PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPEREXAM
1 | READING
| LEVELAND
| PAPER
WRITING SAMPLE PAPER

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PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPER 1 | READING AND WRITING

14 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPEREXAM
1 | READING
| LEVELAND
| PAPER
WRITING SAMPLE PAPER

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PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPER 1 | READING AND WRITING

16 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPEREXAM
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| LEVELAND
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WRITING SAMPLE PAPER

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PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPER 1 | READING AND WRITING

18 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 1 : READING AND WRITING | SAMPLE PAPER

PAPEREXAM
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| LEVELAND
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WRITING SAMPLE PAPER

Answer key

Q Part 1 Q Part 2 Q Part 3 Q Part 4 Q Part 5

1 H 6 B 11 C 21 A 28 B
2 C 7 A 12 B 22 C 29 C
3 G 8 B 13 C 23 A 30 B
4 D 9 C 14 A 24 B 31 B
5 A 10 C 15 C 25 A 32 A
16 F 26 A 33 C
17 B 27 B 34 A
18 D 35 C
19 A
20 H

Q Part 6 Q Part 7 Q Part 8

36 stadium 41 have 51 Saturday
37 camera 42 them 52 1.30 (p.m.)
38 beach 43 than 13.30

44 one thirty
39 guitar the
half past one
40 tent 45 last/this
53 (a) (warm) sweater
46 with
54 car
47 go
55 366387
48 ago
49 each/every/a/per Brackets ( ) indicate
optional words.
50 lot

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 19

PAPER 1 : READING AND WRITING | ASSESSMENT OF WRITING PART 9

Assessment of Writing Part 9 Sample answers with examiner

comments
There are 5 marks for Part 9. Candidates at this level are not
expected to produce faultless English, but to achieve 5 marks a
candidate should write a cohesive message, which successfully
Candidate A
communicates all three parts of the message, with only minor
grammar and spelling errors. A great variety of fully acceptable Dear Alex,
answers is possible. I will come to you at 18.00. I want to watch Fast and Furious.
I would like to eat chips, pizza and fast-food, and drink cola.
Mark Scheme for Part 9
Examiner comments 5 marks
Mark Criteria
All three parts of the message clearly communicated.
5 All three parts of message clearly communicated.
Only minor spelling errors or occasional grammatical errors.
Candidate B
4 All three parts of message communicated.
To Alex,
Some non-impeding errors in spelling and grammar or some awkwardness
Yes, its so great. I arrive at 2.30 and I want to watch Titanic
of expression.
becouse is interesting and nice. I would like the eggs with potatoe
3 All three parts of message attempted.
or a hamburgers.
Expression requires interpretation by the reader and contains impeding
errors in spelling and grammar. Examiner comments 4 marks
All three parts of the message are included but the context is incorrect. All three parts of the message communicated but there are some
OR non-impeding errors in spelling and grammar.
Two parts of message are clearly communicated.
Only minor spelling errors or occasional grammatical errors. Candidate C
2 Only two parts of message communicated.
Im really happy to come to your house. You can choose the film.
Some errors in spelling and grammar. I like cartoons. We can eat a pop-corns and kola, and chisp,
The errors in expression may require patience and interpretation by the swindwich, hamburger and mustard.
reader and impede communication. Bye
1 Only one part of the message communicated.
Examiner comments 3 marks
Some attempt to address the task but response is very unclear.
Two parts of the message are clearly communicated. Information
0 Question unattempted, or totally incomprehensible response.
about what time to come is not included. There are only minor
Candidates are penalised for not writing the minimum number of spelling errors and occasional grammatical errors.
words (i.e. fewer than 25). They are not penalised for writing too
much, though they are not advised to do so. Candidates also need Candidate D
to think carefully about who the target reader is for each task and
try to write in an appropriate style. It is important to write clearly Hello. I am come to my house last week. DVD is a film. I can
so that the answers are easy to read. However, it is not important if you come at 12.30. My favourite eat its a pizza and chips. My
candidates write in upper or lower case, or if their writing is joined up favourite drink a cola. Thank you.
or not.
Examiner comments 2 marks
Only two parts of the message communicated. Information about
which DVD to watch is not included. There are errors in grammar
which may require patience on the part of the reader.

Candidate E
Hello Alex,
I cant wait the moment when I will go to your house.
I would like to see a fantastic film like a Star wars.

Examiner comments 1 mark

Only one part of the message communicated

20 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 1 : READING AND WRITING | CANDIDATE ANSWER SHEET

PAPEREXAM
1 | READING
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WRITING SAMPLE PAPER

Candidate answer sheet

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 21

Paper 2
Listening
General description Structure and tasks
PAPER FORMAT The paper contains ve parts. PART 1
TIMING About 30 minutes, including TASK Three-option multiple choice.
8minutes to transfer answers. TYPE AND Short neutral or informal dialogues.
NO. OF QS 25 FORMAT Five discrete 3-option multiple-choice items
TASK TYPES Matching, multiple choice, gap-ll. with visuals, plus one example.
SOURCES All texts are based on authentic TASK FOCUS Listening to identify key information (times,
situations, and each part is heard prices, days of week, numbers, etc.).
twice. NO. OF QS 5
ANSWERING Candidates indicate answers either
by shading lozenges (Parts 13) or PART 2
writing answers (Parts 4 and 5) on TASK Matching.
the answer sheet. TYPE AND Longer informal dialogue.
MARKS Each item carries one mark. This FORMAT Five items (plus one integrated example) and
gives a total of 25 marks which eight options.
represents 25% of total marks for TASK FOCUS Listening to identify key information.
the whole examination.
NO. OF QS 5

PART 3
TASK Three-option multiple choice.
TYPE AND Longer informal or neutral dialogue.
FORMAT Five 3-option multiple-choice items (plus an
integrated example).
TASK FOCUS Taking the role of one of the speakers and
listening to identify key information.
NO. OF QS 5

PART 4
TASK Gap-ll.
TYPE AND Longer neutral or informal dialogue.
FORMAT Five gaps to ll with one or more words
or numbers, plus an integrated example.
Recognisable spelling is accepted, except
with very high-frequency words, e.g. bus,
red, or if spelling is dictated.
TASK FOCUS Listening and writing down information
(including spelling of names, places, etc. as
dictated on recording).
NO. OF QS 5

PART 5
TASK Gap-ll.
TYPE AND Longer neutral or informal monologue.
FORMAT Five gaps to ll with one or more words
or numbers, plus an integrated example.
Recognisable spelling is accepted, except
with very high-frequency words e.g. bus,
red, or if spelling is dictated.
TASK FOCUS Listening and writing down information
(including spelling of names, places, etc. as
dictated on recording).
NO. OF QS 5

22 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 2 : LISTENING | PREPARATION

Preparation By part
PART 1
General In Part 1, candidates are tested on their ability to identify
simple factual information in ve separate short conversational
The Listening paper is divided into ve parts with a total of 25
exchanges. The short conversations are either between friends
questions. The texts are written or adapted by item writers
or relatives, or between a member of the public and a shop
specically for the test and recorded in a studio to simulate real
assistant, etc. The information focused on in these dialogues is,
spoken language. The listening texts are recorded on CD, and
for example, prices, numbers, times, dates, locations, directions,
each text is heard twice. There are pauses for candidates to look
shapes, sizes, weather, descriptions of people and current actions.
at the questions and to write their answers. The instructions to
On the question paper, the candidates see a simple question and
the candidates on the recording are the same as the instructions
three multiple-choice options based on pictures. There are ve
on the question paper. Candidates write their answers on the
questions in Part 1.
question paper as they listen, and they are then given 8 minutes
at the end of the test to transfer these answers to an answer PART 2
sheet. The complete Listening test, including time for the transfer
In Part 2, candidates are tested on their ability to identify simple
of answers, takes about 30 minutes.
factual information in a longer conversation. The conversation is
Listening is a language skill which should be practised from the
an informal one between two people who know each other. The
early stages of learning English.
topic will be one of personal interest to the speakers, for example,
The teachers rst resource is the listening material included in
daily life, free-time activities, etc.
the coursebook. These listening tasks should be made use of
Candidates show their understanding of the conversation by
regularly in order to build up the condence which comes from
matching two lists of items, for example, people with the food
listening to a variety of speakers talking about a range of topics.
they like to eat, or days of the week with activities.
A major advantage of using recorded material is that teacher
and students are in control of the number of times a particular PART 3
listening text is played, which should be varied. Sometimes
In Part 3, candidates are also tested on their ability to identify
students will need several repeats before they are able to
simple factual information. The listening text is usually an
extract the information required by a particular listening task,
informal conversation between two people who know each other
but at other times they should try to see how much they can
about a topic of personal interest to the speakers.
understand after just one hearing.
In this part, candidates show their understanding of the
In addition to making regular use of coursebook materials,
conversation by answering ve multiple-choice questions, each
teachers should take every opportunity to maximise students
with three options.
exposure to authentic spoken English. Even with beginner level
students, English should be used as much as possible as the PARTS 4 AND 5
language of classroom management. Thus from an early stage
In Parts 4 and 5, candidates are tested on their ability to extract
students become used to following instructions in English and to
specic factual information from a dialogue or monologue
extracting relevant information from spoken discourse.
and write it down. The dialogue or monologue is in a neutral
Other sources of authentic listening material include: lms,
context, for example, in shops, schools, etc. A monologue may
television, videos and DVDs, songs, the internet, British
be a recorded message. The information to be extracted is of a
Embassies and Consulates, the British Council, language schools,
practical nature, for example, opening times, entrance fees, etc.
clubs, youth hostels, teachers of English and any other speakers
Candidates are asked to complete a message or notes by
of English, such as tourists, friends and family.
extracting information from the listening text and writing it down.
In listening to real-life spoken English, students should be
Information to be written down consists of numbers, times,
encouraged to develop listening strategies such as picking out
dates, prices, spellings and words. In each case, candidates are
important information, and deducing meaning from context by
required to write down one or two words or numbers. Completely
focusing on key words and ignoring unimportant or unfamiliar
accurate spelling is not required, except where a name has been
terms.
spelled out in the listening text or when it is a simple high-
Students should also become familiar with the task types in the
frequency word.
Cambridge English: Key for Schools Listening paper, and make sure
they know how to record their answers on the answer sheet
(page 30).
Candidates should tell the supervisor of the Listening test as
soon as possible if they have difficulty hearing the recording. It is
important to let the supervisor know this at the beginning of the
recording before the Listening test begins properly.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 23

PAPER 2 : LISTENING | SAMPLE PAPER

PAPER 2 | LISTENING

24 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 2 : LISTENING | SAMPLE PAPER

EXAM
PAPER| 2LEVEL
| LISTENING
| PAPER SAMPLE PAPER

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 25

PAPER 2 : LISTENING | SAMPLE PAPER

PAPER 2 | LISTENING

26 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 2 : LISTENING | SAMPLE PAPER

EXAM
PAPER| 2LEVEL
| LISTENING
| PAPER SAMPLE PAPER

3 How much is the skirt?

Tapescript
This is the Cambridge English: Key for Schools Listening Sample Paper.
There are ve parts to the test. Parts One, Two, Three, Four and Five.
We will now stop for a moment before we start the test. Please ask any
questions now because you must NOT speak during the test.
Now look at the instructions for Part One.
You will hear ve short conversations.
Sophie: Mum, will you buy me this skirt?
Mother: How much is it, Sophie? I dont want to spend more than
twenty pounds.
Sophie: Well, this ticket says twenty-ve pounds but I think
everything in this part of the shop is in the sale.
Mother: Oh yes, look, its fteen pounds. OK then, but thats the last
thing Im buying today.

You will hear each conversation twice. Now listen again.

There is one question for each conversation. 4 Whats the weather like now?

For each question, choose the right answer, A, B or C. Boy: Pete, its stopped raining. Shall we go out for a bike ride?

Here is an example: Pete: Im watching TV now. Anyway, its still cloudy. I think its
going to rain again.
Which is the girls horse?
Boy: Oh all right. Shall we go tomorrow if its sunny?
Boy: Is that your horse over there, with the white face?
Pete: Yes, OK.
Girl: No. Mine is the one with two white legs. Isnt she pretty?
Now listen again.
Boy: Oh yes, standing next to the black one.
5 What will the girl cook?
Girl: Thats right. Would you like to ride her?
Girl: Mum, can I do some cooking?
The answer is A.
Mother: I suppose so. What do you want to make, a cake?
Now we are ready to start.
Girl: No one liked the one I made last week. Can I make some
Look at question one.
soup this time?
1 How many children went on the school trip?
Mother: OK. We can have it for lunch. Im cooking roast chicken for
Man: Did you enjoy your school trip, James? Did everyone in your dinner tonight.
class go?
Now listen again.
James: No, twelve people stayed behind, so there were eighteen of
us. We had a great time. This is the end of Part One.

Man: Where did you all sleep?

James: We had small rooms with six beds in each one. It was lots
of fun.

Now listen again.

2 Which campsite did Josh stay at last year?

Woman: Where did you go on holiday last year Josh? Did you go to
that campsite by the sea again?

Josh: We couldnt because it was full. But we found an even nicer

one, in a forest.

Woman: Are you going there again this year?

Josh: My dad wants to try one in the mountains this year.

Now listen again.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 27

PAPER 2 : LISTENING | SAMPLE PAPER

EXAM
PAPER LEVEL
2 | LISTENING
| PAPER

Now look at Part Two. Matt: OK. What time shall I be at your house then?

Listen to Nick talking to a friend about his birthday presents. Susie: Well, the lm starts at four-fteen, so come at a quarter to
four. It takes about twenty minutes to get there.
What present did each person give him?
Matt: Fine. And how much money should I bring? Tickets are ve
For questions 610, write a letter AH next to each person. You will hear
pounds fty arent they?
the conversation twice.
Susie: These are more. Theyre six pounds twenty for this lm. Im
Girl: Hi Nick. Whats that youre reading?
taking eight pounds so I can get a drink as well.
Nick: Its a book my cousin got me for my birthday. Its really
Matt: Good idea. See you later!
interesting.
Now listen again.
Girl: Oh yes, I forgot it was your birthday. What did you get from
your mum? This is the end of Part Three.

Nick: Well, I asked for a new bike, but she bought me this phone Now look at Part Four.
instead. I can listen to music on it and take pictures!
You will hear a girl, Milly, asking a friend about guitar lessons.
Girl: Oh! And what did your brother get you? A computer game?
Listen and complete each question.
Nick: He bought me this jacket. Do you like it?
You will hear the conversation twice.
Girl: Its great. Did your aunt buy you anything?
Milly: Hello Dan, its Milly here.
Nick: Well, she usually gives me money. But this year she got me
Dan: Hi.
two tickets to see a lm.
Milly: Im phoning to ask about your guitar lessons. My parents
Girl: And what about your uncle? He knows a lot about music
are thinking about buying me an electric guitar.
doesnt he?
Dan: Oh, great. Well, the teacher I go to gives lessons every
Nick: Yes, he usually buys me a CD. But this time he gave me
Saturday morning.
twenty pounds and told me to choose something myself.
Milly: Whats the teachers name?
Girl: And did your grandmother give you anything?
Dan: Shes called Alison Gayle. Shes very good.
Nick: Well, I often get clothes from her, but this year she gave me
a computer game. My brother helped her choose it! Milly: How do you spell her surname?

Now listen again. Dan: Its G A Y L E.

This is the end of Part Two. Milly: And how much is a lesson? My parents dont want to pay
more than thirty pounds.
Now look at Part Three.
Dan: Its twenty-six pounds fty for an hour. But you can have a
Listen to Susie talking to her friend Matt about going to the cinema.
shorter lesson if you like. I pay seventeen pounds fty for
For each question, choose the right answer, A, B or C. forty minutes.

You will hear the conversation twice. Milly: That sounds good. And where do you have the lessons? At
her house?
Look at questions 1115 now. You have twenty seconds.
Dan: Thats right. She lives at 34 Purley Lane. Its close to the city
Now listen to the conversation.
centre. Youll nd it easily.
Susie: Hi Matt. Would you like to come to the cinema with me and
Milly: Have you got her phone number?
Jane on Saturday? We asked Sam and Pete too but theyre
both busy. Dan: Yes, its 01253 664 783.

Matt: What are you going to see Susie? Milly: Thanks Dan. Ill call her tonight.

Susie: Field of Green. Its got Johnny Delaicey in it. Dan: OK. Make sure you call between six oclock and nine
oclock. She doesnt like it if people call later than that.
Matt: Oh, yes, I know. He was in Sunny Day and Heart of Gold. Is
it on at the cinema in the shopping centre? Milly: All right. Thanks for your help Dan.

Susie: That ones closed. Were going to the one opposite the park. Now listen again.
Its not on at the one by the market.
This is the end of Part Four.
Matt: And how are you getting there?

Susie: My mum cant drive us, so were going to walk from my

house. We can get the bus back afterwards.

28 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 2 : LISTENING | SAMPLE PAPER

EXAM
PAPER| 2LEVEL
| LISTENING
| PAPER SAMPLE PAPER

Now look at Part Five.

You will hear a man on the radio talking about a new TV quiz show.

Listen and complete each question.

You will hear the information twice.

Man: Now, listen carefully! I want to tell you about a new TV quiz
show for children. Its called Answer That, and it will be on
channel ve at four oclock every Thursday. It will be just like
the popular adult quiz show on the same channel on Monday
afternoons. Im sure youve all seen that!

Every week there will be forty-eight children on the

programme. They will be in eight teams, and each team will
have six children.

The questions will be easy at the beginning of the quiz and

then they will get more difficult. They will all be about lms,
music and TV. At the end there will be only one team left the
winners.

There will be some great prizes. This week the winners will all
get a new camera. Everyone loves taking photos. Next week
the rst prize is a laptop. If you would like to be on Answer
That, then call 05735 789 655. Just give your name, age and
school address, and maybe you will be on TV soon!

Now listen again.

This is the end of Part Five.

You now have eight minutes to write your answers on the answer sheet.

You have one more minute.

This is the end of the test.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 29

PAPER 2 : LISTENING | ANSWER KEY AND CANDIDATE ANSWER SHEET

PAPER 2 | LISTENING

Answer key and candidate answer sheet

Q Part 1 Q Part 2 Q Part 3

1 C 6 F 11 B
2 B 7 D 12 C
3 A 8 C 13 B
4 C 9 G 14 A
5 A 10 E 15 B

Q Part 4 Q Part 5
16 (Alison) GAYLE 21 Thursday
17 26.50 22 8/eight
18 city centre/center 23 music
19 01253 664 783 24 (a new) camera
20 9/nine 25 05735 789 655

Brackets ( ) indicate optional words.

Candidate answer sheet

30 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

Paper 3
Speaking
General description Structure and tasks
PAPER FORMAT The paper contains two parts. PART 1
TIMING 810 minutes per pair of candidates. TASK Each candidate interacts with the interlocutor.
NO. OF PARTS 2 TYPE AND The interlocutor asks the candidates
INTERACTION The standard format is two FORMAT questions.
PATTERN candidates and two examiners. The interlocutor follows an interlocutor
One examiner acts as interlocutor frame to guide the conversation, ensure
and manages the interaction standardisation and control the level of input.
by asking questions and setting FOCUS Language normally associated with meeting
up the tasks. The other acts as people for the rst time, giving information of
assessor and does not join in the a factual personal kind.
conversation. Biodata-type questions to respond to.
TASK TYPES Short exchanges with the examiner TIMING 56 minutes
and an interactive task involving
both candidates. PART 2
MARKS Candidates are assessed on their TASK Candidates interact with each other.
performance throughout the test. TYPE AND The interlocutor sets up the activity using a
Candidates are not expected to FORMAT standardised rubric.
produce completely accurate Candidates ask and answer questions using
or uent language, but they are prompt material.
expected to interact appropriately
FOCUS Factual information of a non-personal kind
and intelligibly. The emphasis in
related to daily life.
assessment is on the ability to
communicate clearly. TIMING 34 minutes

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 31

PAPER 3 : SPEAKING | PREPARATION

Preparation

General
The Speaking test has two parts and lasts 8 to 10 minutes,
involving two examiners and a pair of candidates. One examiner
is an interlocutor while the other, who takes no part in the
interaction, is an assessor. The Speaking component contributes
25% of the marks for the whole test.
It is important that the speaking skill is developed alongside the
other language skills. This may best be done by making English
the language of classroom management, and by encouraging
students to communicate with each other and with the teacher
in English.
Candidates should be able to respond appropriately to questions
asking for simple information about themselves. They should,
for example, be able to give their name (including spelling it),
country of origin, subject of study; give information about their
family, home town, school, free-time activities and talk simply
about their likes and dislikes.
Simple role plays in which students are required to ask and
answer questions will provide useful practice. Such role plays
should focus on everyday language and situations and involve
questions about daily activities and familiar experiences, or
feature exchanging information about such things as charges and
opening times of, for example, a local sports centre.
Practising for the Cambridge English: Key for Schools Speaking
component will help students prepare for possible real-life
situations. This will encourage students to use spoken language,
increase their condence in their language ability and help
them develop a positive attitude towards the language learning
process.

By part
PART 1
This takes 5 to 6 minutes. In this part, each candidate interacts
with the interlocutor, using the language normally associated
with meeting people for the rst time, giving factual information
of a personal kind, for example, name, place of origin, study,
family etc. Candidates are also expected to be able to talk about
their daily life, interests, likes, etc.

PART 2
This takes 3 to 4 minutes. In this part, the two candidates interact
with each other. This involves asking and answering questions
about factual information of a non-personal kind. Prompt cards
are used to stimulate questions and answers which will be related
to daily life, leisure activities and social life (including references
to places, times, services, where to go, how to get there, what to
eat, etc.).

32 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 3 : SPEAKING | SAMPLE PAPER

EXAM
PAPER| 3LEVEL
| SPEAKING
| PAPER SAMPLE PAPER

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 33

PAPER 3 : SPEAKING | ASSESSMENT

Assessment of Speaking

Examiners and marking

The quality assurance of Speaking Examiners (SEs) is managed
by Team Leaders (TLs). TLs ensure all examiners successfully
complete examiner training and regular certication of procedure
and assessment before they examine. TLs are in turn responsible
to a Professional Support Leader (PSL) who is the professional
representative of Cambridge ESOL for the Speaking tests in a given
country or region.

Annual examiner certication involves attendance at a face-to-face

meeting to focus on and discuss assessment and procedure, followed
by the marking of sample Speaking tests in an online environment.
Examiners must complete standardisation of assessment for all
relevant levels each year and are regularly monitored during live
testing sessions.

Assessment scales
Throughout the test candidates are assessed on their own individual
performance and not in relation to each other. They are awarded
marks by two examiners: the assessor and the interlocutor. The
assessor awards marks by applying performance descriptors from the
analytical assessment scales for the following criteria:

Grammar and Vocabulary

Pronunciation
Interactive Communication
The interlocutor awards a mark for global achievement using the
global achievement scale.

Assessment for Cambridge English: Key for Schools is based on

performance across all parts of the test, and is achieved by applying
the relevant descriptors in the assessment scales. The assessment
scales for Cambridge English: Key for Schools (shown on page 35) are
extracted from the overall Speaking scales on page 36.

34 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 PAPER 3 : SPEAKING | ASSESSMENT

Cambridge English: Key for Schools Speaking Examiners use a more detailed version of the following Assessment Scale, extracted from the overall
Speaking scales on page 36.

A2 Grammar and Vocabulary Pronunciation Interactive Communication

5 Shows a good degree of control of simple Is mostly intelligible, and has some control Maintains simple exchanges.
grammatical forms. of phonological features at both utterance Requires very little prompting and support.
Uses a range of appropriate vocabulary and word levels.
when talking about everyday situations.
4 Performance shares features of Bands 3 and 5.
3 Shows sufficient control of simple Is mostly intelligible, despite limited control Maintains simple exchanges, despite some
grammatical forms. of phonological features. difficulty.
Uses appropriate vocabulary to talk about Requires prompting and support.
everyday situations.
2 Performance shares features of Bands 1 and 3.
1 Shows only limited control of a few Has very limited control of phonological Has considerable difficulty maintaining
grammatical forms. features and is often unintelligible. simple exchanges.
Uses a vocabulary of isolated words and Requires additional prompting and support.
phrases.
0 Performance below Band 1.

A2 Global Achievement
5 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language
except in well-rehearsed utterances.
4 Performance shares features of Bands 3 and 5.
3 Conveys basic meaning in very familiar everyday situations.
Produces utterances which tend to be very short words or phrases
with frequent hesitation and pauses.
2 Performance shares features of Bands 1 and 3.
1 Has difficulty conveying basic meaning even in very familiar everyday
situations.
Responses are limited to short phrases or isolated words with frequent
hesitation and pauses.
0 Performance below Band 1.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 35

 36
Grammatical Resource Lexical Resource Discourse Management Pronunciation Interactive Communication
Maintains control Uses a wide range of Produces extended stretches of language Is intelligible. Interacts with ease by skilfully
of a wide range of appropriate vocabulary with exibility and ease and very little Phonological features are used effectively interweaving his/her contributions into
grammatical forms with exibility to give hesitation. to convey and enhance meaning. the conversation.
and uses them with and exchange views on Contributions are relevant, coherent, Widens the scope of the interaction and
exibility. unfamiliar and abstract varied and detailed. develops it fully and effectively towards a
topics. Makes full and effective use of a wide negotiated outcome.
range of cohesive devices and discourse
PAPER 3 : SPEAKING | ASSESSMENT

markers.
Overall Speaking scales

C2 Maintains control Uses a wide range of Produces extended stretches of language Is intelligible. Interacts with ease, linking contributions
of a wide range of appropriate vocabulary with ease and with very little hesitation. Intonation is appropriate. to those of other speakers.
grammatical forms. to give and exchange Contributions are relevant, coherent and Sentence and word stress is accurately Widens the scope of the interaction and
views on unfamiliar and varied. placed. negotiates towards an outcome.
abstract topics. Uses a wide range of cohesive devices Individual sounds are articulated clearly.
and discourse markers.
C1 Shows a good degree Uses a range of Produces extended stretches of language Is intelligible. Initiates and responds appropriately,
of control of a range appropriate vocabulary with very little hesitation. Intonation is appropriate. linking contributions to those of other
of simple and some to give and exchange Contributions are relevant and there is a speakers.
Sentence and word stress is accurately
complex grammatical views on familiar and clear organisation of ideas. placed. Maintains and develops the interaction
forms. unfamiliar topics. and negotiates towards an outcome.
Uses a range of cohesive devices and Individual sounds are articulated clearly.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

discourse markers.
Grammar and Vocabulary
B2 Shows a good degree of control of simple grammatical Produces extended stretches of language Is intelligible. Initiates and responds appropriately.
forms, and attempts some complex grammatical despite some hesitation. Intonation is generally appropriate. Maintains and develops the interaction
forms. Contributions are relevant and there is Sentence and word stress is generally and negotiates towards an outcome with
Uses appropriate vocabulary to give and exchange very little repetition. accurately placed. very little support.
views, on a range of familiar topics. Uses a range of cohesive devices. Individual sounds are generally
articulated clearly.
B1 Shows a good degree of control of simple grammatical Produces responses which are extended Is mostly intelligible, and has some Initiates and responds appropriately.
forms. beyond short phrases, despite hesitation. control of phonological features at both Keeps the interaction going with very
Uses a range of appropriate vocabulary when talking Contributions are mostly relevant, but utterance and word levels. little prompting and support.
about familiar topics. there may be some repetition.
Uses basic cohesive devices.
A2 Shows sufficient control of simple grammatical forms. Is mostly intelligible, despite limited Maintains simple exchanges, despite
Uses appropriate vocabulary to talk about everyday control of phonological features. some difficulty.
situations. Requires prompting and support.
A1 Shows only limited control of a few grammatical Has very limited control of phonological Has considerable difficulty maintaining
forms. features and is often unintelligible. simple exchanges.
Uses a vocabulary of isolated words and phrases. Requires additional prompting and
support.

Cambridge ESOL
Speaking Assessment
Glossary of terms
1. GENERAL
Conveying basic Conveying basic meaning: the ability of candidates to get their
meaning message across to their listeners, despite possible inaccuracies in the
structure and/or delivery of the message.
Situations and Everyday situations: situations that candidates come across in their
topics everyday lives, e.g. having a meal, asking for information, shopping,
going out with friends or family, travelling to school or work, taking
part in leisure activities. A Cambridge English: Key (KET) task
that requires candidates to exchange details about a stores opening
hours exemplies an everyday situation.
Familiar topics: topics about which candidates can be expected
to have some knowledge or personal experience. Cambridge
English: First (FCE) tasks that require candidates to talk about
what people like to do on holiday, or what it is like to do different
jobs, exemplify familiar topics.
Unfamiliar topics: topics which candidates would not be expected
to have much personal experience of. Cambridge English:
Advanced (CAE) tasks that require candidates to speculate about
whether people in the world today only care about themselves, or the
kinds of problems that having a lot of money can cause, exemplify
unfamiliar topics.
Abstract topics: topics which include ideas rather than concrete
situations or events. Cambridge English: Prociency (CPE)
tasks that require candidates to discuss how far the development of our
civilisation has been affected by chance discoveries or events, or the
impact of writing on society, exemplify abstract topics.
Utterance Utterance: people generally write in sentences and they speak in
utterances. An utterance may be as short as a word or phrase, or a
longer stretch of language.
2. GRAMMAR AND VOCABULARY
Appropriacy of Appropriacy of vocabulary: the use of words and phrases that t
vocabulary the context of the given task. For example, in the utterance Im very
sensible to noise, the word sensible is inappropriate as the word
should be sensitive. Another example would be Todays big snow
makes getting around the city difficult. The phrase getting
around is well suited to this situation. However, big snow is
inappropriate as big and snow are not used together. Heavy snow
would be appropriate.
Flexibility Flexibility: the ability of candidates to adapt the language they use in
order to give emphasis, to differentiate according to the context, and
to eliminate ambiguity. Examples of this would be reformulating and
paraphrasing ideas.
Grammatical Grammatical control: the ability to consistently use grammar
control accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English:
Preliminary (PET)), candidates may have control of only the
simplest exponents of the listed forms.
Attempts at control: sporadic and inconsistent use of accurate and
appropriate grammatical forms. For example, the inconsistent use
of one form in terms of structure or meaning, the production of one
part of a complex form incorrectly or the use of some complex forms
correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances,
ellipsis and reformulation. Where communication is achieved, such
features are not penalised.
CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS
PAPER 3 : SPEAKING | GLOSSARY OF TERMS
2. GRAMMAR AND VOCABULARY
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and simple
clauses.
Complex grammatical forms: longer and more complex utterances,
e.g. noun clauses, relative and adverb clauses, subordination, passive
forms, innitives, verb patterns, modal forms and tense contrasts.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use of a
greater variety of words, xed phrases, collocations and grammatical
forms.
3. DISCOURSE MANAGEMENT
Coherence and Coherence and cohesion are difficult to separate in discourse.
cohesion Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers to
a stretch of speech which is unied and structurally organised.
Coherence and Coherence and cohesion can be achieved in a variety of ways,
cohesion including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information
(rst, second, next, nally).
At higher levels, candidates should be able to provide cohesion
not just with basic cohesive devices (e.g. and, but, or, then,
nally) but also with more sophisticated devices (e.g. therefore,
moreover, as a result, in addition, however, on the other
hand).
Related vocabulary: the use of several items from the same lexical
set, e.g. train, station, platform, carriage; or study, learn,
revise.
Grammatical devices: essentially the use of reference pronouns (e.g.
it, this, one) and articles (e.g. There are two women in the
picture. The one on the right ).
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Extent/extended Extent/extended stretches of language: the amount of language
stretches of produced by a candidate which should be appropriate to the task.
language Long turn tasks require longer stretches of language, whereas tasks
which involve discussion or answering questions could require shorter
and extended responses.
Relevance Relevance: a contribution that is related to the task and not about
something completely different.
37
PAPER 3 : SPEAKING | GLOSSARY OF TERMS

Repetition Repetition: repeating the same idea instead of introducing new

ideas to develop the topic.

4. PRONUNCIATION
Intelligible Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological Phonological features include the pronunciation of individual
features sounds, word and sentence stress and intonation.
Individual sounds are:
Pronounced vowels, e.g. the // in cat or the /H/ in bed
Diphthongs, when two vowels are rolled together to produce one
sound, e.g. the /:j/ in host or the /H/ in hate
Consonants, e.g. the /N/ in cut or the /I/ in sh.
Stress: the emphasis laid on a syllable or word. Words of two or more
syllables have one syllable which stands out from the rest because it
is pronounced more loudly and clearly, and is longer than the others,
e.g. imPORtant. Word stress can also distinguish between words,
e.g. proTEST vs PROtest. In sentences, stress can be used to indicate
important meaning, e.g. WHY is that one important? versus
Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey the
speakers mood, to support meaning or to indicate new information.

5. INTERACTIVE COMMUNICATION
Development of Development of the interaction: actively developing the
the interaction conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic (e.g.
What about bringing a camera for the holiday? or Whys
that?).
Initiating and Initiating: starting a new turn by introducing a new idea or a new
Responding development of the current topic.
Responding: replying or reacting to what the other candidate or the
interlocutor has said.
Prompting and Prompting: instances when the interlocutor repeats, or uses a
Supporting backup prompt or gesture in order to get the candidate to respond or
make a further contribution.
Supporting: instances when one candidate helps another candidate,
e.g. by providing a word they are looking for during a discussion
activity, or helping them develop an idea.
Turn and Simple Turn: everything a person says before someone else speaks.
exchange Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question-
answer, suggestion-agreement.

38 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS GLOSSARY

Cambridge English: Key for Schools

Glossary
Answer Sheet the form on which candidates record their responses.
Assessor the Speaking test examiner who assigns a score to a candidates
performance, using analytical criteria to do so.
Cloze Test a type of gap-lling task in which whole words have been removed
from a text and which candidates must replace.
Discourse written or spoken communication.
Gap-Filling Item any type of item which requires the candidate to insert some written
material letters, numbers, single words, phrases, sentences or
paragraphs into spaces in the text. The response may be supplied
by the candidate or selected from a set of options.
Gist the central theme or meaning of the text.
Impeding Error an error which prevents the reader from understanding the word or
phrase.
Interlocutor the Speaking test examiner who conducts the test and makes a
global assessment of each candidates performance.
Item each testing point in a test which is given a separate mark or marks.
Key the correct answer to an item.
Lexical adjective from lexis, meaning to do with vocabulary.
Long Turn the opportunity in the Speaking test for a candidate to talk
uninterrupted for a period of time, enabling them to produce an
extended piece of discourse.
Lozenge the space on the answer sheet which candidates must ll in to
indicate their answer to a multiple-choice question.
Multiple Choice a task where candidates are given a set of several possible answers
of which only one is correct.
Multiple a task in which a number of questions or sentence completion
Matching items, generally based on a reading text, are set. The responses are
provided in the form of a bank of words or phrases, each of which
can be used an unlimited number of times.
Options the individual words in the set of possible answers for a multiple-
choice item.
Paraphrase to give the meaning of something using different words.
Pretesting a stage in the development of test materials at which items are tried
out with representative samples from the target population in order
to determine their difficulty.
Register the tone of a piece of writing. The register should be appropriate for
the task and target reader, e.g. a letter of application is written in
formal register.
Rubric the instructions to an examination question which tell the candidate
what to do when answering the question.
Target Reader the intended recipient of a piece of writing. It is important to ensure
that the effect of a written task on a target reader is a positive one.

Acronyms
ALTE The Association of Language Testers in Europe.
CEFR Common European Framework of Reference for Languages.
EFL English as a Foreign Language.
ESOL English for Speakers of Other Languages.
UCLES University of Cambridge Local Examinations Syndicate.

CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 39

*6960143803*

Handbook for Teachers

Cambridge English Key for Schools
Cambridge English: Key for Schools is a new version of Cambridge English:
Key, also known as Key English Test (KET), developed with exam content
and topics targeted at the interests of school-age learners. It is at Level
A2 of the Common European Framework of Reference for Languages
(CEFR) published by the Council of Europe.

Cambridge English: Key is accredited by Ofqual, the statutory regulatory

authority for external qualifications in England and its counterparts in
Wales and Northern Ireland; for more information, see www.ofqual.gov.uk

University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997
Email: ESOLhelpdesk@CambridgeESOL.org

UCLES 2012 | EMC/5244/2Y02

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