First For Schools Handbook Update 2018 WEB v3
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ThalFirst For Schools Handbook Update 2018 WEB v3
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ThalB2 First
for Schools
for Schools
B2 First
Handbook for teachers
Pre
A1
Your path to
learning English,
step by step
cambridgeenglish.org/qualifications
C2
Proficiency
C1
Advanced
B2 First
for schools
B1 Preliminary
for schools
A2 Flyers A2 Key
for schools
A1 Movers
Pre A1 Starters
Make the most of your handbook
The best way to get the most from your handbook is to use the digital version. The digital version is
updated more regularly.
The digital version contains links which take you straight to related pages if you want to find out more. For example,
you can read about Part 1 of the Reading and Use of English paper in the Tasks section, then click on the link to take
you straight to a sample Part 1 task. There are also links which take you to useful websites and resources.
Tasks Sample paper and assessment
The Tasks pages give information about the exam format and The Sample paper and assessment section includes two sample
what is tested in each part of the paper. papers for each of the four components as well as answer keys
for the Reading and Use of English and Listening components. For
the Writing and Speaking papers there is information about the
assessment criteria, and for Writing there are example answers for
you to refer to or use with your learners.
About Cambridge Assessment English 2
B2 First for Schools – an overview 3
Exam support 4
About the exam 5
Paper 1: Reading and Use of English Paper 3: Listening
Tasks 7 Tasks 52
Sample paper and assessment 12 Sample paper and assessment 55
Paper 2: Writing Paper 4: Speaking
Tasks 27 Tasks 71
Sample paper and assessment 31 Sample paper and assessment 75
Speaking assessment glossary of terms 84
Glossary 87
About Cambridge Assessment English
We are Cambridge Assessment English. Part of the University of
Cambridge, we help millions of people learn English and prove
their skills to the world.
For us, learning English is more than just exams and grades.
It’s about having the confidence to communicate and access a
lifetime of enriching experiences and opportunities. Cambridge English Qualifications are in-depth exams that make
learning English enjoyable, effective and rewarding.
We deliver qualifications and tests in over 130 countries to over
5.5 million people every year. Our unique approach encourages continuous progression with a
clear path to improving language skills. Each of our qualifications
focuses on a level of the Common European Framework of
Reference (CEFR), enabling learners to develop and build speaking,
writing, reading and listening skills.
Our qualifications are based on research into effective teaching
One of the top universities in the world
and learning. They motivate people of all ages and abilities to
learn English and develop practical skills for the real world.
We have Cambridge English Qualifications for:
Departments of the University
• Schools
• General and higher education
• Business
Whether learners are planning to live, work or study in their own
country or abroad, our qualifications prove they have the English
The largest assessment research capability of its kind in Europe language skills to succeed.
To find out more about Cambridge English Qualifications and the
CEFR, go to cambridgeenglish.org/cefr
Departments (exam boards)
Cambridge Assessment English
We help millions of people learn
English and prove their skills to the
world.
Cambridge Assessment
International Education
Prepares school students for life, helping
them develop an informed curiosity and
a lasting passion for learning.
OCR: Oxford Cambridge and RSA
Examinations
Oxford Cambridge and RSA A leading UK awarding body.
2
B2 First for Schools – an overview
B2 First for Schools was originally offered in 2010 and is a Certificates
qualification at upper-intermediate level that is officially
recognised by universities, employers and governments around The certificate shows the candidate’s:
the world. It follows on as a progression from B1 Preliminary • score on the Cambridge English Scale for each of the four skills
for Schools. and Use of English
• overall score on the Cambridge English Scale
Exam formats • grade
B2 First for Schools can be taken as either a paper-based or a • level on the CEFR
computer-based exam. • level on the UK National Qualifications Framework (NQF).
Students will receive the same certificate as candidates who take
Who is the exam for? B2 First.
B2 First for Schools is aimed at learners who need to show
they can:
• start working in an English-speaking environment
• study at an upper-intermediate level, such as foundation or
pathway courses.
Who recognises the exam?
The B2 First for Schools certificate is recognised around the world
as proof of upper-intermediate level English skills for industrial,
administrative and service-based employment. It is also accepted
by a wide range of educational institutions for study purposes.
Cambridge English Qualifications are accepted and trusted by
thousands of organisations worldwide. For more information
about recognition go to cambridgeenglish.org/recognition
What level is the exam?
B2 First for Schools is targeted at Level B2 on the CEFR. Achieving
a certificate at this upper-intermediate level proves that a
candidate is becoming skilled in English and now has practical
language skills for everyday written and spoken situations.
Statements of Results
The Statement of Results shows the candidate’s:
• Score on the Cambridge English Scale for their performance
in each of the four exam papers (Reading and Use of English,
Writing, Listening and Speaking).
• Score on the Cambridge English Scale for their overall
performance in the exam. This overall score is the average
of the separate scores given for each of the four skills and
Use of English. Special circumstances
• Grade – this is based on the candidate’s overall score. Cambridge English Qualifications are designed to be fair to all test
• Level on the CEFR – this is also based on the overall score. takers. For more information about special circumstances, go to
cambridgeenglish.org/help
B2 First for Schools – an overview 3
Exam support
Official Cambridge English preparation materials Free support for candidates
To support teachers and help learners prepare for their exams, We provide learners with a wealth of exam resources and
Cambridge English and Cambridge University Press have preparation materials throughout our website, including exam
developed a range of official support materials including advice, sample papers, candidate guides, games and online
coursebooks and practice tests. These official materials are learning resources.
available in both print and digital formats. cambridgeenglish.org/learning-english
cambridgeenglish.org/exam-preparation
Support for teachers
Learners joining our lively Facebook community can get tips, take
The Teaching English section of our website provides user-friendly, part in quizzes and talk to other English language learners.
free resources for all teachers preparing for our exams. It includes: facebook.com/CambridgeEnglish
General information – handbooks for teachers,
sample papers. Registering candidates for an exam
Detailed exam information – format, timing, number of Exam entries must be made through an authorised Cambridge
questions, task types, mark scheme of each paper. English examination centre.
Advice for teachers – developing students’ skills and preparing Centre staff have all the latest information about our exams, and
them for the exam. can provide you with:
Downloadable lessons – a lesson for every part of • details of entry procedures
every paper. • copies of the exam regulations
Teaching qualifications – a comprehensive range of • exam dates
qualifications for new teachers and career development for • current fees
more experienced teachers.
• more information about B2 First for Schools and other
Seminars and webinars – a wide range of exam-specific Cambridge English Qualifications.
seminars and live and recorded webinars for both new and
experienced teachers. We have more than 2,800 centres in over 130 countries – all are
required to meet our high standards of exam administration,
Teacher development – resources to support teachers in their integrity, security and customer service. Find your nearest centre
Continuing Professional Development. at cambridgeenglish.org/centresearch
cambridgeenglish.org/teaching-english
Further information
Facebook for teachers If your local authorised exam centre is unable to answer your
Teachers can join our community on Facebook for free resources, question, please contact our helpdesk:
activities and tips to help prepare learners for Cambridge English cambridgeenglish.org/help
Qualifications.
facebook.com/CambridgeEnglishTeaching
4
About the exam
B2 First for Schools is a rigorous and thorough test of English Marks and results
at Level B2. It covers all four language skills – reading, writing,
listening and speaking – and includes a fifth element focusing on B2 First for Schools gives detailed, meaningful results.
the candidate’s understanding of the structure of the language.
Number of Number
Overall length
A thorough test of all areas of language ability tasks/parts of items
There are four papers: Reading and Use of English, Writing,
Listening and Speaking. The overall performance is calculated B2 First for Schools
by averaging the scores achieved in Reading, Writing, Listening,
Speaking and Use of English. The weighting of each of the four Reading
skills and Use of English is equal. and Use 1 hour 15 mins 7 52
of English
Detailed information on each test paper is provided later in this
handbook but the overall focus of each test is as follows:
Writing 1 hour 20 mins 2 2
Reading and Use of English: 1 hour 15 minutes
Candidates need to be able to understand texts from
publications such as fiction and non-fiction books, journals, Listening approx 40 mins 4 30
newspapers and magazines.
Writing: 1 hour 20 minutes
Speaking 14 mins 4 –
Candidates have to show that they can produce two different
pieces of writing: a compulsory essay in Part 1, and one from a
choice of three tasks in Part 2. total approx
Total
3 hours 29 mins
Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning All candidates receive a Statement of Results. Candidates whose
of a range of spoken material, including lectures, radio performance ranges between CEFR Levels B1 and C1 (Cambridge
broadcasts, speeches and talks. English Scale scores of 140–190) also receive a certificate.
Speaking: 14 minutes Grade A: Cambridge English Scale scores of 180–190
Candidates take the Speaking test with another candidate or Candidates sometimes show ability beyond Level B2. If
in a group of three, and are tested on their ability to take part a candidate achieves a Grade A in their exam, they will
in different types of interaction: with the examiner, with the receive the B2 First Certificate in English stating that they
other candidate and by themselves. demonstrated ability at Level C1.
Grade B and Grade C: Cambridge English Scale scores of
Each of the four test components contributes to a profile which 160–179
defines the candidates’ overall communicative language ability at If a candidate achieves Grade B or C in their exam, they will be
this level. awarded the B2 First Certificate in English at Level B2.
CEFR Level B1: Cambridge English Scale scores of 140–159
If a candidate’s performance is below Level B2, but falls within
Level B1, they will receive a Cambridge English certificate
stating that they demonstrated ability at Level B1.
About the exam 5
Can Do summary
What can candidates do at Level B2?
The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They
have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English, as one of the
founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.
Typical abilities Reading and Writing Listening and Speaking
CAN scan texts for relevant information. CAN follow a talk on a familiar topic.
Overall general ability CAN make notes while someone is talking, or CAN keep up a conversation on a fairly wide
write a letter including non-standard requests. range of topics.
CAN ask for clarification and further information,
CAN read the media for information quickly and
and is likely to understand the answer.
Social and Tourist with good understanding.
CAN keep up a conversation on a fairly wide
CAN express opinions and give reasons.
range of topics.
CAN understand the general meaning of non-
CAN ask for factual information and understand
routine letters and understand most of the
the answer.
Work content.
CAN express own opinion, and express arguments
CAN write a simple report of a factual nature and
to a limited extent.
begin to evaluate, advise, etc.
CAN make simple notes that are of reasonable
use for essay or revision purposes, capturing the
CAN answer predictable or factual questions.
Study most important points.
CAN check that all instructions are understood.
CAN present arguments, using a limited range of
expression (vocabulary, grammatical structures).
6
Paper 1: 1 hour 15 mins
Reading and Use of English
tasks
The paper contains seven parts. For Parts 1 to 3, the test contains texts with accompanying grammar and vocabulary tasks.
Part 4 consists of separate items with a grammar and vocabulary focus. For Parts 5 to 7, the test contains a range of texts and
accompanying reading comprehension tasks.
Number of Number of
Part Task types Focus Format
questions marks
The main focus is on
vocabulary, e.g. idioms, A modified cloze test containing eight
1 8 8 Multiple-
choice cloze
collocations, fixed phrases,
complementation, phrasal
gaps. There are 4-option multiple-
choice items for each gap.
verbs, semantic precision.
The main focus is on awareness
2 8 8 Open cloze and control of grammar with
some focus on vocabulary.
A modified cloze test containing
eight gaps.
The main focus is on A text containing eight gaps.
vocabulary, in particular the Each gap corresponds to a word.
3 8 8 Word
formation
use of affixation, internal
changes and compounding
The stem of the missing word is
given beside the text and must be
in word formation. changed to form the missing word.
Six separate items, each with a lead-
in sentence and a gapped second
4 6 12 Key word Grammar, vocabulary,
transformation collocation.
sentence to be completed in two to
five words, one of which is a given
‘key’ word.
Detail, opinion, attitude, tone,
purpose, main idea, gist, meaning
5 6 12 Multiple
choice
from context, implication,
text organisation features
A text followed by six 4-option
multiple‑choice questions.
(exemplification, reference).
A text from which sentences
have been removed and placed
6 6 12 Gapped text
Cohesion, coherence, text
structure.
in jumbled order after the text.
Candidates must decide from which
part of the text the sentences have
been removed.
A text or several short texts,
7 10 10 Multiple
matching
Detail, opinion, specific
information, implication.
preceded by multiple-matching
questions. Candidates must match
a prompt to elements in the text.
Total 52 70
Reading and Use of English Tasks 7
The seven parts of the Reading and Use of PART 4 Key word transformation
English paper In this part, there is an emphasis on grammar and vocabulary.
PART 1 Multiple-choice cloze
Sample task and answer key: pages 14 and 18
In this part, there is an emphasis on vocabulary and grammar.
Sample task and answer key: pages 12 and 18 Each correct answer in Part 4 receives up to 2 marks.
Part 4 consists of six questions (plus an example). Each question
Each correct answer in Part 1 receives 1 mark. contains three parts: a lead-in sentence, a key word, and a
second sentence of which only the beginning and end are given.
Part 1 consists of a text in which there are eight gaps (plus one Candidates have to fill the gap in the second sentence so that the
gap as an example). Each gap represents a missing word or phrase. completed sentence is similar in meaning to the lead-in sentence.
The text is followed by eight sets of four words or phrases, each The gap must be filled with between two and five words, one of
set corresponding to a gap. Candidates have to choose which one which must be the key word. The key word must not be changed
of the four words or phrases in the set fills the gap correctly. in any way.
Candidates are required to draw on their lexical knowledge and In this part of the paper the focus is both lexical and grammatical
understanding of the text in order to fill the gaps. Some questions and a range of structures is tested. The ability to express a
test at a phrasal level, such as collocations and set phrases. Other message in a different way shows flexibility and resource in the
questions test meaning at sentence level or beyond, with more use of language.
processing of the text required. A lexico-grammatical element may
be involved, such as when candidates have to choose the option The mark scheme splits the answer into two parts and candidates
which fits correctly with a following preposition or verb form. gain one mark for each part which is correct.
PART 2 Open cloze PART 5 Multiple choice
In this part, there is an emphasis on grammar and vocabulary. In this part, there is an emphasis on detailed understanding of
a text, including the expression of opinion, attitude, purpose,
main idea, detail, tone, implication and gist. Candidates are also
Sample task and answer key: pages 13 and 18 tested on their ability to recognise meaning from context and
follow text organisation features, such as exemplification,
Each correct answer in Part 2 receives 1 mark.
comparison and reference.
Part 2 consists of a text in which there are eight gaps (plus one
gap as an example). Candidates are required to draw on their
Sample task and answer key: pages 15 and 18
knowledge of the structure of the language and understanding of
the text in order to fill the gaps. In this part, as there are no sets Each correct answer in Part 5 receives 2 marks.
of words from which to choose the answers, candidates have to
think of a word which will fill the gap correctly. Part 5 consists of a text, followed by six 4-option multiple-choice
questions which test the understanding of content and text
The focus of the gapped words is either grammatical, such as organisation. The text may be taken from, for example, a modern
articles, auxiliaries, prepositions, pronouns, verb tenses and forms, novel or an article. Questions may focus on the main ideas or
or lexico-grammatical, such as phrasal verbs, linkers and words details in the text, and on the attitudes or opinions expressed.
within fixed phrases. The answer will always be a single word. In Candidates may also be asked to deduce the meaning of a word
some cases, there may be more than one possible answer and this or phrase and to demonstrate understanding of references, such
is allowed for in the mark scheme. as pronouns, within the text. Additionally, questions may focus
on the tone of the text or the writer’s purpose, as well as the use
The absence or misuse of punctuation is ignored, although spelling,
of exemplification or comparison. These questions may require
as in all the Use of English parts of the paper, must be correct.
candidates to infer the meaning from clues in the text, a skill
which is an essential part of reading ability.
PART 3 Word formation
In this part, there is an emphasis on vocabulary. The 4-option multiple-choice questions are presented in the same
order as the information in the text so that candidates can follow
Sample task and answer key: pages 13 and 18 the development of the writer’s ideas as they work through the
questions. The final question may require candidates to interpret
an aspect of the text as a whole.
Each correct answer in Part 3 receives 1 mark.
PART 6 Gapped text
Part 3 consists of a text containing eight gaps (plus one gap as an
example). At the end of some of the lines, and separated from the In this part, there is an emphasis on text structure, cohesion and
text, there is a stem word in capital letters. Candidates need to coherence, and candidates’ ability to follow the development of a
form an appropriate word from given stem words to fill each gap. long text.
The focus of this task is primarily lexical, though an understanding
of structure is also required. It tests the candidates’ knowledge of
Sample task and answer key: pages 16 and 18
how prefixes, suffixes, internal changes and compounds are used
in forming words. Candidates may be required to demonstrate Each correct answer in Part 6 receives 2 marks.
understanding of the text beyond sentence level.
Part 6 consists of one text, for example an extract from a
magazine, from which six sentences have been removed and
placed in jumbled order after the text, together with a seventh
8
Paper 1
sentence which does not fit in any of the gaps. Candidates are order of the question paper so as to avoid the possibility of
required to decide from where in the text each sentence has been putting answers in the wrong sections of the answer sheet.
removed. Each sentence may be used only once, and there is
one sentence that candidates do not need to use. The task tests • Where texts have a title, encourage your students to pay
understanding of how texts are structured. attention to it as it will indicate the main theme of the text.
Rather than concentrating on individual sentences, candidates • Encourage your students to read through each text carefully
need to be able to follow the development of ideas, opinions and before beginning to answer the questions so that they have a
events through the text as a whole, using their understanding of clear idea of what it is about.
text coherence and cohesion devices.
• In Parts 2 and 4, there may be more than one permissible
answer for a question. However, students should only give one
PART 7 Multiple matching
answer for each question. If they give two answers, and one of
In this part, there is an emphasis on locating specific information and them is incorrect, they will not be given a mark. If they want to
detail, and recognising opinion and attitude, in one long text or a change an answer, they should rub it out.
group of short texts.
• Where there are examples, students should refer to them to
Sample task and answer key: pages 17 and 18 help them understand what they have to do. Remind them
that in the examination they must not write the answer to the
Each correct answer in Part 7 receives 1 mark. example on their answer sheet.
• Sometimes candidates may decide that the answer they have
Part 7 consists of one long text or up to six shorter texts, written is wrong and wish to change it. If this happens in Parts 1,
preceded by 10 questions. Candidates are required to locate the 5, 6 or 7, they will need to rub out the mark they have made and
specific information which matches the questions. To do this, they mark a different lozenge. In Parts 2, 3 and 4, they should clearly
need to understand detail, attitude or opinion in the question and rub out the word or words and replace them. They should not
locate a section of text where that idea is expressed, discounting try altering the word itself as this will make it unclear. They
ideas in other sections which may appear similar but which do not should not put the word in brackets as it will appear to be
reflect the whole of the question accurately. Some of the options an alternative.
may be correct for more than one question.
• Make your students aware that correct spelling is essential in
Parts 2, 3 and 4.
Preparation
• Remind your students that handwriting should be clear so that
General it can be read easily by the markers.
• Your students should be encouraged to read a wide range of
texts both in class and at home so that they build up a broad • Give your students practice in completing the answer sheet.
vocabulary and become familiar with the many uses of different When writing their answers on the answer sheet, they must
structures. This should enable them to deal with a range of be careful to make sure that they put the answer by the
lexical items and grammatical structures in a variety of text appropriate question number. This is especially important if
types. Classroom reading can include a range of reading texts they leave some questions unanswered. They must also be sure
from coursebooks and reading-skills books at this level, as well to write in capital letters in Parts 2, 3 and 4.
as articles available on the internet and current articles from • With coursebook texts, encourage your students to focus on
newspapers and magazines on topics of interest. As part of any pre-reading questions. These stimulate interest in the
the homework assignments, a weekly reading scheme could topic covered by the text and train your students in valuable
be started. Your students could be asked to provide verbal or prediction techniques.
written reviews of the texts they have read. These could include
graded readers, unabridged short stories or novels, non-fiction, • Some coursebooks include questions which are to be answered
newspaper or magazine articles, etc. Where possible, encourage while reading a text. These will help your students to work
your students to follow up on their hobbies and interests by their way through the text and interpret the meaning of more
reading magazines about sport, cars, fashion, etc. in English. If complex passages. The questions will also involve them in
relevant magazines are not available locally, you may be able to using different reading strategies. It is useful to encourage your
access them on the internet. Reading up about hobbies etc. could students to be aware of alternative ways of dealing with texts
also lead to written articles for a class project, or short talks. so they can decide which ones suit them best.
• When studying for the paper, it will be useful for your students • Make sure your students are familiar with the format of the
to refer to dictionaries and grammar books. However, they tasks. Train them to read carefully the instructions on the
should also develop strategies for operating independently front page of the question paper and at the start of each task.
of reference books by, for example, guessing the meaning of The instructions give a brief context for each text and remind
unknown words from the context, as they are not permitted to candidates what they have to do.
take dictionaries into the exam with them.
• Show your students how to fill in the answer sheet and give
• Students should develop an efficient personal system for them practice in doing this in a timed exercise. Explain to them
recording the new vocabulary they learn. They should record as that they can transfer their answers after each task or at the end
much detail as possible. of the paper.
• Encourage your students to plan their time carefully and not • When your students are familiar with the different task
spend too long on any one part of the test. They should try to types, discuss with them which part(s) take them longer to
make sure that they have a few minutes at the end of the test complete. Following this discussion, you could work out with
to check through their answers. They can do the various parts them possible timings for each task. Remind them that each
of the test in any order, but it may be better to do them in the task is worth approximately equal marks. The outcome of the
Reading and Use of English Tasks 9
discussion will also help you to decide which task types to PART 3
concentrate on in future classes and where assistance is needed • Students should be made aware of the range of words which
with developing particular reading skills. can be formed from the same stem word, e.g. compete,
competition, competitor, competitive, competitively, and
By part the negative forms of these words e.g. uncompetitive. In the
examination when they see the stem word at the end of a line,
PART 1 they must not automatically write a related word which they
• Remind your students that different types of words are tested know well as their answer. They need to read the surrounding
in this part. Sometimes it is necessary to choose between sentence to decide what the missing word is.
words with a similar meaning, e.g. choosing leaking rather than • Sometimes the missing word will need to be in the plural, and
spilling, pouring or flowing to fill the gap in The roof of our tent sometimes it will need to be in a negative form. The sense
was …. At other times it will be necessary not simply to know of the text around the gap will help candidates decide if it is
the meaning but also to know which word is correct because necessary to put the word in the plural or to make it negative.
of the preposition, adverb or verb form which follows, e.g.
choosing interested rather than keen, enthusiastic or eager to fill • Make your students aware that answers will not always need
the gap in You may be … in applying for this job. only prefixes or suffixes to be added to a word; sometimes
internal changes will need to be made (e.g. long to length).
• Give your students practice in recognising the differences in
meaning between similar words, e.g. cut and tear. They should • Remind your students that each stem word applies only to the
try to learn whole phrases as well as individual words in context, gap on the same line. They must not try to form a word from
and they should be aware that knowing the grammatical that stem word in any other line. In every case the stem word
patterns and collocations of words is as important as knowing will have to be changed.
their meaning.
PART 4
• This part of the paper also tests collocations, such as to pay
attention to, and linking phrases such as even if. Phrasal verbs • In preparing for this part of the paper, give your students
are also tested here. They may be tested in three different ways: practice in paraphrasing. This might include rewriting sentences
the whole of the phrasal verb, e.g. keep on, just the verb itself, from texts, saying things again 'in other words', as well as
e.g. keep, or just the preposition or adverb which follows the working on lexical synonyms and grammatical transformations.
verb, e.g. on. Thus, some questions test at a phrasal level, while In the examination, they must make sure that the answer makes
others test meaning at sentence level or beyond, with more the second sentence mean, as far as possible, the same as the
processing of the text required. lead-in sentence.
• Remind your students to make sure the answer they choose fits • Remind your students that the answer must consist of two,
into the sentence. They should not choose their answer simply three, four or five words. If candidates write more than five
after reading the words which come before the gap; they need words they will not be awarded the marks.
to read the words which follow as well. It is sometimes the case
• Remind your students that they must use the key word in their
that a preposition or adverb which follows a gap determines
answer and they must not change it in any way. If they do not
which of the options is correct.
use it or if they alter it, they will not be awarded the marks.
• Get your students used to reading all the options for any
• Make sure your students pay careful attention to any verb in
question before deciding which one fills the gap correctly, and
the final part of the second sentence as it will often indicate
remind them that they should never choose more than one
whether to use a singular or plural noun in the answer.
option as the answer.
• Remind your students that when writing their answers, they
• Make your students aware that it is important that the mark
should not write the whole or part of the second sentence; they
they make in the lozenge on the answer sheet for each answer is
should write the words that are needed to fill the gap, including
firm and clear and done in pencil.
the key word.
PART 2 • When they are counting the words, students should remember
• As in Part 1, candidates need to read the words which follow the that, as in Part 2, they must count contracted words (with the
gap as well as those which come before it. Tell your students exception of can’t = cannot) as the full form (e.g. didn’t = two
that they should make sure that if they are filling the gap with a words did not).
verb, it agrees with its subject.
PART 5
• Remind students to keep in mind a sense of the whole text.
• Train your students to read through the text before looking at the
• Make your students aware that they must use only one word questions. As three out of the four options are incorrect, there is
to fill each of the gaps. They should never use abbreviations no point in trying to absorb them all before tackling the text.
(e.g. sthg for something), and (with the exception of
• Get your students to read each question carefully so that they
can’t = cannot) they should not fill any of the gaps with a
have some idea of what they need to look for.
contraction (e.g. didn’t, he’ll), as these count as two words.
• Warn your students about the risks of ‘word spotting’, that
is assuming that an option must be correct simply because it
contains a word that is also in the text. Students need to check
that the meaning of an option is reflected in the text, not that
one word is the same in both.
10
Paper 1
• When the questions take the form of incomplete sentences, PART 7
encourage your students to read both parts of the sentence • Your students will need practice in skimming and scanning texts
carefully. They need to check that the whole sentence matches quickly for specific information in order to prepare for this task.
what is written in the text and not just the phrase in option A, Once they have done this, it may be helpful to divide the class
B, C or D. into teams and encourage them to ‘race’ against each other.
• Make sure your students read texts in which opinions, ideas Points should be deducted for incorrect answers, to emphasise
and attitudes are expressed, such as interviews with actors or the need for accuracy as well as speed.
musicians in which they explain their interests and what they • In class, ask your students to tell you why a particular part of
believe helped them to become successful, or extracts from the text matches a question. This will help them to check their
novels which focus on characters’ feelings. choices carefully. Once again, discourage them from choosing
an answer on the basis of similar vocabulary alone.
PART 6
• Train your students to read through the text with gaps in it first so • Give your students plenty of opportunity to read book and
that they gain an overall idea of the structure of the text and the film reviews or articles in which a number of different people
development of the writer’s ideas, before starting to do the task. express their thoughts about their hobbies, etc. You could also
ask students, either as a pair or group activity in class, or as a
• When your students are selecting a sentence to fill a gap, homework assignment, to devise their own Part 7 task, based on
make sure that they look carefully at the information before texts you provide or ones that they find for themselves. Writing
and after the gap. Candidates sometimes make the wrong challenging questions for their classmates to try will help the
choices by selecting options which seem to fit the text before students understand what clues they will need to look for when
the gap, and neglecting to check that the text after the gap tackling a real Part 7 task.
follows on logically.
• Give your students plenty of practice in recognising a wide
range of linguistic devices which mark the logical and cohesive
development of a text, for example words and phrases
indicating time periods, cause and effect, exemplification,
contrasting arguments, repetition, concordance of tenses,
pronouns, etc. This will help them to make the correct choice
between two possible sentences which seem rather similar at
first sight.
• As in Part 5, it is important to discourage your students from
relying on ‘word spotting’. That is assuming that if the same
word, name, date, etc. appears in the surrounding text and
one of the options, that is automatically the right sentence to
fill the gap. Train them to check all the other linguistic clues
carefully before making their final decision.
Reading and Use of English Tasks 11
12
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Reading and Use of English Sample paper 1
Paper 1
17
Assessment
Answer key
Reading and Use of English sample paper 1
Q Part 1 Q Part 2 Q Part 3
1 A 9 which/that 17 concentration
2 B 10 up 18 success
3 A 11 or 19 effectively
4 D 12 like 20 solutions
5 A 13 so 21 patience
6 D 14 are 22 carefully
7 C 15 fact 23 punishment
8 A 16 what 24 disadvantage
Q Part 4 Q Part 5 Q Part 6
have not/haven’t seen | 31 C 37 C
25
Dan/him/her for/in
32 D 38 G
even though | it is/was/had been
26 OR even after/when it started/ 33 B 39 E
had started 34 B 40 D
accused Paul/him/her | of taking/ 35 A 41 A
27
having taken/eating/having eaten
36 C 42 F
28 didn’t/did not | turn up
wouldn’t/would not have |
29
gone/been
30 to pay | in advance
Q Part 7
43 B
44 A
45 D
46 A
47 C
48 D
49 C
50 A
51 B
52 C
18
2 3
Reading and Use of English ● Part 1 1 A sorted B worked C turned D pointed
For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. 2 A combined B gathered C concentrated D united
There is an example at the beginning (0).
Mark your answers on the separate answer sheet. 3 A conditions B situations C arrangements D settings
Example:
4 A emerged B displayed C appeared D exposed
0 A look B sight C view D vision
5 A ruins B records C results D remains
0 A B C D
6 A contributed B donated C provided D awarded
Reading and Use of English Sample paper 2
Hunting for dinosaurs
7 A possibility B opportunity C chance D potential
Marge Baisch was riding on her parents’ farm in Montana in the USA when she noticed what at first
8 A disapprove B accuse C criticise D prohibit
(0) .......... seemed to be the bone of a cow. In fact, it (1) .......... out to belong to a dinosaur called
a triceratops. About 65 million years ago, dinosaurs regularly (2) .......... near huge rivers in this part
of Montana. Luckily for modern day dinosaur enthusiasts, the (3) .......... here were perfect for
preserving those that died there. However, once prehistoric bones are (4) .......... to the air, they
can become fragile, so it is important to find and preserve them before they disappear into the dust.
Since Marge’s discovery, her family have found the (5) .......... of hundreds of dinosaurs, some of
which they have (6) .......... to museums. Many tourists visit the farm in the hope of coming across
something unusual. The tourists may not stand much (7) .......... of discovering an entire skeleton,
but they are still very enthusiastic! The Baische family often allow them to keep whatever they find,
although some scientists (8) .......... of this policy.
Paper 1
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19
20
4 5
Reading and Use of English ● Part 2 Reading and Use of English ● Part 3
For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the
one word in each gap. There is an example at the beginning (0). lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet. Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 B A C K Example: 0 R E F E R E N C E
A History of surfing A book of world records
The history of surfing undoubtedly goes (0) .......... a long way. It seems to (9) .......... formed a One of the most fascinating (0) .......... books you can read is Guinness REFER
central part of the culture of the Polynesian people, who were inhabitants of islands in the Pacific World Records. It contains a (17) .......... of facts and figures about COLLECT
Ocean (10) .......... as Samoa, Tonga and Hawaii. These people did not regard surfing (11) .......... incredible human achievement. It is also full of statistics concerning
a mere recreational activity. For them, it was much (12) .......... of an art. (18) .......... natural features such as the world’s highest mountains. But IMPRESS
it is more than just a (19) .......... source of amazing facts. The RELY
organisation that produces the book is also now responsible for checking
Although surfing disappeared from many parts of Polynesia in (13) .......... early twentieth century, a the (20) .......... and accuracy of every new world record. TRUE
small number of people in Hawaii kept the tradition alive. In 1912, it spread to the east coast of the
It all started in 1951 when Hugh Beaver, the Managing Director of a large
United States, and in particular to Virginia Beach, (14) .......... became an important surfing centre.
British company, got into an (21) .......... about which bird was the fastest ARGUE
Surfing developed quite rapidly from then on, and the design of surfboards became more
in the world, and found that none of the books in his library were
sophisticated. However, (15) .......... was not until the 1960s that surfing came to be a truly global
(22) .......... in giving him the answer. He hired researchers to produce a HELP
phenomenon, boosted not only by the success of surfing films (16) .......... also by pop songs about
book that could answer such questions. It sold quickly and became a
surfing culture.
huge (23) .......... success. COMMERCE
In recent years, the book has increasingly focused on records set during
(24) .......... competitions, such as sword swallowing. CONVENTIONAL
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6
29 Even though Luca took the early bus, he was still late for school!
Reading and Use of English ● Part 4
SPITE
For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first
Luca was late for school .................................................. the early bus!
sentence, using the word given. Do not change the word given. You must use between two and
five words, including the word given. Here is an example (0).
Example: 30 Joanna decided that using an out-of-date website for her school project was pointless.
0 Prizes are given out when the school year finishes. POINT
PLACE Joanna decided that there .................................................. an out-of-date website for her
school project.
Prize giving .................................................. end of each school year.
The gap can be filled by the words ‘takes place at the’, so you write:
Reading and Use of English Sample paper 2
Example: 0 TAKES PLACE AT THE
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
___________________________________________________________________________________
25 I spent ages doing my homework last night.
LONG
It .................................................. to do my homework last night.
26 It’s possible that Maria forgot it was your birthday.
MAY
Maria .................................................. it was your birthday.
27 Danny is very disappointed that he lost the important tennis match on Saturday.
LOSING
Danny hasn’t got over the .................................................. the important tennis match on
Saturday.
28 Carole said that it wasn’t a problem if her guitar lesson started an hour later than usual.
MIND
Carole said she .................................................. her guitar lesson an hour later than usual.
Paper 1
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8 9
Reading and Use of English y Part 5 31 How does Scotty say he felt about the snow at first?
A It was far too boring to think about.
B It was no real cause for concern.
You are going to read an extract from a novel about a teenager called Scotty Weems. For questions C He was shocked by its sudden appearance.
31 – 36, choose the answer (A, B, C or D) which you think fits best according to the text. D He was relieved it was only falling lightly.
Mark your answers on the separate answer sheet. 32 What does Scotty say about being called ‘Weems’?
__________________________________________________________________________________
A It is appropriate for an athlete.
B He thinks his supporters will find it memorable.
Scotty Weems C He has become accustomed to it.
D He regards it as an expression of admiration.
It began falling in the morning. I noticed it at the It was sort of his role. It might sound strange,
start of second period, biology, but I guess it could being known for what you aren’t, but Pete wasn’t 33 What does ‘like that’ in line 46 refer to?
have started at the end of first period. There super hip or incredibly smart. He listened to A being an average type of person
wasn’t much to it at first, and it had been snowing a mainstream rock and wore whatever clothes he’d
B being interested in rock music
lot that month, so I didn’t give it a great deal of been given by his parents. You needed some kids
line 46
C wearing carefully chosen clothes
thought. It was those small flakes, like grains of like that, otherwise all you had were competing
sugar. By third period, the flakes had fattened up groups, all dressed in outfits that amounted to D hiding your real personality
and got serious, and people were starting to talk uniforms and trying to play their music louder than
about it. yours. 34 What does ‘not collecting the payoff’ in line 52 mean?
A failing to take a break from
‘Think they’ll let us out early?’ my friend, Pete said So for Pete, early dismissal just meant more time at
as we gathered our stuff and headed for our next home, playing video games and eating pizza. For B doubting the result of
class, Spanish. I looked out the window and sized it me, it meant not collecting the payoff for all those line 52 C getting fed up with
up. It was really coming down and there were hours of practice I’d put in over the off-season, all D missing out on the rewards of
already two or three centimeters on the windowsill. those jump-shots I’d taken in the gym and out in
‘Maybe,’ I said. ‘Is it supposed to be a big one?’ the driveway. ‘They’re going to cancel the game,’ I 35 What point is Scotty making when he talks about sporty kids running in packs?
‘Supposed to be huge: ‘Winter Storm Warning,’ said to Pete. ‘That’s for sure.’
‘Where have you been?’ he said. ‘Oh, yeah,’ said Pete. ‘That’s bad.’ A they have a shared natural ability
‘School, basketball practice, homework, whatever. B they grew up together in the same neighbourhood
Excuse me for not watching the weather forecast.’ Pete didn’t play basketball, not in a team anyway. C they have a strong group identity
‘Well, if it’s as big as all that, they’ll probably let us Neither did Jason. They were the same friends I’d D they are all motivated to achieve
go.’ always had, the neighborhood kids I’d ridden bikes
‘I hope you’re right, Weems,’ he said. with when we were nine. I guess it’s kind of weird 36 What do we learn about Scotty in the final paragraph?
to still have the same friends as when you were a
My name is Scotty Weems. I prefer ‘Scotty’, but little kid. It’s not like you’re expected to move on by A He is embarrassed to be friends with people who aren’t sporty.
most people, even my friends, call me ‘Weems’. I high school, but you’re definitely allowed. And most B He lacks confidence in his ability to make new friends.
guess it’s easy to say. Anyway, I’m an athlete, so sporty kids run in packs, you know? But I had only C He feels secure about the friendships he already has.
since I was a little kid, I’ve heard it shouted every just got onto the first team, so I was still kind of an D He values the friendship of the people in his basketball team.
time I’ve done something right and every time I outsider there anyway. I knew those guys would
messed up, too. These days it’s on the back of my like me just fine when I became one of the top
basketball jersey. I like to think that someday players, and that was my goal for this season. As
people will be chanting it from the sidelines: for my real friends, Pete and Jason, I didn’t have to
‘Weems! Weems! Weems!’ Chanting fans make any prove anything to them.
name sound good.
It was a Tuesday, and before the snow started
falling the main thing on my radar was the start of
the basketball season. The first game was
supposed to be that night. So when Pete said,
‘Think they’ll let us out early?’ what I heard was,
‘Think they’ll cancel the game?’ Pete Dubois was
one of my best friends, him and Jason Gillispie. The
three of us were pretty tight. Pete blended in.
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Reading and Use of English y Part 6
You are going to read an article about a special kind of skateboard. Six sentences have been A The only problem is that users really do E Apart from that basic requirement, they
removed from the article. Choose from the sentences A – G the one which fits each gap (37 – 42). have to keep their minds focussed. just have to get their brainwaves and the
There is one extra sentence which you do not need to use. computer software to work together.
Mark your answers on the separate answer sheet.
B As a result, they became easier to ride. F It’s clear, however, that there could be
other skaters thinking themselves to
An amazing skateboard various destinations in no time at all.
The skateboard controlled by brainwaves that moves
wherever you think it should.
Reading and Use of English Sample paper 2
Thinking of getting somewhere in a hurry? A The whole concept started with another C Then, the board seems to take off of its G These were then converted into commands
new gadget from a company called Chaotic motorised board, called the Board of own accord. for the motor.
Moon Labs proves that the future of travel is Awesomeness. That gadget used a tablet
only limited by the imagination. A skateboard computer and an adapted computer games
they have developed, aptly named the Board Of console to analyse hand movements. x39xxxx D However, it will always be an issue for most
Imagination, takes commands directly from the The new version is more sophisticated and uses riders.
rider’s brainwaves and transfers them to a a special wireless headset which can detect
motor that propels the board forward. You just signals from the brain and process them.
think of a destination, and how fast you would
like to get there, and the Board Of Imagination Whurley explains that the headset sends signals
will set off – hitting a top speed of around 50km from the rider’s brain to the computer via a
per hour. If you think that’s too fast, it will slow connector built into the headset. Then,
down. software installed on the computer controls the
electric motor. Of course, riders who want to
A film on the internet of the board being put use the board need to be able to balance.
through its paces by the general manager of x40xxxx
Chaotic Moon Labs, who refers to himself simply
as ‘Whurley’, shows that he has mastered the Whurley says this was a simple and painless
art of thinking his way from Point A to Point B. process. He practised with just the headset and
The secret of his success is special software in a computer so that a profile of how he ‘thinks’
an onboard computer – and a clever headset could be made. That profile was then loaded
that monitors and interprets brainwaves. So onto the computer on the board. x41xxxx
far, he’s the world’s leading pilot of the board. Thinking about lunch, or boring work could
x37xxxx bring the board to an abrupt halt.
On the video, Whurley demonstrates how the Sounding like a man speaking from painful
board is handled. He gets on, looking relaxed experience, Whurley says: ‘We quickly realised
and confident. x38xxxx As he puts it through that we would have to find a way to handle
its paces, he manages to hit fairly high speeds. distraction. We’ve done the best we can to
The computer can be seen attached to the front compensate. x42xxxx The only thing they
of the board, and the motor is underneath. can do is practise. Hopefully over time they can
Whurley compares the process to imagining learn to focus.’
pulling yourself along with a rope. If you ‘see’
the destination in your mind, and how fast you
want to get there, the Board Of Imagination's
gadgetry will do the rest.
Paper 1
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23
24
12 13
Reading and Use of English y Part 7 Young environmentalists
Four young people talk about their involvement in environmental projects.
You are going to read an article about four young environmentalists. For questions 43 – 52, choose A Lucy Walker C Josh Benito
from the four people (A – D). The people may be chosen more than once. I won a national After seeing an
award for the work I article in the
Mark your answers on the separate answer sheet. did on a project to newspaper about an
__________________________________________________________________________________ build an environ- environmental comp-
mental centre made etition, I felt inspired
Which person entirely out of green materials. It’s a to do something related to planting trees so
100% carbon neutral building, which I set up a project at my local primary
is trying to explain how some behaviour has harmful effects? 43 means that all the building materials were school. I gave a presentation to the kids
reused or recycled. The centre is teaching them about the importance of
followed up a talk by offering an opportunity for practical action? 44 somewhere kids can learn how to take taking care of the environment and how
care of the environment, but I realised trees can help. Then, each of the 300
that not everyone would have the pupils was given two young trees: one to
says they were motivated by a desire to share their enthusiasm? 45 opportunity to visit it. I therefore created take home and plant in their garden, and
an online curriculum guide, so kids could one to give to a neighbour or friend. I think
believes that an idea they came up with worked well? 46 also learn about the environment in their the project was an effective way of getting
schools. I translated it into Spanish as the message across to more people.
selected something because it was relatively straightforward to deal with? well so that it could be available to more Attached to each tree was information
47
people. All this took two years and I did it about helping the environment and the
because I have a great love for the name of the project. This experience has
received public recognition for their environmental contribution? 48 outdoors and being in the midst of wildlife, taught me leadership skills and how to
I wanted other young people to be able to organise a large group. I have also learned
says the future of the environment depends on a particular group of people? 49 experience the same passion that I feel. many things from having to meet and talk
with many different individuals.
mentions someone whose expert knowledge highlighted a problem? B Justin Day
50
While hiking near my D Erica Klek
home, I noticed a When I was at primary
helped to create a place that reflected their values? 51 plant I didn’t recog- school, my friend and
nise growing along I got really involved in
mentions having to gain consent to start on a project? 52 the side of the trail. aluminium can re-
My sister, a naturalist, cycling and we also
told me the plant was an invasive, non- did a project on the greenhouse effect.
native plant that is toxic to local wildlife. I Later on at high school I helped co-ordinate
then discovered that there are a number an environmental event because I wanted
of different types of non-native plants in to make more people aware of important
my area. Some excrete poisons into the issues. It’s our generation that’s going to
ground so nothing can grow there for make or break the environment. Some
many years. I had to get permission from teenagers don’t know they’re doing the
the local council to remove some of them, wrong things, and I want to help them
but I realised I couldn’t do it alone. So I understand. I recently prepared a guide for
set up an environmental organisation to students interested in organising similar
recruit other teenagers to give me a hand. activities in their own schools, which has
We all learnt how to properly identify, been distributed to most of the schools in
remove and dispose of the invasive plants. my area. I’ve also been helping to replant
Our focus has mainly been on a plant trees after they were destroyed in a
called Dalmatian Toadflax, which is easier hurricane. Unfortunately, we lost a lot,
to pull up, so anyone can do it. We also both exotic and native species.
work on replanting areas with native grass
and wildflower seeds.
Paper 1
Assessment
Answer key
Reading and Use of English sample paper 2
Q Part 1 Q Part 2 Q Part 3
1 C 9 have 17 collection
2 B 10 such 18 impressive
3 A 11 as 19 reliable
4 D 12 more 20 truth
5 D 13 the 21 argument
6 B 14 which 22 helpful
7 C 15 it 23 commercial
8 A 16 but 24 unconventional
Q Part 4 Q Part 5 Q Part 6
took (me) | a long time OR took 31 B 37 F
25
(me)| so long
32 C 38 C
may have | (just) forgotten (that) 33 A 39 G
OR may (just) | have forgotten
26 34 D 40 E
(that) OR may not have |
remembered/recalled (that) 35 C 41 A
27 disappointment | of losing 36 C 42 D
did not/didn’t/would not/wouldn’t
mind | starting/beginning/having
28 OR did not/didn’t/would not/
wouldn’t mind | if she started/
began/had
in spite of | catching/taking OR in
29 spite of | having caught/taken/got
OR in spite of | getting (on)
was | no/little point (in) using OR
was | no/little point looking at OR
30
would be | no/little point using OR
was not/wasn’t | any point using
Q Part 7
43 D
44 C
45 A
46 C
47 B
48 A
49 D
50 B
51 A
52 B
Reading and Use of English Assessment 25
26
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OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Do not write
Part 3 below here
17 1 0
Candidate Candidate
17
Name Number 18 1 0
18
Centre Centre
19 1 0
Name Number 19
Examination Examination 20 1 0
Title Details 20
21 1 0
Candidate Assessment 21
Signature Date
22 1 0
22
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 23 1 0
23
First for Schools Reading and Use of English Candidate Answer Sheet
24 1 0
Instructions 24
Use a PENCIL (B or HB).
Rub out any answer you want to change using an eraser. Do not write
Part 4 below here
Parts 1, 5, 6 and 7: Parts 2, 3 and 4: Write your answer clearly in CAPITAL LETTERS. 25 2 1 0
Mark ONE letter for each question. 25
For parts 2 and 3, write
For example, if you think A is the right one letter in each box. 26 2 1 0
answer to the question, 26
mark your answer 27 2 1 0
sheet like this: 27
28 2 1 0
28
Do not write
below here 29 2 1 0
Part 1 Part 2 29
A B C D 9 1 0 30 2 1 0
1 9 30
A B C D 10 1 0
2 10
A B C D
Part 5 Part 6 Part 7
3 11 1 0 A B C D A B C D E F G A B C D E F
A B C D 11 31 37 43
4 A B C D A B C D E F G A B C D E F
12 1 0 32 38 44
A B C D 12
5 A B C D A B C D E F G A B C D E F
13 1 0
33 39 45
A B C D
6 13 A B C D A B C D E F G A B C D E F
34 40 46
A B C D 14 1 0
7 14 A B C D A B C D E F G A B C D E F
35 41 47
A B C D
8 15 1 0 A B C D A B C D E F G A B C D E F
15 36 42 48
A B C D E F
16 1 0 49
16 A B C D E F
50
A B C D E F
51
A B C D E F
Continues over 52
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2
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Paper 2: 1 hour 20 mins
Writing
tasks
The paper contains two parts. Candidates are required to complete two tasks: a compulsory one in Part 1 and one from a
choice of three in Part 2. The questions are in a booklet. The answers are written in a separate booklet with lined pages.
Number of Number of
Part Task types Focus Format
questions marks
Candidates are required to
Focus on agreeing or deal with input of up to 120
Writing an essay disagreeing with a statement, words. There is an opening
giving information, giving rubric to set the scene, and
1 1 20 (one compulsory
task)
opinion, giving reasons,
comparing and contrasting
then an essay question with
two given prompts, plus a
140–190 words ideas and opinions, drawing prompt requiring candidates
a conclusion. to write about their own
additional idea.
Writing
(choose one task Writing one of the following: A situationally based writing
2 1 20 from a choice of
three)
an article, email, essay, letter,
review or story.
task specified in no more than
70 words.
140–190 words
Total 2 40
Writing Tasks 27
The two parts of the Writing paper PART 2 Questions 2–4
Sample tasks and scripts: pages 31 and 39–41
Each question on the Writing paper carries
equal marks. Task type and focus
In Part 2, candidates have a choice of tasks. Questions 2–4 are
Expected word length general questions, based on a range of topics, such as health and
fitness, sport, music and so on. The tasks for Questions 2–4 may
Candidates are asked to write 140–190 words for both Part 1
include any of the following task types: an article, a letter/email, a
and Part 2.
review, a story. Question 5 is based on a set text.
Writing approximately the right number of words is an integral
As with Part 1, candidates are expected to show that they are
part of task achievement. If significantly fewer words are written,
aware of the kind of writing required to accomplish a task, and
this is likely to mean that the task has not been successfully
must be able to demonstrate appropriate use of one or more of
completed, whereas overlong pieces of writing may involve
the following functions: describing, explaining, reporting, giving
irrelevance, repetition of ideas, poor organisation and have a
information, suggesting, recommending, persuading.
negative effect on the target reader.
The different task types are intended to provide guidance for the
PART 1 Compulsory task candidates, so they can put together and develop their ideas on a
topic, with a purpose for writing and a target reader in mind.
Sample task and scripts: pages 31 and 37–38
PART 2 Question 5
Task type and focus Question 5 is based on the set reading text. Further information
In Part 1, the task will be in the form of an essay question with can be found at:
prompts. The range of functions tested will include agreeing cambridgeenglish.org/exams-and-qualifications/first-for-schools
or disagreeing with a statement, giving opinions on a question,
giving information or explanations, comparing and contrasting Task type and focus
ideas and opinions, exemplifying, giving reasons and drawing Candidates are required to write one of the following: an article,
conclusions. Candidates are required to write a discursive essay in an essay, a letter or a review.
grammatically correct English, using a neutral or formal register.
This option is included to give candidates the opportunity to
Task format read literature written in English and to show in their writing that
they have appreciated the themes, characters and relationships
The input for Part 1 may be up to 120 words, including the rubric. within the work they have read. Alternatively, or in addition,
The rubric will set the scene and topic for the essay. The essay candidates may choose to watch a film version of the book. It is
may take the form of a direct question or statement, which not compulsory to prepare a set text, or to write on one, but it is
candidates are asked to give their opinions about. The essay will hoped that the study of a text can be a rewarding and enjoyable
have two given prompts which supply ideas clearly linked to the experience. Teachers are best placed to make a judgement as to
question or statement. Candidates must address both prompts whether the set text on offer may be appropriate and stimulating
and also introduce a third distinct idea of their own. This third for a particular teaching situation.
idea is in addition to any overall conclusions. Candidates need
to ensure that all the content of their essay is clear and easy The book is offered in a simplified form and will normally remain
to follow. Effective organisation and cohesion are important on the list for two years.
features of a successful essay. A range of structures will be
Assessment is based, as for the other Part 2 tasks, on control of
required to communicate ideas and opinions, along with the use
language in the given context.
of appropriate vocabulary.
PART 2 Preparation
This part consists of four questions from which candidates must General
choose one. One of the four questions is based on a set text.
• Candidates write most effectively when they choose tasks and
Task format topics suited to their interests and experience. When preparing
students for the examination, it is important to ensure they are
The input for these four tasks is considerably less than in Part 1. familiar with the paper and the range of task types and topics so
Each writing task in Part 2 has a context, a purpose for writing and that they can identify those which are most accessible to them.
a target reader specified in no more than 70 words.
• Train your students to read the questions carefully, underlining
Attention to every element in the question is essential for
the most important parts. They then need to make a plan,
effective task achievement and candidates should consider
referring closely to the question and looking for opportunities to
carefully what level of formality is appropriate to the task.
develop their ideas and show their range of language.
• The time allowed for the Writing paper (1 hour 20 minutes) is
designed to be sufficient for candidates to make brief plans and
then write two answers. Any corrections they need to make
should be clear so that the examiner can follow and mark what
they have written.
28
Paper 2
• Your students need to think carefully about who the target • Essays should be well organised and coherent. Students need
reader is for each task and try to write in an appropriate style practice in planning an essay effectively. The correct use of
and tone. linking words and phrases (e.g. but, so, however, on the other
hand, etc.), the appropriate use of cohesive devices (e.g. using
• Linking ideas effectively is something your students will need pronouns for referencing) and the use of paragraphs to guide
guidance on. Using a variety of linking words is important, as is the reader, are all aspects of organisation which should be
ensuring that the flow of ideas in the writing is logical and easy practised and developed.
for the reader to follow.
• To produce a successful essay, candidates need to be familiar
• Your students should be encouraged to use a range of complex with a range of structures which can be used when comparing,
language. If, in doing so, they make mistakes, the examiner will contrasting, agreeing, disagreeing, explaining, informing and
always give credit for the complex language attempted as long giving opinions with reasons or examples. The different ways of
as the mistakes do not impede communication. opening a discussion and reaching a conclusion should also be
• Counting words wastes time in an examination and leads to explored and practised. Exposure to a range of vocabulary used to
clumsy alterations to what a candidate has already written. discuss current issues and aspects of life is also very important.
Students need practice in writing tasks within the word limit so
that they can estimate when they have written enough. PART 2
• Part 2 will always have three different tasks, plus a task on the
• Make sure your students have practice in answering questions set text in Question 5.
without the use of dictionaries. Dictionaries are not allowed in
the B2 First for Schools examination. • The tasks in Part 2 give candidates a chance to show their range
of language. In class, students should be encouraged to use a
• Make sure your students are aware of the importance of variety of grammatical structures and explore the use of new
spelling and punctuation. Although spelling errors and faulty vocabulary and expressions.
punctuation are not specifically penalised, they can sometimes
impede communication. n.b. American usage and spelling • Since there is always a choice of task types in Part 2, students
are acceptable.) Remind them of the importance of checking should avoid a particular task type if it is unsuited to their
their work. interests or experience.
• Each question on the Writing paper carries equal marks so your • Each word in the instructions is important to the task.
students should practise planning the time they spend on each Students should, therefore, be advised to avoid a question if
question carefully. they are unsure of what is required as their answer may not
be wholly relevant.
• Remind your students that they must write their answers in the
answer booklet.
• It is important to write clearly so that the answers are easy to
read. However, it is not important if candidates write in upper
or lower case, or if their writing is joined up or not.
By part
PART 1
• It is vital that candidates read the rubric, essay question and
prompts very carefully in order to understand what they
are expected to do. Successful essays address the question
or statement in a clear and logical way. It is important that
candidates keep to the focus of the topic in question and that
all their ideas and opinions are relevant to the question.
• Students need to become experienced at discussing the
advantages and disadvantages of aspects of all kinds of topics
at B2 level. Being able to support an opinion with reasons and
examples is another skill required when writing an effective
essay. The two given prompts help to guide and develop
the essay and clearly relate to the question or statement.
Candidates also need to think of a third idea of their own which
is distinct from the two given prompts. Brainstorming ideas for
different topics will be very useful practice for this. If any of the
three essay prompts is missed out, then the target reader will
not be fully informed and the candidate will be penalised.
• In order to hold the reader’s attention successfully, candidates
need to express their ideas in a clear and logical way, making
sure that the development of the essay is smooth and easy to
follow. Varying the length of sentences, using direct and indirect
questions and using a variety of structures and vocabulary may
all help to communicate ideas more effectively.
Writing Tasks 29
Task types in the Writing paper
The different task types are intended to provide frameworks for candidates so that they can put together and develop their ideas on a
topic with a purpose for writing and a target reader in mind. These indications of readership and purpose are not comprehensive, but are
intended to provide some guidance about the different task types.
An article is usually written for an English-language magazine aimed at teenagers, and the reader is assumed to have similar
interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment.
An email is written in response to the situation outlined in the input information. Candidates can expect to write to, for example, a
school principal or an English-speaking friend.
An essay is always written for the teacher. It should be well organised, with an introduction, the candidate’s opinion on the ideas
given, the candidate’s own idea and an appropriate conclusion.
The set text question may be in the form of an essay and the content should focus on a particular aspect of the set text; this could
be the development of characters, relationships, themes or significance of events.
A letter is written in response to the situation outlined in the question. Letters in the B2 First for Schools Writing paper will require
a response which is consistently appropriate in register and tone for the specified target reader. Candidates can expect to be asked
to write letters to, for example, an English-speaking friend, a classmate, a school principal, or a magazine editor.
A review is usually written for an English-language magazine, newspaper or website. The main purpose is to describe and express
a personal opinion about something which the writer has experienced (e.g. a film, a holiday, a product, a website etc.) and to give
the reader a clear impression of what the item discussed is like. Description and explanation are key functions for this task, and a
review will normally include a recommendation to the reader.
A story is usually written for an English language magazine or website for teenagers. The main purpose is to engage the interest
of the reader. Effective answers have a clear storyline which links coherently to the first sentence, successfully uses the prompts
provided and demonstrates a sound grasp of narrative tenses.
For all task types, questions are constructed to enable candidates to display their English language proficiency at CEFR B2 level;
candidates should take special care to read every part of each question, and not to omit any required development of the topic.
30
Writing ● Part 1 Writing ● Part 2
You must answer this question. Write your answer in 140 – 190 words in an appropriate style on Write an answer to one of the questions 2 – 5 in this part. Write your answer in 140 – 190 words
the separate answer sheet. in an appropriate style on the separate answer sheet. Put the question number in the box at the top
of the answer sheet.
Writing Sample paper 1
2 You have received a letter from your English-speaking pen friend.
1 In your English class you have been talking about education. Now your English teacher has
asked you to write an essay for homework. Can you help me with a class project? I have to write about places which are special to
people. Can you tell me about a place that is special to you? Where is it? What does it
Write your essay using all the notes and giving reasons for your point of view. look like? It doesn’t have to be a famous place. Just explain why it’s important to you.
Write soon, Sam
Write your letter.
3 You see this advert in an international fashion magazine:
Reviews Wanted
Some parents teach their children at home rather than sending them to school. Teenage Clothes Shop
Is this a good or a bad thing for the children? We are looking for reviews of a clothes shop for teenagers
where you live. Your review should include information
about what the shop looks like, the kind of clothes it sells
and the shop assistants. Would you recommend this shop
Notes to other people your age?
Write about: The best reviews will be published in next month’s magazine.
Write your review.
1. having a parent as a teacher
4 You have seen this announcement in a new English-language magazine for young people.
2. making friends
3. ...................... (your own idea) Stories wanted
We are looking for stories for our new English-language magazine for young people. Your
story must begin with this sentence:
Tom got off the train and as the train left, he realised he was holding the wrong
suitcase.
Your story must include:
an address
a surprise
Write your story.
5 Answer the following question based on the title below.
Macbeth by William Shakespeare
In your English class you have been discussing the story of Macbeth. Now your teacher has
asked you to write an article for the school magazine.
Write about an important relationship in Macbeth. How does the relationship change?
Paper 21
Write your article.
31
Assessment
Examiners and marking When marking the tasks, examiners take into account length of
Writing Examiners (WEs) undergo a rigorous process of training responses and varieties of English:
and certification before they are invited to mark. Once accepted, • Guidelines on length are provided for each task; responses
they are supervised by Team Leaders (TLs) who are in turn led which are too short may not have an adequate range of
by a Principal Examiner (PE), who guides and monitors the language and may not provide all the information that is
marking process. required, while responses which are too long may contain
irrelevant content and have a negative effect on the reader.
WEs mark candidate responses in a secure online marking These may affect candidates’ marks on the relevant subscales.
environment. The software randomly allocates candidate
responses to ensure that individual examiners do not receive a • Candidates are expected to use a particular variety of English
concentration of good or weak responses, or of any one language with some degree of consistency in areas such as spelling, and
group. The software also allows for examiners’ marking to be not, for example, switch from using a British spelling of a word
monitored for quality and consistency. During the marking period, to an American spelling of the same word.
the PE and TLs are able to view their team’s progress and to offer
support and advice, as required. The subscale Content is common to all levels:
Assessment scales Content
Examiners mark tasks using assessment scales that were
• All content is relevant to the task.
developed with explicit reference to the Common European 5
Framework of Reference (CEFR). The scales consist of four • Target reader is fully informed.
subscales: Content, Communicative Achievement, Organisation, • Minor irrelevances and/or omissions may
and Language: 3 be present.
• Content focuses on how well the candidate has fulfilled the
• Target reader is on the whole informed.
task, in other words if they have done what they were asked • Irrelevances and misinterpretation of task may
to do. 1 be present.
• Target reader is minimally informed.
• Communicative Achievement focuses on how appropriate the
writing is for the task and whether the candidate has used the • Content is totally irrelevant.
0
appropriate register. • Target reader is not informed.
• Organisation focuses on the way the candidate puts together
the piece of writing, in other words if it is logical and ordered.
• Language focuses on vocabulary and grammar. This includes
the range of language as well as how accurate it is.
Responses are marked on each subscale from 0 to 5.
32
Paper 21
The remaining three subscales (Communicative Achievement, Organisation, and Language) have descriptors specific to each CEFR level:
CEFR
Communicative Achievement Organisation Language
level
Uses a wide range of vocabulary,
Demonstrates complete command of the including less common lexis, with
conventions of the communicative task. Text is organised impressively and fluency, precision, sophistication
Communicates complex ideas in an coherently using a wide range of and style.
effective and convincing way, holding cohesive devices and organisational
Use of grammar is sophisticated, fully
the target reader’s attention with ease, patterns with complete flexibility.
controlled and completely natural.
fulfilling all communicative purposes.
Any inaccuracies occur only as slips.
Uses a range of vocabulary, including
less common lexis, effectively and
Uses the conventions of the precisely.
communicative task with sufficient Text is a well-organised, coherent
Uses a wide range of simple and
flexibility to communicate complex ideas whole, using a variety of cohesive
C2 complex grammatical forms with full
in an effective way, holding the target devices and organisational patterns
control, flexibility and sophistication.
reader’s attention with ease, fulfilling all with flexibility.
communicative purposes. Errors, if present, are related to less
common words and structures, or occur
as slips.
Uses a range of vocabulary, including
less common lexis, appropriately.
Uses the conventions of the
Text is well organised and coherent,
communicative task effectively to hold the Uses a range of simple and complex
using a variety of cohesive devices
C1 target reader’s attention and communicate grammatical forms with control and
and organisational patterns to
straightforward and complex ideas, as flexibility.
generally good effect.
appropriate.
Occasional errors may be present but
do not impede communication.
Uses a range of everyday vocabulary
appropriately, with occasional
Uses the conventions of the inappropriate use of less common lexis.
Text is generally well organised and
communicative task to hold the target
B2 coherent, using a variety of linking Uses a range of simple and some
reader’s attention and communicate
words and cohesive devices. complex grammatical forms with a
straightforward ideas.
good degree of control.
Errors do not impede communication.
Uses everyday vocabulary generally
appropriately, while occasionally
Uses the conventions of the Text is connected and coherent, overusing certain lexis.
communicative task in generally using basic linking words and
B1 Uses simple grammatical forms with a
appropriate ways to communicate a limited number of cohesive
good degree of control.
straightforward ideas. devices.
While errors are noticeable, meaning
can still be determined.
Uses basic vocabulary reasonably
appropriately.
Produces text that communicates simple Text is connected using basic,
A2 Uses simple grammatical forms with
ideas in simple ways. high-frequency linking words.
some degree of control.
Errors may impede meaning at times.
Writing Assessment 33
B2 First for Schools Writing Examiners use the following assessment scale, extracted from the one on the previous page:
Communicative
B2 Content Organisation Language
Achievement
Uses a range of vocabulary, including
Uses the conventions of
less common lexis, appropriately.
All content is the communicative task Text is well organised and
relevant to the task. effectively to hold the target coherent, using a variety Uses a range of simple and complex
5 reader’s attention and of cohesive devices and grammatical forms with control and
Target reader is communicate straightforward organisational patterns to flexibility.
fully informed. and complex ideas, as generally good effect.
Occasional errors may be present but
appropriate.
do not impede communication.
4 Performance shares features of Bands 3 and 5.
Uses a range of everyday vocabulary
appropriately, with occasional
Minor irrelevances Uses the conventions of inappropriate use of less common
and/or omissions Text is generally well
the communicative task lexis.
may be present. organised and coherent,
3 to hold the target reader’s
using a variety of linking Uses a range of simple and some
Target reader is on attention and communicate
words and cohesive devices. complex grammatical forms with a
the whole informed. straightforward ideas.
good degree of control.
Errors do not impede communication.
2 Performance shares features of Bands 1 and 3.
Uses everyday vocabulary generally
Irrelevances and appropriately, while occasionally
Uses the conventions of
misinterpretation of the communicative task in Text is connected and overusing certain lexis.
task may be present. generally appropriate ways to coherent, using basic linking
1 Uses simple grammatical forms with a
words and a limited number
Target reader is communicate straightforward good degree of control.
of cohesive devices.
minimally informed. ideas. While errors are noticeable, meaning
can still be determined.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.
34
Paper 2
Writing mark scheme 4. Organisation
Linking words, cohesive devices and organisational patterns
Glossary of terms
Linking words are cohesive devices, but are separated here to
refer to higher-frequency vocabulary which provides explicit
1. General linkage. They can range from basic high-frequency items (such as
Generally and, but) to basic and phrasal items (such as because, first of all,
finally).
Generally is a qualifier meaning not in every way or instance.
Thus, generally appropriately refers to performance that is not as Cohesive devices refers to more sophisticated linking words
good as ‘appropriately’. and phrases (e.g. moreover, it may appear, as a result), as well
as grammatical devices such as the use of reference pronouns,
Flexibility substitution (e.g. There are two women in the picture. The one on
Flexible and flexibly refer to the ability to adapt – whether the right …), ellipsis (e.g. The first car he owned was a convertible,
language, organisational devices, or task conventions – rather the second a family car), or repetition.
than using the same form over and over, thus evidencing better
control and a wider repertoire of the resource. Flexibility allows a Organisational patterns refers to less-explicit ways of achieving
candidate to better achieve communicative goals. connection at the between-sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism,
2. Content using a rhetorical question to set up a new paragraph.
Relevant 5. Language
Relevant means related or relatable to required content points
and/or task requirements. Vocabulary
Basic vocabulary refers to vocabulary used for survival purposes,
Target reader for simple transactions, and the like.
The target reader is the hypothetical reader set up in the task, Everyday vocabulary refers to vocabulary that comes up in
e.g. a magazine’s readership, your English teacher. common situations of a non-technical nature in the relevant
domain.
Informed Less common lexis refers to vocabulary items that appear less
The target reader is informed if content points and/or task often in the relevant domain. These items often help to express
requirements are addressed and appropriately developed. Some ideas more succinctly and precisely.
content points do not require much development (e.g. state what
is x) while others require it (describe, explain). Appropriacy of vocabulary
Appropriacy of vocabulary: the use of words and phrases that
3. Communicative Achievement fit the context of the given task. For example, in I’m very sensible
Conventions of the communicative task to noise, the word sensible is inappropriate as the word should be
sensitive. Another example would be Today’s big snow makes getting
Conventions of the communicative task include such things around the city difficult. The phrase getting around is well suited to
as genre, format, register and function. For example, a personal this situation. However, big snow is inappropriate as big and snow
letter should not be written as a formal report, should be laid are not used together. Heavy snow would be appropriate.
out accordingly, and use the right tone for the communicative
purpose. Grammatical forms
Holding the target reader’s attention Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Holding the target reader’s attention is used in the positive
sense and refers to the quality of a text that allows a reader to Complex grammatical forms: longer and more complex items,
derive meaning and not be distracted. It does not refer to texts e.g. noun clauses, relative and adverb clauses, subordination,
that force a reader to read closely because they are difficult to passive forms, infinitives, verb patterns, modal forms and tense
follow or make sense of. contrasts.
Communicative purpose Grammatical control
Communicative purpose refers to the communicative Grammatical control: the ability to consistently use grammar
requirements as set out in the task, e.g. make a complaint, accurately and appropriately to convey intended meaning.
suggest alternatives.
Where language specifications are provided at lower levels (as in
Straightforward and complex ideas A2 Key and B1 Preliminary), candidates may have control of only
the simplest exponents of the listed forms.
Straightforward ideas are those which relate to relatively limited
subject matter, usually concrete in nature, and which require Range
simpler rhetorical devices to communicate. Complex ideas are
those which are of a more abstract nature, or which cover a wider Range: the variety of words and grammatical forms a candidate
subject area, requiring more rhetorical resources to bring together uses. At higher levels, candidates will make increasing use
and express. of a greater variety of words, fixed phrases, collocations and
grammatical forms.
Writing Glossary of terms 35
Overuse
Overuse refers to those cases where candidates repeatedly use
the same word because they do not have the resources to use
another term or phrase the same idea in another way. Some
words may unavoidably appear often as a result of being the topic
of the task; that is not covered by the term overuse here.
Errors and slips
Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item
or grammatical structure, but just happened to make a mistake
in this instance. In a candidate’s response, where most other
examples of a lexical/grammatical point are accurate, a mistake
on that point would most likely be a slip.
Impede communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some effort is
required from the reader to determine meaning.
36
Paper 2
Sample answers and examiner comments
Question 1
Candidate A
Nowadays, more and more parents are making the controversial decision to teach their children at home rather than sending them
to school. Although this approach to education has advantages, pupils who learn only at home definitely lose more oportunities.
First, children who don’t go to school only know two teachers, the same people who are also their parents. Because of this,
the pupils may not learn other points of view outside their family. Besides this, there is also the question if parents have the
qualifications and knowledge to teach every subject. Perhaps their mother and father are experts in one or two subjects, but any
school provides teachers expert in every subject.
We should remember that there is more to education than learning about topics. In addition, going to school is also a way to meet
people your own age and to make friends. It is clear that children can socialise better at school, and as a result children at school
will have the chance to start many lifelong relationships.
I agree that parents can have some good reasons for having home school, but overall, considering teachers and friends, it’s much
better for children to attend school.
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is on the whole informed.
The candidate discusses the first two numbered points in the question. They address disadvantages
of having parents teaching their own children, explaining that only one view may be offered and
there might also be a lack of knowledge about certain subjects.
Content 4
The second point is addressed by saying that children have more opportunities to socialise at school
and will find it easier to make friends.
However, although these two points are covered in some depth, there is no third point (your own
idea) introduced by the candidate, resulting in the target reader not being fully informed.
The essay is very well written, using the conventions of the task effectively to hold the target
reader’s attention. The language is formal throughout and the topic is treated in an appropriate way.
Communicative Balanced views and opinions are given and the candidate also suggests scenarios to support certain
5 views (Perhaps their mother and father are experts in one or two subjects).
Achievement
Both straightforward and more complex, abstract ideas are communicated clearly to the reader
(pupils may not learn other points of view outside their family).
The essay is well organised and coherent and uses a variety of cohesive devices, referencing,
pronouns, substitution and conjunctions to link the ideas across the text. Organisational patterns
are used to generally good effect with positive and negative opinions being given (Although this
Organisation 5 approach to education has advantages; Because of this; Besides this, there is also; I agree that … but).
The essay has a good overall structure, with a clear opening paragraph setting out the topic of
the essay. Two points are developed in the main body and there is an effective conclusion which
summarises the writer’s view.
A good range of vocabulary is used appropriately, including some effective collocations (controversial
decision; this approach to education; more to education than learning; socialise better; lifelong
Language 5 relationships).
There is a range of simple and complex grammatical forms used with control and flexibility to
communicate specific ideas. Occasional errors occur, but these do not impede.
Writing Sample answers 37
Question 1
Candidate B
In my opinion studying at home is not a bad things because you are the only student and your parents, who becomes your teacher,
can help you better than a “normal” teacher with more students; you don’t have to wait for other students who don’t do their
homework or students who don’t understand something.
By the way there is a bad thing: studying on your own doesn’t let you meet other children and making friends becomes harder. A
“normal” student stay with other people 5 or 6 hours per day, so he or she must learn how to approche with other children.
At the end this kind of school improve the relation between parents and his son because they study together so the son can see
also his parents trying to learn his school subject and also the parents become important figures for the child, not just because
they teach the education, but because they teach history, geography and maths, too.
Examiner comments
Subscale Mark Commentary
All content is relevant to the task and the target reader is fully informed.
The candidate discusses the advantages of staying at home to be taught by parents (your parents, who
becomes your teacher, can help you better than a “normal” teacher). The disadvantages of this method
Content 5 are also explored, including the difficulties of making friends if you are home schooled (making friends
becomes harder). The candidate also includes their own idea, suggesting that families become closer
through this type of contact (this kind of school improve the relation between parents and his son
because they study together).
The conventions of essay writing are evident in this response. Three distinct ideas are clearly addressed
and an attempt is made to introduce the ideas in a formal way. This helps to hold the target reader’s
Communicative attention and communicate straightforward ideas. The topic is clearly stated in the first sentence
3
Achievement and is referred to throughout. It is written from a general perspective and uses examples to support
statements made by the writer (In my opinion studying at home is not a bad things because you are the
only student).
The text is generally well organised through the use of linkers and cohesive devices, although these
are not always used correctly, for example, By the way; At the end, which are not appropriate in this
Organisation 3 context. There is a variety of linkers within the text (because; so; not just … but because) and there is
some use of relative clauses as well (other students who don’t do their homework or students who don’t
understand something). The text is coherent and the main message moves forward logically.
There is a range of everyday, relevant vocabulary, which is used appropriately within the context of the
question (students; teacher; subject; homework; study) and some collocations are used correctly as well.
Language 3 A range of simple and some more complex grammatical forms is used, including gerund and modal
verbs (you don’t have to wait; can help you better than; he or she must learn how to) and comparatives.
There are a number of errors with plurals and verb agreement, but these are non-impeding.
38
Paper 2
Question 2
Candidate C
Hey Sam!
What’s up? Thanks for your last letter, I really hope I’ll be helpful. So, my special place is defenetly my building’s roof. I always
go up there when I need to stay alone for a bit, take an important decision, or think carefully about something. Previously I didn’t
have a special place, this discover dates back to when I was 13. I was looking for a place with a great view to take a picture for my
grandparents, so I decided to climb the roof beacause this building pretty high, and when I got there I was just speechless. From
there you got the complete view of the entire city, beacause of the heigh there are no cars noises or other annoying noises. I
brought a chair and a few pillows over there just to make it a little bit more comfortable. No one else come there, cause the access
is forbidden for some reasons, and, of course, nobody knows I climb there. At first It was just a place where I could be alone but
then it got special. I gave my first kiss on that roof, and we are still togheter.
love
Camilla
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is fully informed.
The candidate responds to all the questions asked in the input letter by describing a place which
is special to them and explaining why. The letter gives details about the location, the roof of the
Content 5
building, what the special place looks like and what you can see from it.
The writer successfully describes discovering the space and how it has changed over time (At first It
was just a place where I could be alone but then it got special).
The letter communicates straightforward ideas to the reader using an informal tone which is friendly
and informative. The conventions of letter writing are used (Hey Sam!; What’s up?; Thanks for your last
Communicative letter; love Camilla).
4
Achievement
The main body of the letter has certain narrative features, but these are appropriate to the subject.
The writer’s emotional attachment to the special place is clearly communicated.
The text is generally well organised and coherent. The structure of the letter is logical and the ideas
are connected within sentences to show cause and effect and to clarify the sequence of events (So; or;
Organisation 3 Previously; and when I got there; beacause; and, of course).
A variety of linking words and cohesive devices is used. Although there is an overall progression of
ideas through the text, paragraphs would improve the organisation of the letter.
A range of vocabulary is used appropriately for emphasis and to show emotional attachment (my
special place is defenetly; I always go up there when I need to stay alone for a bit; I was just speechless; of
course, nobody knows). There is some good use of collocations (important decision; think carefully; a
Language 4 great view; annoying noises).
A range of simple and some complex grammatical forms is used with a good degree of control.
Although there are some errors or slips (No one else come there) these do not impede communication.
Writing Sample answers 39
Question 3
Candidate D
Are you searching for an interisting but at the same time cheap present? Do you want to go shopping in a trendy shop, but you
have no idea where you can go? Came and visit the new store of Lodi, called ‘Little Treasures’, where you can find and buy all type
of clothes, from strange and unusual to ordinary and trendy. This shop is in the centre of the city and it’s open from Monday to
Saturday from 9.00am to 19.00pm.
It sells every type of clothes (t-shirts, bluses, jeans, coats, scarfs, gloves, trousers, shorts, skirts, underware, pullovers, dresses…)
for teenegers, both male and female, from 12 to 20 years. Inside it you can find everything you need or you dream, and it has
special discount!
Shops assistants are really kind and patient with the costumers and they can help you in the choice or they can give you some
useful advice!
If you don’t believe it, came and enter in the shop… it will be like a dream!
Examiner comments
Subscale Mark Commentary
All the content is relevant. The candidate writes a review of a shop which sells clothes suitable for
teenagers. There are details about the opening hours of the shop and what type of clothes it sells
(strange and unusual to ordinary and trendy) as well as a description of the shop assistants.
Content 4 The recommendation is implicit in the description of the shop. Everything is very positive, which
implies that it is a good place to go if you are between 12 and 20.
There is no information about what the shop looks like. It is possible to imagine, but no details are
given. However, the reader is on the whole informed.
The conventions of a review are used effectively to hold the target reader’s attention. The style is
appropriate for a teenage audience, and good use is made of rhetorical questions to generate interest
Communicative in the opening.
4
Achievement
Descriptive and persuasive language is used to communicate straightforward ideas (you can find
everything you need or you dream; If you don’t believe it, came and enter in the shop).
The structure of the text is well organised and coherent. There is a good introduction to the topic and
the final closing sentence invites people to come and have a look themselves.
Organisation 4 Within the paragraphs, there is some use of cohesive devices and linking words, but the punctuation
is also effective and appropriate for the age of the target reader (for teenegers, both male and female,
from 12 to 20 years) making the sentences short but powerful. The list of clothes could be organised
more effectively.
A range of everyday vocabulary specific to the topic is used appropriately (trendy shop; all type of
clothes; special discount).
Language 3 Within this review, there is a range of simple and some more complex grammatical forms, but
little demonstration of the ability to control a range of tenses. However, different forms of the
present are accurately used, as well as imperatives. There are a few errors, but these do not impede
communication.
40
Paper 2
Question 4
Candidate E
Tom got off the train and as the train left, he realised he was holding the wrong suitcase. He was shocked. He didn’t know what
he had to do. 1 hour later he opened this suitcase. He wanted to find number to person whose is this suitcase. He this adress. It
was Oxford Street 42. He knocked the door but nobody opened him. When he was getting home, somebody told him that person
who is he looking for had moved to another city. He was a little bit angry, but next day he went to right city. He went to house
on Shakespear Street. When some body opened the door he was shocked. It was Mary, his first love. He was seraching for her for
many years. Finally they gave right suitcases their selves and they wanted to meet in the future. They were meeting through two
years and these days they are happy marriage with many childrens.
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is fully informed.
The story follows on from the prompt and develops a narrative which includes the two content points
asked for in the question, an address and a surprise.
Content 5
The reader can follow the sequence of events and there is a logical development which connects the
separate aspects of the story. Tom gets off the train with the wrong suitcase, finds an address and
when he goes there to hand the suitcase over, surprisingly, he finds his ex-girlfriend.
The conventions of a story are used to communicate straightforward ideas. The narrative describes Tom’s
emotions (He was shocked; He was a little bit angry) and tells the story through a sequence of events.
Communicative
2 The target reader’s attention is not always held because some of the sentences are quite short and
Achievement
this interrupts the narrative flow of the story (He this adress. It was Oxford Street 42. He knocked
the door).
The story is generally well organised and coherent. The story has a beginning, a middle and an end and
there are events which take place in sequence.
Organisation 2
Basic linking words and a limited number of cohesive devices, mainly time references, (1 hour later;
finally; but next day) are used to connect sentences and move the story forward.
A range of everyday vocabulary is used appropriately, although some lexis is repeated (shocked; went;
When; city).
Language 2 There is a range of grammatical forms, past and present tenses, generally used with a good degree of
control. Sentence structures are mostly simple and quite short.
Errors do not impede communication.
Writing Sample answers 41
Question 5
Candidate F
Have you ever read Macbeth? Well this is an amazing story about power and murder and some incredible relationships. The main
story is about a man who hears that he will be rewarded by the king because of the fighting he has done and this makes the soldier,
Macbeth, think that he could become king if he is prepared to get rid of the people in his way. For this he needs a true friend,
someone who will stand by him no matter what. So who does he turn to? His wife!
This relationship is very unusual because most people would say no, I’m not helping you murder someone, but she says ‘Yes, of
course,’ and actually helps him plan it. I think they must love each other very much and trust each other. However, not everything
works out because after they kill the king, his wife starts to go mad because she feels guilty. He also starts to regret his actions and
they can’t talk to each other about their feelings and what they have done.
This story shows that even though this couple loved each other and worked together, in the end their relationship was destroyed
by the things they did. Although it is a tragic story, it is great to read.
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is fully informed.
The article describes the relationship between Macbeth and Lady Macbeth at the beginning of the
story and explains how it undergoes changes as the play unfolds.
Content 5
Events in the story are used to exemplify and support the candidate’s opinions. The different
personalities of Macbeth and Lady Macbeth are described, enabling the reader to understand more
about their relationship.
The conventions of the communicative task are used effectively to convey the writer’s ideas. Good
use of rhetorical questions and punctuation is made in the first paragraph, engaging the reader from
the outset.
An effective choice of vocabulary also helps to hold the reader’s attention (Well this is an amazing
Communicative story; incredible relationships; So who does he turn to? His wife!).
5
Achievement
The writer manages to combine fact and personal opinion and also employs direct speech (‘Yes, of
course’) to emphasise an idea.
The informal style is highly appropriate for a school magazine and for the age range of the target
readership.
The text is well organised and coherent with a variety of cohesive devices and organisational patterns
used to good effect (For this; and … and some; a man who; So who … ?; but; However; because; He also;
Organisation 5 even though; Although).
From the direct question which opens the article to the concise summary of the last sentence, the
ideas are developed with skill and pace.
A range of vocabulary, including some less common lexis and collocation, is used effectively
(incredible relationships; prepared to get rid of; a true friend; in his way; turn to; stand by him no matter
what; works out; regret his actions; their relationship was destroyed).
Language 5 Both simple and more complex grammatical structures, including a range of tenses, are used with
control and flexibility (he will be rewarded; the fighting he has done; if he is prepared to; most people
would say).
Errors are minimal.
42
Writing ● Part 1 Writing ● Part 2
You must answer this question. Write your answer in 140 – 190 words in an appropriate style on Write an answer to one of the questions 2 – 5 in this part. Write your answer in 140 – 190 words
the separate answer sheet. in an appropriate style on the separate answer sheet. Put the question number in the box at the top
of the answer sheet.
Writing Sample paper 2
2 You see this notice in an international English-language magazine for teenagers.
1 In your English class you have been talking about what different people can teach each other.
Now your English teacher has asked you to write an essay for homework. Articles wanted
Write your essay using all the notes and giving reasons for your point of view. We’re looking for articles about unusual objects.
Have you, or a member of your family, ever owned an unusual object?
Tell us about it – describe the object and explain why it’s so unusual.
The best articles will be published in our next issue.
Write your article.
3 You have received this email from your English-speaking friend, Alex.
From: Alex
‘Teenagers are too young to teach other people about anything.’ Subject: I need your advice
Do you agree? I play the guitar in a band with three friends. We play for fun after school. Now my
friends would like our band to play in a music competition on TV, but I’m not sure if I
want to. Do you think it’s a good idea? If I say ‘no’, it will upset my friends.
Notes
What should I do?
Write about:
Alex
Write your email.
1. technology
2. the environment 4 You have seen this announcement in an international magazine for teenagers.
3. ……………………… (your own idea)
Stories wanted
Write a story for our magazine. Your story must begin with this sentence:
Jerry read the email and decided to go to the shopping centre immediately.
Your story must include:
a request
a present
Write your story.
5 Answer the following question based on the title below.
Macbeth by William Shakespeare
Your English class has had a discussion about the story of Macbeth. Now your teacher has
given you this essay for homework:
Which character do you find most interesting in Macbeth and why?
Write your essay.
Paper 2
43
Question 1
Candidate A
“Teenagers are too young to teach other people about anything”
Adults often think teenagers to be noisy, childish and violent. Some of them even don’t think they have any adult senses or wise
thoughts at all but, as a teenager, I think we’re intelligent enough to teach other people some things, and, according to this, I’m not
agree with the quotation on top of the page.
For example, lots of teenagers have better knowledge in technology, so they can teach the older generation how to deal with gadgets.
In our gymnasium there are special classes for the senior people where they are taught to work on computers, and their teachers are
teenagers.
Moreover, teenagers have the great knowledge in ecology, and they are really concerned on saving the planet alive. We talk a lot
about environment on classes, we take part in ecology olympiades and contests for the best ecological projects and often won
them, so we have a lot to tell the others about environmental problems and ways of their solving.
Besides this, teenagers can teach adults foreign languages. According to the statistics, 50% of adult generation of our country
don’t know any foreign languages, so we can help them to come by the new knowledge or to improve that what they have. And,
of course, students from foreign countries can teach Russian students their language, and Russians can teach them Russian. It is
sometimes done in linguistic centres.
To sum up I can say that teenagers have great knowledge in many fields of study, so they can also teach the people of older
generation and their classmates and friends.
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is fully informed.
The candidate discusses the statement and disagrees with the main idea that teenagers are too young
to teach others. Examples are provided which support the opinions and develop the argument.
Content 5
The essay is focused on the knowledge and skills that teenagers have. Teenagers can teach older
people about technology and gadgets. They are more environmentally aware so can bring about
change to protect the planet. The third point, the candidate’s own idea, focuses on language skills that
teenagers have and how they can use these to help others communicate.
The essay uses the conventions of the task effectively to communicate straightforward ideas to the
reader. The paragraphs are well constructed and the main points are introduced with suitably formal
Communicative phrases (For example; Moreover; Besides this; According to; To sum up).
4
Achievement The main points are supported by examples, relevant to the candidate’s experience, and the register is
consistent throughout. The essay does not present both sides of the argument, portraying teenagers
in a positive light throughout, but this is acceptable.
The text is well organised and coherent, using a variety of cohesive devices.
Some organisational patterns are used to good effect; for example, the introductory paragraph
presents a popular view of teenagers (noisy, childish and violent; Some of them [adults] even don’t
Organisation 5 think). This is contrasted with, but, as a teenager, I think, mirroring the construction of the previous
statement.
The use of referencing and ellipsis increases the internal cohesion of the paragraphs (lots of teenagers
have better knowledge in technology, so they can teach the older generation how to deal with gadgets).
There is a range of technical and some environmental vocabulary used appropriately and there is
some use of formal essay lexis (According to the statistics). Some errors occur when the candidate
attempts less common lexis, but these are mainly due to ambition.
Language 4
There is a range of simple and complex grammatical forms, and these are used with a good degree
of control. Errors with plurals, prepositions and articles are present, but these do not impede
communication.
44
Paper 2
Question 1
Candidate B
I don’t think that teenagers are too young to teach other people about anything. Of course, they can’t know very well some things,
for example: some scientific theories, history, mathematic at all and etc, but a lot of teenagers know a lot about technology. It’s
normal for them to spend a lot of time with computer, different gadgets. Most of them know, how these gadgets work, so they
can explain other people different moments of their working. My Granny often asks to me for a piece of advice about her mobile
phone. Teenagers’ knowledge about technology usually based on practice, so often they don’t know about process of creating the
phone, the TV, etc. They really shouldn’t try to tell about things, which they don’t know.
People don’t need special knowledge about our world to make it better. Teenagers have a lot of time for help the environment and
sometimes they tell about it people, who usually are very busy and couldn’t notice the awful problems. So they can and must tell
and teach people to help our planet.
In my opinion, teenagers shouldn’t teach other people about things, which they know very bad, it may be only funny and of course
they ought to teach other people and help them with things, which they know very good. Today all people have opportunity to
learn everything, what they want. They can search information in the Internet, in books and the age doesn’t matter.
Examiner comments
Subscale Mark Commentary
All the content is relevant and the target reader is fully informed.
The essay discusses the main question of whether teenagers are too young to teach and provides
an opinion on what teenagers are good at (a lot of teenagers know a lot about technology), and how
practical knowledge of technology can help others (they can explain other people different moments of
their working). In the second point, concerning the environment, the candidate explains that teenagers
Content 5
have time to learn about environmental problems and should share this knowledge.
Finally, the third point presents the negative aspect that teenagers are more practical and sometimes
don’t have all the resources to teach a subject in depth (they can’t know very well some things, for
example: some scientific theories; often they don’t know about process of creating the phone; shouldn’t
teach other people about things, which they know very bad).
Straightforward ideas are communicated and the conventions of the essay task are used in generally
appropriate ways. The first two points are dealt with in separate paragraphs but the third is an idea
Communicative which runs throughout the essay. This point would be more successfully communicated by discussing
2 it in a distinct paragraph. The three points would then be presented more clearly, and thus hold the
Achievement
target reader’s attention better.
The register and tone of the essay are consistent and there is language of explanation and opinion.
The essay is generally well organised, with a clear introduction and paragraphs. A variety of linking
words and cohesive devices is demonstrated, including relative clauses, pronouns and other
Organisation 3 referencing features (Of course; for example; Most of them; In my opinion).
The conclusion doesn’t summarise all of the main points but it does state an opinion on the central
question (teenagers shouldn’t teach other people about things, which they know very bad).
A range of everyday vocabulary is used appropriately in the context of this essay (a piece of advice;
based on practice; process of creating; special knowledge).
Simple grammatical forms are used with a good degree of control, but there are a number of errors
Language 2 when more complex forms are attempted, for example specific expressions or use of prepositions
(they can’t know very well; explain other people; tell about things; time for help).
The number of errors affects the overall communicative achievement, although the intended meaning
can still be determined.
Writing Sample answers 45
Question 2
Candidate C
The perfect seat, or not.
Have you ever gone to Australia? Well, my brother had. And he bought there a totally unusual object: an special chair which has a
variety of facilities to enjoy.
This product is as big as a common chair, but with lots of other characteristics. It contains many boxes, places for food and drinks,
a radio and a little tv too! All these make this special chair a complete unusual object. Sitting on it you feel like a kind or a queen. It
is really comfortable and not as expensive as I thought it was.
The chair seamed to be perfect, but it was not. One day, an uncle of my brother and I came to our house and he sitted on it without
taking much care. It was the ending of the product. It came into pieces. Apparently, the chair was not strong enough to support my
uncle weight.
In our country this is an unusual object, but if you go to Australia you will find it everywhere. I recommend you to buy it, but try
not to allow everybody to sit on it. The chair will not survive.
Examiner comments
Subscale Mark Commentary
All the content is relevant and the target reader is fully informed.
The candidate writes about an object and explains what is unusual about it.
Content 5
The chair and its features are described and there is a narrative which describes the history of the
chair, explaining how the chair arrived in the family and what happened to it in the end. The reader
learns about the importance of the chair to the family.
The style is appropriate for an article. The register is neutral to informal and the details are discussed
from a personal perspective. There are direct questions which immediately engage the reader (Have
Communicative you ever gone to Australia? Well …) and at the end, there is some advice for others thinking of buying a
3
Achievement similar object (I recommend you to buy it, but try not to allow everybody to sit on it).
The target reader’s attention is held and straightforward ideas are communicated.
The article is well organised and uses a range of cohesive devices and organisational features to
generally good effect. There is a range of sentence structures used to good effect (The chair seamed
to be perfect, but it was not) and the article is organised around a narrative which provides an overall
Organisation 5 structure to the text.
There is good use of pronouns, substitution and ellipsis which help to avoid repetition of the main
subject (an special chair; This product; It; this special chair; All these; Sitting on it) and these provide good
examples of internal cohesion.
A range of everyday vocabulary is used appropriately and some collocations are effectively employed
(other characteristics; not as expensive as; seamed to be perfect; not strong enough to support). There
is some awkwardness and errors occur at times (variety of facilities to enjoy; complete unusual object;
came into pieces).
Language 2
Simple grammatical forms are used with a good degree of control. There are few examples of more
complex language as the article is mainly written in the present tense and simple past.
Errors do not impede communication.
46
Paper 2
Question 3
Candidate D
Hi Alex,
how are you? I hope you’re ok. I’ve rethinked your problem. I found out two things. First of all, if you want me to give you the best
advice, I would like to have more information. Secondly, you can’t make anything you really don’t want to. Talk with them, and
maybe you’ll together find a solution. But anyway, I think that you don’t want to talk with them. Well, at least I wouldn’t want to.
So, if you’re just like me, just talk with them face-to-face and clearly say: ‘no’. But if it still isn’t a good solution for you, I’ve got one
more idea. Perhaps, there is a person who plays guitar as good as you, and maybe he or she will agree to replace you for a couple of
hours. Think about these ideas. I hope I helped. Write back soon, what you decided. Good luck,
your XYZ
Examiner comments
Subscale Mark Commentary
All the content is relevant, as the email gives general advice regarding Alex’s problem. However, the
specific problem of whether it’s a good idea to play with the band in the music competition is not
Content 4 clearly addressed, so the target reader is not fully informed.
The advice is appropriate, but rather unclear as no specific details are given about the problem until
towards the end, when the guitar is mentioned.
The email uses the conventions of the communicative task and straightforward ideas are
communicated. The email provides advice for a friend and the tone is friendly and polite. It also offers
a number of suggestions which could work (Talk with them; you’ll together find a solution; maybe he or
Communicative she will agree to replace you).
3
Achievement
The email is sympathetic and the candidate identifies with the problem (I wouldn’t want to; if you’re
just like me). The candidate also expresses hope that the email provides a solution (Think about these
ideas. I hope I helped) and this holds the reader’s attention.
The email is generally well organised and coherent. A variety of linking words is used to connect the
ideas throughout the text (First of all; Secondly; and; But anyway; So).
Organisation 3 Cohesive devices, such as referencing pronouns, are used within sentences to refer back to the original
email and to avoid excessive repetition (you don’t want to talk with them; if it still isn’t a good solution;
these ideas).
There is a range of everyday vocabulary used appropriately to give advice (find a solution; talk with
them face-to-face). Although there are some awkward expressions and errors with collocation (I’ve
rethinked your problem; you can’t make anything) the message is still communicated.
Language 3 There is a range of simple and some complex grammatical forms used with a good degree of control.
Some simple past and present forms are used appropriately (But if it still isn’t; Perhaps, there is a person
who; will agree to replace you).
Errors do not impede communication.
Writing Sample answers 47
Question 4
Candidate E
“THE FAIRY”
Jerry read the email and decided to go to the shopping centre immediately. The idea of getting something for free was just too
tempting. He sat in the café, as the instructions in the email told him to do so, and waited. Suddenly, a mysterious woman in a pink,
sparkling coat appeard in front of him. Jerry swore he saw wings hidden under it. Could that really be a fairy? The woman looked at
the boy and said: “I’m going to give you a present but you have to promise me not to be mean to other people”. She handed him a
package and then walked away. At this point you should know that Jerry was a bully, who was never nice to his friends at school.
The boy rushed home and opened the present. Inside he found a brand new xbox. Jerry spent hours playing video games from that
day on. One time, Timmy - his neighbour asked if he could join in. “Don’t even think about it, stupid!” Jerry said. And then, the xbox
disappeared. Jerry knew he hadn’t listened to the fairy. He apologised and decided not to hurt others anymore.
Examiner comments
Subscale Mark Commentary
All the content is relevant and the target reader is fully informed.
The story follows on from the prompt and develops into a narrative referring back to the prompt to
make the connection clear (as the instructions in the email told him to do).
Content 5
The required elements, a request and a present, are used effectively and integrated well into the story
(I’m going to give you a present but you have to promise me not to be mean to other people). The request
is implicit in the promise he has to make.
The text uses the conventions of story-telling to communicate effectively and hold the target
reader’s attention.
Communicative Good use is made of features such as narrative tenses, intensifying adverbs, direct speech and
5
Achievement descriptive language. Certain aspects of the plot are revealed later rather than stated immediately
(The idea of getting something for free was just too tempting; At this point you should know), which is an
effective narrative technique and keeps the reader interested.
The text is well organised and coherent, using a variety of linking words and cohesive devices to
generally good effect. Sequential linking is good (Suddenly, a mysterious woman … appeard; She
handed him a package and then; The boy rushed home; One time; And then) and this keeps the narrative
Organisation 4 moving forward.
There is a clear beginning and middle, and the end provides a moral conclusion to the whole tale (He
apologised and decided not to hurt others anymore) referring to the lesson he has learned and what the
fairy expected him to do.
There is a range of vocabulary used appropriately to describe characters and events in a very effective
way and the reader can visualise what is being described (was just too tempting; in a pink, sparkling
coat; swore he saw wings hidden under it; a brand new). The reader feels Jerry’s surprise and learns about
his character.
There is a range of grammatical forms used with control and flexibility to create images and the
Language 5
language is used very economically (The idea of getting something for free was just too tempting).
In this statement, we learn that Jerry is an opportunist; that the email was an offer; and that Jerry
didn’t know what he was going to get. And then, the xbox disappeared – although this is a very simple
sentence, it conveys the fact that Jerry hasn’t kept his promise and that he is being punished.
Errors are minimal.
48
Paper 2
Question 5
Candidate F
I think Lady Macbeth is the most interesting character in Macbeth. She supports her husband when he tells her what the wiches told
to him and she plans with him to kill the king. Lady Macbeth sees that he can be king and she wants the power. She is not a normal
woman because she takes control when she sees he is weak and despite that he is a soldier and she is just a wife she help him.
Later on is interesting because even though she thinks she is stronger than Macbeth she has dreams and needs a doctor because
she can’t go asleep very well. Her dreams are about killing the king and we understand that she is sorry about what she have done.
In the end she goes mad and she kills herself. I think she loved Macbeth and she wanted to help him but she had to do things like a
man. She is interesting because she changes a lot in the story from a strong woman to a mad woman.
Examiner comments
Subscale Mark Commentary
All content is relevant and the target reader is fully informed.
The candidate has written an essay expressing an opinion on who is the most interesting character in
Macbeth and providing supporting reasons for the opinion.
Content 5
Lady Macbeth and some of the main events in the story are outlined, demonstrating a good
knowledge of the events and characters in the text (she plans with him to kill the king; she is sorry about
what she have done; she goes mad; She is interesting because she changes a lot).
The conventions of the communicative task are used to hold the reader’s attention. The essay is
written in a formal tone and is quite objective when describing the events. Opinions are given and
Communicative events from the book are used to support these opinions.
3
Achievement
More focus on the character of Lady Macbeth and less on retelling the events of the set text would be
more effective here in dealing with the task.
The text is generally well organised and coherent. There is a clear overall structure to the text and
each paragraph has a different focus, one describing her strength and the other her weakness.
Organisation 3
There is a variety of linking words and some cohesive devices used (when; despite; Later on; even though)
but better use of punctuation, particularly commas, would make the cohesive devices more effective.
There is a range of everyday vocabulary used appropriately (She supports her husband; takes control;
just a wife; Her dreams are about). There are some awkward expressions and errors (she can’t go asleep
very well) but the message is still communicated.
Language 3
A range of simple and some complex grammatical forms is used with a good degree of control (she
plans with him to kill; she is sorry about what she have done; she had to do things like a man). Errors are
present but these do not impede communication.
Writing Sample answers 49
50
Answer Sheet Page 1 Answer Sheet Page 2
Part One Answer Part One Answer
You must write within the grey lines. You must write within the grey lines.
Answer Sheet Page 3 Answer Sheet Page 4
Part Two Answer Part Two Answer
You must write within the grey lines. You must write within the grey lines.
Writing Answer sheet
Write your question number here:
Paper 2
51
Paper 3: approximately 40 mins
(including 5 minutes to transfer answers)
Listening
tasks
The paper contains four parts. Each part contains a recorded text or texts and corresponding comprehension tasks. Each part
is heard twice.
Candidates are advised to write their answers in the spaces provided on the question paper while listening. There will be
5 minutes at the end of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by
shading the correct lozenges or writing the required word or words in capital letters in a box on the answer sheet.
The instructions for each task are given in the question paper, and are also heard on the recording. These instructions include
the announcement of pauses of specified lengths, during which candidates can familiarise themselves with the task and,
for some items, predict some of the things they are likely to hear. A variety of voices, styles of delivery and accents will be
heard in each Listening paper to reflect the various contexts presented in the recordings, as appropriate to the international
contexts of the test takers.
Number of Number of
Part Task types Focus Format
questions marks
A series of short unrelated extracts,
The focus is on genre,
of approximately 30 seconds each,
identifying speaker feeling,
1 8 8 Multiple
choice
attitude, topic, opinion,
purpose, agreement between
from monologues or exchanges
between interacting speakers. There
is one multiple-choice question per
speakers, gist and detail.
text, each with three options.
The focus is on detail, A monologue lasting 3–4 minutes.
2 10 10 Sentence
completion
identifying specific
information and stated
Candidates are required to
complete the sentences with
opinion. information heard on the recording.
Five short related monologues of
The focus is on identifying approximately 30 seconds each.
3 5 5 Multiple
matching
speaker feeling, attitude,
detail, gist and opinion.
There are five questions which
require the selection of the correct
option from a list of eight.
The focus is on identifying An interview or exchange between
4 7 7 Multiple
choice
opinion, attitude, detail,
gist, main idea and specific
two speakers and lasting 3–4
minutes. There are seven 3-option
information. multiple-choice questions.
Total 30 30
52
Paper 3
The four parts of the Listening paper PART 4 Multiple choice
In Part 4, the main focus is on testing the candidates’ ability to listen
PART 1 Multiple choice
for opinion, attitude, gist, main idea and specific information.
This part tests candidates’ ability to listen for gist, detail, function,
purpose, attitude, opinion, genre, agreement, etc. in a series of Sample task page 57, tapescript pages 60–61*, and
unrelated short texts.
answer key page 62
Sample task page 55, tapescript pages 58–59*, and
Each correct answer in Part 4 receives 1 mark.
answer key page 62
The seven questions in this part of the paper take the form
Each correct answer in Part 1 receives 1 mark. of 3-option multiple-choice questions. The questions follow
the order of the interaction on the recording. Texts are usually
The eight questions in this part of the paper are each preceded interviews or discussions featuring two speakers.
by a context sentence which is read out on the recording. The
candidates then have time to read each question before hearing *The audio files for the sample papers are available at
the recording twice. cambridgeenglish.org/exams-and-tests/first-for-schools/
preparation
PART 2 Sentence completion
This part tests candidates’ ability to listen and locate specific Preparation
information and stated opinion, from a single long text, and produce
written answers by completing gapped sentences. Texts may be General
broadcasts, talks or classroom presentations. • Students’ ability to understand what they hear can improve
dramatically if they are regularly exposed to audio materials:
Sample task page 56, tapescript page 59*, and answer the more English they hear, the more readily they will pick out
key page 62 individual words, then phrases and sentences. A daily learning
programme which includes a ‘hearing English’ component from
audio or video recordings will help prepare your students for the
Each correct answer in Part 2 receives 1 mark.
Listening test. This should include a range of voices, accents and
styles of delivery.
The 10 questions in this part of the paper take the form of
incomplete sentences. The questions follow the order of the • Classroom discussion activities provide an invaluable source of
information in the listening text. Candidates need to listen to the listening practice.
text and complete the sentences. • Encourage students to identify the stressed syllables and words
Answers will not exceed three words in length. The word, in a listening text (the ones which carry the message) rather
number or phrase required will be heard on the recording and than trying to listen for every single syllable.
will not need to be changed in any way. Minor spelling errors are • In order to build up confidence, get your students to read a
not penalised, but the candidate’s intention must be clear and summary of what they are going to hear before they listen to
unambiguous. Candidates will not be asked to spell words which the full text.
are above B2 First for Schools level. • Make students aware of how much they themselves bring to a
listening task. For example, discuss with them what they can
PART 3 Multiple matching expect to hear, e.g. names and places when they turn on the
In Part 3, the focus is on the skill of listening for general gist, detail, news, or numbers and times if they listen to announcements.
attitude, opinion etc. Candidates need to match an option to the • Try changing the focus of the tasks they do in class; sometimes
correct speaker. ask your students to listen for specific things, sometimes for the
overall gist.
Sample task page 56, tapescript pages 59–60*, and • Students should practise listening to and reading the question,
answer key page 62 so that they are sure they understand what they are listening
for and what they have to do.
Each correct answer in Part 3 receives 1 mark.
• Remind your students that they should use the time allowed
In this part, candidates listen to five short texts, each with a before each recording to read through all the questions
different speaker, which are related in some way. For example, carefully, so they are prepared for what they hear.
they may all be speaking about aspects of the same subject, • Students should be advised that the information on the
such as travel, or about similar experiences, such as journeys. question paper is there to help them follow as they listen.
Candidates choose the option from a set of eight, that matches • Remind students that they should write their answers for Part
what each speaker says. 2 clearly when they copy them onto the answer sheet, using
CAPITAL LETTERS.
• Students should get used to answering all the questions, even
if they are not sure of the correct answer – they’ve probably
understood more than they think.
• Students shouldn’t be distracted by individual words and phrases
in Parts 1, 3 and 4. They should listen to the whole message.
• Students should know when to stop concentrating on a
question which they are finding difficult, so that they don’t miss
the next question.
Listening Tasks 53
By part PART 4
PART 1 • In preparing for multiple-choice questions, it can be useful for
students to answer questions in their own words before they
• Play real-life snippets to your students, e.g. a teacher’s look at the options; they can then decide which option seems to
announcement, a weather report, and ask them to identify the correspond most closely to their own answer.
text type and topic.
• Candidates can be distracted by hearing words or phrases in the
text which appear in one of the incorrect options. They need
to practise spotting such mismatches, and understanding why
they are wrong.
• Try using a variety of short practice texts. The questions should
range from people to places, from opinions to events, from
relationships to reasons. Provide the text and options, but get
the students to write the questions themselves.
For example:
You overhear a student talking about a film he watched last night.
(Students suggest a question)
Options
A: a car
B: a family
C: a robbery
Text
Student: It’s so difficult to get everyone to agree about what we’re
going to watch on TV. Is it the same in your house? Last night, for
example, there were three films on. There was that one with the
four sisters and their mother, during the American Civil War. Do
you know the one I mean? I’d been looking forward to seeing it for
ages. But the others had different ideas. Jessie was eager to see
some cartoon thing about a car, but Lizzie wanted a thriller about
two bank robbers. And rather than give in to each other, they both
went with my choice – actually we all enjoyed it.
PART 2
• Preparation for this part should include lots of exposure to
simple gap-fill listening exercises.
• Students need to get into the habit of reading not only the text
in front of the gap, but also the text which follows the gap, which
may affect their answer. You can reassure them that the tested
items come in the same order as they are heard on the recording.
• Candidates sometimes write too much, either by including
unnecessary detail, or by trying to rephrase what they hear on
the recording. Irrelevant detail can spoil what would otherwise
have been a correct answer. Candidates should be reminded
that no changes are required to the key information, that no
answer will need more than three words, and that in many cases
they will need only one or two words.
PART 3
• It is really important for candidates to use the time they are
given to read through the questions, since they need to have a
clear idea of what they are listening for. Students could practise
doing the exercise with the tapescript, so that they can see the
kind of matching required. Other relevant exercises would be
any which practise ‘saying the same thing in a different way’.
• If your students are at all unsure about an answer, they should
wait for the second listening before making their final decision.
Making too quick a decision may mean that a candidate ‘uses
up’ an answer that belongs to another speaker.
54
Listening Sample paper 1
Paper 3
55
56
Listening Sample paper 1
Paper 3
57
Download the audio files for the sample paper here:
cambridgeenglish.org/exams-and-tests/first-for-schools/preparation
Tapescript – sample test 1 Now listen again.
4: You hear two friends talking about a school concert.
This is the B2 First for Schools Listening test.
M: Hi Judy! Are you ready for the school concert tomorrow?
I'm going to give you the instructions for this test. I’ve been practising all week so I think it’ll be OK.
I'll introduce each part of the test and give you time to look at the F: There are a few tricky bits in that new piece of music we’ll
questions. be playing. I’m getting my head round it, though. My
At the start of each piece you'll hear this sound: clarinet was making a funny noise but I’ve got it sorted
now. That could’ve been embarrassing.
You'll hear each piece twice. M: I’m a bit worried about my solo part, especially with all
those people watching.
Remember, while you are listening, write your answers on the
question paper. You'll have 5 minutes at the end of the test to F: Imagine how awful it would be to make a mistake with
copy your answers onto the separate answer sheet. your mum and dad there! I’m not so bothered about
strangers, though.
There will now be a pause. Please ask any questions now, because
you must not speak during the test. M: Just stay cool. If you mess up, just keep going like nothing’s
happened.
Now open your question paper and look at Part 1.
Now listen again.
You'll hear people talking in eight different situations. For
Questions 1–8, choose the best answer (A, B or C). 5: You hear a news report about a football club.
Fast food is off the menu for everyone at Park Town Rangers
1: You hear a young singer talking about his childhood.
football club! The new manager of the club has coached in
When I was a little kid, my father used to watch a lot of old many countries around the world and has picked up some ideas
movies and I sat with him and loved them too, especially the from his travels in Europe and Asia. He has banned the players
musicals. So you see, my career was inspired by him in a way from eating meat when they are preparing for important
and these old movies played a big part in my life. They were games. He thinks this will strengthen their physical condition
the reason I wanted to learn to sing, though my dad never and improve the team’s results, a view shared by our medical
suggested it to me. There’s no musical background in my experts in the studio today. Now the club have decided to go a
family, though my mother could sing, but she didn’t have much step further and have stopped selling burgers in the stadium, a
ability really – it was just fun for her. I think my parents must move which may not be popular with all the young fans!
have looked at me and thought: ‘where did that come from?’
Now listen again.
Now listen again.
6: You hear two friends talking about a newspaper for
2: You overhear a girl talking on the phone about a teenagers.
clothes shop.
M: I read this great newspaper the other day.
Well, I think that new clothes store called Smart Girls is
F: A newspaper? Isn’t it full of dull stuff?
certainly a place where you can be sure of picking up a bargain
or two, though most of the shops in the mall have them at the M: It’s aimed at our age group, actually, so it presents
moment. The assistants are friendly and they really know about the news in a way that’s easy to understand – so it’s a
fashion, instead of just pretending to be cool! They’re honest good way to find out what’s going on in the world. It’s
too and don’t just tell you that you look great all the time. I like interactive too.
the music they play 'cos it sort of puts you in the mood as soon
F: Really?
as you walk in, though I don’t think it’s your thing – you might
prefer somewhere a bit quieter. M: Yeah, you can write reports for it and they include the best
ones in the paper. Cool, huh?
Now listen again.
F: If you like writing I suppose. Not a talent of mine.
3: You hear part of an interview with a farmer.
M: So you don’t bother with the news then?
F: So Josh, for our teenage listeners, who live in towns and
cities, tell us about what it’s like living on a farm. F: Oh I wouldn’t say that. I do follow it – just as long as it
doesn’t seem too much like schoolwork.
M: Well actually you can come along and experience it for
yourself this weekend. There’s going to be something Now listen again.
called an Open Farm Day. More than 450 farms all over the
7: You hear a boy telling a friend about climbing a mountain
country will be open to the public and you can go along
with his father.
and meet the animals, ride on a tractor, learn about cheese
making and wool spinning, all that sort of thing. Who F: How often do you go mountain climbing?
knows it might even persuade a few to think about farming
M: My dad and I go climbing together a lot, which is really
as a career. It’s not an easy life but it’s a good one.
cool 'cos I get plenty of time to talk with him. I remember
the last mountain we climbed together, he was telling me
58
Paper 3
about how you can only really enjoy the wonderful scenery And this is what I saw when I was there. In the daytime I
once you get to the top, 'cos when you’re just halfway up watched young puffins diving off the cliffs to gain enough speed
you’re concentrating on the climb. I was really sore, and I for flight, as they headed out to sea. At night-time, though,
just wanted to quit, but I carried on to the top so I could which is when most of them fly off, it was a different story.
admire the beautiful view – but my legs were aching so The thing is, puffins instinctively use the stars for navigation,
much I couldn’t appreciate it fully, or my dad’s wise words. but the lights of a town can fool them and make them head
in the wrong direction, so the young puffins end up landing all
Now listen again.
over the place. Some puffins land on the beaches, where they
8: You hear a teacher talking about an environmental project. are easily rescued. Others aren’t so lucky. If it’s on the roads,
cars aren’t so much of a problem as people know to drive extra
Right everyone, I’m sure you’ll agree it was great fun enhancing
slowly at this time of year. But gardens present more of a
our school grounds with the butterfly garden, and I hope you
threat. They’re dark and there are lurking cats.
all got something out of it and are more aware of your natural
environment now. What you’ve achieved is much appreciated So I helped the local teenagers, who are allowed to stay out
and the project will continue so I’d like you to keep thinking late, and we roamed around the town with cardboard shoe
about things we can do to maintain the garden. The idea is to boxes, rescuing young puffins as we went. I even saw one boy
keep it going for future students at the school so all suggestions putting a young puffin in an upturned umbrella, which made
are welcome. I think you’ll all agree it’s been a great success – me laugh! They didn’t seem to mind being handled and it’s not
which I hope we can repeat in the future. unusual for a single teenager to catch ten birds in one evening.
After a night spent as guests of their rescuers, with the box as a
Now listen again.
temporary bed, we carried the young birds down to the beach
That is the end of Part 1. and threw them up high. It was a really rewarding experience to
see them glide towards the sea and freedom.
Now turn to Part 2. Sometimes the puffins aren’t ready for release, if they’ve been
injured or whatever. In which case, they get taken to the local
You’ll hear a student called Duncan Heap talking about his recent museum, which becomes a sort of puffin hotel for a few days
trip to Iceland to study sea birds called puffins. For Questions each year.
9–18, complete the sentences with a word or short phrase.
You can buy all sorts of puffin souvenirs on the islands. I took
You now have 45 seconds to look at Part 2. some great photographs of the birds, one of which is now the
Do you like sea birds? If so, you’ll love puffins. They spend most screensaver on my computer – I’ve got a puffin mouse-mat too,
of their lives at sea, but last August I was lucky enough to see that’s really cute – a much better souvenir than a puffin T-shirt
them up close, when I visited the Westman Islands, in Iceland, or baseball cap – that’s the sort of thing most people buy.
where they build their nests. Anyway, before I go onto … [fade]
First of all though, a few facts about puffins. They have a squat Now you’ll hear Part 2 again.
black-and-white body, short wings and a large colourful beak,
which I think makes them look really funny on dry land. But That is the end of Part 2.
puffins are built more to swim underwater than to fly or walk.
When you see them swimming, it’s an impressive sight. Their
Now turn to Part 3.
wings help them propel themselves through the water.
You’ll hear five extracts in which people are talking about
I didn’t expect their feet to be used when they were flying,
photography. For Questions 19–23, choose from the list (A–H)
except perhaps just to moderate their speed, like brakes, but
what each speaker says about it. Use the letters only once. There
actually they use them to alter their direction in the air! In the
are three extra letters which you do not need to use.
water, puffins can dive deep, holding their breath for up to two
minutes, to catch fish. You now have 30 seconds to look at Part 3.
When spring comes, puffins can be seen on high cliffs on the Speaker 1: I fell in love with photography when I was 13 and
Westman Islands, making their nests. It’s quite a sight, I’m told. I’ve been doing it as a hobby ever since. I might
I wasn’t aware of this, but puffins nest underground rather than even do it for a career but I know I’ve still got a
on cliff-top ledges as I’d imagined. They dig holes, so their nests lot to learn about it. I just know I really like it and
are very well protected. it motivates me to get out there, do different
things and stuff like that – you know, visit unusual
Each female puffin lays just one egg in its nest each year, which
locations, where I might not otherwise have gone,
the pair watches over for six weeks, day and night. While they
if I wasn’t into photography. Once I’ve taken a load
wait, you can hear them underground making noises that might
of shots, I find it really satisfying to look at them
be like talking – loud growling calls, almost like laughter, which
all on screen afterwards and choose the best ones.
some describe as sounding like a cow, and I tend to agree!
Young puffins, though, once hatched, sound more like a duck or Speaker 2: I always photograph things that mean something
a goose, ‘peeping’ for food from their parents. to me; friends, places I’ve been, things I’ve done.
I’ve taken some amazing shots of musicians at
I was told that, as winter beckons, their parents leave them
concerts, trying to capture the atmosphere of
behind and fly off to sea, but apparently it’s hunger rather than
the music and the crowd. It’s a way of freezing a
loneliness that makes young puffins fly from their nests. That’s
moment in time with just one click – like a record,
something I didn’t expect.
keeping the past alive for me. I love giving friends
Listening Tapescript 1 59
pictures of themselves in different situations. was happening in their lives. The whole idea was
Everyone says I’m becoming a real expert, but I to focus on ordinary teenagers and not local
don’t think about that. My parents also give me celebrities or anyone like that. It was about making
lots of encouragement – they’re going to get me us see that everyone has a story that’s worth
a new camera, 'cos the one I’ve got right now isn’t telling. Some of us might go on to work at a radio
exactly the latest model. station, but that wasn’t really the purpose.
Speaker 3: I usually have an idea in my mind of what I want to Int: So, how did you prepare?
see in a photo, and I’ll concentrate on trying to get
Luke: Well, we had a bit of training. Of course I had to
that picture. It might be a friend in an interesting
familiarise myself with the equipment, but I’m
place, or a scene from nature, whatever. I know for
quite good with technical stuff so that wasn’t too
some people it’s tricky to come up with something
much of a problem. The weird thing was having
truly original, but I actually feel more sure of myself
to practise being natural and relaxed. I’d never
and what I’m doing when I’m behind the camera.
thought about how hard that would be. We were
I also feel a sense of calmness somehow, when
told to be spontaneous rather than write a script
I’m sitting at my laptop editing my pictures and
or anything like that. I must admit I love writing,
sharing them with friends online – I just get totally
so I did jot down some ideas anyway!
absorbed in the whole process, and forget all about
what’s going on outside. Int: How did you feel about the idea of reporting from
your school?
Speaker 4: I’m lucky 'cos I learned to use a camera when I
was about five years old, so I’m pretty confident Luke: Well, it meant I’d be the centre of attention for
in my abilities. Obviously, there’s still room for a few days, which I wasn’t looking forward to
improvement, but I’m no great perfectionist. For because I’m rather shy. These reports weren’t part
me, it’s about using the equipment to show what of my school work, but my teachers seemed quite
I think and feel, but also using my imagination to keen on the idea anyway, and one or two gave me
create something unique. The technology’s always some advice. And there was plenty of stuff going
developing, and almost everybody’s learned to use on at school. It’s a lively place so there was no
a camera of some sort these days, but I don’t think shortage of stuff to talk about.
people understand the power of what they can
Int: So what happened when you did your first
do. It’s not just about getting snaps of events or
interviews with people at school?
new places – or else you just end up with a picture
that’s been taken a thousand times before. Luke: As soon as I got the microphone out, even my
most talkative friends tended to go all self-
Speaker 5: I used to enjoy just looking at photos, but then
conscious. Sometimes I had to begin recording
I discovered the amazing stuff you can do on
a few minutes before the start of the interview
computers or with a camera – I’ve taught myself
just to put people at their ease. There wasn’t
loads – I get pleasure out of solving puzzles, and
always time to explain things to them before
playing around, experimenting to see how it all
the interview, so sometimes one or two of them
works. It’s not about trying to be creative, but more
didn’t feel ready. But you know, in the end people
about amusing myself with what I can do. I can’t say
often opened up and revealed much more than I’d
I’m some expert photographer, but I do post lots of
expected, which was great.
the pictures I take on various websites for friends
to look at, 'cos everybody gets something out of Int: What happens after you’ve recorded something?
seeing themselves, and remembering places they Is it edited or changed in any way?
went to, or things they did.
Luke: Everything you record has to be carefully edited.
Now you’ll hear Part 3 again. Luckily I got the chance to work on this with
producers at the station so it wasn’t as if I’d no
That is the end of Part 3.
control over the content, although it only went
out on the radio a week later, it wasn’t live. Even
Now turn to Part 4. so, kids I’d talked to at school wanted to know that
anything silly or embarrassing they said wouldn’t
You’ll hear an interview with a teenager called Luke Fuller, who’s be broadcast. Unfortunately sometimes even good
talking about working as a junior reporter for his local radio stuff had to be cut because time’s very limited!
station. For Questions 24–30, choose the best answer (A, B or C). That’s a pity, but I understood the reasons for it.
You now have 1 minute to look at Part 4. Int: So, overall did you enjoy being a reporter?
Int: My guest today is Luke Fuller, who’s 17 and who’s Luke: Sure, it was a lot of fun. My mum says I liked it
just spent a month working as a junior reporter for because it gave me permission to ask loads of
his local radio station. It sounds fascinating. What personal questions but I think she’s just joking.
was the purpose of what you were doing, Luke? What was really cool about it was that I had to be
Luke: Well, the radio station in my town wanted a journalist, a producer and an engineer all at the
to encourage teenagers to have a go at being same time and each role needed specific skills. I
reporters. This meant taking your microphone never complained about having to do everything.
everywhere and talking to people about what Yeah, it was hard work, but I didn’t mind.
60
Paper 3
Int: And has it changed your attitude to radio at all?
Luke: Some of my friends think the radio is just for music.
But I’ve never thought like that. It can make you feel
like someone is talking directly to you. I hope that’s
how people will feel when they hear me! What
I’ve learned is that because there are no pictures,
you have to be creative and pay attention to the
words you use. It made me appreciate how good
radio reporters have to be at expressing themselves.
That’s not to say there’s no place for music.
Int: Great talking to you Luke.
Now you’ll hear Part 4 again.
That is the end of Part 4.
There will now be a pause of 5 minutes for you to copy your
answers onto the separate answer sheet. Be sure to follow the
numbering of all the questions. I’ll remind you when there’s
1 minute left, so that you’re sure to finish in time.
You have one more minute left.
That’s the end of the test.
Please stop now. Your supervisor will now collect all the question
papers and answer sheets.
Listening Tapescript 1 61
Assessment
Answer key
Listening sample paper 1
Q Part 1 Q Part 2 Q Part 3 Q Part 4
1 B 9 funny 19 E 24 C
2 A 10 feet 20 C 25 A
3 C 11 holes 21 H 26 C
4 B 12 (a) cow 22 F 27 A
5 C 13 being hungry 23 A 28 C
hunger
6 C
(rather than loneliness)
29 B
7 B (not loneliness) 30 B
8 A 14 (the) stars
15 (the) (dark) gardens
(with (lurking) cats)
16 (upturned) umbrella
17 (local) museum
18 (puffin) mouse(-)mat
In Part 2, bracketed words/letters/characters do not have to appear in the answer.
62
2 3
Listening y Part 1
5 You hear two friends talking about a competition.
Questions 1 – 8
How does the boy feel about entering it?
You will hear people talking in eight different situations. For questions 1 – 8, choose the best answer
(A, B or C). A unsure whether he’s old enough
__________________________________________________________________________________ B interested in finding out more
Listening Sample paper 2
C confident he could do well
1 You hear an art teacher talking about learning to draw cartoons.
6 You hear a teacher talking about writing a poem.
What does he say about the lessons he gives?
What does she want her students to do first?
A They will make it easy to do.
A read famous poems aloud
B They are aimed at beginners.
B read poems on the internet
C They will give enough practice.
C read poems by other teenagers
2 You hear a boy talking to a friend about butterflies.
7 You hear two friends talking about a book about a footballer.
What does he find difficult?
What do they agree about it?
A locating butterflies in the city
A It contains surprising information.
B identifying certain butterflies
B It shows what a good writer he is.
C pronouncing the names of butterflies
C It says things that may be untrue.
3 You hear a boy talking about a long walk he did to raise money for charity.
8 You hear part of a programme on the subject of animals.
What did he dislike about it?
What is the presenter doing?
A being interviewed by the media
A inviting listeners to suggest names for an animal
B getting increasingly painful feet
B giving information about an unusual species
C having to walk in bad weather
C describing a problem a zoo has experienced
4 You hear a teacher talking to her class.
What is she talking about?
A ideas for doing research
B ways of finishing homework
C preparing for a presentation
Paper 3
Turn over X
63
64
4 5
Listening y Part 2 Listening y Part 3
Questions 9 – 18 Questions 19 – 23
You will hear a young man called Sam Conti telling a group of students about his job as a specialist You will hear five short extracts in which teenagers are talking about their hobbies. For questions
chocolate maker. For questions 9 – 18, complete the sentences with a word or short phrase. 19 – 23, choose from the list (A – H) what each speaker likes most about their hobby. Use the
__________________________________________________________________________________ letters only once. There are three extra letters which you do not need to use.
__________________________________________________________________________________
Chocolate maker
Before becoming a chocolate maker, Sam chose (9) A the challenge of getting it right
as his subject of study. Speaker 1 19
Sam uses the word (10) B the opportunity to meet people
to describe the process of growing cocoa beans. Speaker 2 20
C the chance to be creative
Sam learnt that cocoa beans are similar to (11)
Speaker 3 21
in the way the weather affects them.
D entering competitions
Sam finds that the most difficult part of chocolate-making is Speaker 4 22
(12) it perfectly.
E how easy the equipment is to use
Sam can identify the quality of chocolate when he hears a sound he calls the Speaker 5 23
(13) F how people react to it
Sam uses a (14)
where he keeps a record of all his recipes. G passing on skills to others
Sam tries to make a chocolate without any (15)
H not having to take it too seriously
in the flavour.
Sam says he gets his most original ideas while he is (16)
Sam gives the example of (17)
as a chocolate flavour he unsuccessfully tried to sell.
Sam calls the place where he makes his chocolate his (18)
Turn over X
6 7
Listening y Part 4 29 What has Helen found most difficult during her career?
A competing in her home area
Questions 24 – 30
B dealing with losing races
You will hear part of an interview with a successful young swimmer called Helen Gibson. For
questions 24 – 30, choose the best answer (A, B or C).
C recovering after injury
___________________________________________________________________________________
Listening Sample paper 2
24 Why did Helen first take up swimming?
30 Helen advises young swimmers to
A She wanted to compete against her brothers.
A dedicate themselves to the sport.
B She’d lost interest in another sport.
B be realistic about their abilities.
C She was advised to by her parents.
C have an alternative career in mind.
25 Helen thinks she’s been successful as a swimmer because
A she has the right attitude.
B she gets the support of those around her.
C she benefits from being a member of a good club.
26 Looking back on her training programme as a schoolgirl, Helen
A accepts that she may not have done enough studying.
B appreciates the effort of her coaches.
C regrets the loss of her social life.
27 Just before a big race, Helen
A keeps away from the pool until the last minute.
B worries about the other swimmers.
C follows a set exercise routine.
28 What does Helen enjoy about her life as a professional swimmer?
A being treated like a celebrity
B getting the chance to travel
C focusing on her main aims
Paper 3
65
Download the audio files for the sample paper here:
cambridgeenglish.org/exams-and-tests/first-for-schools/preparation
Tapescript – sample test 2 4: You hear a teacher talking to her class.
When you’re meeting your friends and want to tell them about
I’m going to give you the instructions for this test. something you’ve experienced, I’m sure you’d tell them all about
I’ll introduce each part of the test and give you time to look at it in your own words, and you certainly wouldn’t need to do
the questions. any research. So for this class presentation, I’d say just pick the
subject that you know most about. That way, for homework, you
At the start of each piece you'll hear this sound: won’t have to do very much, or even any background reading.
You’ll be surprised at how much information you have stored
You’ll hear each piece twice. in your memory. All you really need to do, is make an outline to
make sure you cover all the details, then practise what you’re
Remember, while you’re listening, write your answers on the going to say using that as your guide.
question paper. You’ll have 5 minutes at the end of the test to copy
your answers onto the separate answer sheet. Now listen again.
There will now be a pause. Please ask any questions now, because 5: You hear two friends talking about a competition.
you must not speak during the test. F: So Jason. Will you have a go at the competition for young
Now open your question paper and look at Part 1. computer games designers then?
You’ll hear people talking in eight different situations. For M: It’d be really cool if I could, but I don’t know if I’m really up
Questions 1–8, choose the best answer (A, B or C). to it.
1: You hear an art teacher talking about learning to draw F: But it’s for 11 to 16-year-olds, so it should be your sort of
cartoons. thing, don’t you think?
So many young people sign up for my lessons to learn the art M: It’s more a question of whether I’ve got what it takes really.
of drawing cartoons. Regardless of experience, everyone finds F: But you know a massive amount about computer games.
their drawing technique improves in record time with my simple
step-by-step drawing lessons. Whether it’s your first time learning M: From the point of view of a player … yeah, absolutely … but
how to draw, or whether you’ve got plenty of experience, you’ll as a designer? … That’s a different thing really. I’ll definitely
appreciate my method because I make it seem so straightforward have a closer look at the competition rules though.
– it’s true! You can learn to draw cartoons without stress, though F: I’ve printed them off actually.
like anything in life, it’s up to you if you want to take it further – be
ready to practise on your own. You’ll find drawing cartoons is one Now listen again.
of the most satisfying things you can learn to do. 6: You hear a teacher talking about writing a poem.
Now listen again. In order to write a poem of your own for the school magazine, you
2: You hear a boy talking to a friend about butterflies. need to prepare yourself. I’d like your views on what might help
you – it might be taking it in turns to read a classic poem in front of
M: Our class is doing a butterfly survey. We’re supposed to the class each day before we start, or it could be looking at what’s
find out about them, learn their names, and write down out there on the internet. I suggest initially everyone choosing
when we see them. something from this collection here. The stuff’s all by people your
F: Wow, sounds quite interesting. own age, which should help you find the freedom to explore what’s
important to you. Your poems should try and capture life as it
M: Yeah, there are loads around in summer with all the happens, without worrying about what others will say.
flowers out, not just in the countryside, but even in the
middle of town they aren’t hard to find. I’ve managed to Now listen again.
learn what most of them are called. Some of the names in 7: You hear two friends talking about a book about
the book sound quite strange but the tricky bit’s relating a footballer.
the name to the new one that’s in front of you, before
it flies away – you know, matching up the colours and F: Did you like that book I lent you? I thought the footballer’s
patterns with the picture in the book. life story was inspirational.
Now listen again. M: Really? I thought I knew everything about him from seeing
him on TV. I had no idea he’d had such a tough childhood.
3: You hear a boy talking about a long walk he did to raise
money for charity. F: Me neither. And he’s really written from the heart. He’s so
honest about everything.
I had a really exhausting weekend – went on a 10-kilometre
charity walk! At least the sun was shining this time, unlike last M: It’s certainly a good read – but I don’t think he wrote it
year when it absolutely poured down apparently. That would’ve himself – he’ll have paid somebody else to do it.
been really nasty! We stopped for lunch on the way so there was F: Do you think so? Oh, what a let-down. I really felt like he
no rush. My feet still hurt a bit when I’d finished – but it was worth was talking to me personally.
it! Then someone from the local newspaper came to ask me loads
of questions – but I would’ve preferred not to have been the one M: Well I’m sure the writer would’ve interviewed him, so it
in the spotlight. I guess I’ll get my picture published soon. I’d quite should be what he actually said.
happily have given that bit a miss, though, to be honest … F: Yes, must be.
Now listen again.
66
Paper 3
Now listen again. must be a richness, and only a limited sweetness – and, of course,
a completely new recipe so that I can be setting a new trend.
8: You hear part of a programme on the subject of animals.
That takes time, and trying out new ideas means tasting a lot!
Chester Zoo is celebrating the arrival of a very special creature –
To counter the calories, I go swimming and do a lot of running.
a rare onager foal. The male baby, who hasn’t yet been named,
But even then chocolates aren’t far from my mind. I actually
was born to first-time mum Zarrin last week. Onagers are related
come up with most of my strangest recipes when I’m driving –
to the domestic donkey and are an Asiatic wild ass from semi-
once I’ve got an idea, I pick up samples and ingredients, and do
desert regions in the Middle East. These creatures are now found
the cooking myself.
in just two protected areas and there are thought to be only
about 400 left in existence. Chester Zoo reports that the foal is I keep playing with flavours until I feel it’s ready to try on
doing well. Check the zoo’s website to keep up to date with how friends. These sessions have produced some fantastic ideas,
the zoo’s coping with the problems of dealing with the newborn, such as chilli-flavoured chocolate, which was much more
and to learn what name’s been chosen for him. successful than anyone imagined. But I’ve also had my fair
share of disasters, like chocolate flavoured with cheese, which
Now listen again.
nobody bought. I test recipes out on my family and they’re
That is the end of Part 1. never shy about telling me what they really think.
Anyway, I’ve got some chocolate here for you to try, but before
Now turn to Part 2. we do that I’d like to show you a short video clip that shows me
actually making the stuff in my laboratory. Yes that’s the name
You’ll hear a young man called Sam Conti telling a group of students I use for the place where I work, because it is quite scientific
about his job as a specialist chocolate maker. For Questions 9–18, what I do. But it’s a workshop really, and it’s located in what
complete the sentences with a word or short phrase. used to be an old sweet factory next to my house – here it is
You now have 45 seconds to look at Part 2. coming up on the screen now. [fade]
Hi – my name’s Sam Conti and my job is making and selling Now you’ll hear Part 2 again.
chocolate. Later on, I’m going to show you some of my chocolate – That is the end of Part 2.
you might even get a chance to try some – but first a bit about me.
People often ask how I got into this business. Well, my parents
Now turn to Part 3.
wanted me to have a steady job, and they suggested studying
something like Medicine at university, because they thought You’ll hear five short extracts in which teenagers are talking about
a job in that area would pay well, or even Economics, but at their hobbies. For Questions 19–23, choose from the list (A–H)
the time I thought Law might open more doors, so that’s what each speaker likes most about their hobby. Use the letters only
what I did. once. There are three extra letters which you do not need to use.
But life doesn’t always work out the way you plan it. After You now have 30 seconds to look at Part 3.
finishing my degree, I took time out and went travelling in
Speaker 1: I have a hobby which is super fun and superbly
South America, where I ended up staying over a year on a cocoa
unique. Unicycling, you know, a one-wheeled
plantation. I discovered that growing high-quality cocoa beans
bike, isn’t as easy as it looks but you can learn
is a process that’s not at all straightforward – in fact it’s a very
how to do it. You can either try learning it from
complex one. So there’s far more to the making of chocolate
someone who already knows how to do it, which
than first meets the eye.
is what I did at first, or take a course. What makes
I had no idea, for example, how easily the cocoa beans are unicycling so cool is that you can make up your
affected by changes in weather and climate – much more than own tricks on it, like hopping and jumping! Now I
other fruit like apples or bananas. In fact, the beans are more go to classes every week to make sure I learn new
like grapes really – so each year’s crop is of a different quality. moves and perfect them by going over them again
and again. Sometimes I take part in unicycling
When I came home, I decided to open a small shop making and
competitions too. They’re good fun.
selling my own chocolate – that was hard work I can tell you,
because so much can go wrong with chocolate. The hardest bit Speaker 2: Now everyone reckons that learning how to dance
is melting it in precisely the right way, but cooling it correctly is a very interesting hobby, but at first, I wasn’t
isn’t easy either. so sure. Dancing can be really fun to do as well as
to watch, and so is good for everyone. Mind you,
To learn the trade, I set about testing all the chocolate I could
some types of dancing can be quite challenging
find. The first thing I do is break off a piece. I want to hear ‘the
and difficult, and require a lot of dedication and
snap’ – if it makes that noise, it means it’s good.
precision. That’s why I love my street dance classes.
Then I smell it just before popping it into my mouth. They’re really aimed at people like me, who don’t
want to study every type of dance, but who’d just
I’ll never forget the first chocolates I sold in the shop – I got like to enjoy themselves and you make friends too.
such a buzz from it – and I’ve never lost that thrill. Another Maybe one day I’ll be good enough to enter a dance
thing I like to do is write up my experiments. I keep a diary competition, but I’m not counting on it.
for this. It’s the key to my success. One day I’ll put it all on a
database, but I haven’t had time yet. Speaker 3: My dad’s hobby is photography and he’s passed
this on to me. He says every hobby’s got a practical
I make a range of chocolates, but what I’m aiming for is a rich and and technical side and I mostly agree. My view is
rounded flavour without bitterness. I want top quality but there that photography’s actually an art, much more than
Listening Tapescript 2 67
just pointing a camera and taking a photo. I think Int: So what was your training schedule like in those early years?
learning about photography’s a great hobby for me
H: Very intensive really – every spare moment when I wasn’t
because we have an opportunity to put our photos
at school or doing homework was given over to training,
in competitions too, and that’s what makes it really
though I never got behind with the studies actually.
worthwhile. I know it isn’t as challenging as it used
Fortunately I had some amazing coaches who planned fun
to be, because now there are digital cameras and
workouts – it’s more productive that way and I’m grateful
you can change things on your computer, but it’s
to them for that. At the beginning, I took time out to hang
still really exciting.
out with friends, but as I got more successful, my routine
Speaker 4: Singing is an art and learning how to sing can be ruled that out, but I was cool with that because swimming
a good hobby. There are many ways to enjoy this had become my life.
hobby whether you practise on your own, join a choir
Int: How do you feel before a big race?
or just use a karaoke machine with your friends. I get
a real buzz from seeing the look on their faces when H: It’s what I’ve trained for, so I try to keep calm, get ready in
it’s my turn to sing. I’m not creative enough to write good time. I go and stand by the pool a couple of events
my own songs, but I do make sure that I pick the best before my race, with my hood up and my headphones on
ones available because it does make a difference. – music keeps me grounded. I always do the same series
Sometimes I have singing classes and my teacher of stretches because they suit my body, but I don’t think
says I should go in for competitions, but I’m not sure about the other swimmers in the event, because I can’t
how my friends would react to that idea! influence what they do – it’s all about my own ability.
Speaker 5: You’ll be surprised but I would say cooking’s become Int: So, now you’ve turned professional. What’s that like?
a really cool hobby for me and my friends these days.
H: I love being fit and challenging myself as an athlete – now
With all the new kinds of innovations coming in the
I’ve left school I can concentrate on that 100%. Of course,
cooking field, more and more people are getting
being in the public eye has its downsides – like reading
interested in cooking delicious food for themselves as
stuff about yourself that’s untrue – I can laugh it off, but
well as their family. I even liked the idea of becoming
some athletes find it hard to deal with. I do get to travel –
a chef once. Now I go to cookery classes where we
some people would love that, but actually living out of a
compete with each other to see who can prepare the
suitcase isn’t my idea of a good time.
best meal! I do find some recipes demanding, but
that’s the fun of it for me, like baking cupcakes, if I Int: So what’s the hardest thing to deal with?
keep trying again and again, I’ll get better and better.
H: Getting injured isn’t fun for anyone – I’ve been fortunate
Now you’ll hear Part 3 again. in avoiding anything too serious, but I get the usual aches
and pains. You feel miserable, but you have to stay strong.
That is the end of Part 3.
Not getting results is also tough – I talk regularly with
my sports psychologist if things aren’t going well, so that
Now turn to Part 4. I don’t start feeling negative about things. But there’s
nothing worse than competing in front of a home crowd
You’ll hear part of an interview with a successful young swimmer
– their expectations are so high. Once I got really stressed
called Helen Gibson. For Questions 24–30, choose the best answer
out just thinking who was watching.
(A, B or C).
Int: Any advice for kids listening, who’d like to follow in your
You now have 1 minute to look at Part 4.
footsteps?
Int: My guest today is champion swimmer Helen Gibson. Helen,
H: If I say: ‘If you keep trying kids, you can be like me,’ that
welcome. Was swimming always your sport as a kid?
sounds great, doesn’t it? But it can’t be true for everybody.
H: Well, I come from a pretty sporty family actually, and both I’ve matured a lot recently, and see things more clearly. I’ve
my older brothers were strong swimmers, which put me off given up any idea of going to college and pursuing another
a bit at first because I never stood a chance of beating them. career for the moment, but that’s my decision – I’m not
So, I actually took up running – that was my Dad’s sport saying it’s the only way. In fact what I would say is, it’s
and was something I could share with him. He’d take me important to learn from your own successes and failures,
running along by these canals. I was always a bit frightened because only you know what you’re really capable of.
of falling in, so he and Mum convinced me to have some
Now you’ll hear Part 4 again.
swimming coaching to build up my confidence in the water.
And of course, it wasn’t long before I gave up the running That is the end of Part 4.
altogether.
Int: So why did the swimming go so well? There will now be a pause of 5 minutes for you to copy your answers
onto the separate answer sheet. Be sure to follow the numbering of
H: People at the club I joined said I was a natural swimmer,
all the questions. I’ll remind you when there is 1 minute left, so that
but I didn’t believe them till I started winning regional
you’re sure to finish in time.
championships, then national – then I was like, wow! I can
do this. I’m pretty focused generally, things aren’t worth You have one more minute left.
doing if you’re not passionate about them – not everybody
That’s the end of the test.
has that drive. It’s a tough sport though, and ultimately it
was down to me, and of course I was fortunate to have all Please stop now. Your supervisor will now collect all the question
the facilities I needed nearby. papers and answer sheets.
68
Paper 3
Assessment
Answer key
Listening sample paper 2
Q Part 1 Q Part 2 Q Part 3 Q Part 4
1 A 9 law 19 C 24 C
2 B 10 complex 20 H 25 A
3 A 11 grapes 21 D 26 B
4 C 12 melting 22 F 27 C
5 B 13 (the) snap 23 A 28 C
6 C 14 diary 29 A
7 A 15 bitterness 30 B
8 B 16 driving
17 cheese (flavour) | chocolate
with cheese | chocolate
flavoured with cheese
18 laboratory
In Part 2, bracketed words/letters/characters do not have to appear in the answer.
Listening Assessment 69
70
36863 36863
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Part 1
A B C A B C
1 5
Candidate Candidate
A B C A B C
Name Number 2 6
A B C A B C
Centre Centre 3 7
Name Number
A B C A B C
4 8
Examination Examination
Title Details Do not write
Part 2 (Remember to write in CAPITAL LETTERS or numbers) below here
Candidate Assessment
Signature Date 9 1 0
9
10 1 0
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 10
11 1 0
First for Schools Listening Candidate Answer Sheet 11
12 1 0
12
13 1 0
Instructions 13
Use a PENCIL (B or HB).
14 1 0
Rub out any answer you want to change using an eraser. 14
15 1 0
Parts 1, 3 and 4: Part 2: 15
Mark ONE letter for each question. Write your answer clearly in CAPITAL LETTERS. 16 1 0
16
For example, if you think A is the Write one letter or number in each box.
17 1 0
right answer to the question, mark If the answer has more than one word, leave one 17
your answer sheet like this: box empty between words.
18 1 0
For example: 18
Part 3 Part 4
A B C D E F G H A B C
19 24
A B C D E F G H A B C
20 25
A B C D E F G H A B C
21 26
Turn this sheet over to start. A B C D E F G H A B C
22 27
A B C D E F G H A B C
23 28
A B C
29
A B C
30
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
36863 36863
Paper 4: 14 mins
Speaking
tasks
The Speaking test contains four parts. There are two candidates and two examiners. One examiner acts as both interlocutor
and assessor and manages the interaction either by asking questions or providing cues for the candidates. The other acts as
assessor and does not join in the conversation.
Part Timing Task type and interaction Focus
A conversation between the
1 2 minutes interlocutor and each candidate
(spoken questions).
The focus is on general
interactional and social language.
A 1-minute ‘long turn’ for An individual ‘long turn’ for each
each candidate, plus a candidate with a response from The focus is on organising a larger
2 30-second response from the
second candidate. The total
the second candidate. In turn,
the candidates are given a pair of
unit of discourse; comparing,
describing and expressing opinions.
time for Part 2 is 4 minutes. photographs to talk about.
The focus is on sustaining an
A two-way conversation between
A 2-minute discussion interaction; exchanging ideas,
the candidates. The candidates
followed by a 1-minute expressing and justifying opinions,
3 decision-making task. The
total time for Part 3 is
are given spoken instructions
with written stimuli, which are
agreeing and/or disagreeing,
suggesting, speculating, evaluating,
used in discussion and decision-
4 minutes. reaching a decision through
making tasks.
negotiation, etc.
A discussion on topics related The focus is on expressing and
4 4 minutes to the collaborative task
(spoken questions).
justifying opinions, agreeing and/or
disagreeing and speculating.
Speaking Tasks 71
The four parts of the Speaking test appropriate language. The listening candidate is also asked to
comment (for about 30 seconds) after their partner’s long turn.
Format They should not speak during their partner’s long turn.
The paired format for the B2 First for Schools Speaking test (two
examiners and two candidates) offers candidates the opportunity PART 3 Collaborative task
to demonstrate, in a controlled but friendly environment, their This part tests the candidates’ ability to engage in a discussion and to
ability to use their spoken language skills effectively. The test work towards a negotiated outcome of the task set.
takes 14 minutes. One examiner, the interlocutor, conducts
the test and gives a global assessment of each candidate’s
Sample task and assessment criteria: pages 77 and 82
performance. The other, the assessor, does not take any part in
the interaction but focuses solely on listening to, and making an In Part 3, candidates are asked to respond to a written stimulus
assessment of, each candidate’s oral proficiency. which forms the basis for a discussion. They are given a discussion
question, together with five written prompts designed to help
At the end of the Speaking test, candidates are thanked
candidates by providing ideas for their discussion. Candidates
for attending. They are given no indication of the level of
are expected to answer the question by exploring the different
their achievement.
prompts. Candidates can choose which prompts to discuss and
The standard format is two examiners and two candidates. are not expected to discuss all five prompts in the time available
In cases where there is an uneven number of candidates at a but should continue their discussion until asked to stop by the
centre, the last Speaking test of the session will be taken by three interlocutor. Candidates are expected to express and justify their
candidates together instead of two. When three candidates are opinions and speculate in order to have a conversation which
tested together, the test format, test material and procedure answers the discussion question. The interlocutor will then ask
will remain unchanged, but the timing will be longer: 20 minutes candidates a second question designed to encourage them to
instead of 14. summarise their discussion and to work towards a negotiated
decision. Candidates are not penalised if they fail to reach a
The Speaking test consists of four parts, each of which is assessed. negotiated decision. They are assessed on their ability to hold a
Each part of the test focuses on a different type of interaction: conversation, to turn-take appropriately, and to use the language
between the interlocutor and each candidate, between the two of negotiation and collaboration while doing this.
candidates, and among all three. The patterns of discourse vary
within each part of the test. The task is opinion based and there is no right or wrong answer.
The task gives candidates the opportunity to show their range of
PART 1 Interview language and their ability to invite the opinions and ideas of their
This part tests the candidates’ ability to use social and partner. Candidates are expected to share the interaction in this
interactional language. way and to initiate and respond appropriately.
PART 4 Discussion
Sample task and assessment criteria: pages 75 and 82
This part tests the candidates’ ability to engage in a discussion based
Part 1 gives candidates the opportunity to show their ability to on the topic of the collaborative task in Part 3.
use general social and interactional language and to give basic
personal information about themselves. The questions which are
Sample task and assessment criteria: pages 77 and 82
asked relate to the candidates’ own lives and focus on areas such
as work, leisure time and future plans. Candidates are expected to In Part 4, the interlocutor directs the interaction by asking questions
respond to the interlocutor’s questions, and to listen to what their which encourage the candidates to discuss further and broaden the
partner has to say. topics introduced in Part 3. The questions differ from Part 1 in that
they ask primarily for an evaluation rather than for information.
The candidates are not actively invited to talk to each other in
this part of the test. This short social exchange is a natural way to This part of the test gives candidates an opportunity to show that
begin an interaction, and it gives candidates time to settle before they are capable of discussing issues in more depth than in the
dealing with the more specific tasks in Parts 2, 3 and 4. earlier parts of the test.
PART 2 Long turn
Preparation
This part tests the candidates’ ability to produce an extended piece
of discourse. General
• Classroom activities which involve students working in pairs
Sample task and assessment criteria: pages 75 and 82 and small groups will give practice in skills such as initiating and
responding, which are essential to success in the Speaking test.
In Part 2, candidates are given the opportunity to speak for
1 minute without interruption. Each candidate is asked to • Make sure your students are familiar with the format of
compare two colour photographs, and to make a further each part of the test. They should be aware of the different
comment about them in response to a task that is read out by the interaction patterns (who speaks to whom) and what stimulus
interlocutor. A prompt is given to the candidates in the form of a will be provided by the interlocutor.
direct question; this is written above the photographs. Candidates • Encourage your students to speak clearly so that they can be
are expected to point out similarities and differences between heard by both the interlocutor and assessor. They should be
the photographs and then move on to deal with the question, made aware that different varieties of English accents in the UK
answering it with reference to both photographs. and elsewhere in the world are acceptable.
Candidates have the opportunity to show their ability to organise
• Train your students to paraphrase when they do not know, or
their thoughts and ideas, and express themselves coherently with
cannot remember, a word.
72
Paper 4
• Train your students to listen carefully to the instructions, and students to compare the photographs and say what people
to read the questions above the pictures in Part 2 and the would enjoy about a holiday in each of the different places.
discussion question and prompts in Part 3, so that they know
precisely what they have to talk about. • Encourage your students to bring their own photographs to
class and to speak about them.
• To ensure all candidates are treated fairly, the interlocutor keeps
to a scripted frame (as shown in the sample papers). However, • Candidates are not expected to give detailed descriptions of
you may remind your students that they can ask the examiner each picture. Rather, they are asked to compare the pictures
to repeat the instructions or a question. and to give their reaction to them. Get your students to work in
pairs or small groups and to share their ideas about what they
• Encourage your students to initiate discussion and to respond might say, before they attempt a task.
to what other students have to say.
• Students often find it useful to observe a good model answer
n.b. In some centres candidates from the same school are paired given by a more advanced learner of English or by the teacher.
together. However, where candidates from a number of different
schools are entered at the same centre, some candidates may • Encourage your students to focus on useful language for this
find that they are paired with a candidate from another school. part of the test. In particular, ways of expressing similarity and
Students may check with the centre through which they are difference may help, e.g. one similarity is that …; in this picture
entering for the local procedure, if they wish. there’s … whereas in the other there’s … Remind your students
that using comparatives and linking words will produce a more
extended and coherent sample of speech than simply stringing
By part together a series of simple statements. This will help them to gain
marks under the Discourse Management assessment criterion.
PART 1
• In this part of the test, students will benefit from finding • Play games such as Just a Minute where candidates have to
opportunities to practise talking about themselves. speak for 1 minute without repeating themselves.
Interlocutors will ask candidates a range of questions about
their everyday lives, for example sports they enjoy, travel and PART 3
holidays, work experience and so on. Encourage your students • In this part of the test the interlocutor will give candidates
to respond promptly, with answers which are complete and a question to discuss. Encourage your students to use the
spontaneous. Rehearsed speeches should be avoided as these written prompts as fully as possible. The interlocutor will then
might be inappropriate for the question asked. ask a question encouraging candidates to reach a decision by
agreeing or disagreeing with each other. Tell your students not
• Encourage your students to look for opportunities to socialise
to be afraid to disagree with each other politely and that they
with English speakers. In class, they could role-play social
will not lose marks if they fail to reach a decision.
occasions in which they meet new people, e.g. parties, train
journeys, starting a new job. This will give them the opportunity • It is very important for candidates to interact with each
to practise a range of topics for this part of the test. other when they carry out the Part 3 task. All classroom
discussion in pairs and small groups, therefore, provides
• Students could brainstorm possible questions from the
excellent preparation.
categories above. The different groups could then answer each
other’s questions. • Remind your students to make positive contributions to move
the discussion forward. They should be encouraged to respond
PART 2 to each other’s contributions by agreeing, disagreeing and
• Teach your students to listen carefully to the instructions and to questioning each other, rather than just giving information
carry them out. Remind them that they should listen carefully about the task.
to the instructions which follow the words and say and read the
question above the photographs. If they do not do this they • In classroom activities, one student in each group could be
may miss the focus of the task and not produce a wide enough made responsible for ensuring that every member of the
range of language, or they may find it difficult to speak for the group gets an equal opportunity to speak, so that the students
full minute. become alerted to the importance of turn-taking.
• Students should be confident that they know what they have • It may also be useful to focus on accurate production of
to say before they start their long turn. Remind your students functional language likely to be useful in this type of discussion.
that they will not lose marks if they ask the examiner to repeat This may include ways of managing the discussion, e.g. Shall we
the instructions. start with this one?; What do you think?; Shall we move on to …?
Ways of expressing and justifying opinions, and agreeing and
• Students sometimes find that a minute is quite a long time disagreeing (politely) are also likely to be useful.
to talk for. Give your students practice at talking for a minute
about a given topic. Topics and visuals in B2 First for Schools PART 4
coursebooks will be appropriate for this practice. Give students
• Encourage your students to give full answers to the questions
plenty of practice in organising an extended turn and in linking
asked. They can do this by keeping useful question words
their ideas together. Time this practice so that your students get
in their heads, e.g. Why?, How?, When?, Where?. If, when
a feel for how long a minute is. Without this, they may finish
answering a question, students also respond to related question
the task too quickly and as a result fail to give the examiners an
words like these, they will give full contributions. For example,
adequate sample of language.
in response to a question following Part 3 on the subject of
• Give your students practice by cutting thematically linked ‘Holidays’, students could be asked Would you like to go on a
pairs of photographs from magazines and giving these an holiday like this? Students could answer yes, giving the reasons
additional focus as in the test. For example, you might choose why they would like a particular holiday, when they would like
photographs of two different types of holiday and ask your to go, where they would go, and so on. The question Why? is
Speaking Tasks 73
useful for nearly all Part 4 questions and the interlocutor will
often ask this question if students fail to give more than a
minimal response.
• Let your students practise asking each other for their opinions
on everyday situations and current events, and encourage
them to give full answers to the questions asked in the way
suggested above.
• Candidates may be asked individual questions, or the question
may be directed to engage both candidates in the discussion.
Therefore, as with Part 3, classroom discussions in pairs and
small groups provide excellent preparation.
• In order to raise awareness of the types of questions asked and
of effective ways of answering them, it may be helpful to give
pairs of students different topics and to ask each pair to
think of six discussion questions for their topic. These sets of
questions could then be exchanged by the different pairs
of students and discussed.
• Remind your students that there are no right answers to the
questions and candidates will not be judged on their opinions,
only on the language they use to express their opinions. It
is quite acceptable for candidates to admit to not knowing
much about a particular question, but they should be taught
to expand on their views wherever possible and should be
discouraged from making responses such as I don’t know, I’m not
sure or I haven’t thought about that.
74
1 Trying to win Part 2
Part 1 2 Spending time outside 4 minutes (6 minutes for groups of three)
2 minutes (3 minutes for groups of three)
Interlocutor In this part of the test, I’m going to give each of you two photographs. I’d like you to
talk about your photographs on your own for about a minute, and also to answer a
Good morning/afternoon/evening. My name is ………… and this is my colleague ………… . question about your partner's photographs.
(Candidate A), it’s your turn first. Here are your photographs. They show people
Speaking Sample paper 1
And your names are?
trying to win in different situations.
Can I have your mark sheets, please?
Place Part 2 booklet, open at Task 1, in front of Candidate A.
Thank you.
I’d like you to compare the photographs, and say what you think might be difficult
• Where are you from, (Candidate A)? for the people about trying to win in these situations.
• And you, (Candidate B)?
All right?
First we’d like to know something about you.
Candidate A
Select one or more questions from any of the following categories, as appropriate. 1 minute ………………………………………………………..
Interlocutor Thank you.
People you know
(Candidate B), which sport would you prefer to do? ….. (Why?)
• Who are you most like in your family? Tell us about him/her.
• Do you have a best friend? ….. (What do you like about him/her?) Candidate B
approximately ………………………………………………………..
• Who do you spend time with after school? ….. (What do you do together?) 30 seconds
• Tell us about a good teacher you’ve had.
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Things you like Now, (Candidate B), here are your photographs. They show people spending time
outside in different situations.
• What’s your favourite subject at school? ….. (Why do you like it?)
• Do you like reading? ….. (What do you like to read?) ….. (Why?) Place Part 2 booklet, open at Task 2, in front of Candidate B.
• Do you enjoy using the internet in your free time? ….. (Why? / Why not?) I’d like you to compare the photographs, and say what you think the people are
enjoying about spending time outside in these situations.
• Tell us about the things you like doing at the weekend.
All right?
Places you go to Candidate B
1 minute ………………………………………………………..
• Do you like your school? ….. (Why? / Why not?) Interlocutor Thank you.
• Are there any nice places to go in (candidate’s area)? ….. (What are they?) ….. (Why do you
like them?) (Candidate A), which of these things would you prefer to do? ….. (Why?)
Candidate A
• Have you been anywhere nice recently? ..... (Where did you go?) ….. (Why?)
approximately ………………………………………………………..
• Where would you like to go for your next holiday ….. (Why would you like to go there?) 30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Paper 4
75
76
What might be difficult for the people about trying 1 2
What are the people enjoying about spending time
to win in these situations? outside in these situations?
21 After-school classes Part 3 4 minutes (5 minutes for groups of three)
Part 4 4 minutes (6 minutes for groups of three)
Part 3
Interlocutor Now, I’d like you to talk about something together for about two minutes (3 minutes for
groups of three).
Speaking Sample paper 1
I’d like you to imagine that a school is going to start some after-school classes to
encourage their students to learn new skills. Here are some ideas for the classes
language
and a question for you to discuss. First you have some time to look at the task.
instrument
play a musical
Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds.
speak another foreign
Now, talk to each other about why students might want to learn to do these skills.
Candidates
2 minutes ………………………………………………………..
(3 minutes for
groups of three)
Interlocutor Thank you. Now you have about a minute to decide which two would be the easiest
to learn to do well?
Candidates
1 minute ………………………………………………………..
(for pairs and
groups of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.
cook a meal
these skills?
Part 4
want to learn to do
Why might students
Interlocutor Use the following questions, in order, as appropriate: Select any of the following
prompts, as appropriate:
• Do you think classes like these would be popular
with students? ….. (Why? / Why not?) • What do you think?
• Do you agree?
• How important do you think it is for people to try • And you?
new activities? ….. (Why?)
• Why do you think some people don’t like to try new things?
• A lot of people enjoy doing sport after school. Do you think this is a good
thing? ….. (Why? / Why not?)
• What do students enjoy doing after school in (candidate’s country)? ….. (Why?)
• Do you think it’s better to go out and do things after school or is it better to
draw well
play a sport
stay at home? ….. (Why?)
Thank you. That is the end of the test.
21
Paper 4
77
78
1 Ways of learning Part 2
Part 1 2 A day out 4 minutes (6 minutes for groups of three)
2 minutes (3 minutes for groups of three)
Interlocutor In this part of the test, I’m going to give each of you two photographs. I’d like you to
talk about your photographs on your own for about a minute, and also to answer a
Good morning/afternoon/evening. My name is ………… and this is my colleague ………… . question about your partner's photographs.
And your names are? (Candidate A), it’s your turn first. Here are your photographs. They show students
learning in different ways.
Can I have your mark sheets, please?
Place Part 2 booklet, open at Task 1, in front of Candidate A.
Thank you.
I’d like you to compare the photographs, and say what might be good for the
• Where are you from, (Candidate A)? students about learning in these ways.
• And you, (Candidate B)?
All right?
First we’d like to know something about you.
Candidate A
Select one or more questions from any of the following categories, as appropriate.
1 minute ………………………………………………………..
People you know Interlocutor Thank you.
• Who are you most like in your family? Tell us about him/her. (Candidate B), do you prefer learning things on your own or with friends? …..
(Why?)
• Do you have a best friend? ….. (What do you like about him/her?)
• Who do you spend time with after school? ….. (What do you do together?) Candidate B
approximately ………………………………………………………..
• Tell us about a good teacher you’ve had.
30 seconds
Things you like Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
• What’s your favourite subject at school? ….. (Why do you like it?) Now, (Candidate B), here are your photographs. They show friends having a day out
together.
• Do you like reading? ….. (What do you like to read?) ….. (Why?)
• Do you enjoy using the internet in your free time? ….. (Why? / Why not?) Place Part 2 booklet, open at Task 2, in front of Candidate B.
• Tell us about the things you like doing at the weekend.
I’d like you to compare the photographs, and say what the friends are enjoying
about their day out.
Places you go to
All right?
• Do you like your school? ….. (Why? / Why not?) Candidate B
1 minute ………………………………………………………..
• Are there any nice places to go in (candidate’s area)? ….. (What are they?) ….. (Why do you
like them?) Interlocutor Thank you.
• Have you been anywhere nice recently? ..... (Where did you go?) ….. (Why?) (Candidate A), which of these things would you prefer to do on a day out? …..
• Where would you like to go for your next holiday ….. (Why would you like to go there?) (Why?)
Candidate A
approximately ………………………………………………………..
30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet
Please note that Sample Paper 2 contains the same set of Part 1 questions as Sample Paper 1. (In the actual exam, these questions vary.)
Paper 4
Speaking Sample paper 2 79
80
21 School trip Part 3 4 minutes (5 minutes for groups of three)
Part 4 4 minutes (6 minutes for groups of three)
Part 3
Interlocutor Now, I’d like you to talk about something together for about two minutes (3 minutes for
groups of three).
Here are some reasons why many students go on school trips and a question for
you to discuss. First you have some time to look at the task.
world
different
Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds.
doing something
Now, talk to each other about whether it’s a good idea for students to go on school
learning about the
trips.
Candidates
2 minutes ………………………………………………………..
(3 minutes for
groups of three)
Interlocutor Thank you. Now you have about a minute to decide which two things are the most
important for teachers to think about when they organise school trips for their
students.
Candidates
1 minute ………………………………………………………..
(for pairs and
groups of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.
school trips?
entertainment
Part 4
students to go on
Is it a good idea for
Interlocutor Use the following questions, in order, as appropriate: Select any of the following
prompts, as appropriate:
• Do you think school trips should take place on a
school day or at the weekend? ….. (Why?) • What do you think?
• Do you agree?
• If you go on a school trip, is it better to visit a city, • And you?
or go to the countryside? ….. (Why?)
• What can students do in class after going on a school trip? ….. (Why?)
• What’s a good place for students to visit in (candidate’s country)? ….. (Why?)
• What’s the most interesting thing about visiting other countries? ….. (Why?)
• If you could go anywhere in the world, where would you go? ….. (Why?)
Thank you. That is the end of the test.
help with lessons
getting on with people
21
Paper 4
Assessment
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 certification 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 Assessment English for the Speaking
tests in a given country or region.
Annual examiner certification 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
• Discourse Management
• Pronunciation
• Interactive Communication
The interlocutor awards a mark for global achievement using the
global achievement scale.
Assessment for B2 First 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 B2 First for Schools (shown on page 82) are extracted
from the overall Speaking scales on page 83.
Speaking Assessment 81
B2 First for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on page 83:
B2 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
Produces extended
Shows a good degree of control stretches of language with Is intelligible. Initiates and responds
of a range of simple and some very little hesitation. appropriately, linking
Intonation is appropriate.
complex grammatical forms. Contributions are relevant contributions to those of other
5 and there is a clear Sentence and word stress speakers.
Uses a range of appropriate
organisation of ideas. is accurately placed.
vocabulary to give and Maintains and develops the
exchange views on a wide range Uses a range of cohesive Individual sounds are interaction and negotiates
of familiar topics. devices and discourse articulated clearly. towards an outcome.
markers.
4 Performance shares features of Bands 3 and 5.
Is intelligible.
Shows a good degree of control Produces extended
stretches of language Intonation is generally
of simple grammatical forms, Initiates and responds
despite some hesitation. appropriate.
and attempts some complex appropriately.
grammatical forms. Contributions are relevant Sentence and word stress
3 Maintains and develops the
and there is very little is generally accurately
Uses a range of appropriate interaction and negotiates
repetition. placed.
vocabulary to give and towards an outcome with very
exchange views on a range of Uses a range of cohesive Individual sounds are little support.
familiar topics. devices. generally articulated
clearly.
2 Performance shares features of Bands 1 and 3.
Produces responses which
Shows a good degree of control are extended beyond short Initiates and responds
Is mostly intelligible,
of simple grammatical forms. phrases, despite hesitation. appropriately.
and has some control of
1 Uses a range of appropriate Contributions are mostly phonological features at Keeps the interaction going
vocabulary when talking about relevant, despite some both utterance and word with very little prompting and
everyday situations. repetition. levels. support.
Uses basic cohesive devices.
0 Performance below Band 1.
B2 Global achievement
Handles communication on a range of familiar topics, with very little hesitation.
5 Uses accurate and appropriate linguistic resources to express ideas and produce extended
discourse that is generally coherent.
4 Performance shares features of Bands 3 and 5.
Handles communication on familiar topics, despite some hesitation.
3 Organises extended discourse but occasionally produces utterances that lack coherence,
and some inaccuracies and inappropriate usage occur.
2 Performance shares features of Bands 1 and 3.
Handles communication in everyday situations, despite hesitation.
1 Constructs longer utterances but is not able to use complex language except in
well-rehearsed utterances.
0 Performance below Band 1.
82
Grammatical Resource Lexical Resource Discourse Management Pronunciation Interactive Communication
• Produces extended stretches of language
• Uses a wide range of with flexibility and ease and very little • Interacts with ease by skilfully
• Maintains control appropriate vocabulary hesitation. • Is intelligible. interweaving his/her contributions into the
of a wide range of with flexibility to give • Contributions are relevant, coherent, • Phonological features are used conversation.
Speaking Assessment
grammatical forms and and exchange views on varied and detailed. effectively to convey and enhance • Widens the scope of the interaction and
uses them with flexibility. unfamiliar and abstract • Makes full and effective use of a wide meaning. develops it fully and effectively towards a
topics. range of cohesive devices and discourse negotiated outcome.
Overall Speaking scales
markers.
• Produces extended stretches of language • Is intelligible.
• Uses a wide range of
with ease and with very little hesitation. • Intonation is appropriate. • Interacts with ease, linking contributions
• Maintains control appropriate vocabulary
• Contributions are relevant, coherent and • Sentence and word stress is to those of other speakers.
C2 of a wide range of to give and exchange
varied. accurately placed. • Widens the scope of the interaction and
grammatical forms. views on unfamiliar and
• Uses a wide range of cohesive devices and • Individual sounds are articulated negotiates towards an outcome.
abstract topics.
discourse markers. clearly.
• Produces extended stretches of language • Is intelligible.
• Uses a range of • Initiates and responds appropriately,
• Shows a good degree with very little hesitation. • Intonation is appropriate.
appropriate vocabulary linking contributions to those of other
of control of a range of • Contributions are relevant and there is a • Sentence and word stress is
C1 to give and exchange speakers.
simple and some complex clear organisation of ideas. accurately placed.
views on familiar and • Maintains and develops the interaction
grammatical forms. • Uses a range of cohesive devices and • Individual sounds are articulated
unfamiliar topics. and negotiates towards an outcome.
discourse markers. clearly.
Grammar and Vocabulary
• Is intelligible.
• Produces extended stretches of language
• Shows a good degree of control of simple grammatical • Intonation is generally appropriate. • Initiates and responds appropriately.
despite some hesitation.
forms, and attempts some complex grammatical forms. • Sentence and word stress is • Maintains and develops the interaction
B2 • Contributions are relevant and there is
• Uses appropriate vocabulary to give and exchange generally accurately placed. and negotiates towards an outcome with
very little repetition.
views, on a range of familiar topics. • Individual sounds are generally very little support.
• Uses a range of cohesive devices.
articulated clearly.
• Produces responses which are extended
• Shows a good degree of control of simple grammatical
beyond short phrases, despite hesitation. • Is mostly intelligible, and has some • Initiates and responds appropriately.
forms.
B1 • Contributions are mostly relevant, but control of phonological features at • Keeps the interaction going with very little
• Uses a range of appropriate vocabulary when talking
there may be some repetition. both utterance and word levels. prompting and support.
about familiar topics.
• Uses basic cohesive devices.
• Shows sufficient control of simple grammatical forms. • Maintains simple exchanges, despite some
• Is mostly intelligible, despite limited
A2 • Uses appropriate vocabulary to talk about everyday difficulty.
control of phonological features.
situations. • Requires prompting and support.
• Has considerable difficulty maintaining
• Has very limited control of
• Shows only limited control of a few grammatical forms. simple exchanges.
A1 phonological features and is often
• Uses a vocabulary of isolated words and phrases. • Requires additional prompting and
Speaking
unintelligible.
support.
assessment
83
Speaking assessment glossary Where language specifications are provided at lower levels (as in A2
of terms Key and B1 Preliminary), candidates may have control of only the
simplest exponents of the listed forms.
1. General Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent
Conveying basic meaning
use of one form in terms of structure or meaning; the production
Conveying basic meaning: the ability of candidates to get their of one part of a complex form incorrectly; or the use of some
message across to their listeners, despite possible inaccuracies in complex forms correctly and some incorrectly.
the structure and/or delivery of the message.
Spoken language often involves false starts, incomplete
Situations and topics utterances, ellipsis and reformulation. Where communication is
Everyday situations: situations that candidates come across in achieved, such features are not penalised.
their everyday lives, e.g. having a meal, asking for information,
shopping, going out with friends or family, travelling to work, Grammatical forms
taking part in leisure activities. An A2 Key task that requires Simple grammatical forms: words, phrases, basic tenses and
candidates to exchange details about a store’s opening hours simple clauses.
exemplifies an everyday situation.
Complex grammatical forms: longer and more complex
Familiar topics: topics about which candidates can be expected utterances, e.g. noun clauses, relative and adverb clauses,
to have some knowledge or personal experience. B2 First for subordination, passive forms, infinitives, verb patterns, modal
Schools tasks that require candidates to talk about what people forms and tense contrasts.
like to do on holiday, or what it is like to do different jobs,
exemplify familiar topics. Range
Range: the variety of words and grammatical forms a candidate
Unfamiliar topics: topics which candidates would not be
uses. At higher levels, candidates will make increasing use
expected to have much personal experience of. C1 Advanced tasks
of a greater variety of words, fixed phrases, collocations and
that require candidates to speculate about whether people in the
grammatical forms.
world today only care about themselves, or the kinds of problems
that having a lot of money can cause, exemplify unfamiliar topics.
3. Discourse Management
Abstract topics: topics which include ideas rather than concrete
situations or events. C2 Proficiency tasks that require candidates Coherence and cohesion
to discuss how far the development of our civilisation has been Coherence and cohesion are difficult to separate in discourse.
affected by chance discoveries or events, or the impact of writing Broadly speaking, coherence refers to a clear and logical stretch of
on society, exemplify abstract topics. speech which can be easily followed by a listener. Cohesion refers
to a stretch of speech which is unified and structurally organised.
Utterance
Utterance: people generally write in sentences and they speak in Coherence and cohesion can be achieved in a variety of ways,
utterances. including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
An utterance may be as short as a word or phrase, or a longer
stretch of language. Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information (first,
2. Grammar and Vocabulary second, next, finally).
Appropriacy of vocabulary
At higher levels, candidates should be able to provide cohesion
Appropriacy of vocabulary: the use of words and phrases that not just with basic cohesive devices (e.g. and, but, or, then, finally)
fit the context of the given task. For example, in the utterance but also with more sophisticated devices (e.g. therefore, moreover,
I’m very sensible to noise, the word sensible is inappropriate as the as a result, in addition, however, on the other hand).
word should be sensitive. Another example would be Today’s big
snow makes getting around the city difficult. The phrase getting Related vocabulary: the use of several items from the same lexical
around is well suited to this situation. However, big snow is set, e.g. train, station, platform, carriage; or study, learn, revise.
inappropriate as big and snow are not used together. Heavy snow
would be appropriate. Grammatical devices: essentially the use of reference pronouns
(e.g. it, this, one) and articles (e.g. There are two women in the
Flexibility picture. The one on the right ...).
Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to differentiate according to the Discourse markers: words or phrases which are primarily used in
context, and to eliminate ambiguity. Examples of this would be spoken language to add meaning to the interaction, e.g. you know,
reformulating and paraphrasing ideas. you see, actually, basically, I mean, well, anyway, like.
Grammatical control Extent/extended stretches of language
Grammatical control: the ability to consistently use grammar Extent/extended stretches of language: the amount of language
accurately and appropriately to convey intended meaning. produced by a candidate which should be appropriate to the task.
Long-turn tasks require longer stretches of language, whereas
84
Speaking
assessment
tasks which involve discussion or answering questions could Supporting: instances when one candidate helps another
require shorter and extended responses. candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Relevance
Relevance: a contribution that is related to the task and not Turn and simple exchange
about something completely different. Turn: everything a person says before someone else speaks.
Repetition Simple exchange: a brief interaction which typically involves two
Repetition: repeating the same idea instead of introducing new turns in the form of an initiation and a response, e.g. question–
ideas to develop the topic. answer, suggestion–agreement.
4. Pronunciation
Intelligible
Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Individual sounds are:
• pronounced vowels, e.g. the // in cat or the // in bed
• diphthongs, when two vowels are rolled together to produce
one sound, e.g. the // in host or the // in hate
• consonants, e.g. the // in cut or the // in fish.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey
the speaker’s mood, to support meaning or to indicate
new information.
5. Interactive Communication
Development of the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response
to the written or visual stimulus or to something the other
candidate/interlocutor has said; or by proactively involving the
other candidate with a suggestion or question about further
developing the topic (e.g. What about bringing a camera for the
holiday? or Why’s that?).
Initiating and responding
Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or
the interlocutor has said.
Prompting and supporting
Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Speaking Assessment 85
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OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 1
Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
Assessment
Date
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
First for Schools Speaking Mark Sheet
Date of test:
1 2 3 4 5 6 7 8 9 10 11 12
Month:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Day:
Marks Awarded:
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Grammar and Vocabulary
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Discourse Management
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Pronunciation
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Interactive Communication
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Global Achievement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Test materials used: Part 2
21 22 23 24 25 26 27 28 29 30
Part 3
Assessor's number Test Format Number of 2nd Candidate
Examiners:Candidates
2:2
Interlocutor's number Number of 3rd Candidate
2:3
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 1
41373
86
Speaking
Glossary
B2 First for Schools glossary
Answer sheet Key word
the form on which candidates record their responses. the word which must be used in the answer to an item in B2 First
for Schools Paper 3 Part 4.
Assessor
the Speaking test examiner who assigns a score to a candidate’s Lexical
performance, using analytical criteria to do so. adjective from lexis, meaning to do with vocabulary.
Cloze test Long turn
a type of gap-filling task in which whole words have been the opportunity in the Speaking test for a candidate to talk
removed from a text and which candidates must replace. uninterrupted for a period of time, enabling them to produce an
extended piece of discourse.
Coherence
language which is coherent is well planned and clear, and all the Lozenge
parts or ideas fit well so that they form a united whole. the space on the mark sheet which candidates must fill in to
indicate their answer to a multiple-choice question.
Collaborative task
the opportunity in the Speaking test for the candidates to engage Multiple choice
in a discussion and work together towards a negotiated outcome a task where candidates are given a set of several possible answers
of the task set. of which only one is correct.
Collocation Multiple matching
this term describes the likelihood of two words going together, a task in which a number of questions or sentence-completion
e.g. a good job, a wonderful occasion. 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
Comprehension questions
which can be used an unlimited number of times.
short questions testing information selection, linking and
sentence construction. Neutral style
a writing style, at B2 First for Schools level appropriate for
Content points
compositions, with no specific features of formality or informality.
the points contained in the notes on the text in the B2 First for
Schools Paper 2 Part 1 compulsory question, which must be Opening and closing formulae
included in the candidate’s letter or email. the expressions, either formal or informal, that are usually used
to open and close letters, e.g. Dear Maria … With best wishes
Discourse
from …, or Dear Mr Dakari … Yours sincerely …
written or spoken communication.
Options
Gap-filling item
the individual words in the set of possible answers for a
any type of item which requires the candidate to insert some multiple-choice item.
written material – letters, numbers, single words, phrases,
sentences or paragraphs – into spaces in the text. The response Paraphrase
may be supplied by the candidate or selected from a set to give the meaning of something using different words.
of options.
Phrasal verb
Gist a verb which takes on a new meaning when followed by a certain
the central theme or meaning of the text. preposition or adverb (e.g. get away, take up).
Impeding error Pretesting
an error which prevents the reader from understanding the word a stage in the development of test materials at which items are
or phrase. tried out with representative samples from the target population
in order to determine their difficulty.
Input material
the text and notes, sometimes supported by illustrations or Prompt sentence
diagrams, which candidates have to base their answers on in the the complete sentence given as the opening or closing line of
B2 First for Schools Paper 2 Part 1 compulsory question. a story.
Interlocutor Referencing
the Speaking test examiner who conducts the test and makes a the technique of using ‘referents’.
global assessment of each candidate’s performance.
Referent
Item a word or term that refers to another person, place, etc.
each testing point in a test which is given a separate mark
Register
or marks.
the tone of a piece of writing. The register should be appropriate
Key for the task and target reader, e.g. a letter of application is written
the correct answer to an item. in a formal register.
Glossary 87
Report layout
the way in which a report should be presented. At B2 First
for Schools level a report in Paper 2 Part 2 should be clearly
organised into paragraphs/sections and may include headings.
Stem word
the word at the end of each line in B2 First for Schools Paper 3
Part 3, which is the basis for the word that has to be formed.
Target reader
the intended recipient of a piece of writing. It is important to
ensure that the effect of a written task on a target reader is a
positive one.
Task fulfilment
completing all elements of a B2 First for Schools Paper 2 task
using a range of appropriate and accurate language.
Acronyms
ALTE
The Association of Language Testers in Europe.
CEFR
Common European Framework of Reference.
EFL
English as a Foreign Language.
ESOL
English for Speakers of Other Languages.
UCLES
University of Cambridge Local Examinations Syndicate.
88
A few facts and figures about us:
• 5.5 million assessments taken every year
• Accepted by over 20,000 organisations worldwide
• 2,800 exam centres in 130 countries
• Over 50,000 preparation centres
• Providing English language assessment since 1913
We help people
learn English and
for Schools
prove their skills
B2 First
to the world
We are Cambridge Assessment English. Part of the cambridgeenglish.org
University of Cambridge, we help millions of people Cambridge Assessment English
learn English and prove their skills to the world. The Triangle Building /cambridgeenglish
For us, learning English is more than just exams
and grades. It’s about having the confidence to
Shaftesbury Road /cambridgeenglishtv
communicate and access a lifetime of enriching Cambridge
experiences and opportunities.
CB2 8EA /cambridgeeng
With the right support, learning a language is an
exhilarating journey. We’re with you every step of the way. United Kingdom /cambridgeenglish
*1481455611*
Copyright © UCLES 2019 | CER/2387/V1/APR19
All details are correct at the time of going to print in April 2019.
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