPERREADING

options,thatisautomaticallytherightsentencetollthegap.

Trainthemtocheckalltheotherlinguisticcluescareullybeore

makingtheirnaldecision.

PART

Yourstudentswillneedpracticeinskimmingandscanningtexts

quicklyorspecicinormationinordertoprepareorthistask.

Oncetheyhavehadthis,itmaybehelpultodividetheclassintoteamsandencouragethemtoraceagainsteachother.Points

shouldbedeductedorincorrectanswers,toemphasisetheneed

oraccuracyaswellasspeed.

Inclass,askyourstudentstotellyouwhyaparticularpartothe

textmatchesaprompt.Thiswillhelpthemtochecktheirchoices

careully.Onceagain,discouragethemromchoosingananswer

onthebasisosimilarvocabularyalone.

Giveyourstudentsplentyoopportunitytoreadbookandlm

reviewsorarticlesinwhichanumberodierentpeopleexpress

theirthoughtsabouttheircareer,hobbies,etc.Youcouldalso

askstudents,eitherasapairorgroupactivityinclassorasa

homeworkassignment,todevisetheirownParttask,basedon

textsyouprovideoronesthattheyndorthemselves.Writing

challengingquestionsortheirclassmatestotrywillhelpthe

studentsunderstandwhatcluestheywillneedtolookorwhen

tacklingarealParttask.

Showyourstudentshowtollintheanswersheetandgive

them practiceindoingthisinatimedexercise.Explaintothem

thattheycantransertheiranswersatereachtaskorattheend

othepaper.

Whenyourstudentsareamiliarwiththedierenttasktypes,

discusswiththemwhichpart(s)takethemlongertocomplete.

Followingthisdiscussion,youcouldworkoutwiththempossible

timingsoreachtask.Remindthemthateachtaskisworthapproximatelyequalmarks.Theoutcomeothediscussionwill

alsohelpyoutodecidewhichtasktypestoconcentrateonin

utureclassesandwhereassistanceisneededwithdeveloping

particularreadingskills.

Bypart

PART1

Trainyourstudentstoreadthroughthetextbeorelookingatthe

questions.Asthreeoutotheouroptionsareincorrect,thereis

nopointintryingtoabsorbthemallbeoretacklingthetext.

Getyourstudentstoreadeachstemcareullysothattheyhave

someideaowhattheyneedtolookor.

Warnyourstudentsabouttherisksowordspotting,thatis

assumingthatanoptionmustbecorrectsimplybecauseit

containsawordthatisalsointhetext.Studentsneedtocheck

thatthemeaningoanoptionisrefectedinthetext,notthatone

wordisthesameinboth.

Whenthequestionstaketheormoincompletesentences,

encourageyourstudentstoreadbothpartsothesentence

careully.Theyneedtocheckthatthewholesentencematches

whatiswritteninthetextandnotjustthephraseinoptionA,B,

CorD.

Makesureyourstudentsreadtextsinwhichopinions,ideasand

attitudesareexpressed,suchasinterviewswithwell-known

peopleinwhichtheyexplainhowtheystartedoutintheireld

andwhattheybelievehelpedthemtobesuccessul,orextracts

romnovelswhichocusoncharacterseelings.

PART

Trainyourstudentstoreadthroughthetextwiththegapsinitso

thattheygainanoverallideaothestructureothetextandthe

developmentothewritersideas,beorestartingtodothetask.

Whenyourstudentsareselectingasentencetollagap,makesurethattheylookcareullyattheinormationbeoreandater

thegap.Candidatessometimesmakethewrongchoicesby

selectingoptionswhichseemtotthetextbeorethegap,and

neglectingtocheckthatthetextaterthegapollowsonlogically.

Giveyourstudentsplentyopracticeinrecognisingawide

rangeolinguisticdeviceswhichmarkthelogicalandcohesive

developmentoatext,orexamplewordsandphrasesindicating

timeperiods,causeandeect,exemplication,contrasting

arguments,repetition,concordanceotenses,pronouns,etc.This

willhelpthemtomakethecorrectchoicebetweentwopossible

sentenceswhichseemrathersimilaratrstsight.

AsinPart,itisimportanttodiscourageyourstudentsrom

relyingonwordspotting,thatisassumingthatithesameword,

name,date,etc.appearsinthesurroundingtextandoneothe


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13/66


14/66


15/66


PAPERREADING|ANSWERKEYANDCANDIDATEANSWERSHEET

Answerkey

Q Part

1 A

D

B

B

5 D

C

7 C

8 A

Q Part

9 F

10 H

11 C

1 A

1 E

1 B

15 G

Q Part

1 B

17 C

18 A

19 D

0 A

1 C

B

D

A

5 C

C

7 D

8 A

9 D

0 B

ExAM|LEVEL|PAPER SAMPLEPAPERpApER1|READING

Candidateanswersheet


16/66


PaperWriting

GeneraldescriptionPAPERFORMAT Thepapercontainstwoparts.

TIMING hourminutes.

NO.OFPARTS .

NO.OFQUESTIONS Candidatesarerequiredtocomplete

twotasks:acompulsoryonein

Part andoneromachoiceove

inPart .

TASKTYPES Fromtheollowing:anarticle,

an email,anessay,aletter,areport,

areview,astory.

Eachtaskhasagivenpurposeand

a targetreader.

ANSWERFORMAT Thequestionsareinabooklet

withlinedpagesortheanswers.

Theblankpagesatthebackothe

bookletcanbeusedorwritingnotes

ornishinganswers,inecessary.

MARKS Eachquestiononthispapercarries

equalmarks.

StructureandtasksPART

TASKTYPE

ANDFOCUS

Question

Writingaletteroremail.

Focusonadvising,apologising,comparing,

describing,explaining,expressingopinions,

justiying,persuading,recommendingand

suggesting.

FORMAT Candidatesarerequiredtodealwithinput

materialouptowords.Thismay

includematerialtakenromadvertisements,

extractsromletters,emails,schedules,etc.NO.OFTASKS

ANDLENGTH

Onecompulsorytask.

words.

PART

TASKTYPE

ANDFOCUS

Questions

Writingoneotheollowing:anarticle,an

essay,aletter,areport,areview,astory.

Question(Questionhastwooptions)

Writingoneotheollowing,basedon

oneotwoprescribedreadingtexts:an

article,anessay,aletter,areport,areview.

Varyingocusesaccordingtothetask,

including:advising,comparing,describing,

explaining,expressingopinions,justiying,

recommending.

FORMAT Asituationallybasedwritingtaskspeciedin

nomorethanwords.

NO.OFTASKS

ANDLENGTH

Onetasktobeselectedromachoiceove.

words.


17/66


PAPERWRITING

Taskormat

TheinputorthesevetasksisconsiderablylessthaninPart.Each

writingtaskinParthasacontext,apurposeorwritingandatarget

readerspeciedinnomorethanwords.

Attentiontoeveryelementinthequestionisessentialoreective

taskachievementandcandidatesshouldconsidercareullywhatlevel

oormalityisappropriatetothetask.

PART Questions25

Sample questions and scripts: pages 19 and 2529.

Tasktypeandocus

InPart,candidateshaveachoiceotasks.Questionsare

generalquestions,basedonarangeotopics,suchashealthand

tness,sport,musicandsoon.Thetasksorquestionsmay

includeanyotheollowingtasktypes:anarticle,anessay,aletter,

areport,areview,astory.QuestionsAandBarebasedontwo

settexts.Therewillbeonequestiononeachothesettexts(seeollowingsection).

AswithPart,candidatesareexpectedtoshowthattheyareaware

othekindowritingrequiredtoaccomplishatask,andmustbe

abletodemonstrateappropriateuseooneormoreotheollowing

unctions:describing,explaining,expressinganopinion,giving

inormation,narrating.

Thedierenttasktypesareintendedtoprovideguidanceorthe

candidates,sotheycanputtogetheranddeveloptheirideasona

topic,withapurposeorwritingandatargetreaderinmind.

PART Questions5Aand5BQuestion 5 consists o a choice between two tasks based on the set reading

texts. Further inormation can be ound at:

http://www.CambridgeESOL.org/exams/general-english/fce.html

Tasktypeandocus

Candidatesarerequiredtowriteoneotheollowing:anarticle,an

essay,aletter,areportorareview.

Thisoptionisincludedtogivecandidatestheopportunitytoread

arangeoliteraturewritteninEnglishandtoshowintheirwriting

thattheyhaveappreciatedthethemes,charactersandrelationships

withintheworktheyhaveread.Alternatively,orinaddition,candidatesmaychoosetowatchalmversionothebook.Itisnot

compulsorytoprepareasettext,ortowriteononeinaCambridge

ESOLexamination,butitishopedthatthestudyoatextcanbe

arewardingandenjoyableexperience.Teachersarebestplaced

tomakeajudgementastowhichothesettextsonoermaybe

appropriateandstimulatingoraparticularteachingsituation.

Twobooksareoeredeachyearinsimpliedorm,oneaclassicand

theothersomethingmorerecent,suchasathrillerorsciencection

book.Eachbookwillnormallyremainonthelistortwoyears.

Assessmentisbased,asortheotherParttasks,oncontrolo

languageinthegivencontext.

ThetwopartsotheWritingpaper

EachquestionontheWritingpapercarriesequalmarks.

Expectedwordlength

CandidatesareaskedtowritewordsorPartand

wordsorPart.

Writingapproximatelytherightnumberowordsisanintegralparto

taskachievement.Isignicantlyewerwordsarewritten,thisislikely

tomeanthatthetaskhasnotbeensuccessullycompleted,whereas

overlongpiecesowritingmayinvolveirrelevance,repetitionoideas,

poororganisationandhaveanegativeeectonthetargetreader.

PART Comulsorytask

This part tests the candidates ability to respond to a letter or email, and

accompanying notes.

Sample question and script: pages 18 and 24.

Tasktypeandocus

InPart,thetaskwillbeintheormoaletteroremail,withnotesor

promptstobeaddressed.Therangeounctionstestedmayinclude

expressingenthusiasm,requestingandgivinginormation,explaining,

apologising,thanking,suggestingandexpressingpreerences.

Candidatesareexpectedtorespondtoboththeletterandemailin

grammaticallycorrectEnglish,andshouldnotethatabbreviatedtext

stylelanguageisnotacceptable.Bothlettersandemailsshouldhave

anopeningsalutation,paragraphingandclosingphrasing(although

nopostaladdressesarerequiredortheletter).Thedegreeoormality

requiredinthetaskwillvaryaccordingtothesituationandthetarget

reader;candidatesareexpectedtoassessthisromtheinormation

givenintheinstructionsandthetoneotheinputletteroremail.

Taskormat

TheinputorPartisapproximatelywordsintotal.Itismade

upoatext(letteroremail)andnotes,andmaybesupportedby

visualsorattachmentssuchasaphoto,timetableoradvertisement.

WidelyusedabbreviationssuchasN.B,e.g.,andetc.mayalsoappear

aspartotheinput.Itisveryimportantthatcandidatescoverallo

theessentialpointsotheinputintheiranswersothatthetargetreaderisullyinormed.Candidatesshouldbeawarethattheoverall

aimothetaskistoachieveapositiveeectonthetargetreader.

Organisationandcohesion,clearlayout,useoregisterappropriate

ortheaudience,controlandaccuracyolanguageareallimportant

eaturesotaskachievement.Someevidenceorangeolanguage

isalsorequired,whichmeansbuildingonkeywordsromtheinput

ratherthanlitingwholesegments.Parttasksotenoerthe

candidatestheopportunitytoaddapieceoinormation,ormake

asuggestionorrequestotheirown,andthisenablesthemto

demonstratetherangeotheirlanguage.

PART

This part consists o our questions rom which candidates must choose

one. One o the our questions ofers two options based on set texts. (There

are two set texts, and one question will be ofered on each).


18/66


PAPERWRITING

Bypart

PART1

SuccessulanswerstoPartquestionsincludeallothecontent

points,andexpandthemwhereappropriatewithrelevantideas

andinormation.Itisagoodideatoexploretherangeounctions

usedinthenotestohelpyourstudentsrecognisehowsome

requireactualinormationgive details. . .andsomepresentopportunitiesorexpansionsay which and why. . .,give opinion

. . ..Brainstormideasorexpansionandencourageyourstudents

toreviewtheirwriting,substitutingrequentlyusedwordswitha

widerrange.

UnderstandingthescenarioinQuestionandreadingtheinput

careullyhelpsstudentstowritetheirlettersoremailinan

appropriatetone.Theyshouldalsoconsiderthiswhendealing

withtheunctionsinthenotes.ApologisingtoariendIm

really sorry, you know how careless I am! isdierentromaormal

apologyI must apologise or the noise our group made and hope we

did not disturb you too much.Intheexamination,candidatesare

givencreditorconsistentuseoregisterintheiranswers.

Paragraphsmakelettersoremailseasierorthereadertoollow.

Organisingtheourcontentpointsgivesanaturalramework,but

thestudentsneedtondwaystolinkthesepoints.Registerplays

aparthere,too.Yourstudentsmayknowormallinkingwords

likeurthermoreandmoreoverbutshouldalsobeabletouse

lessormaloneslikeanywayandaswellas.

Candidatescanusekeywordsromtheinputtextbutshouldnot

litwholesegmentsolanguage.Nocreditisgivenorlanguage

whichhasbeenobviouslylitedromtheinputtext.

Remindyourstudentsthattheinstructionsalwaystellthe

candidatetoreadthetextandthe notes you have made.Italsosayswrite a letter/email using allyour notes.Thenotesareeither

closetothetextorunderneathitonanotepad.Candidatesmust

addresseachothepointsintheirletteroremail.Missingouta

contentpointmeansthereaderisnotullyinormedandthetask

isnotadequatelyachieved.Thiswillresultincandidatesbeing

penalised.

PART

Partwillalwayshavethreedierenttasks,plusachoiceotwo

tasksonthesettextsinQuestion.

ThetasksinPartgivecandidatesachancetoshowtheirrange

olanguage.Inclass,studentsshouldbeencouragedtousea

varietyogrammaticalstructuresandexploretheuseonew

vocabularyandexpressions.

SincethereisalwaysachoiceotasktypesinPart,students

shouldavoidaparticulartasktypeiitisunsuitedtotheir

interestsorexperience.

Eachwordintheinstructionsisimportanttothetask.Students

should,thereore,beadvisedtoavoidaquestionitheyare

unsureowhatisrequiredastheiranswermaynotbewholly

relevant.

Preparation

General

Candidateswritemosteectivelywhentheychoosetasksand

topicssuitedtotheirinterestsandexperience.Whenpreparing

studentsortheexamination,itisimportanttoensuretheyare

amiliarwiththepaperandtherangeotasktypesandtopicssothattheycanidentiythosewhicharemostaccessibletothem.

Trainyourstudentstoreadthequestioncareully,underliningthe

mostimportantparts.Theythenneedtomakeaplan,reerring

closelytothequestionandlookingoropportunitiestodevelop

theirideasandshowtheirrangeolanguage.

ThetimeallowedortheWritingpaper(hourminutes)is

designedtobesucientorcandidatestomakebrieplansand

thenwritetwoanswers.Anycorrectionstheyneedtomake

shouldbeclearsothattheexaminercanollowandmarkwhat

theyhavewritten.

Yourstudentsneedtothinkcareullyaboutwhothetargetreaderisoreachtaskandtrytowriteinanappropriatestyleandtone.

Linkingideaseectivelyissomethingyourstudentswillneed

guidanceon.Usingavarietyolinkingwordsisimportant,asis

ensuringthatthefowoideasinthewritingislogicalandeasy

orthereadertoollow.

Yourstudentsshouldbeencouragedtousearangeocomplex

language.I,indoingso,theymakemistakes,theexaminerwill

alwaysgivecreditorthecomplexlanguageattemptedaslongas

themistakesdonotimpedecommunication.

Countingwordswastestimeinanexaminationandleadsto

clumsyalterationstowhatacandidatehasalreadywritten.

Studentsneedpracticeinwritingtaskswithinthewordlimit

sothattheyknowwhentheyhavewrittenenoughintheirown

handwriting.

Makesureyourstudentshavepracticeinansweringquestions

withouttheuseodictionaries.Dictionariesarenotallowedinthe

Cambridge English: Firstexamination.

Makesureyourstudentsareawareotheimportanceo

spellingandpunctuation.Althoughspellingerrorsandaulty

punctuationarenotspecicallypenalised,theycansometimes

impedecommunication.Iso,theoverallimpressionmarkwillbe

adjusted.(N.B.AmericanusageandspellingareacceptableseeInternationalEnglish,page).Remindthemotheimportanceo

checkingtheirwork.

EachquestionontheWritingpapercarriesequalmarkssoyour

studentsshouldpractiseplanningthetimetheyspendoneach

questioncareully.

Remindyourstudentsthattheymustwritetheiranswersonthe

linedpagesollowingeachquestioninthebooklet.Theymay

usetheblankpagesatthebackothequestionbooklettomake

notes,butthesenoteswillnotbemarked.Theymayalsouse

theseblankpagestonishtheiranswers,inecessary,butthey

shouldmakeitclearthatthewritingispartotheiranswer.

Itisimportanttowriteclearlysothattheanswersareeasyto

read.However,itisnotimportanticandidateswriteinupperor

lowercase,oritheirwritingisjoinedupornot.


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PAPERWRITING

Task types in the Cambridge English: First Writing paper Preparation

ANARTICLEisusuallywrittenoranEnglish-languagemagazineor

newsletter,andthereaderisassumedtohavesimilarintereststothe

writer.Themainpurposeistointerestandengagethereader,sothere

shouldbesomeopinionorcomment.

Asuccessularticleinterestsandengagesthereader.Descriptions,

examplesandanecdotesareotenappropriate,andeectiveanswers

willbelivelyandincludesomecolouruluseolanguage.Apersonal

angleusuallyworkswell,andacatchytitlewillattractattention.The

useodirectandindirectquestionsalsoaddscolour,andstudents

shouldbetaughthowtousethese.LookingatexamplesromEnglish

languagemagazinesmayhelp.ANEMAILiswritteninresponsetothesituationoutlinedintheinput

inormation.Candidatescanexpecttowriteto,orexample,acollege

principal,anEnglish-speakingriendoracolleague.

Studentsshouldbeawarethatinemailtasks,theywillbeexpected

towritegrammaticallycorrectsentenceswithaccuratespellingand

punctuationinastylesuitedtothesituationandtargetreader.The

abbreviatedlanguageusedintextmessageswillnotbeconsidered

appropriatetothetask.

ANESSAYisusuallywrittenorateacherandmaybewrittenas

aollow-uptoaclassactivity.Itshouldbewellorganised,withan

introduction,cleardevelopmentandanappropriateconclusion.Themain

purposeothetaskisthedevelopmentoanargumentand/ordiscussion

oissuessurroundingacertaintopic.Candidateswillusuallybeexpected

togivereasonsortheiropinions.

Essaysneedtopresentanargumentandgivereasonsorthis.Your

studentsneedtobetaughttogiveopinionsandtoagreeordisagreein

aormalorneutralregister.Theyshouldbeadvisedthattheyarereeto

agreeordisagreewiththestatementinthetask,ordiscussbothsides.

Eectiveplanningandparagraphingisimportantinessaywriting,as

isthecorrectuseoappropriatelinkingwordsandphrases.Students

alsoneedpracticeinwritingappropriateopeningandconcluding

paragraphs.

ALETTERiswritteninresponsetothesituationoutlinedinthequestion.

LettersintheCambridge English: FirstWritingpaperwillrequirea

responsewhichisconsistentlyappropriateinregisterandtoneorthe

speciedtargetreader.Candidatescanexpecttobeaskedtowriteletters

to,orexample,anEnglish-speakingriendorcolleague,apotential

employer,acollegeprincipal,oramagazineeditor.

Studentsshouldbetaughttouseappropriatelyinormallanguage

consistentlythroughoutaninformalletter.Theywillberequiredto

describe,expressopinionandgiveinormation,andshouldusean

appropriaterangeoinormallinkingexpressions.Itisimportantthat

theyrealisethatwhileabriegeneralopeningparagraphisappropriate,

themajorityotheirlettershouldbedevotedtodealingwiththe

specictaskoutlined.

Formalletters maybewrittentoanindividualortoanorganisation.

Thepurposemaybe,orexample,toapplyorpart-timeorvacation

work,orastudyorscholarshipopportunity.Studentsshouldbetaught

theappropriateexpressionstobeginandendaormalletter,butthey

alsoneedtoworkonarangeounctions,includingdescribingskills

andexperience,expressingenthusiasm,andpersuading.

AREPORTisusuallywrittenorasuperior(e.g.ateacher)orapeer

group(e.g.membersoanEnglishclub).Candidatesareexpectedtogive

someactualinormationandmakesuggestionsorrecommendations.

A reportshouldbeclearlyorganisedandmayincludeheadings.

Studentsneedtobetaughtreportormat,withtheuseoheadings

whereappropriate.Theyshouldalsoworkonspecicvocabularyareas

suchastransport,leisureandentertainment,andlearnhowtomake

suggestionsandrecommendations.

AREVIEWisusuallywrittenoranEnglish-languagemagazine,

newspaperorwebsite.Themainpurposeistodescribeandexpressa

personalopinionaboutsomethingwhichthewriterhasexperienced

(e.g.alm,aholiday,aproduct,awebsiteetc.)andtogivethereader

aclearimpressionowhattheitemdiscussedislike.Descriptionand

explanationarekeyunctionsorthistask,andareviewwillnormally

includearecommendationtothereader.

Studentsshouldbeencouragedtoreadaswidearangeoreviews

aspossible,suchasthoseorholidays,books,televisionprogrammes

andconsumergoods.Theyneedtobetaughttheuseoappropriate

adjectives,andhowtodescribeandexplain.Theyalsoneedto

knowhowtogiveanopinion,positiveornegative,andmakea

recommendation.

ASHORTSTORYisusuallywrittenoranEnglish-languagemagazine

oranthology,orawebsite.Themainpurposeistoengagetheinteresto

thereader.Eectiveanswershaveaclearstorylinewhichlinkscoherently

tothepromptsentenceanddemonstratesasoundgrasponarrative

tenses.

Intheshortstory,studentsshouldbeawareotheimportanceo

developingaclearandcoherentstorylineromthepromptsentence.

Thereisamplescopeorimaginationinthistask,andtheuseo

interestingadjectives,adverbsandexpressionsshouldbeencouraged.

Gooduseolinkingwords,particularlytimeexpressions,isalso

importantinthistask.

SETTEXTquestionsmaybearticles,essays,letters,reportsorreviews.

Assessmentisbasedoncontrololanguageinthegivencontext.

Discussthecharactersandtheplotothesettext,orthelmversion,

withyourstudents.Considertheeectivenessotheopeningand

ending,theimportanceokeyscenesandevents,andalsothe

emotionsthey,asreaderorviewer,experience.Makesureyour

studentscandescribeandcomparecharactersandeventsandusethe

languageoexplanationandopinion.

Theseindicationsoreadershipandpurposearenotcomprehensive,butareintendedtogivesomeguidelinestothedierenttasktypes.Itmustbe

stressedthatspecialisedwritingskillsarenotexpectedocandidatesatthislevel.


20/66


PAPERWRITING|SAMpLEpApER

Part1

Youmust

answerthisquestion.

Writeyouranswerin120

150wordsinanappropriatestyleonthe

oppositep

age.

1

Youh

avereceivedanemailfrom

yourEnglish-speakingfriend,

Sara,whoisplanningtoopena

restau

rant.ReadSarasemailandthenotesyouhave

made.

ThenwriteanemailtoSara,using

allyournotes.

email

From:

SaraMartins

Sent:

15th

March2006

Subject:

Restaurant

Saywhenandwhy

Sug

gest

YourememberhowAlexandIhav

ealwayswantedto

openarestaurantwell,weregoingtodoit!

Wewanttoservefoodfromdifferentcountriesinour

restaurantsowereplanningtotravelaroundtocollect

someideas.Wewanttocometoyourcountry.Whenis

thebesttimetocome?

Wewanttofindoutwhatpeoplecookathomeevery

day.Whatsthebestwayforustodothat?

Wedalsoliketogotosomeloca

lrestaurantswhich

servetraditionalfood.

Canyoureco

mmendone?

WhenweopentherestaurantinJu

ly,wedlikeyouto

come.Willyoubefree?

Replysoon.

Sara

Yes,givedetails

No,

because

Write

youremail.

Youmustusegrammaticallycorrectsentenceswithaccuratespellingand

punctu

ationinastyleappropriateforthesituation.

Question1

email

To:

SaraMartins

Sent:

16thMarch2006

Subject:

Restaurant

Turnover

ExAM|LEVEL|PAPER SAMPLEPAPERpApER2|WRITING


21/66


PAPERWRITING|SAMpLEpApER

Part2

Writeananswertooneofthequestions25inthispart.Writeyouranswerin120180wordsin

anapprop

riatestyleontheoppositepage.

Putthequestio

nnumberintheboxatthetopofthepage.

___________

_____________________________________________________

_______________________________________________

2

You

haveseenthisannouncementinaninternationa

lmagazine.

MYFAVOURITETEACHER

Tellusaboutafavouriteteacherofyou

rsand

saywhatyou

rememberabouthim

orher.

Wewillpublishthemostinterestingarticle

snextmonth.

Writ

eyourarticle.

3

You

recentlysawthisnoticeinanEnglish-languagemagazinecalledTheatreWorld.

Reviewsneeded!

Haveyoubeentothetheatrerecently?Ifso,co

uldyouwriteusareviewof

theplayyousaw?

Includeinformationonthe

characters,costumesand

storyandsaywhetheryouwouldrecommendtheplaytootherpeople.

Thebestreviewswillbepublishednextmonth.

Writ

eyourreview.

4

You

rteacherhasaskedyoutowriteastoryforaninternationalmagazine.

Thestorymust

beg

inwiththefollowingwords:

Annahadaveryspecialreasonforgettingupearlythenextday,soshesetthealarmfor5am.

Writ

eyourstory.

5

Answeroneofthefollowingtwoquestionsbasedo

noneofthetitlesbelow.

Writetheletter

(a)o

r(b)aswellasthenumber5inthequestionbox

ontheoppositepage.

(a)

TheCitadelbyA.J.Cronin

ThisispartofaletterfromyourEnglish-spe

akingpenfriend.

WearereadingTheCitadelinclass.Didntyou

sayyouveseenthefilm?Whatdo

youthinkofthemaincharacter,AndrewManson?

Writealetter

toyourpenfriend,giving

youropinion.

Donotwriteanypostal

addresses.

Writeyourletter.

(b)

Roundtheworldin80daysbyJulesVerne

PhileasFoggandPassepartoutareverydifferentcharacters.

Whichonedoyouthink

enjoysthejourneymost?

Writeanessaysayingwhoyouthinkenjoysthejourney

mostandwhy.

Writeyouressay.

Question

pApER2|WRITING


22/66


PAPERWRITING|ASSESSMENT

AssessmentoWriting

Examinersandmarking

WritingExaminers(WEs)undergoarigorousprocessotrainingand

certicationbeoretheyareinvitedtomark.Onceaccepted,theyare

supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal

Examiner(PE),whoguidesandmonitorsthemarkingprocess.

WEsmarkcandidateresponsesinasecureonlinemarking

environment.Thesotwarerandomlyallocatescandidateresponses

toensurethatindividualexaminersdonotreceiveaconcentrationo

goodorweakresponses,oroanyonelanguagegroup.Thesotware

alsoallowsorexaminersmarkingtobemonitoredorqualityand

consistency.Duringthemarkingperiod,thePEandTLsareable

toviewtheirteamsprogressandtooersupportandadvice,as

required.

Assessmentscales

ExaminersmarktasksusingassessmentscalesthatweredevelopedwithexplicitreerencetotheCommonEuropeanFrameworko

ReerenceorLanguages(CEFR).Thescales,whichareusedacross

thespectrumoCambridgeESOLsGeneralandBusinessEnglish

Writingtests,consistooursubscales:Content,Communicative

Achievement,Organisation,andLanguage:

Contentocusesonhowwellthecandidatehasullledthetask,

inotherwordsitheyhavedonewhattheywereaskedtodo.

CommunicativeAchievementocusesonhowappropriatethe

writingisorthetaskandwhetherthecandidatehasusedthe

appropriateregister.

Organisationocusesonthewaythecandidateputstogetherthe

pieceowriting,inotherwordsiitislogicalandordered. Languageocusesonvocabularyandgrammar.Thisincludesthe

rangeolanguageaswellashowaccurateitis.

Responsesaremarkedoneachsubscaleromto.

Whenmarkingthetasks,examinerstakeintoaccountlengtho

responsesandvarietiesoEnglish:

Guidelinesonlengthareprovidedoreachtask;responses

whicharetooshortmaynothaveanadequaterangeolanguage

andmaynotprovidealltheinormationthatisrequired,while

responseswhicharetoolongmaycontainirrelevantcontentand

haveanegativeeectonthereader.Thesemayaectcandidates

marksontherelevantsubscales.

CandidatesareexpectedtouseaparticularvarietyoEnglish

withsomedegreeoconsistencyinareassuchasspelling,and

notorexampleswitchromusingaBritishspellingoawordto

anAmericanspellingothesameword.


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ThesubscaleContentiscommontoalllevels:

Content

5 All content is relevant to the task.

Target reader is ully inormed.

3 Minor irrelevances and/or omissions may be present.

Target reader is on the whole inormed.

1 Irrelevances and misinterpretation o task may be present.

Target reader is minimally inormed.

0 Content is totally irrelevant.

Target reader is not inormed.

Theremainingthreesubscales(CommunicativeAchievement,

Organisation,andLanguage)havedescriptorsspecictoeach

CEFR level:

CEFR

levelCommunicative Achievement Organisation Language

Demonstratescompletecommandothe

conventionsothecommunicativetask.

Communicatescomplexideasinaneective

andconvincingway,holdingthetarget

readersattentionwithease,ulllingall

communicativepurposes.

Textisorganisedimpressivelyand

coherentlyusingawiderangeo

cohesivedevicesandorganisational

patternswithcompletefexibility.

Usesawiderangeovocabulary,including

lesscommonlexis,withfuency,precision,

sophistication,andstyle.

Useogrammarissophisticated,ullycontrolled

andcompletelynatural.

Anyinaccuraciesoccuronlyasslips.

C Usestheconventionsothecommunicative

taskwithsucientfexibilityto

communicatecomplexideasinaneective

way,holdingthetargetreadersattention

withease,ulllingallcommunicative

purposes.

Textisawell-organised,coherent

whole,usingavarietyocohesive

devicesandorganisationalpatterns

withfexibility.

Usesarangeovocabulary,includingless

commonlexis,eectivelyandprecisely.

Usesawiderangeosimpleandcomplex

grammaticalormswithullcontrol,fexibility

andsophistication.

Errors,ipresent,arerelatedtolesscommon

wordsandstructures,oroccurasslips.

C Usestheconventionsothecommunicative

taskeectivelytoholdthetargetreaders

attentionandcommunicatestraightorward

andcomplexideas,asappropriate.

Textiswell-organisedandcoherent,

usingavarietyocohesivedevicesand

organisationalpatternstogenerally

goodeect.

Usesarangeovocabulary,includingless

commonlexis,appropriately.

Usesarangeosimpleandcomplexgrammatical

ormswithcontrolandfexibility.

Occasionalerrorsmaybepresentbutdonot

impedecommunication.

B Usestheconventionsothecommunicative

tasktoholdthetargetreadersattentionand

communicatestraightorwardideas.

Textisgenerallywell-organisedand

coherent,usingavarietyolinking

wordsandcohesivedevices.

Usesarangeoeverydayvocabulary

appropriately,withoccasionalinappropriateuse

olesscommonlexis.

Usesarangeosimpleandsomecomplex

grammaticalormswithagooddegreeocontrol.

Errorsdonotimpedecommunication.

B Usestheconventionsothecommunicativetaskingenerallyappropriatewaysto

communicatestraightorwardideas.

Textisconnectedandcoherent,usingbasiclinkingwordsandalimited

numberocohesivedevices.

Useseverydayvocabularygenerallyappropriately,whileoccasionallyoverusing

certainlexis.

Usessimplegrammaticalormswithagood

degreeocontrol.

Whileerrorsarenoticeable,meaningcanstillbe

determined.

A Producestextthatcommunicatessimple

ideasinsimpleways.

Textisconnectedusingbasic,high-

requencylinkingwords.

Usesbasicvocabularyreasonablyappropriately.

Usessimplegrammaticalormswithsome

degreeocontrol.

Errorsmayimpedemeaningattimes.


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Cambridge English: FirstWritingExaminersusetheollowingassessmentscale,extractedromtheoneonthepreviouspage:

B2 Content Communicative Achievement Organisation Language

Allcontentisrelevanttothe

task.

Targetreaderisullyinormed.

Usestheconventionso

thecommunicativetask

eectivelytoholdthetarget

readersattentionand

communicatestraightorward

andcomplexideas,as

appropriate.

Textiswell-organisedand

coherent,usingavariety

ocohesivedevicesand

organisationalpatternsto

generallygoodeect.

Usesarangeovocabulary,including

lesscommonlexis,appropriately.

Usesarangeosimpleandcomplex

grammaticalormswithcontroland

fexibility.Occasionalerrorsmaybepresentbutdo

notimpedecommunication.

Perormance shares eatures o Bands 3 and 5.

Minorirrelevancesand/or

omissionsmaybepresent.

Targetreaderisonthewhole

inormed.

Usestheconventionso

thecommunicativetask

toholdthetargetreaders

attentionandcommunicate

straightorwardideas.

Textisgenerallywell-

organisedandcoherent,using

avarietyolinkingwordsand

cohesivedevices.

Usesarangeoeverydayvocabulary

appropriately,withoccasional

inappropriateuseolesscommonlexis.

Usesarangeosimpleandsome

complexgrammaticalormswithagood

degreeocontrol.

Errorsdonotimpedecommunication.

Perormance shares eatures o Bands 1 and 3.

Irrelevancesandmisinterpretationotaskmay

bepresent.

Targetreaderisminimally

inormed.

Usestheconventionsothecommunicativetaskin

generallyappropriatewaysto

communicatestraightorward

ideas.

Textisconnectedandcoherent,usingbasiclinking

wordsandalimitednumber

ocohesivedevices.

Useseverydayvocabularygenerallyappropriately,whileoccasionally

overusingcertainlexis.

Usessimplegrammaticalormswitha

gooddegreeocontrol.

Whileerrorsarenoticeable,meaningcan

stillbedetermined.

Contentistotallyirrelevant.

Targetreaderisnotinormed.Perormance below Band 1.


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PAPERWRITING|GLOSSARYOFTERMS

5. LANGUAGE

Vocabulary Basic vocabulary reers to vocabulary used or survival purposes,

or simple transactions, and the like.

Everyday vocabulary reers to vocabulary that comes up in

common situations o a non-technical nature in the relevant

domain.

Less common lexis reers to vocabulary items that appear less

oten in the relevant domain. These items oten help to expressideas more succinctly and precisely.

Appropriacy o

vocabulary

Appropriacy o vocabulary: the use o words and phrases that

t the context o the given task. For example, in Im very sensible

to noise, the word sensibleis inappropriate as the word should

be sensitive. Another example would be Todays big snow makes

getting around the city difcult. The phrasegetting aroundis well

suited to this situation. However, bigsnowis inappropriate as big

and snoware not used together. Heavy snowwould be appropriate.

Grammatical

orms

Simple grammatical orms: words, phrases, basic tenses and

simple clauses.

Complex grammatical orms: longer and more complex items, e.g.

noun clauses, relative and adverb clauses, subordination, passive

orms, innitives, verb patterns, modal orms and tense contrasts.

Grammatical

control

Grammatical control: the ability to consistently use grammar

accurately and appropriately to convey intended meaning.

Where language specications are provided a t lower levels (as in

Cambridge English: Key (KET)and Cambridge English: Preliminary

(PET)), candidates may have control o only the simplest exponents

o the listed orms.

Range Range: the variety o words and grammatical orms a candidate

uses. At higher levels, candidates will make increasing use

o a greater var iety o words, xed phrases, collocations and

grammatical orms.

Overuse Overuse reers to those cases where candidates repeatedly use the

same word because they do not have the resources to use anotherterm or phrase the same idea in another way. Some words may

unavoidably appear oten as a result o being the topic o 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 voca bulary item or

grammatical structure, but just happened to make a mistake in this

instance. In a candidates response, where most other examples o

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 o meaning.

Meaning can still be determined indicates that some eort is

required rom the reader to determine meaning.

CambridgeESOLWriting

mark scheme

Glossaryoterms

1. GENERAL

Generally Generally is a qualier meaning not in every way or instance. Thus,

generally appropriately reers to perormance that is not as good

as appropriately.

Flexibility Flexible and fexibly reer to the ability to adapt whether

language, organisational devices, or task conventions rather than

using the same orm over and over, thus evidencing better control

and a wider repertoire o the resource. Flexibility allows a candidate

to better achieve communicative goals.

2. CONTENT

Relevant Relevant means related or relatable to required content points and/

or task requirements.

Target reader The target reader is the hypothetical reader set up in the task, e.g. a

magazines readership, your English teac her.

Inormed The target reader is inormed i 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

o the

communicative

task

Conventions o the communicative task include such things

as genre, ormat, register, and unction. For example, a personal

letter should not be written as a ormal report, should be laid out

accordingly, and use the right tone or the communicative purp ose.

Holding the

target readers

attention

Holding the target readers attention is used in the positive sense

and reers to the quality o a text that allows a reader to derive

meaning and not be distracted. It does not reer to texts that orce

a reader to read closely because they are difcult to ollow or make

sense o.

Communicative

purpose

Communicative purpose reers to the communicative

requirements as set out in the task, e.g. make a complaint, suggest

alternatives.

Straightorward

and complex

ideas

Straightorward 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 o 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 reer

to higher-requency vocabulary which provide explicit linkage. They

can range rom basic high requency items (such as and, but) to

basic and phrasal items (such as because, rst o all, nally).

Cohesive devices reers to more sophisticated linking words and

phrases (e.g. moreover, it may appear, as a result), as well

as grammatical devices such a s the use o reerence pronouns,

substitution (e.g. There are two women in the picture. The one on

the right . . .), ellipsis (e.g. The rst car he owned was a convertible,

the second a amily car.), or repetition.

Organisational patterns reers to less-explicit ways o achievingconnection at the between sentence level and beyond, e.g.

arranging sentences in climactic order, the use o parallelism, using

a rhetorical question to set up a new paragraph.


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PAPERWRITING|SAMpLESCRIpTSWITHExAMINERCOMMENTS

Examinercomments

Subscale Mark Commentary

Content Mostothecontentisrelevanttothetaskandthereisasuitablelevelodetailandexpansion.However,thewriter

describestraditionalood,ratherthanarestaurantasrequiredintheinputletter.Thetargetreaderis,onthewhole,inormed.

Communicative

Achievement

Theresponseusestheconventionsothelettertasktoholdthetargetreadersattention.Thetargetreadersletteris

directlyaddressed,andreerencesaremadetoitthroughout.

Straightorwardideasandsuggestionsareexpressedsucientlyclearly,usingaconsistentlyappropriate,riendlyregister.

Organisation Theletterisgenerallywellorganisedandcoherent,althoughover-paragraphedandwithanover-relianceon You(You

asked me, You also mention).

Arangeolinkingwordsisusedtorelateideasbothwithinandacrosssentencesandparagraphs( also, moreover, but,

because,which). Theresponsealsousesavarietyocohesivedevices,includingsomereerencepronouns(Thats

possible).

Language Thereisarangeoeverydaylexisappropriatetothetask(cooking estival, delicious meals), andsomelesscommon(high

in vitamins, carbohydrate).

Arangeosimpleandsomemorecomplexgrammaticalorms(orexample,conditionalandpassivestructures)areusedwithagooddegreeocontrol.

Anumberoerrorsarepresent( too glad, everyday delicious meals, Now are or, when you will come). However,noneo

theseimpedescommunication.

Question

CandidateA

pApER2|WRITING|QUESTION1

To: Sara Martins

Sent: 16th March

Subject: Restaurant

I just received you email and Im too glad that youre making reality what you always wanted.

You asked me in your email when it is the best time to come. I think that it would be good or you to come in the summer

because during the summer we have many cooking estival.

You also mention that you want to meet people cooking everyday. Thats possible basiccally i you go to our restaurant

where everyday delicious meals are prepared.

Moreover, i you want to know what our traditional oods is thats Briham which contains many vegetables and its veryhigh in vitamins and carbohadratel.

Now are or your invitation Im very sorry but that time I will be sitting my school exams.

Id love to see you when you wil l come.

Take care

Roman


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Examinercomments


Content Allothecontentisrelevantandappropriatetothetaskandthereisagooddegreeodetailandexpansion.Thetarget

readerisullyinormedabouttheteacherandthewritersmemoriesoher.

Communicative

Achievement

Theconventionsothearticlearesuitablyusedtogainandholdthetargetreadersattention.Thewritercommunicates

straightorwardideasbyestablishingtheschoolsettingandthenbuildingupacleardescriptionotheteacherandher

attributes.Morecomplexideas,suchashereectonthewriter,areexpressedslightlylessclearly,orexampleintherd

paragraph.Thearticleisroundedowell.

Organisation Thetextissuitablyparagraphed.Thestyleocontrastingbothshortandlongersentencestogaineectissuccessully

employedinthearticle.Thereissomerepetition(she was), whichcouldhavebeenavoided,andonlyalimiteduseo

linkingwordsandcohesivedevices(largelylimitedtoreerencingpronouns).Overall,however,thetextiswellorganised

andcoherent.

Language Therangeolexisusedismostlyappropriatewithdescriptionsbeingusedtogoodeect(small village primary school,quiet old but ull o energy, kind and cheerul). Althoughaewlexicalerrors arepresent (elt well, all),thesedonotimpede

communication.

Thereisevidenceoagoodcontrolotensesandothergrammaticalormsandtheerrorsdonotimpedemeaning.

Question

CandidateB


My Favourite Teacher

I can remember my avourite teacher very well indeed. She was my primary school teacher and because it was

a small, village primary school, she had to teach us all the lessons, maths, reading, writing, singing, art and so

on.

Her name was Mrs Horvat and I think she had taught at that school or years. She knew all the children and

even their parents as well. She was quiet old but ull o energy and her lessons were always interesting.

She was also very kind and cheerul. The lessons always started laughing and I elt really well during her

classes. We never got boring and she made all interesting or us. Sometimes, we went out or an excursion, like

to a museum or zoo. That was great!

I think I will always remember her.


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Examinercomments


Content Thewriterdescribesthesetting,charactersandstorylineotheplaywithsuitableexpansion.Thecostumes,musicand

actorsarealsodescribed,butinlessdetail.Opinionsandreasonsorrecommendingittoothersarealsogiven,andthe

targetreaderiswellinormed.

Communicative

Achievement

Theconventionsothereviewareusedtoholdthereadersattentionandtocommunicatestraightorwardideas.

However,themovementbetweenpresentandpasttenses(the play was a mystery, take a long time, who was going to start,

the music is also good) isawkwardandpreventsthesmoothfowocommunication.

Organisation Althoughthetextisreasonablywellorganised,withavarietyolinkingwordsandcohesivedevices,itwouldbe

improvedwithparagraphing.Therearesomeproblemswithcohesionwithinsentences( The play was . . . a long time),

andaclearerorderingoboththedescriptionsandideaswouldalsobebenecial(orexample,bynothavingtwo

recommendations,oneatthebeginningandoneattheend).

Language Therangeoeverydaylexisisappropriatetothetask,althoughtheormsaresometimesincorrect(excited or excitingandurtherstorurthest).

Simplegrammaticalormsareusedwithagooddegreeocontrol.Errors,suchasomissionothearticleandnon-

agreementosubjectandverb,donotpreventcommunication.

Question

CandidateC


Review o a Play

I recently saw a very good play at the theatre in my town. I do recommend it to you!

The play was a mystery and it involve several characters, altogether on a train journey to urtherst away

place so the journey take a long time. There was an old man, who was traveling to visit his son, a amily going

on skying holiday and a teacher, who was going to start a new job. I will not say what happens but it is very

interesting story, with unexpected end. The costumes are really nice, despite that they are usually dark

colours. Moreover, the music is also good becase it is very excited and the players play very well.

Please go to see this play you will not regret!


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Examinercomments


Content Thereaderisadequatelyinormedabouttheeventsothestory.

Thestoryollowsonromtheprompt,althoughthe very special reasonorgoingtothebeachisnotgiven,andthereare

somedistractingdetailswhenAnnagoestocheckonLee.

Communicative

Achievement

Theconventionsothestoryareusedtoholdthereadersattentionandcommunicatestraightorwardideas.Thescene

issetandtheactionisdevelopedwiththeuseovariousnarrativedevices,includingdirectspeechandthecontrasto

shortandlongersentences.

Organisation Thetextisconnectedandcoherent,andbasiclinkingwords(but, and, so)areusedtolinkelementsothestory.However,

thereisanover-repetitionosheatthebeginningsosentences,andpunctuationisalsoweakinplaces (received a phone,

his phone broken, still there he was sleeping).

Language Therangeolexisismostlyappropriatetothestory,althoughthereareerrorswithsomeorms( annoy orannoyed,rightenorrightened).

Therequentstructuralandtenseerrorsdonotpreventmeaningrombeingconveyed,buttheyarenoticeableanddo,at

times,distractthereader.

Question

CandidateD


Anna had a very special reason or getting up early the next day, so she set the alarm or 5 am. She would

go with Lee, her boyriend to the beach and it would be a dicult journey, with bad weather, og and rain and

possible snow too.

Anna thinking she must to sleep good that night so she try but she was very nervouse and when got up saw

it was too late and 10 am. She called to Lee but he didnt received a phone, his phone broken. She was annoy

but decided or go to his house or see i he is still home. What you doing Lee, she shouted but no answer. She

was righten but decided or to go inside or see. When she go in Lee still there he was sleeping lied down on

the foor. So they go next day to beach.


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Examinercomments


Content TheocusothequestionissuitablyaddressedwiththewritersopinionsonAndrewMansonbeingmostlyclearand

unambiguous.Thetargetreaderisinormed,asthereisagoodlevelodetailandexemplicationaboutthestory.

Communicative

Achievement

Theconventionsotheinormalletterareemployedtogoodeect.Thereisasuccessulmixopersonalopinion(He

wasnt really happy I think)andgeneralcomment(Later in the book he earned lots o money).Bothstraightorwardandmore

complexideasarecommunicatedinanappropriatelyriendlyregisterwiththesuitableuseoexclamationmarkand

directquestions.However,thesecondparagraphisslightlyconusing.

Organisation Thetextisgenerallywellorganisedandcoherentwithacleardevelopmentoideastowardstheconclusion.However,

therecouldbebetterlinkingoshortsentencesintherstparagraph.Avarietyocohesivedevicesisusedtoconnect

sentencesandparagraphs,suchasreerencing(Later in the book)andlinkingwords( However).

Language Arangeoeverydaylexisisusedandsomelesscommoncollocationsandvocabulary,althoughsometimesmisspelt(strongprinsiples,sergery).Therearealsosomelexicalerrors(hardlyorhard).

Anattemptismadetoproducemorecomplexsentencestructure,orexampleintherstsentenceothelastparagraph.

Theerrors(exceptorbut he never stopped with them)donotconuse.

QuestionA

CandidateE

pApER2|WRITING|QUESTION5A

Dear Jenny,

Im very happy you are reading the Citadel. I really loved this book. It is very interesting.

Andrew Manson is a doctor and he works very hardly at the start o the story. He ought or poor peoples and

is very strong. Some people who are also doctors dont like him or these actions but he never stopped with

them!

Later in the book he earned lots o money and became amous doctor. But he wasnt really happy I think. Hes

wie also wasnt happy with him. she tought money was too important to him.

However, in the end o the story, ater a big mistake with a sergery and a man who died, Andrew turns again

into a good man. He sees the truth and looks ater poor people again. I think he has strong prinsiples and is

really an excellent doctor with good character.

Do you agree? Write and tell me what you think?

Love

Una.


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Examinercomments


Content TheocusothequestionWhichcharacterenjoysthejourneymostandwhy?isaddressed,andbothelementsare

expandeduponwithsucientdetail.Thecontentisrelevantandthetargetreaderisinormedaboutthecharacter

chosenandreasonsorthechoice.

Communicative

Achievement

Thestraightorwardideasaremostlyexpressedinshortexplanatorysentences.Thereisalimitedattempttomix

personalopinionwithstatement(I think despite Passepartote is a poor man . . . he is happier than Phileas Fogg). Otherwise,

theessayisare-tellingotheplot.

Organisation Thetextisgenerallywellorganisedandcoherent,althoughtheshortsentencesatthebeginningcouldbelinkedtobetter

eectandsomeparagraphingwouldimprovetheorganisationothetext.

Linkingwords(however, moreover, but), aresuccessullyusedtoconnectideasacrosssentencesandtounderline

contrasts.

Language Mostothelexisisusedappropriately,althoughoccasionallyinthewrongorm(stressing ratherthan stressed).Thelexicalerrors(travel andplay)donotimpedemeaning.

Thegrammaticalstructuresaremostlysimplewithsomebasicerrorsandmorerequenterrorsoccurringwhencomplex

languageisattempted,orexampleinthethirdsentence.

QuestionB

CandidateF

pApER2|WRITING|QUESTION5B

In the book, Phileas Fogg leaves London to travel around the world in 80 days. He goes or this travel becase

his riends want him to go on. He is rich man and he take one other man which is not rich- Hes name is

Passepartout. He is working to carry the luggages o Phileas Fogg. I think despite Passepartote is a poor

man he has to work hard during the travel, and he is happier than Phileas Fogg. Phileas Fogg is always very

stressing about rushing the journey. However, Passepartoute spends more time relaxing. Moreover, he talks a

lot to locals people and makes riends with them. Phileas Fogg enjoys the journey too becase he wins the play

with his rinds but Passepartote has a really good time.


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PaperUseofEnglish

GeneraldescriptionPAPERFORMAT Thepapercontainsourparts.

TIMING minutes.

NO.OFPARTS .

NO.OFQUESTIONS .

TASKTYPES Multiple-choicecloze,open

cloze,wordormation,keyword

transormations.

ANSWERFORMAT Candidatesmaywriteonthe

questionpaper,butmusttranser

theiranswerstotheseparateanswer

sheetwithinthetimelimit.

Candidatesindicatetheiranswers

byshadingthecorrectlozengesor

writingtherequiredwordorwords

incapitallettersinaboxonthe

separateanswersheet.

MARKS Parts

first,certificate

Documents

Transcript of first,certificate