B1 Preliminary For Schools: Handbook For Teachers For Exams From 2020

C2
B1 Preliminary
C1
for Schools
Handbook for Teachers
for exams from 2020
B2
B1
Preliminary
for Schools
A2
A1
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 paper in the Tasks section, then click on the link to take you straight to a
sample Reading 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 a sample
what is tested in each part of the paper. paper for each of the four components as well as an answer
key for the Reading and Listening components. For the Writing
Preparing learners and Speaking papers there is information about the assessment
criteria, and for Writing there are example answers for you to
The Preparing learners pages give information and advice about refer to or use with your learners.
what teachers can do to prepare their learners for the exam.
There are also links to useful websites to find additional materials.
You’ll find suggested exam strategies to help learners perform to
the best of their ability on the day.
About Cambridge Assessment English 2

B1 Preliminary for Schools – an overview 3
Exam support 4
About the exam 5
Paper 1: Reading Paper 3: Listening

Tasks 7 Tasks 37
Preparing learners 8 Preparing learners 38
Sample paper and assessment 13 Sample paper and assessment 43
Paper 2: Writing Paper 4: Speaking

Tasks 20 Tasks 51
Preparing learners 21 Preparing learners 52
Sample paper and assessment 24 Sample paper and assessment 58
Language specifications 66
Glossary 69
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 Is a leading UK awarding body
2
B1 Preliminary for Schools – an overview
B1 Preliminary for Schools is an intermediate level qualification Certificates
in practical everyday English language skills. It follows on as a
progression from A2 Key and gives learners confidence to study The certificate shows the candidate’s:
for taking higher level Cambridge English Qualifications such as • score on the Cambridge English Scale for each of the four skills
B2 First. • overall score on the Cambridge English Scale
• grade
Exam formats
B1 Preliminary for Schools can be taken as either a paper-based or • 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? B1 Preliminary.
B1 Preliminary for Schools is aimed at school students who want
to show they can:
• read simple textbooks and articles in English
• emails on everyday subjects
• understand factual information
• show awareness of opinions and mood in spoken and
written English.
Who recognises the exam?

The B1 Preliminary for Schools certificate is recognised around the
world as proof of 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?

B1 Preliminary for Schools is targeted at Level B1 on the CEFR.
Achieving a certificate at this intermediate level proves that

a candidate has mastered the basics in English and now has
practical language skills for everyday use.
Statements of Results Special circumstances 

The Statement of Results shows the candidate’s: Cambridge English Qualifications are designed to be fair to all test
• Score on the Cambridge English Scale for their performance takers. For more information about special circumstances, go to
in each of the four language skills (reading, writing, listening cambridgeenglish.org/help
and speaking).
• Score on the Cambridge English Scale for their overall
performance in the exam. This overall score is the average of
their scores for the four skills.
• Grade – this is based on the candidate’s overall score.
• Level on the CEFR – this is also based on the overall score.
B1 Preliminary for Schools – an overview 3

Exam support
Official Cambridge English Qualifications Free support for candidates
preparation materials We provide learners with a wealth of exam resources and
To support teachers and help learners prepare for their exams, preparation materials throughout our website, including exam
Cambridge English and Cambridge University Press have advice, sample papers, candidate guides, games and online
developed a range of official support materials including learning resources.
coursebooks and practice tests. These materials are available in cambridgeenglish.org/learning-english
both print and digital formats.
cambridgeenglish.org/exam-preparation Facebook
Learners joining our lively Facebook community can get tips, take
Support for teachers part in quizzes and talk to other English language learners.
The Teaching English section of our website provides user-friendly, facebook.com/CambridgeEnglish
free resources for all teachers preparing for our exams. It includes:
General information – handbooks for teachers, Registering candidates for an exam
sample papers. Exam entries must be made through an authorised Cambridge
Detailed exam information – format, timing, number of English examination centre.
questions, task types, mark scheme of each paper.
Centre staff have all the latest information about our exams, and
Advice for teachers – developing students’ skills and preparing can provide you with:
them for the exam. • details of entry procedures
Downloadable lessons – a lesson for every part of • copies of the exam regulations
every paper. • exam dates
Teaching qualifications – a comprehensive range of • current fees
qualifications for new teachers and career development for • more information about B1 Preliminary for Schools and other
more experienced teachers. Cambridge English Qualifications.
Seminars and webinars – a wide range of exam-specific
seminars and live and recorded webinars for both new and We have more than 2,800 centres in over 130 countries – all are
experienced teachers. required to meet our high standards of exam administration,
integrity, security and customer service. Find your nearest centre
Teacher development – resources to support teachers in their at cambridgeenglish.org/centresearch
Continuing Professional Development.
cambridgeenglish.org/teaching-english Further information
If your local authorised exam centre is unable to answer your
Facebook for teachers question, please contact our helpdesk:
cambridgeenglish.org/help
Teachers can join our community on Facebook for free resources,
activities and tips to help prepare learners for Cambridge English
Qualifications.
facebook.com/CambridgeEnglishTeaching
4
About the exam
B1 Preliminary for Schools is a rigorous and thorough test of Marks and results
English at Level B1. It covers all four language skills – reading,
writing, listening and speaking. B1 Preliminary for Schools gives detailed, meaningful results.
A thorough test of all areas of language ability Overall Number of Number

length tasks/parts of items
There are four papers: detailed information on each test paper is
provided later in this handbook, but the overall focus of each test
is as follows: B1 Preliminary for Schools
Reading: 45 minutes
Candidates need to be able to understand the main points Reading 45 mins 6 32
from signs, newspapers and magazines and use vocabulary and
structure correctly.
Writing 45 mins 2 –
Writing: 45 minutes
Candidates need to be able to respond to an email and to write
approx
either an article or a story. Listening 4 25
30 mins
Listening: 30 minutes – approximately
Candidates need to show they can follow and understand Speaking 12–17 mins 4 –
a range of spoken materials including announcements and
discussions about everyday life.
Speaking: 12–17 minutes total approx
Total
Candidates take the Speaking test with another candidate or 2 hrs 12 mins
in a group of three. They are tested on their ability to take part
in different types of interaction: with the examiner, with the
other candidate and by themselves. All candidates receive a Statement of Results. Candidates whose
performance ranges between CEFR Levels A2 and B2 (Cambridge
Each of the four test components contributes to a profile which English Scale scores of 140–170) also receive a certificate.
defines the candidates’ overall communicative language ability at
Grade A: Cambridge English Scale scores of 160–170
this level.
Candidates sometimes show ability beyond Level B1. If a
candidate achieves a Grade A in their exam, they will receive
the Preliminary English Test certificate stating that they
demonstrated ability at Level B2.
Grades B and C: Cambridge English Scale scores of 140–159
If a candidate achieves a Grade B or C in their exam, they will
receive the Preliminary English Test certificate at Level B1.
CEFR Level A2: Cambridge English Scale scores of 120–139
If a candidate’s performance is below Level B1, but falls within
Level A2, they will receive a Cambridge English certificate
stating that they demonstrated ability at Level A2.
About the exam 5

Can Do summary
What can candidates do at Level B1?
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 understand routine information and CAN understand straightforward instructions or

articles. public announcements.
Overall general ability
CAN write letters or make notes on familiar or CAN express simple opinions on abstract/
predictable matters. cultural matters in a limited way.
CAN understand factual articles in newspapers,

CAN identify the main topic of a news
routine letters from hotels and letters
broadcast on TV if there is a strong visual
expressing personal opinions.
Social & Tourist element.
CAN write letters on a limited range of
CAN ask for information about accommodation
predictable topics related to personal
and travel.
experience.
CAN understand instructions on classes and

CAN understand most information of a factual
assignments given by a teacher or lecturer.
Study nature in his/her study area.
CAN take part in a seminar or tutorial using
CAN take basic notes in a lecture.
simple language.
6
Paper 1: 45 mins
Reading
tasks
Number of Number of
Part Task types What do candidates have to do?
questions marks
1 5 5 3-option
multiple choice
Read five real-world notices, messages and other
short texts for the main message.
Match five descriptions of people to eight short

2 5 5 Matching texts on a particular topic, showing detailed
comprehension.
Read a longer text for detailed comprehension, gist,

3 5 5 4-option
multiple choice
inference and global meaning, as well as writer’s
attitude and opinion.
Read a longer text from which five sentences have

4 5 5 Gapped text been removed. Show understanding of how coherent
and well-structured text is formed.
Read a shorter text and choose the correct
5 6 6 4-option multiple-
choice cloze
vocabulary items to complete gaps. An element
of grammatical knowledge may be tested, e.g.
complementation.
Read a shorter text and complete six gaps using one

6 6 6 Open cloze word for each gap. Show knowledge of grammatical
structures, phrasal verbs and fixed phrases.
Total
32 32
Reading Tasks 7
Preparing learners
Advice for teachers Parents can get
more information
Writers use the inventory of grammatical areas and the vocabulary list when preparing
from the Information
tasks so they are suitable for learners at B1 level, the level of B1 Preliminary for Schools.
for parents page
Whenever possible, the texts used in the Reading paper are adapted from authentic reading
on the Cambridge
texts. They may include: English website.
• notices and signs (Part 1)

• packaging information (Part 1)
• notes, emails, cards, text messages, postcards (all Reading tasks)
• newspapers and magazines (Parts 2, 3, 4)
• simplified encyclopaedias and other non-fiction books (Parts 3, 5)
• brochures and leaflets (Parts 2, 3)
Learners can get
more information
• websites (Parts 1, 2, 3, 4, 5). from the Information
for candidates guide.
Teachers may need to adapt texts to make them suitable for B1-level learners. The
vocabulary list and the language specifications can help teachers to identify suitable
language areas. The vocabulary list is updated annually.
notice
Part 1
Part 3
Questions 1 – 5
For each question, choose the correct answer.

Questions 11 – 15 Teachers can find
1
lesson plans and
A All campers must reserve a place in advance. Play to win sample papers on
16-year-old Harry Moore writes about his hobby, tennis.
the Cambridge
English website.
B Groups bigger than four are not allowed on have always loved tennis and they’re members of a tennis club. My older brother was
My parents
this site. really good at it and they supported him – taking him to lessons all the time. So I guess when I
announced that I wanted to be a tennis champion when I grew up I just intended for them to notice
me. My mother laughed. She knew I couldn’t possibly be serious, I was just a 4-year-old kid!
C Groups of more than three should contact
the campsite before arriving. Later, I joined the club’s junior coaching group and eventually took part in my first proper contest,
confident that my team would do well. We won, which was fantastic, but I wasn’t so successful. I
didn’t even want to be in the team photo because I didn’t feel I deserved to be. When my coach
asked what happened in my final match, I didn’t know what to say. I couldn’t believe I’d lost – I knew
2 I was the better player. But every time I attacked, the other player defended brilliantly. I couldn’t
explain the result.
A Those who don’t pay punctually won’t be
able to go to Oxford. After that, I decided to listen more carefully to my coach because he had lots of tips. I realised that
you need the right attitude to be a winner. On court I have a plan but sometimes the other guy will
do something unexpected so I’ll change it. If I lose a point, I do my best to forget it and find a way to
B There are very few places left on win
the the next one.
Oxford
trip.
At tournaments, it’s impossible to avoid players who explode in anger. Lots of players can be
negative – including myself sometimes. Once I got so angry that I nearly broke my racket! But my
article
coach has helped me develop ways to control those feelings. After all, the judges have a hard job
C This is the last chance for students to you just have to accept their decisions.
and
register for the Oxford trip.
My coach demands that I train in the gym to make sure I’m strong right to the end of a tournament.
I’m getting good results: my shots are more accurate and I’m beginning to realise that with hard
3 work there’s a chance that I could be a champion one day.
A You must have signed permission to take

part in sports day.
B You have to limit the number of sports day

races you take part in.
C You need to write your name here to get

more information about sports day.
2
6
email
8
Paper 1
Tips for preparing learners for the Reading paper

✔✔ Give learners a wide range of text types to read, both Completing the answer sheet

authentic and adapted. For example, notes and messages on (paper-based test only)
social media websites, information leaflets, graded readers
and articles. • All answers must go on an answer sheet.
• Candidates should use a pencil to complete the answer sheet.
✔✔ Help learners practise skimming and scanning both shorter • There is no additional time allowed for completing the answer
and longer texts. Encourage learners to develop a habit of sheet: candidates must do this within the 45 minutes allowed
always skimming a text first to get a general understanding. for the test.
✔✔ Give learners practice reading texts with unfamiliar • For the Reading component, candidates shade a lozenge on the
vocabulary, learning to ignore words which are not important answer sheet to show their answer for Parts 1–5 and write their
for the task. answers on the correct part of the answer sheet for Part 6.
✔✔ Encourage your learners to read instructions carefully. Ask Completing the computer-based test

them to highlight key words, and use examples to help them (computer-based test only)
understand what to do. • All answers are typed directly onto the computer.
✔✔ Give learners practice doing timed exercises and exam tasks • Candidates may take pens and pencils and a bottle of water
where they need to manage their own time. into the exam room, but nothing else (including bags and
anything electronic).
✔✔ Help learners think about the different ways they read • Candidates should listen carefully to the instructions which the
texts. For example, if they are reading an information leaflet invigilator gives and follow the instructions on the computer
then ask them to find some specific information. If they are screen.
reading a message, ask them to think how they would reply • Candidates watch a short tutorial before the test.
to it.
• There is a timer on the screen which tells candidates how much
✔✔ Help your learners to work out the meaning of new words time they have left.
by using the rest of the text. Encourage them not to use a • Candidates may make notes on paper during the exam. They
dictionary for every new word. must leave these notes on their desk at the end of the exam.
Quick links to resources

Parents
cambridgeenglish.org/learning-english/ • Information for parents

parents-and-children/information-for-parents
Learners
cambridgeenglish.org/exams/preliminary-for-schools/ • Information for candidates guide

preparation
Teachers
cambridgeenglish.org/exams/preliminary-for-schools/ • Vocabulary list (including topics list)

preparation
• Free teaching resources
cambridgeenglish.org/teaching-english/ • Lesson plans
resources-for-teachers
Language specifications: Page 66
Topics list: Page 68
Reading Preparing learners 9

Advice by task
Candidates should practise these exam strategies regularly in class.
See these tasks in full from page 13.
Reading Part 1
Questions 1 – 5
Part 1
THE TASK
uuIn this part, candidates have five short texts. With each text is one
1 multiple-choice question with three options A, B and C.
A All campers must reserve a place in advance.
B Groups bigger than four are not allowed on

HOW TO APPROACH THE TASK
this site.
uuCandidates should read the text and decide what situation it would
the campsite before arriving. appear in.
2 uuThey can use the visual information (layout, location etc.) to help identify
A Those who don’t pay punctually won’t be
able to go to Oxford.
the context.
B There are very few places left on the Oxford

uuNext they should read the three options.
trip.
uuCandidates then need to compare each option with the text before
C This is the last chance for students to
choosing an answer.
3
uuExplain that it is important to read the chosen option again to check that
A You must have signed permission to take the meanings match.
part in sports day.

ASSESSMENT

uuThis part tests the candidate’s understanding of various kinds of short texts.
Reading Part 2
Questions 6 – 10
Part 2
THE TASK
uuCandidates have five short descriptions of people and have to match this
The young people below all want to do a cycling course during their school holidays.
On the opposite page there are descriptions of eight cycling courses.
content to five of eight short texts on a particular topic.
Decide which course would be the most suitable for the people below.
6
Nancy is fourteen and cycles quite well. She needs to learn how
to cycle safely from her home to school on busy city roads.
She’s only free at the weekends.
uuCandidates should begin by reading the five descriptions of the people.
7
Markus is an excellent cyclist and he wants the excitement of
riding on countryside and woodland tracks. He’d also like to uuNext, they need to read all eight texts carefully, underlining any matches
learn more about looking after his bike. He can’t attend a
morning course. between these and anything in the descriptions of the people.
uuCandidates should then compare the description again with any possible
Ellie is nine and knows how to ride her bike, but isn’t confident
8 about starting and stopping. She’d love to meet other cyclists
with a similar ability and have fun with them.
matches. They need to check that the text meets all the requirements of
the description.
Leo can’t cycle yet, and wants to learn on his own with the
teacher. He’d prefer a course with sessions twice a week. He’d
uuThey should avoid using one or two identical words in the description and
9
also like some practical information about cycling clothes and
equipment. the text to choose an answer (‘word-spotting’). Instead they need to focus
on the meaning of the whole text.
Josh is eleven and a skilled cyclist. He’s keen to learn to do
10 exciting cycling tricks in a safe environment. He’d like to be with
people of a similar age.
ASSESSMENT
uuThis part tests the candidate’s detailed comprehension of factual material.
10
Paper 1
Reading Part 3
Part 3
THE TASK
Questions 11 – 15

uuIn this part, candidates have a text which expresses an opinion or attitude.
There are five multiple-choice questions with four options, A, B, C and D.
Play to win
16-year-old Harry Moore writes about his hobby, tennis.
My parents have always loved tennis and they’re members of a tennis club. My older brother was
really good at it and they supported him – taking him to lessons all the time. So I guess when I
uuCandidates should begin by skimming the text to find out the topic and
Later, I joined the club’s junior coaching group and eventually took part in my first proper contest,
confident that my team would do well. We won, which was fantastic, but I wasn’t so successful. I general meaning.
didn’t even want to be in the team photo because I didn’t feel I deserved to be. When my coach
asked what happened in my final match, I didn’t know what to say. I couldn’t believe I’d lost – I knew
I was the better player. But every time I attacked, the other player defended brilliantly. I couldn’t
explain the result.
uuThey should then read the text again, much more carefully.
After that, I decided to listen more carefully to my coach because he had lots of tips. I realised that
you need the right attitude to be a winner. On court I have a plan but sometimes the other guy will uuIt’s important to deal with the questions one by one, comparing each
do something unexpected so I’ll change it. If I lose a point, I do my best to forget it and find a way to
win the next one. option with the text before choosing one.
At tournaments, it’s impossible to avoid players who explode in anger. Lots of players can be
coach has helped me develop ways to control those feelings. After all, the judges have a hard job uuCandidates should carefully re-check their choice of answer with the text.
and you just have to accept their decisions.
My coach demands that I train in the gym to make sure I’m strong right to the end of a tournament.
I’m getting good results: my shots are more accurate and I’m beginning to realise that with hard
uuQuestions 11, 12, 13 and 14 follow the order of information in the text.
work there’s a chance that I could be a champion one day.
uuQuestion 15 focuses on global meaning.
ASSESSMENT
uuCandidates need to demonstrate they have understood the writer’s
attitude or opinion, or an opinion quoted by the writer, and both the
6
detailed and global meaning of the text.
Reading Part 4
Part 4 THE TASK

Questions 16 – 20
Five sentences have been removed from the text below.

uuIn this part, candidates read a longer text that has five numbered spaces
There are three extra sentences which you do not need to use.
where sentences have been removed. Following the text there are eight
sentences, A–H. Candidates have to find the missing five sentences from
Planting trees
by Mark Rotheram, aged 13 sentences A–H.
This spring, our teacher suggested we should get involved in a green project and plant some trees
around the school. Everyone thought it was a great idea, so we started looking online for the best
trees to buy. 16 x xx If we wanted them to grow properly, they had to be the right type – but
there were so many different ones available! So our teacher suggested that we should look for
trees that grew naturally in our part of the world. 17 x xx They’d also be more suitable for the
wildlife here. uuCandidates should read the whole text to understand the narrative.
Then we had to think about the best place for planting the trees. We learnt that trees are happiest
where they have room to grow, with plenty of space for their branches. The trees might get uuThey should look at each numbered space in turn and select one of the
damaged close to the school playgrounds, for example.
close to the school garden – perfect!
18 x xx Finally, we found a quiet corner
sentences A–H to fit the gap.
Once we’d planted the trees, we knew we had to look after them carefully. We all took turns to uuCandidates need to check that the sentence they have selected fits with
check the leaves regularly and make sure they had no strange spots or marks on them.
19 xx And we decided to check the following spring in case the leaves turned yellow too soon, the text before and after the gap, both grammatically and in relation to the
as that could also mean the tree was sick.
narrative or argument presented in the text.
We all knew that we wouldn’t be at the school anymore by the time the trees grew tall, and that was
a bit sad. But we’d planted the trees to benefit not only the environment, but also future students at uuAfter choosing a sentence, candidates should decide why the other seven
the school. 20 x xx And that thought really cheered us up!
sentences don’t fit.
uuOnce all the gaps are completed, candidates should read the text again to
make sure it makes sense.
ASSESSMENT
8
uuCandidates need to show that they can follow the narrative of a text and the
attitudes and opinions contained within it, and that they understand how a
coherent, well-structured text is formed.
Reading Preparing learners 11

Reading Part 5
Part 5
THE TASK
Questions 21 – 26

uuIn this part, candidates read a short text with six numbered spaces.
This car runs on chocolate!
Scientists have built a 300kph racing car that uses chocolate as a fuel! The project is (21) ………… HOW TO APPROACH THE TASK
to show how car-making could (22) ………… environmentally friendly. The car meets all racing car
(23) ………… apart from its fuel. This is a mixture of waste chocolate and vegetable oil, and such
‘biofuels’ are not (24) ………… in the sport yet. It has to be mixed with normal fuel so that all parts
uuFirst candidates should skim the text to find out the topic and
of the car keep working. general meaning.
Carrots and other root vegetables were used to make some parts inside and outside the car. Even
the mirrors are made from potatoes! The sides of the car (25) ………… a mixture of natural uuCandidates should work through the six questions, reading the whole
materials from plants as well as other recycled materials.
sentence to choose the correct word to complete the gap.
The project is still young, so the scientists have not yet found out how ‘green’ the car is. They are
planning many experiments to compare its (26) ………… against that of normal racing cars.
uuAfter choosing an answer, they need to check the other three options and
decide why they are wrong.
21 A intended B wished C decided D insisted
22 A develop B move C become D arrive

uuOnce all the gaps are completed, they should read the whole text again to
23 A levels B standards C grades D orders
24 A allowed B let C ruled D agreed

ASSESSMENT
25 A store B involve C collect D contain
26 A operation B performance C display D technique

uuThe spaces are designed to test mainly vocabulary, but also an element of
grammatical knowledge may be tested, e.g. complementation.
10
Reading Part 6
Part 6
THE TASK
Questions 27 – 32
For each question, write the correct answer.

Write one word for each gap. uuIn this part, candidates read a short text that has six numbered spaces. They
have to think of the correct word to fill the gap.
Our new skatepark!
by Jack Fletcher
Is there a great skatepark in your town? We’ve now got the (27) ………… fantastic skatepark ever,
and it’s all because of my friends and me!
Our old skatepark was full of broken equipment, so none of us ever went there. But we all agreed
that (28) ………… we had a better skatepark in our town, we’d use it. And teenagers might come
uuCandidates should skim read the whole text to find out the topic and
(29) ………… other towns to join us, too. general meaning.
uuThey should look at each gap in turn and think of a single word that makes
So I set up an online questionnaire to find out (30) ………… local people wanted. I asked them
whether we should improve our old skatepark (31) ………… build a completely new one. People
voted to build a new one.
sense in the gap.
Then we held some events to get money to pay for it. In the end we collected half the cost, and the
local council paid the rest. It (32) ………… finally finished last month. So come and try it – you’ll have uuCandidates should make sure that their spelling is correct.
a great time!
uuOnce the gaps are completed, candidates should read the text again to
ASSESSMENT
uuThe task is designed to test candidates’ knowledge of grammatical
structures but there is also some testing of phrasal verbs and common
fixed phrases.
11
12
Part 1
Questions 1 – 5 4
A It is essential to have more actors even if

they haven’t acted before.
Reading Sample paper

1
B It is important for all actors to have training
A All campers must reserve a place in advance. before being involved in the play.
B Groups bigger than four are not allowed on C It is necessary to find a new director to train
this site. the actors.

5
the campsite before arriving.
A Students must write detailed notes on this
week’s experiment.
2
A Those who don’t pay punctually won’t be B Students should check that their work last
able to go to Oxford. term was done accurately.
B There are very few places left on the Oxford C Students need to look at previous work while
trip. doing an experiment.
C This is the last chance for students to

A You must have signed permission to take

part in sports day.


Paper 1
2 3 Turn over ►
13
14
Part 2 Cycling Courses
Questions 6 – 10 A Two Wheels Good! B On Your Bike!
Mountains! Rivers! Forests! Can’t ride a bike yet, but really
For each question, choose the correct answer. want to? Don’t worry. Our
Our ‘off-road’ course offers you the
beginners-only group (4-10
chance to get out of the city. You’ll pupils per group) is just what
The young people below all want to do a cycling course during their school holidays. need very good cycling skills and you’re looking for. Excellent
On the opposite page there are descriptions of eight cycling courses. confidence. You will be with others teaching in safe surroundings.
Decide which course would be the most suitable for the people below. of the same ability. Expert advice on Makes learning to cycle fun,
keeping your bike in good condition exciting and easy.
also included. Mondays 9.00 am–11.00 am and
Mondays 2.00 pm–6.00 pm or Fridays Thursdays 2.00 pm–4.00 pm.
Nancy is fourteen and cycles quite well. She needs to learn how 3.00 pm–7.00 pm.
6 to cycle safely from her home to school on busy city roads.
She’s only free at the weekends.
C Fun and Games D Pedal Power

Do you want some adventure? Find A course for able cyclists. We
out how to do ‘wheelies’ (riding on one specialise in teaching riders of all
wheel), ‘rampers’ (cycling off low ages how to manage difficult
Markus is an excellent cyclist and he wants the excitement of walls), ‘spins’ and much more… We situations in heavy traffic in towns
riding on countryside and woodland tracks. He’d also like to offer a secure practice ground, and cities. We guarantee that by the
7
learn more about looking after his bike. He can’t attend a excellent trainers and loads of fun end of the course, no roundabout or
morning course. equipment. Wear suitable clothes. crossroads will worry you!
Only for advanced cyclists. Saturdays 2.00 pm–4.00 pm.
(Age 11–12)
Saturdays 1.00 pm–4.00 pm.
Ellie is nine and knows how to ride her bike, but isn’t confident
8 about starting and stopping. She’d love to meet other cyclists
E Cycling 4 U F Bike Doctors
with a similar ability and have fun with them.
Not a beginner, but need plenty of Have you been doing too many tricks on
practice? This course offers practical your bike? Taken it up mountains and
help with the basics of balancing and
through rivers? Then it probably needs
using your brakes safely. You’ll be in a
group of pupils of the same level. some tender loving care. Bike Doctors
Improve your cycling skills and enjoy teach you to maintain and repair your
Leo can’t cycle yet, and wants to learn on his own with the yourself at the same time! Open to all bike. (Some basic equipment required.)
teacher. He’d prefer a course with sessions twice a week. He’d children up to the age of ten. Ages 11-19 Tuesdays 9.00 am–12.00 pm or
9 Sundays 10.00 am–12.00 pm.
also like some practical information about cycling clothes and Wednesdays 3.00 pm–6.00 pm.
equipment.
G Safety First H Setting Out

We teach cycling safety for the city centre A course for absolute beginners
Josh is eleven and a skilled cyclist. He’s keen to learn to do and country lane biker. We’ll teach you the needing one-to-one instruction to get
10 exciting cycling tricks in a safe environment. He’d like to be with skills you need to deal with all the vehicles off to a perfect start. We also give
people of a similar age. using our busy roads. All ages welcome from advice on helmets, lights, what to
10+. Thursdays 9.00 am–11.00 am. wear and much more. A fantastic
introduction to cycling! Mondays and
Tuesdays 9.00 am–11.00 am.
4 5 Turn over ►
Part 3 11 Harry thinks he said that he was going to be a tennis champion in order to
Questions 11 – 15 A please his parents.

B get some attention.
For each question, choose the correct answer. C annoy his older brother.
D persuade people that he was serious.

12 How did Harry feel after his first important competition?
Play to win
16-year-old Harry Moore writes about his hobby, tennis. A confused about his defeat.
B proud to be a member of the winning team.
My parents have always loved tennis and they’re members of a tennis club. My older brother was C ashamed of the way he treated another player.
really good at it and they supported him – taking him to lessons all the time. So I guess when I D amazed that he had got so far in the tournament.
13 What does Harry try to remember when he’s on the court?
Later, I joined the club’s junior coaching group and eventually took part in my first proper contest,
confident that my team would do well. We won, which was fantastic, but I wasn’t so successful. I A Don’t let the other player surprise you.
didn’t even want to be in the team photo because I didn’t feel I deserved to be. When my coach B Follow your game plan.
asked what happened in my final match, I didn’t know what to say. I couldn’t believe I’d lost – I knew C Respect the other player.
I was the better player. But every time I attacked, the other player defended brilliantly. I couldn’t D Don’t keep thinking about your mistakes.
explain the result.
After that, I decided to listen more carefully to my coach because he had lots of tips. I realised that 14 What does Harry say about his behaviour in tournaments?
you need the right attitude to be a winner. On court I have a plan but sometimes the other guy will
do something unexpected so I’ll change it. If I lose a point, I do my best to forget it and find a way to A He broke his racket once when he was angry.
win the next one. B He stays away from players who behave badly.
C He tries to keep calm during the game.
At tournaments, it’s impossible to avoid players who explode in anger. Lots of players can be D He found it difficult to deal with one judge’s decisions.
coach has helped me develop ways to control those feelings. After all, the judges have a hard job
and you just have to accept their decisions. 15 What might a sports journalist write about Harry now?
My coach demands that I train in the gym to make sure I’m strong right to the end of a tournament. A B
I’m getting good results: my shots are more accurate and I’m beginning to realise that with hard Harry has really grown up since his
Harry needs to believe in his own
work there’s a chance that I could be a champion one day. first tournament and discovered
abilities and stop depending on
that tennis is a battle of minds not
good luck when he plays.
just rackets.
C D
Harry could be a great player but
Harry looked exhausted when he
he needs to find a coach to take
finished his last match so maybe
him all the way to the big
he should think about working out.
competitions.
Paper 1
6 7 Turn over ►
15
16
Part 4
Questions 16 – 20
Five sentences have been removed from the text below.

There are three extra sentences which you do not need to use.
Planting trees
by Mark Rotheram, aged 13
This spring, our teacher suggested we should get involved in a green project and plant some trees
around the school. Everyone thought it was a great idea, so we started looking online for the best A So we tried to avoid areas where students were very active.
trees to buy. 16 x xx If we wanted them to grow properly, they had to be the right type – but
there were so many different ones available! So our teacher suggested that we should look for B However, our parents did offer to help with the digging!
trees that grew naturally in our part of the world. 17 x xx They’d also be more suitable for the
wildlife here. C That could mean the tree had a disease.
D But we soon found that choosing trees was quite complicated.

Then we had to think about the best place for planting the trees. We learnt that trees are happiest
where they have room to grow, with plenty of space for their branches. The trees might get
E It can be quite good for young trees, though.
damaged close to the school playgrounds, for example. 18 x xx Finally, we found a quiet corner
close to the school garden – perfect!
F We knew they’d get as much pleasure from them as we had.
Once we’d planted the trees, we knew we had to look after them carefully. We all took turns to
G But at least we were doing it in the right season.
check the leaves regularly and make sure they had no strange spots or marks on them.
19 xx And we decided to check the following spring in case the leaves turned yellow too soon,
H That way, the trees would be used to local conditions.
as that could also mean the tree was sick.
We all knew that we wouldn’t be at the school anymore by the time the trees grew tall, and that was
a bit sad. But we’d planted the trees to benefit not only the environment, but also future students at
the school. 20 x xx And that thought really cheered us up!
8 9 Turn over ►
Part 6
Part 5
Questions 27 – 32
Questions 21 – 26
For each question, write the correct answer.
For each question, choose the correct answer. Write one word for each gap.

This car runs on chocolate! Our new skatepark!
by Jack Fletcher
Scientists have built a 300kph racing car that uses chocolate as a fuel! The project is (21) …………
Is there a great skatepark in your town? We’ve now got the (27) ………… fantastic skatepark ever,
to show how car-making could (22) ………… environmentally friendly. The car meets all racing car
and it’s all because of my friends and me!
(23) ………… apart from its fuel. This is a mixture of waste chocolate and vegetable oil, and such
‘biofuels’ are not (24) ………… in the sport yet. It has to be mixed with normal fuel so that all parts
Our old skatepark was full of broken equipment, so none of us ever went there. But we all agreed
of the car keep working.
that (28) ………… we had a better skatepark in our town, we’d use it. And teenagers might come
(29) ………… other towns to join us, too.
Carrots and other root vegetables were used to make some parts inside and outside the car. Even
the mirrors are made from potatoes! The sides of the car (25) ………… a mixture of natural
So I set up an online questionnaire to find out (30) ………… local people wanted. I asked them
materials from plants as well as other recycled materials.
whether we should improve our old skatepark (31) ………… build a completely new one. People
voted to build a new one.
The project is still young, so the scientists have not yet found out how ‘green’ the car is. They are
planning many experiments to compare its (26) ………… against that of normal racing cars.
Then we held some events to get money to pay for it. In the end we collected half the cost, and the
local council paid the rest. It (32) ………… finally finished last month. So come and try it – you’ll have
a great time!
21 A intended B wished C decided D insisted
22 A develop B move C become D arrive
23 A levels B standards C grades D orders
24 A allowed B let C ruled D agreed
25 A store B involve C collect D contain
26 A operation B performance C display D technique

Paper 1
10 11
17
Assessment
Answer key
Q Part 1 Q Part 2 Q Part 3

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

16 D 21 A 27 most
17 H 22 C 28 if/when
18 A 23 B 29 from
19 C 24 A 30 what
20 F 25 D 31 or
26 B 32 was
18
Draft Draft
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
For Part 6:
Write your answers clearly in the spaces next to the
numbers (27 to 32) like this:
Candidate Candidate
Reading Answer sheet

Name Number Write your answers in CAPITAL LETTERS.
Centre Centre
Name Number Do not write
Part 6 below here
Examination Examination 27 1 0
Title Details 27
Candidate Assessment 28 1 0
Signature Date 28
29 1 0
29
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
30 1 0
30
Preliminary for Schools Reading Candidate Answer Sheet
31 1 0
31
Instructions
32 1 0
Use a PENCIL (B or HB)
32
Rub out any answer you want to change with an eraser.
For Parts 1, 2, 3, 4 and 5:

Mark ONE letter for each answer.
For example: If you think A is the right answer to
the question, mark your answer sheet like this:
Part 1 Part 2
A B C A B C D E F G H
1 6
2 7
3 8
4 9
5 10 Part 5
A B C D
Part 3 Part 4 21
A B C D A B C D E F G H A B C D
11 16 22
12 17 23
13 18 24
14 19 25
15 20 26
Continues over
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
Paper 1
Draft Draft
19
Paper 2: 45 mins
Writing
tasks
Number of Number of
questions marks
Write about 100 words, answering the email and
1 1 20 An email
notes provided. Candidates are assessed using four
subscales: Content, Communicative Achievement,
Organisation and Language.
Write about 100 words, answering the question of
2 1 20 Choice between an
article or a story
their choosing. Candidates are assessed using four
subscales: Content, Communicative Achievement,
Organisation and Language.
Total
2 40
20
Paper 2
Tips for preparing learners for the Writing paper

✔✔ Learners must use clear handwriting so that examiners can FOR STORY-WRITING:
read their answers easily. The most important thing is that
their handwriting is clear; they can write in upper or lower • L earners should plan and write short stories regularly, both
case, and it does not matter if their writing is joined up or not. at home and in class.
• L earners should also read short stories, for example
✔✔ Learners should aim to write roughly the required number of simplified readers in English. They can use these to identify
words. This will ensure that they don’t leave out important how stories start, develop and end.
information (for example, a content point in Part 1), nor
that their message becomes unclear by including irrelevant
information.
✔✔ Learners should be very familiar with the writing tasks and

their requirements before they take the exam.
FOR EMAIL-WRITING:
• Learners should write to penfriends or ‘e-pals’ regularly.
• L earners should read and notice the organisation of emails,
including typical language and phrases used for opening
and closing an email.
FOR ARTICLE-WRITING:
• L earners should plan and write short article-like texts
regularly, on subjects which interest them.
• L earners should read articles, for example in magazines
and on websites. They can use these to identify how
article-like texts are organised and what other language
features they have.

Learners

preparation
Teachers

preparation
Writing Preparing learners 21

Advice by task
Writing Part 1
Part 1
THE TASK
You must answer this question.
Write your answer in about 100 words on the answer sheet. uuCandidates must answer this question.
Question 1
uuThey are required to deal with input material of 100–120 words.
Read this email from your English teacher Mrs Lake and the notes you have made.
uuThe input consists of a standard rubric, an email and a set of four prompts
EMAIL
presented as notes linked by lines to the appropriate parts of the input
From: Mrs Lake
email text.
Subject: End of year party
Dear Class,
uuThe task gives candidates the context, who they are writing to, why they
are writing, and four key content points.
I’d like our class to have a party to celebrate the end of the
school year.
Great!
uuCandidates must include the four content points in a response of around
We could either have a party in the classroom or we could
100 words.
go to the park. Which would you prefer to do?
Explain
uuThe task requires candidates to demonstrate the ability to handle the
What sort of activities or games should we do during the
language of functions. For example, agreeing, disagreeing, giving an
party?
Suggest …
opinion, offering and explaining.
What food do you think we should have at the party?
Tell Mrs
Lake Reply soon! HOW TO APPROACH THE TASK
Anna Lake uuBefore candidates write their reply, they should make sure they are clear
about who they are writing to, why they are writing and what they need to
Write your email to Mrs Lake using all the notes. include in their reply.
uuCandidates should read the email carefully and ensure they answer the
four prompts.
2
uuThey should not learn a pre-prepared answer, which may not fit the task in
the exam.
uuCandidates should practise planning their answers carefully before writing,
to ensure answers are well organised and contain relevant content.
uuThey should also practise writing timed answers within the recommended
word length.
uuIt’s a good idea for them to practise evaluating their own and others’
answers, with close reference to the question. For example, they can look at
sample answers or at each other’s answers, identifying what the writer did
well, and what they could improve in terms of organisation, language
and communication.
uuAfter writing, candidates should read through their answer to ensure that
the meaning is clear and that they have included all the content points.
ASSESSMENT
uuAnswers are assessed using the assessment scales, which consist of four
subscales: Content, Communicative Achievement, Organisation and
Language.
uuCandidates should aim to use a range of tenses, expressions and
vocabulary, even if these contain some minor mistakes. It’s important
for candidates to show the full range of their language ability and to be
ambitious in their use of language.
uuNon-impeding errors, which do not affect communication, will not
necessarily be penalised. These include spelling, grammar or punctuation
errors. However, errors which interfere with or cause a breakdown in
communication will be treated more severely.
22
Paper 2
Writing Part 2
Part 2
THE TASK
Choose one of these questions.
Write your answer in about 100 words on the answer sheet. uuCandidates choose either an article or a story. They must write around
100 words.
Question 2
You see this announcement in your school English-language magazine.

uuFor the article, candidates read an announcement from a magazine or
Articles wanted! website. This gives the topic that they must write about. For example, there
WHAT MAKES YOU LAUGH? may be a couple of questions that they should respond to.
Write an article telling us what you find funny and who you enjoy laughing with.
Do you think it’s good to laugh a lot? Why?

uuFor the story, candidates are given the first sentence of the story. They must
The best articles answering these questions will be published next month. continue the story with clear links to the opening sentence.
Write your article.
uuCandidates should practise planning their answers carefully before writing,
Question 3 to ensure answers are well organised and contain relevant content.
Your English teacher has asked you to write a story.
Your story must begin with this sentence. uuThey should also practise writing timed answers within the recommended
Jo looked at the map and decided to go left. word length.
Write your story.
uuIt’s a good idea for them to practise evaluating their own and others’
answers, with close reference to the question. For example, they can look at
sample answers or at each other’s answers, identifying what the writer did
well, and what they could improve in terms of organisation, language
and communication.
uuCandidates should choose the task which best suits them and their
interests. They should consider the topic as well as the language demands,
3 (e.g. vocabulary), in the two questions before choosing.
uuWhen writing the story, candidates should pay close attention to any
names or pronouns used in the opening sentence, and ensure their stories
follow the same pattern. For example, if the story begins in the third
person, it should continue that way.
ASSESSMENT
uuAnswers are assessed using the assessment scales, which consist of four
subscales: Content, Communicative Achievement, Organisation and
Language.
uuCandidates should aim to use a range of tenses, expressions and
vocabulary, even if these contain some minor mistakes. It’s important
for candidates to show the full range of their language ability and to be
ambitious in their use of language.
uuNon-impeding errors, which do not affect communication, will not
necessarily be penalised. These include spelling, grammar or punctuation
errors. However, errors which interfere with or cause a breakdown in
communication will be treated more severely.
Writing Preparing learners 23

24
Part 1 Part 2
You must answer this question. Choose one of these questions.

Write your answer in about 100 words on the answer sheet. Write your answer in about 100 words on the answer sheet.
Question 1 Question 2
Read this email from your English teacher Mrs Lake and the notes you have made. You see this announcement in your school English-language magazine.
EMAIL Articles wanted!
WHAT MAKES YOU LAUGH?

From: Mrs Lake
Subject: End of year party Write an article telling us what you find funny and who you enjoy laughing with.
Do you think it’s good to laugh a lot? Why?

Dear Class,
The best articles answering these questions will be published next month.
I’d like our class to have a party to celebrate the end of the
Write your article.
school year.
Great!
We could either have a party in the classroom or we could

go to the park. Which would you prefer to do?
Question 3
Explain
What sort of activities or games should we do during the Your English teacher has asked you to write a story.
Suggest … party?
Your story must begin with this sentence.
What food do you think we should have at the party? Jo looked at the map and decided to go left.
Tell Mrs Write your story.

Lake Reply soon!
Anna Lake
Write your email to Mrs Lake using all the notes.
2
3
Paper 2
Assessment of Writing When marking the tasks, examiners take into account length of
responses and varieties of English:
Examiners and marking
• Guidelines on length are provided for each task; responses
Writing Examiners (WEs) undergo a rigorous process of training which are too short may not have an adequate range of
and certification before they are invited to mark. Once accepted, language and may not provide all the information that is
they are supervised by Team Leaders (TLs) who are in turn led required, while responses which are too long may contain
by a Principal Examiner (PE), who guides and monitors the irrelevant content and have a negative effect on the reader.
marking process. These may affect candidates’ marks on the relevant subscales.
WEs mark candidate responses in a secure online marking • Candidates are expected to use a particular variety of English
environment. The software randomly allocates candidate with some degree of consistency in areas such as spelling, and
responses to ensure that individual examiners do not receive a not for example switch from using a British spelling of a word to
concentration of good or weak responses, or of any one language an American spelling of the same word.
group. The software also allows for examiners’ marking to be
monitored for quality and consistency. During the marking period, The subscale Content is common to all levels:
the PE and TLs are able to view their team’s progress and to offer
support and advice, as required. Content
Assessment scales
All content is relevant to the task.
Examiners mark tasks using assessment scales that were 5
Target reader is fully informed.
developed with explicit reference to the Common European
Framework of Reference for Languages (CEFR). The scales, Minor irrelevances and/or omissions may be present.
3
which are used across the spectrum of Writing tests for Target reader is on the whole informed.
Cambridge English Qualifications for general and higher Irrelevances and misinterpretation of task may
education, and business, consist of four subscales: Content, 1 be present.
Communicative Achievement, Organisation, and Language: Target reader is minimally informed.
• Content focuses on how well the candidate has fulfilled the task, Content is totally irrelevant.
in other words if they have done what they were asked to do. 0
Target reader is not informed.
• Communicative Achievement focuses on how appropriate the
The remaining three subscales (Communicative Achievement,
writing is for the task and whether the candidate has used the
Organisation, and Language) have descriptors specific to each
appropriate register.
CEFR level (see next page).
• 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.
Writing Assessment 25
B1 Preliminary for Schools Writing Examiners use the following assessment scale, extracted from the one on the next page:
B1 Content Communicative Achievement Organisation Language
Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use of
All content is relevant Uses the conventions of the Text is generally well
less common lexis.
to the task. communicative task to hold the organised and coherent,
5 target reader’s attention and using a variety of Uses a range of simple and some
Target reader is fully communicate straightforward linking words and complex grammatical forms with
informed. ideas. cohesive devices. a good degree of control.
Errors do not
impede communication.
4 Performance shares features of Bands 3 and 5.
Uses everyday vocabulary generally

Minor irrelevances appropriately, while occasionally
Text is connected and
and/or omissions may Uses the conventions of the overusing certain lexis.
coherent, using basic
be present. communicative task in generally
3 linking words and a Uses simple grammatical forms
appropriate ways to communicate
Target reader is on the limited number of with a good degree of control.
straightforward ideas.
whole informed. cohesive devices.
While errors are noticeable,
meaning can still be determined.
Uses basic vocabulary reasonably

Irrelevances and appropriately.
misinterpretation of Text is connected using
task may be present. Produces text that communicates Uses simple grammatical forms
1 basic, high-frequency
simple ideas in simple ways. with some degree of control.
Target reader is linking words.
minimally informed. Errors may impede meaning at
times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.
26
Paper 2
CEFR level Communicative Achievement Organisation Language
Demonstrates complete Uses a wide range of vocabulary,

command of the conventions of including less common lexis, with
the communicative task. Text is organised impressively
fluency, precision, sophistication
and coherently using a wide
Communicates complex ideas and style.
range of cohesive devices and
in an effective and convincing organisational patterns with Use of grammar is sophisticated, fully
way, holding the target reader’s complete flexibility. controlled and completely natural.
attention with ease, fulfilling all
communicative purposes. Any inaccuracies occur only as slips.
Uses a range of vocabulary, including

less common lexis, effectively
Uses the conventions of the
and precisely.
communicative task with sufficient
Text is a well-organised, coherent
flexibility to communicate complex Uses a wide range of simple and
whole, using a variety of cohesive
C2 ideas in an effective way, holding complex grammatical forms with full
devices and organisational patterns
the target reader’s attention with control, flexibility and sophistication.
with flexibility.
ease, fulfilling all communicative
Errors, if present, are related to less
purposes.
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 Uses a range of simple and complex
using a variety of cohesive devices
C1 hold the target reader’s attention grammatical forms with control
and organisational patterns to
and communicate straightforward and flexibility.
generally good effect.
and complex ideas, as 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
communicative task to hold the Text is generally well organised and lexis.
B2 target reader’s attention and coherent, using a variety of linking
Uses a range of simple and some
communicate straightforward words and cohesive devices.
complex grammatical forms with a
ideas.
good degree of control.
Errors do not impede communication.
Uses everyday vocabulary generally

appropriately, while occasionally
Uses the conventions of the overusing certain lexis.
Text is connected and coherent,
communicative task in generally
B1 using basic linking words and a Uses simple grammatical forms with a
appropriate ways to communicate
limited number of cohesive devices. good degree of control.
straightforward ideas.
While errors are noticeable, meaning
can still be determined.
Uses basic vocabulary

reasonably appropriately.
Produces text that communicates Text is connected using basic,
A2 Uses simple grammatical forms with
simple ideas in simple ways. high-frequency linking words.
some degree of control.
Errors may impede meaning at times.
Writing Assessment 27
Writing mark scheme 4. Organisation
glossary of terms Linking words, cohesive devices and organisational patterns
Linking words are cohesive devices, but are separated here to
refer to higher-frequency vocabulary which provides explicit
1. General linkage. They can range from basic high-frequency items (such
as and, but) to basic and phrasal items (such as because, first of all,
Generally
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
the right …), ellipsis (e.g. The first car he owned was a convertible,
Flexible and flexibly refer to the ability to adapt – whether the second a family car), or repetition.
language, organisational devices, or task conventions – rather
than using the same form over and over, thus evidencing better Organisational patterns refers to less explicit ways of achieving
control and a wider repertoire of the resource. Flexibility allows a connection at the between-sentence level and beyond, e.g.
candidate to better achieve communicative goals. arranging sentences in climactic order, the use of parallelism,
using a rhetorical question to set up a new paragraph.
2. Content
5. Language
Relevant
Vocabulary
Relevant means related or relatable to required content points
and/or task requirements. Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Target reader
Everyday vocabulary refers to vocabulary that comes
The target reader is the hypothetical reader set up in the task, up in common situations of a non-technical nature in the
e.g. a magazine’s readership, the candidate’s English teacher. relevant domain.
Informed Less common lexis refers to vocabulary items that appear less
often in the relevant domain. These items often help to express
The target reader is informed if content points and/or task ideas more succinctly and precisely.
requirements are addressed and appropriately developed. Some
content points do not require much development (e.g. state what Appropriacy of vocabulary
is x) while others require it (describe, explain).
Appropriacy of vocabulary: the use of words and phrases that fit
the context of the given task. For example, in I’m very sensible
3. Communicative achievement to noise, the word sensible is inappropriate as the word should
be sensitive. Another example would be Today’s big snow makes
Conventions of the communicative task getting around the city difficult. The phrase getting around is
Conventions of the communicative task include such things well suited to this situation. However, big snow is inappropriate
as genre, format, register and function. For example, a personal as big and snow are not used together. Heavy snow would
letter should not be written as a formal report, should be laid be appropriate.
out accordingly, and use the right tone for the communicative
purpose. Grammatical forms
Simple grammatical forms: words, phrases, basic tenses and
Holding the target reader’s attention 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
A2 Key and B1 Preliminary), candidates may have control of only
Straightforward and complex ideas the simplest exponents of the listed forms.
Straightforward ideas are those which relate to relatively limited Range

subject matter, usually concrete in nature, and which require
simpler rhetorical devices to communicate. Complex ideas are Range: the variety of words and grammatical forms a candidate
those which are of a more abstract nature, or which cover a wider uses. At higher levels, candidates will make increasing use
subject area, requiring more rhetorical resources to bring together of a greater variety of words, fixed phrases, collocations and
and express. grammatical forms.
28
Paper 2
Overuse
Overuse refers to those cases where candidates repeatedly use
the same word because they do not have the resources to use
another term or phrase the same idea in another way. Some
words may unavoidably appear often as a result of being the topic
of the task; that is not covered by the term overuse here.
Errors and slips
Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item
or grammatical structure, but just happened to make a mistake
in this instance. In a candidate’s response, where most other
examples of a lexical/grammatical point are accurate, a mistake
on that point would most likely be a slip.
Impede communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some effort is
required from the reader to determine meaning.
Writing Glossary of terms 29

Sample answers with examiner comments
Part 1 – Email
Candidate A
I’m very nervous for this party, to celebrate the end of the school year.
I think that the best place to do the party is the class, because in this way we can be all together. In the class we can do a lot of
activities like play with the blackboard, or watch a film, or listen to music.
About the food, we can have pizza, fries and for the sweet people chocolate, sweets or something like this.
I’m sure the party is going to be very well, and we are going to have a very good time.
See you soon!
Examiner comments
Subscale Mark Commentary

The target reader is fully informed about all the points in the task. The first point has been
Content 5 addressed, although the word nervous has been used incorrectly for this context. However, the rest
of the email is positively phrased, so this can be seen as a slip. There is a preference expressed, (the
class), and suggestions are given regarding activities, play with the blackboard, and food, pizza, fries;
chocolate, sweets.
The conventions of an email, such as a friendly, polite tone, and a consistent register, are used in
Communicative 3 generally appropriate ways to communicate straightforward ideas: I think that; About the food; I’m
Achievement sure the party is going to be very well; See you soon. There is no opening salutation, but it is clearly
directed towards Mrs Lake and the information is presented in a suitable format for a teacher to read.
The text is connected and coherent. Paragraphs are used to good effect, each focusing on one
Organisation 3 aspect. The text is connected using linking words and some cohesive devices, such as referencing:
this party; because in this way; About the food; and for the sweet people.
Everyday vocabulary, suitable for the topic, is used generally appropriately: the best place; together;
blackboard; pizza; fries; chocolate; sweets; good time. The use of nervous in the first sentence is
slightly distracting as it does not convey the correct emotion.
3 Simple grammatical forms are used with a good degree of control: I think that the best place to do the
Language
party; we can be all together; listen to music; something like this; is going to be; we are going to have a
very good time.
Errors are noticeable but meaning can still be determined: I am very nervous for; and for the sweet
people; to be very well.
30
Paper 2
Part 1 – Email
Candidate B
Dear Mrs Lake,
I think it’s a great idea to have a party to celebrate the end of the school year. I prefer to do the party at school, in the classroom,
because we’ve spend a lot of time there, and I think it would be better, so that we can remember all the good things that have made
this year so special. I think we could bring some games like domino, or one of us can bring his Play Station and we can play together. If
you want, I will buy some pizza, and also something to drink like coca-cola or water. The other students will bring some potatoes, and
the girls will make a cake. Do you like the idea?
See you!
Examiner comments

The target reader is fully informed about all the points in the task. There is a direct response to the
Content 5
first point, I think it’s a great idea, and a clear preference is expressed for where the party should be
held, in the classroom. Suggestions are made about the activities, some games like domino, and what
food to bring, pizza; coca-cola; potatoes; cake.
The conventions of an email, such as a friendly, enthusiastic tone, a consistent register, as well as
appropriate opening and closing salutations, are used to hold the target reader’s attention and to
Communicative 5 communicate straightforward ideas in response to the initial input text, Dear Mrs Lake; If you want;
Achievement
Do you like the idea? See you. Suggestions are made and supported with reasons to explain the
decision taken, I prefer to do the party at school … because we’ve spend a lot of time there.
The text is generally well organised and coherent. Although there is only one paragraph, the
text is connected through the use of a variety of linking words and cohesive devices, particularly
Organisation 4 referencing, which makes the text flow very naturally, a party; the party; at school, in the classroom,
because; there, and I think it would be better; so that; the good things that; this year; like; one of us;
also; other students.
A range of everyday vocabulary, suitable for the topic, is used appropriately, remember; all the good
things; special; bring some games; together; pizza.
A range of simple and some more complex grammatical forms is used with a good degree of
Language 4 control, we’ve spend a lot of time there; I think it would be better; that have made this year so special; I
think we could bring … or one of us can bring; If you want, I will buy; the girls will make a cake.
There are one or two errors, but they do not impede communication, we’ve spend; one of us can
bring his Play Station.
Writing Sample answers 31

Part 2 – Article
Candidate C
I love to watch comedies a lot because it makes me laugh. The comedy I love the most is the Chinese Running Man. I enjoy watching
and laughing it with my family. In the show, famous actors and actresses must overcome some challenging quests, such as trading
a coffee bean with someone else for something more expensive and racing in the mud to capture the flag. The storylines are very
interesting and they always tickles my funny bone. Laughing out loud is great! Laughing can help us to release stress and make us feel
better. It may also make us more attractive too!
Examiner comments
Content 5 The target reader is fully informed about what the candidate finds funny, (I love to watch comedies
a lot), and who they laugh with, with my family and the final point is developed quite well and
introduces a wider view, Laughing can help us release stress.
The conventions of article writing, such as sharing personal information and expressing opinions,
are used to hold the target reader’s attention and to communicate straightforward ideas. The topic
Communicative is clearly introduced, I love to watch comedies a lot because it makes me laugh and there is a nice
5
Achievement balance between how the writer feels and how laughing affects the wider public, I enjoy watching
and laughing it with my family; tickles my funny bone; Laughing out loud is great; make us feel better;
It may also make us more attractive too.
The text is generally well organised and coherent. There is a variety of linking words and some
cohesive devices, particularly reference to avoid repetition, are used to connect the ideas across and
Organisation 5
within sentences, because it; The comedy I love the most; it; In the show; such as; someone else for
something more expensive; storylines … and they.
A range of everyday vocabulary is used appropriately, and there are examples of less common
lexis as well, comedies; show; actors; actresses; overcome; challenging quests; trading; coffee bean;
expensive; mud; capture the flag; storylines; tickles my funny bone; release stress; attractive.
A range of simple and more complex grammatical forms, particularly modal verbs, are used with a
Language 5 good degree of control, I love the most; must overcome some challenging quests, such as trading; with
someone else for something more expensive; storylines are very interesting and they always; can help us
to release; It may also make us more attractive.
Errors do not impede communication, I enjoy laughing and watching it with; they always tickles my
funny bone.
32
Paper 2
Part 2 – Article
Candidate D
So, I laugh always and for nothing.
I find very funny when someone fall down and I laugh for bad jokes. I like to watch funnys videos to laugh.
I enjoy laughing with my family and my friend but I really enjoy laughing with my best friend.
I think it’s good to laugh a lot and have humour to have a funny and good. I find important laugh with our friends to be better and
have a good life.
It’s for this I laugh for anything and I enjoy life like it is.
Examiner comments
Content 5 The target reader is fully informed about what the candidate finds funny, when someone fall down, who
they enjoy laughing with, my family; my best friend, and why laughter is important, it’s good to laugh a
lot; to be better and have a good life.
The conventions of article writing, such as sharing personal information and expressing opinions, are
Communicative used generally appropriately to communicate straightforward ideas, I think it’s good to laugh a lot; It’s
3
Achievement for this I laugh for anything. The article doesn’t have a standard introduction, but the topic is generally
introduced with a sentence about what the candidate does, So, I laugh always and for nothing.
The text is connected and coherent. Paragraphs are used to separate the text into sections and, although
these are often limited to one sentence, different ideas are expressed in each one, providing a structure to
Organisation 3
the text. Some basic linking words and the occasional cohesive device, such as a referencing pronoun, are
used to connect the ideas, when; and; with my family and my friend but I really enjoy; It’s for this.
Everyday vocabulary is used generally appropriately, jokes; videos; enjoy; humour; important, although
some lexis is overused, laugh; funny; friend.
Simple grammatical forms, such as the present tense, are used with a good degree of control, although
Language 3 there is not much variety in terms of tenses used, I like to watch; I really enjoy laughing; with our friends to
be better and have a good life; I enjoy life like it is.
There are some noticeable errors, with agreement and prepositions, but meaning can still be determined,
someone fall down; laugh for bad jokes; funnys videos; to have a funny and good; I laugh for anything.

Part 2 – Story
Candidate E
Jo looked at the map and decided to go left. He wanted to go to the Karpats on foot. Jo liked to go to the rivers, forests and
mountains on foot. He always took map with he. But one day he lost! Jo was very worried and scared. He was in the forest one week.
He was could at night, he was very hot in the afternoon. He ate mushroomes and berries. But he found a way from the forest. And
from that day he never came to the forest on foot. He always go to the rivers, forests and mountains on ships, by trains, by plantes.
But he never go to the unknows places on foot.
Examiner comments
The story continues from the prompt, with a beginning, middle and end, and all the content is relevant.
Content 5
The target reader is fully informed.
Communicative 3 The story follows the conventions of storytelling in generally appropriate ways. The simple storyline is
Achievement communicated to the reader, despite errors and weak organisation.
2 The text is connected using a limited number of linking words (and; But; from that day). Although the
Organisation
majority of sentences are short and there is limited linking across sentences, the story is coherent.
Everyday vocabulary is used generally appropriately. There is some evidence of less common lexis
appropriate to the story (mushroomes and berries; found a way; unknows places). Spelling errors generally
3 do not cause confusion, with the exception of could for cold and plantes for planes.
Language
Simple grammatical forms (mainly simple past tense) are used with a good degree of control.
While errors are noticeable, the meaning can still be determined.
34
Paper 2
Part 2 – Story
Candidate F
Jo looked at the map and decided to go left. Jo were in car with he friend, Lucy and go from city in car. Jo decide go in your car and
nice day. They leave soon and take map but Jo looked at map and decided to go left so went in bad way and Lucy cry. They don’t came
in good way and go to the your home. When they came house nobody home so they watch tv and see film and enjoy.
Examiner comments
The content is relevant to the storyline prompt. The story begins with the prompt, which is repeated in
Content 4 the middle of the story.
The target reader is informed, and the story has a clear ending.
Communicative 1 The storyline is communicated in simple ways. The format is appropriate, but the target reader has to
Achievement make an effort to follow the story at times (for example, due to errors with pronouns).
Organisation 2 The text is connected and coherent, using basic linking words (and; but; when; so).
Everyday vocabulary is used generally appropriately.

Language 2
Simple grammatical forms are used with some degree of control but there are a number of errors, which
distract at times (Jo were in car with he friend; They don’t came in good way and go to the your home).

36
You must write within the grey lines.
You must write within the grey lines.
Answer only one of the two questions for Part 2.

Write your answer for Part 1 below. Do not write on the barcodes.
Tick the box to show which question you have answered.
Write your answer below. Do not write on the barcodes.
Question 1
Part 2 Question 2 Question 3
This section for use by Examiner only:

This section for use by Examiner only:
C CA O L
C CA O L
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* 0010446611102 *
CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH
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Paper 3: about 30 mins
(plus 6 minutes to transfer answers)
Listening
tasks
Number of Number of
questions marks
1 7 7 3-option
multiple choice
Identify key information in seven short monologues
or dialogues and choose the correct visual.
2 6 6 3-option
multiple choice
Listen to six short dialogues and understand the gist
of each.
3 6 6 Gap fill Listen to a monologue and complete six gaps.
4 6 6 3-option
multiple choice
Listen to an interview for a detailed understanding of
meaning and to identify attitudes and opinions.
Total
25 25
Listening Tasks 37
Preparing learners
Parents can get
Advice for teachers more information
The texts and tasks in the Listening paper reflect the variety of listening situations which from the Information
learners at B1 level are expected to deal with. Teachers should ensure that learners are for parents page
exposed to a range of listening situations and interactions. on the Cambridge
English website.
The texts may include:
• conversations at home or between friends (Parts 1, 2)
• radio announcements (Parts 1, 3)
• parts of talks (Part 3)
• exchanges in shops (Part 1)
• informational talks or radio programmes (Part 3) Learners can get
• interviews with questions from a radio presenter (Part 4) more information
• recorded messages (Parts 1, 3). for candidates guide.
Also note the following:
• The recordings will contain a range of standard native-speaker accents. Learners should
practise listening to a variety of accents.
• When selecting listening material, teachers can use the topics list to help them identify
suitable topics to use with learners.
• Teachers may find that the Inventory of functions, notions and communicative tasks
in the language specifications helps them to identify different listening situations for
learners to work with. Teachers can find
lesson plans and
• Free teaching resources and lesson plans are available on the Cambridge English sample papers on
website. the Cambridge
English website.
Part 1
Questions 1 – 7
Part 2
Questions 8 – 13
1 What will the boy bring for the barbecue?

8 You will hear two friends talking about a campsite they have been to.
What did the boy like best about it?
A It was very close to the beach.
B There were lots of people his age.
C The activities were free.
A B C
9 You will hear two friends talking about homework.
The girl thinks that doing homework with friends conversations
2 Which part of the boy’s body hurts now?
A is fun.
between friends
B helps concentration.
C takes longer than doing it alone.
10 You will hear a boy telling his friend about a rock-climbing trip.
How did he feel about it?
A grateful for the help he got
A B C B satisfied with his climbing
3 What will the visitors see last? C hopeful of going again
11 You will hear two friends talking about learning to play the guitar.
The girl advises the boy to
A practise more often.
B play in a variety of styles.
C listen to the best guitarists.

A B C
multiple choice
38 Listening Preparing learners

Paper 3
Tips for preparing learners for the Completing the answer sheet

(paper-based test only)
Listening paper
• Candidates doing the paper-based test should practise
transferring their answers to the answer sheet.
✔✔ Help learners identify and understand the type of text they
are listening to. They should also identify the purpose of the • All answers must go on an answer sheet.
task that they have to do. Together, these activities will help • Candidates should write their answers on the question paper as
them to choose the most appropriate listening strategies for they listen.
the tasks in the exam. • They then have 6 minutes at the end of the test to copy these
answers onto the answer sheet.
✔✔ Use classroom discussion activities and listening to the
teacher to help to develop listening skills. However, learners • Candidates should use a pencil to complete the answer sheet.
must also listen to a range of recordings to prepare for the • For Parts 1, 2 and 4, candidates shade a lozenge on the answer
content of the exam. sheet to show their answer.
• For Part 3, candidates write their answers on the answer sheet.
✔✔ Make sure learners read the instructions on the question
paper, and listen to them on the recording so they are Completing the computer-based test
completely clear about what they have to do.
(computer-based test only)
✔✔ All the texts in the exam are heard twice. Remind learners to • Candidates mark or type all their answers directly onto the
use both listenings to refine their answers. computer.
• Candidates may take pens and pencils and a bottle of water
✔✔ Use the transcript of the recording once learners have into the exam room, but nothing else (including bags and
completed a task. It can be useful to look at it to identify key anything electronic).
phrases, cues, distraction, etc.
• They should listen carefully to the instructions which the invigilator
✔✔ Encourage learners not to leave blank spaces. They won’t lose gives and follow the instructions on the computer screen.
marks for a wrong answer. Ask learners to check they have an • Candidates should check that they can hear the test properly.
answer, as they might have understood more than they think. If they cannot hear the recording, they should raise their hand
and inform the invigilator immediately.
✔✔ Practise different types of listening to develop your learners’ • Candidates watch a short tutorial before the test.
listening skills. Testing should not be the only focus.
• There is a timer on the screen which tells candidates how much
time they have left.
• Candidates may make notes on paper during the exam, for
example if they want to write down two alternative answers
where they are unsure. They must leave these notes on their
desk at the end of the exam.

Parents

Learners

preparation
Teachers

preparation
cambridgeenglish.org/teaching-english/
• Lesson plans
39
Advice by task
Listening Part 1
Questions 1 – 7
Part 1
THE TASK
uuIn Part 1 there are seven short listenings, each with a question and three
visual images.
uuCandidates listen to the text, then choose the visual image which best
answers the question in the context of what they heard.

A B C
uuDuring the first listening candidates need to listen for gist, choosing the
best option.
uuCandidates should use the second listening to check the answer is correct,
focusing on the key information in the text.
A B C
uuThey should repeat this process for the remaining questions.
3 What will the visitors see last?
ASSESSMENT
uuThe task requires candidates to listen for specific information in the text.
A B C
Listening Part 2
Part 2
THE TASK
Questions 8 – 13

uuIn Part 2, there are six short dialogues each with a context sentence, as well
as a question or a sentence to complete and three options.
uuCandidates listen to the text, then choose the option which best answers
B There were lots of people his age.
the question or completes the sentence.

The girl thinks that doing homework with friends HOW TO APPROACH THE TASK
A is fun.
B helps concentration. uuDuring the first listening candidates need to focus on gist understanding
C takes longer than doing it alone. and choose the best option.
uuCandidates should use the second listening to check the answer is correct.
B satisfied with his climbing

uuThey should repeat the process for the remaining questions.
C hopeful of going again
ASSESSMENT
A practise more often. uuThe task requires candidates to be able to listen for gist.
40
Paper 3
Listening Part 3
Part 3
THE TASK
Questions 14 – 19
For each question, write the correct answer in the gap. Write one or two words or a number or a
date or a time.
uuCandidates have a page of notes or sentences, summarising the content
of the text, from which six pieces of information have been removed. As
You will hear a man called Phil Lamb telling a group of students about his work as a TV news
presenter they listen, they fill in the numbered gaps with words from the text which
complete the missing information.
TV news presenter
uuMost keys are single words, numbers or very short noun phrases.
Phil’s first job after university was on local (14) 000000000 0 .
Before presenting the news, Phil looks through the day’s (15) 000000000 0 .
Phil says that he’s very careful about which (16) 000000000 0 he wears. uuCandidates should begin by reading and listening to the instructions, then
use the pause to read the text on the page, thinking about the context and
Phil sometimes finds the names of some (17) 000000000 0 difficult to say correctly.
predicting the sort of language and information they are going to hear.
Phil enjoys presenting news on the topic of (18) 000000000 0 .
This may be information about places and events, or people talking about
courses, trips or holiday activities.
Phil would like to be a (19) 000000000 0 in thefuture.
uuThey can use the order of the information on the page to help them follow
the recording.
uuDuring the first listening, candidates should note down single words,
numbers or very short noun phrases to complete each gap. They need to
keep the answers short.
uuThe words they need to complete the gaps are heard on the recording. They
shouldn’t try to manipulate the language or write in note form.
6
uuDuring the second listening, candidates should check that their answers
make sense in the context of the completed note or sentence and that each
answer contains a concrete piece of information.
uuIt’s important for them to check the spelling of words. Words which are
spelled out must be correct.
ASSESSMENT
uuThe task requires candidates to locate and record specific information from
the text.
Listening Preparing learners 41

Listening Part 4
Part 4
THE TASK
Questions 20 – 25

uuIn Part 4 candidates listen to a longer text, which will be an interview.
You will hear a radio interview with a young singer called Mandy.
20 Mandy started working as a DJ uuCandidates have to answer six multiple-choice questions as they listen to
A once she could afford the equipment. the text, choosing the correct answer from a choice of three options.
B after she lost her job as a nurse.
C when she first left school.
21 What does Mandy say about her singing career?

uuThe texts are from a range of contexts, and are largely informational.
A It started by chance.
B It took years of practice.
C It began with a song that she wrote. HOW TO APPROACH THE TASK
22 What is Mandy’s new song about?
A making new friends

uuFirst, candidates need to read and listen to the instructions, then use the
B
C
changing your mind
finding life difficult
pause to read the questions and think about the context. This may be
23 How does Mandy feel about her new CD?
information about places and events or people’s lives, interests
A sure that people will like it and experiences.
B pleased with what she’s achieved
C sorry that it wasn’t ready on time
uuThey need to focus on a detailed understanding of the meaning of the text.
24 Mandy’s favourite songs are those which
A are easy to dance to.

During the first listening, candidates should listen for gist and choose the
B
C
other women have written.
have interesting words.
best option for each question.
25 In the future, Mandy plans to
uuDuring the second listening, they need to check all their answers carefully,
A
B
learn another instrument.
run her own business. focusing on detailed understanding and stated attitudes or opinions.
C work in television.
ASSESSMENT
uuTo arrive at the correct answer, candidates will need a detailed
7 understanding of the meaning of the text.
42
Part 1 4 Where did the police catch the zebra?
Questions 1 – 7
Listening Sample paper

A B C
5 What did the girl do yesterday?
A B C
A B C
6 Which computer game does the girl like most?
A B C
3 What will the visitors see last?
A B C
7 Which sport did the boy do for the first time on holiday?
A B C
A B C
Paper 3
2 3 Turn over ►
43
44
Part 2 12 You will hear two friends talking about a book they’ve read.
They agree that it has
Questions 8 – 13
A lots of action.
B realistic characters.
C an unexpected ending.

13 You will hear two friends talking about a concert they have been to.
B There were lots of people his age. They agree that
A the organisation was poor.

B the performance was good.

C the tickets were expensive.
The girl thinks that doing homework with friends
A is fun.
B helps concentration.
C takes longer than doing it alone.
B satisfied with his climbing
C hopeful of going again
A practise more often.
4 5 Turn over ►
Part 3 Part 4
Questions 14 – 19 Questions 20 – 25
For each question, write the correct answer in the gap. Write one or two words or a number or a For each question, choose the correct answer.
date or a time.
You will hear a radio interview with a young singer called Mandy.
Listening Sample paper

You will hear a man called Phil Lamb telling a group of students about his work as a TV news
presenter 20 Mandy started working as a DJ
A once she could afford the equipment.

B after she lost her job as a nurse.
TV news presenter C when she first left school.
21 What does Mandy say about her singing career?
Phil’s first job after university was on local (14) 000000000 0 . A It started by chance.
B It took years of practice.
C It began with a song that she wrote.
Before presenting the news, Phil looks through the day’s (15) 000000000 0 .
22 What is Mandy’s new song about?
A making new friends

Phil says that he’s very careful about which (16) 000000000 0 he wears.
B changing your mind
C finding life difficult
Phil sometimes finds the names of some (17) 000000000 0 difficult to say correctly.
23 How does Mandy feel about her new CD?
A sure that people will like it

Phil enjoys presenting news on the topic of (18) 000000000 0 . B pleased with what she’s achieved
C sorry that it wasn’t ready on time
Phil would like to be a (19) 000000000 0 in thefuture. 24 Mandy’s favourite songs are those which
A are easy to dance to.

B other women have written.
C have interesting words.
25 In the future, Mandy plans to
A learn another instrument.

B run her own business.
C work in television.
Paper 3
6 7
45
46
Draft
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
Candidate Assessment
Signature Date
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Preliminary for Schools Listening Candidate Answer Sheet

Instructions Part 1 Part 2
Use a PENCIL (B or HB). Rub out any answer A B C A B C
you want to change with an eraser. 1 8
A B C A B C
2 9
For Parts 1, 2 and 4: A B C A B C
Mark one letter for each answer. For example: If 3 10
you think A is the right answer to the question, A B C A B C
mark your answer sheet like this: 4 11
A B C A B C
5 12
A B C A B C
For Part 3: 6 13
Write your answers clearly in the spaces next to A B C
7
the numbers (14 to 19) like this:
Write your answers in CAPITAL LETTERS.
Do not write
Part 3 below here
Part 4
14 1 0
A B C
14 20
A B C
15 1 0 21
15 A B C
22
16 1 0
16 A B C
23
17 1 0 A B C
17 24
18 1 0
A B C
18 25
19 1 0
19
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 1
Draft
Paper 3
Transcript 4: Where did the police catch the zebra?
Cambridge Assessment English, Preliminary English Test for And finally we have a story about a zebra, which escaped
Schools, Listening, Sample test. from the local zoo this morning. Surprised motorists saw the
animal walking down the side of the road during rush hour
There are four parts to the test. You will hear each part twice. and reported it to the police, who followed it as it walked right
We will now stop for a moment. through a shopping centre and on down to the river. They
Please ask any questions now, because you must not speak during succeeded in catching it when it stopped to eat some grass. The
the test. zebra is now back in the zoo, and doesn’t seem at all worried by
its trip into town and the busy traffic it saw.
Now look at the instructions for Part 1.
Now listen again.
5: What did the girl do yesterday?
Look at Question 1.
M: Did you have a good weekend?
1: What will the boy bring for the barbecue?
F: Yes, I went out with a couple of friends yesterday.
M: Hi, it’s Jack. Just phoning to see if I should bring
anything for the barbecue? Mum’s got some chicken M: Where did you go?
she says we can have. F: Well, they wanted either to see a movie or to go
F: Chicken’s everyone’s favourite, so we’ve got loads swimming. I said I’d rather go to the science museum,
thanks. but they weren’t so keen on the idea. Anyway we tried
to get into the pool, but there was a big swimming
M: I could bring some burgers. competition going on there, and by that time the film
F: Well, Anna’s made about twenty. had already started. So I got what I wanted in the end
– and it was fun actually.
M: Oh, that’ll be plenty.
Now listen again.
F: How about some sausages?
6: Which computer game does the girl like most?
M: Hold on, I’ll just look in the fridge … ah, there aren’t
any left. F: Okay here are this week’s new computer games.
Dance Moves teaches you how to dance. There’s
F: Well, don’t worry. We’ve probably got enough here. a great range of moves and a great choice of four
M: I could pick some up on my way over. It’s no trouble. classic hits from the last five years. The only problem
is knowing when to quit. Pet Project has a choice of
F: Well if you don’t mind. baby zoo animals to care for. Although they’re super
M: Sure, no problem. cute, you’ll quickly feel as though you’ve seen it all
before. The last game is Cooking Star, it seems a nice
Now listen again. choice for anyone who’s passionate about food, but
imaginary food has a limited attraction.
2: Which part of the boy’s body hurts now?
Now listen again.
F: How are you?
7: Which sport did the boy do for the first time on holiday?
M: I was walking on the ice last week, and I wasn’t really
concentrating because I had a terrible headache. F: Hi Pat, how was the holiday at the watersports
Anyway, I slipped and fell and I landed on my shoulder. centre? Did you do lots of sailing?
At the time when I fell, my shoulder really hurt but M: I did yeah. I’m pleased I did a course last year … it
that pain soon wore off. I think maybe I damaged meant I could go straight out on the water. And I was
something a bit more serious in my ankle though. I’m able to try windsurfing too. It’s actually quite easy if
going to get my ankle checked at the doctor’s, because you’ve already sailed. I just had to learn how to keep
the pain still hasn’t gone. my balance.
Now listen again. F: Did you do any other sports?
3: What will the visitors see last? M: Yeah, water skiing. My little brother was old enough to
F: Now, everyone, follow me into the museum. This do it too this time, so he was really happy about that!
room is where the ancient jewellery’s displayed – some F: Great.
fantastic pieces here – and next door are paintings of
rock stars by the artist Ben Soper. We’ll visit that at the Now listen again.
end of the tour, for the talk I’m going to give you about That is the end of Part 1.
them. But before that, I’ll take you into the garden
where you can have a look at the old racing car we’ve
got there! It was generously given to us by a famous
racing team when the museum was built …
Now listen again.
Listening Transcript 47
Now look at Part 2. F: Well, anyway, you ought to pay attention to the really
top players. They’ve been along the same path that
you’re on. Just notice how they do things.
8: You will hear two friends talking about a campsite they
M: I think I do that already really.
have been to.
Now listen again.
M: So, how did you like the campsite?
12: You will hear two friends talking about a book
F: Brilliant! Thanks for telling my dad about it! It’s got
they’ve read.
everything – shops, swimming pool, games room. And
a beautiful beach five minutes away. M: I’ve just finished reading that book. It’s brilliant – so
much happens. It’s exciting all the way through.
M: I knew you’d love that. The pool’s good enough for me.
I had the best time ever – so much to do! F: Yeah, though it does get slower in the middle, when
the hero Alan is trying to decide whether to tell his
F: When we first got there, I felt a bit lost. But then I
mum about the baby lion he found. Alan’s personality
started hanging out with loads of other teenagers.
seems really true to life, and so does his mum’s – like
M: That’s why I’d go back any day – in other camps you the way she reacts when he tells her all about it.
don’t get that sort of crowd. I remember one where it
M: I know what you mean – it reminds me of my mum
was mostly families with little kids.
and me. I never thought she’d let him keep the lion
F: I know what you mean. though. That was a nice surprise.
Now listen again. F: I kind of thought that might happen actually.
9: You will hear two friends talking about homework. Now listen again.
M: I’ve got a friend who wants us to do homework 13: You will hear two friends talking about a concert they’ve
together. I’m not sure it’s a good idea. been to.
F: Well, I’ve tried it and it works for me, depending on F: What a great concert. I listen to that band a lot, but I’d
the subject. But if it’s something you really need to never seen them live before.
concentrate on, then you’re better off on your own.
M: Me neither. But why didn’t they play their greatest
M: I suppose it would make it less boring, having a few hits, especially if you think what we paid to get in.
laughs and some jokes here and there …
F: I liked what they did, though. As for the price, it was
F: That’s exactly it, and you can do it in half the time definitely more than I’d normally be willing to pay.
it takes you on your own, because you’re helping
M: And the organisers didn’t do a very good job. It was
each other.
awful waiting so long for the main act to start.
Now listen again.
F: Don’t blame the organisers. It’s simply that the band
10:
You will hear a boy telling his friend about a hadn’t arrived. There was nothing they could do
rock-climbing trip. about that.
F: So, how did your rock-climbing trip go? Now listen again.
M: It was harder than I expected. It’s all very well climbing That is the end of Part 2.
on an indoor climbing wall. I’ve always been pretty
pleased with the way I’ve climbed there. But out on
Now look at Part 3.
real rocks in the hills, it’s a lot scarier. You need to
have someone with you who’s got a lot of experience, For each question, write the correct answer in the gap. Write one
who can tell you what to do or give advice. or two words or a number or a date or a time. Look at Questions
14–19 now. You have 20 seconds.
F: I can imagine.
You will hear a man called Phil Lamb telling a group of students
M: I’m looking forward to having another try, though. But
about his work as a TV news presenter.
next time I’ll tell whoever I’m with that I need support.
Hi, many thanks for inviting me. I’ve been a TV news presenter
Now listen again.
for four years now. I did a couple of other jobs after university,
11: You will hear two friends talking about learning to play first in radio in my home city and then as a journalist on a
the guitar. magazine. I enjoyed both jobs very much.
M: Wow, it’s so hard to get any better at the guitar. It I present the five o’clock evening news. There’s a lot of
feels like I’m not making any progress. preparation to do before I start. First I get the newspapers and go
through each one carefully. That way I understand what’s in the
F: Well, you seem to spend a lot of time practising. I
news reports I have to present that day. Then I have meetings
don’t see how you could do much more. Don’t you
with the editor of the news programme in the TV studio.
think it’s better to focus on one type of music rather
than on lots of different types? After that I have to spend a bit of time choosing the right jacket
to put on! I think it’s really important, because that’s what you
M: I don’t know. Maybe it’s good to go for lots of
see when I’m sitting at my desk, reading the news. But at least
different ones.
48
Paper 3
I don’t need to worry about my trousers or my shoes as no-one Int: And what kind of music do you listen to at home?
gets to look at those!
Mandy: That’s difficult. The music I like best has words that
What do I find particularly difficult? Well, I sometimes say things mean something to me, I suppose. I love dance
wrongly! I don’t often make mistakes with the names of cities or music too, but you can’t listen to it all the time
countries, whatever the language, but it’s names of people which and I generally prefer female artists to male, I think
I sometimes find a real challenge to get exactly right! too. But that depends on the singer.
Now, I can’t choose what news to present of course! But I do Int: And your future plans?
have my favourite topic. I really enjoy business, so reading
Mandy: Oh! I’ve got so much work to do at the moment –
news about that is always interesting to me. For some of my
television performances and concerts, it’s hard to
colleagues, the most interesting subject is politics or even
plan. But I’d really like to own a nightclub one
fashion. We’re all different!
day ... somewhere great to dance, so that’s my
What about the future? I’ve been told I could make a good next project. One day, perhaps I’ll try to learn to
actor. I’ve never been attracted by that, though. As a teenager, play the guitar – that would be nice – but I’m too
I always dreamt of becoming a producer. I still think it would be busy to think about it at the moment. I can write
exciting if I get the chance. Maybe I’ll do that one day. and sing, that’s what I do best.
Now, any questions … (fade)
Int: Well, lots of luck with your new CD and thanks
Now listen again. for coming.
That is the end of Part 3. Mandy: You’re welcome!

Now listen again.
Now look at Part 4. That is the end of Part 4.
For each question, choose the correct answer. Look at questions
20–25 now. You have 45 seconds. You now have 6 minutes to write your answers on the
You will hear a radio interview with a young singer called Mandy. answer sheet.
Int: Hi Mandy. You started off as a successful disc You have one more minute.
jockey and now you’re a singer in a great new That is the end of the test.
band! When did you get your first job as a DJ?
Mandy: Well, when I finished school, I trained as a nurse
for a year, but I wasn’t very good at that. I’d always
loved music, and I wanted to save money to
buy equipment, so I started looking after elderly
people. As soon as I had enough, I bought what I
needed. I got my first job as a disc jockey almost
immediately.
Int: But then you started singing instead. How did
that happen?
Mandy: Well, I’d been a disc jockey for about four years,
then last year, I read about a DJ competition in
Ireland and I entered. I did some live singing on
stage that night and one of the judges asked me
if I’d be interested in singing professionally. I was
very lucky, really.
Int: So now you’re in a band called ‘Dish’. Tell us about
your new record, the one that’s in the shops now ...
Mandy: Yes. It’s called ‘Up and Down’. It’s about a girl who
is never really happy with her life. She’s always
up and down, wanting too much and never being
satisfied. I’m not that kind of person fortunately,
nor are my friends! It does have a nice ending.
Int: And you’re working on a new CD?
Mandy: Yes, but we haven’t finished recording that yet.
There are still two more songs to do but I’m very
proud of it. It’s traditional rock but we’ve included
some electronic music too to make it really
unusual. I just hope the public will buy it! We think
it’s great!
Listening Transcript 49
Assessment
Answer key
Q Part 1 Q Part 2 Q Part 3 Q Part 4

1 A 8 B 14 radio 20 A
2 B 9 A 15 {news) paper(s) 21 A
3 C 10 C 16 jackets(s) 22 C
4 C 11 C 17 people 23 B
5 C 12 B 18 business 24 C
6 A 13 C 19 producer 25 B
7 C
50
Paper 4: 12–17 mins
Speaking
tasks
Part Timing Interaction Task type What do candidates have to do?
Interlocutor
Interlocutor asks
1 2 minutes questions to each
candidate in turn
Respond to questions, giving factual or
personal information.
Candidate
2 3 minutes
Candidate
extended turn
Extended turn
Describe one colour photograph, talking for about
1 minute.
Candidate
Discussion
3 4 minutes task with
visual stimulus
Make and respond to suggestions, discuss
alternatives and negotiate agreement.
Candidate
Candidate
4 3 minutes
General
conversation
Discuss likes, dislikes, experiences, opinions,
habits, etc.
Candidate
Total
25
Speaking Tasks 51
Preparing learners
Advice for teachers Parents can get
more information
• The standard format for the Speaking test is two candidates and two examiners. from the Information
for parents page
• One examiner is the interlocutor, who manages the interaction and speaks directly with on the Cambridge
the candidates. The interlocutor sets up the tasks and gives the candidates
English website.
their instructions.
• The other examiner is the assessor, who does not join in the conversation, but assesses the
candidates’ performances.
examiners interlocutor assessor
Learners can get

more information
A B for candidates guide.
candidates
• Candidates are usually assessed in pairs, unless there is an uneven number of candidates
at a centre. In this case, the last test of the session will be a group of three. This is the only
circumstance in which candidates can be assessed as a group of three.
• There are a number of packs of materials from which examiners can choose tasks in any
one session.
• When selecting topics and resources for speaking practice, teachers can use the topics list Teachers can find
to help them identify suitable topics to use with learners. lesson plans and
• Free teaching resources and lesson plans are available on the Cambridge English website.
sample papers on
the Cambridge
English website.
52
Paper 4
Tips for preparing learners for the

Speaking paper
✔✔ Give your learners practice speaking English in a range of
contexts and, as much as possible, with a range of different
people. These can be simulated through classroom activities,
e.g. role plays.
✔✔ Use classroom activities which focus on listening and

responding to questions, expanding answers and helping to
keep a conversation going.
✔✔ Watch videos of sample candidates, and do ‘mock tests’ to

help your learners become very familiar with the format of
the Speaking test.
✔✔ If learners have any difficulty in understanding an instruction

or response, they should ask the interlocutor or their partner
to repeat what they said. This will not normally result in any
loss of marks.
✔✔ Give your learners practice talking about a picture for a

minute – they can record and listen to themselves to see how
well they are doing and what they need to improve. Make
sure they know how to describe things well.
✔✔ Encourage learners not to learn set pieces for the exam.

These will sound unnatural and probably won’t answer the
specific questions asked.

Parents

Learners

preparation
Teachers

preparation
Speaking Preparing learners 53

Advice by task
Candidates should practise these exam strategies regularly in class.
Speaking Part 1
B1 Preliminary for Schools

Speaking Test THE TASK
Part 1 (2–3 minutes)
uuThe interlocutor leads a general conversation with each of the candidates.
Phase 1
Interlocutor
uuThe interlocutor asks questions about their personal details, daily routines,
To both candidates Good morning/afternoon/evening.
likes, dislikes, etc.
Can I have your mark sheets, please?
Hand over the mark sheets to the Assessor. uuThe interlocutor speaks to the candidates in turn.
I’m ………… and this is ………… .
To Candidate A What’s your name? How old are you?

uuCandidates respond directly to the interlocutor – they do not talk to each
Thank you.
other in this task.
To Candidate B And what’s your name? How old are you?
Thank you.

Back-up prompts
B, where do you live? Do you live in name of town, city or region? uuIt’s normal for candidates to feel nervous at the beginning of the Speaking
Who do you live with? Do you live with your family? test. This conversation uses everyday, simple language and so is designed to
Thank you.
help to settle them into the test.
And A, where do you live? Do you live in name of town, city or region?
Who do you live with? Do you live with your family?

uuCandidates should listen carefully to the questions and give relevant
Thank you. answers.
uuThey should avoid giving one-word answers, but try to extend their answers
with reasons and examples wherever possible. However, they are not
expected to give very long answers at this stage.
ASSESSMENT
uuThis part of the test assesses the candidates’ ability to take part in
spontaneous communication in an everyday setting.
54
Paper 4
Speaking Part 2
Speaking Test 1 Part 2 (2–3 minutes) THE TASK

1A Learning a new skill
Interlocutor Now I’d like each of you to talk on your own about something. I’m going to give
uuThe interlocutor instructs each candidate in turn.
each of you a photograph and I’d like you to talk about it.
A, here is your photograph. It shows someone learning how to do something. uuThe candidates take turns to speak for about 1 minute each.
Place Part 2 booklet, open at Task 1A, in front of candidate.
B, you just listen. uuEach candidate is given one colour photograph to describe. The
A, please tell us what you can see in the photograph.
Candidate A …………………………………………………
photographs show everyday situations which are relevant to the age group.
 approx. 1 minute
Back-up prompts
 Talk about the people/person. uuThe candidates describe what they can see in their photograph.
 Talk about the place.
 Talk about other things in the photograph.
Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet. uuWhen they have finished, they give their photograph back to the
1B At home after school interlocutor.
Interlocutor B, here is your photograph. It shows someone at home after school.
Place Part 2 booklet, open at Task 1B, in front of candidate.
A, you just listen.

B, please tell us what you can see in the photograph.
Candidate B ………………………………………………… uuCandidates should keep their descriptions simple, and should not speculate
Back-up prompts
 Talk about the people/person.
about the context or talk about any wider issues raised by the photographs.
Interlocutor
Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet.
uuThey should use this part of the test to show their range of vocabulary.
uuCandidates should describe the people and activities in the photographs as
fully as possible. They should imagine they are describing the photograph
to someone who can’t see it. This may include naming all the objects,
describing colours, clothing, time of day, weather, etc.
uuCandidates can also show their ability to organise their language using
simple connectives.
uuIf candidates can’t recall a certain word, they will be given credit if they can
use paraphrase or other strategies to deal with items of vocabulary that
they don’t know or can’t remember.
ASSESSMENT
uuAll criteria are assessed in this part of the test.

Speaking Part 3
Speaking Test 1 (School visit to a capital city) THE TASK

Parts 3 and 4 (6 minutes)
uuThe interlocutor sets up the task, but does not take part in the interaction.
Part 3
Interlocutor Now, in this part of the test you’re going to talk about something together for about two
uuThe interlocutor reads the instructions once, setting up the situation, while
minutes. I’m going to describe a situation to you.
the candidates look at the prompt material. The prompt material is a set of
Place Part 3 booklet, open at Task 1, in front of the candidates.
images which is designed to generate the candidates’ own ideas about an
Some students from a small village school are going on a trip to their capital city.
Here are some activities they could do there.

imaginary situation.
Talk together about the different activities they could do in their capital city, and
say which would be most interesting. uuThe candidates discuss their ideas together, making and responding
All right? Now, talk together.
to suggestions, discussing alternatives, making recommendations and
Candidates ………………………………………………………..
approx. 2–3 negotiating agreement.
minutes
Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet.
uuCandidates may bring in their own ideas, and should negotiate turns and
Part 4
Interlocutor Use the following questions, as appropriate: elicit each other’s ideas.
 Would you like to have more school trips? (Where would you like to go?)
 What do you need to take when you go on a trip? uuThe interlocutor will allow candidates time to discuss the task. The whole
 Do you prefer to go on trips with your friends
or your family? (Why?) Select any of the following
task takes 4 minutes.
prompts, as appropriate:
 What do you think is the best time of year to
visit a city? (Why?) 

How/what about you?
Do you agree?
uuIf the interaction breaks down, the interlocutor will help to redirect the
 Which do you think is more interesting:
visiting the countryside or visiting a city?
 What do you think?
candidates but will not take part in the task itself.
(Why?)

Thank you. That is the end of the test.
uuCandidates should concentrate on taking part fully in the task, rather than
completing it. They are assessed on their use of appropriate language and
interactive strategies, not their ideas.
uuCandidates should respond to each other’s ideas and move the discussion
forward by, for example, giving their opinion on their partner’s idea or
asking a question.
uuThey should discuss all the visual prompts, and not try to come to a
conclusion too quickly. If they do this, they will not give themselves the
opportunity to show their full range of language ability.
uuCandidates should not worry if the interlocutor stops them before they
have reached a conclusion. This is because they have filled the allocated
time. They are not assessed on whether they complete the task.
ASSESSMENT
uuCandidates are assessed on their use of appropriate language and
interactive strategies, not on their ideas.
56 Speaking Preparing learners

Part 3
Paper 4
say which would be most interesting.
Speaking Part 4 All right? Now, talk together.
Candidates ………………………………………………………..
approx. 2–3
minutes
Part 4 THE TASK

Interlocutor Use the following questions, as appropriate:
uuThe interlocutor directs the interaction by asking questions which
 What do you need to take when you go on a trip?

encourage the candidates to discuss further and broaden the topic
introduced in Part 3.
visit a city? (Why?)  How/what about you?
 Which do you think is more interesting:



Do you agree?
What do you think?
uuThe questions will focus on candidates’ likes/dislikes, habits and opinions.
(Why?)
uuThe questions can be addressed to one or both candidates sequentially or
simultaneously.
uuThe candidates are expected to respond either individually or interact with
each other.
uuThis part lasts for about 3 minutes in total.

uuCandidates should listen carefully to the questions and give their answers.
uuThey are encouraged to talk about their personal experiences, express their
own likes and dislikes, and share their opinions in this part of the test.
uuCandidates are encouraged to give full answers to the questions asked. They
can do this by keeping useful question words in their heads, e.g. Why?. This
will allow candidates to give full contributions. The interlocutor will often
ask this question if candidates fail to give more than a minimal response.
uuCandidates should remember that there are no right answers to the
questions and they will not be judged on their opinions, only in the
language they use to express themselves.
ASSESSMENT
uuAll criteria are assessed in this part of the test.

58
Speaking Test Phase 2
Interlocutor
Part 1 (2–3 minutes) Select one or more questions from the list to ask each candidate.
Ask Candidate A first.
Back-up prompts
Phase 1
Tell us about a teacher you like. Which teacher do you like? (Why?)
Interlocutor
How often do you use a mobile phone? Do you often use a mobile phone?
To both candidates Good morning/afternoon/evening.
Can I have your mark sheets, please?
How do you get to school every day? Do you walk to school every day?
Hand over the mark sheets to the Assessor.

Which do you like best, the morning or the afternoon? Which is better, morning or afternoon? (Why?)
(Why?)
I’m ………… and this is ………… .
Thank you.
To Candidate A What’s your name? How old are you?

Thank you.
To Candidate B And what’s your name? How old are you?

Thank you.
Back-up prompts
B, where do you live? Do you live in name of town, city or region?
Thank you.
And A, where do you live? Do you live in name of town, city or region?
Thank you.
Speaking Test 1 Part 2 (2–3 minutes)
1A
1A Learning a new skill
Interlocutor Now I’d like each of you to talk on your own about something. I’m going to give
each of you a photograph and I’d like you to talk about it.
A, here is your photograph. It shows someone learning how to do something.
Speaking Sample paper

Place Part 2 booklet, open at Task 1A, in front of candidate.
B, you just listen.

A, please tell us what you can see in the photograph.
Candidate A …………………………………………………
Back-up prompts
1B At home after school
Interlocutor B, here is your photograph. It shows someone at home after school.
Place Part 2 booklet, open at Task 1B, in front of candidate.

1B
A, you just listen.
B, please tell us what you can see in the photograph.
Candidate B …………………………………………………
Back-up prompts
Paper 4
59
60
Speaking Test 1 (School visit to a capital city)
Parts 3 and 4 (6 minutes)
Part 3
say which would be most interesting.
All right? Now, talk together.

A school visit to a capital city
Candidates ………………………………………………………..
approx. 2–3
minutes
Part 4
Interlocutor Use the following questions, as appropriate:
 What do you need to take when you go on a trip?

visit a city? (Why?)  How/what about you?
 Do you agree?
 Which do you think is more interesting:  What do you think?
(Why?)

Paper 4
Assessment
Examiners and marking The interlocutor awards a mark for global achievement using the
global achievement scale.
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 B1 Global achievement
and assessment before they examine. TLs are in turn responsible
to a Professional Support Leader (PSL) who is the professional Handles communication on familiar topics, despite
representative of Cambridge English for the Speaking tests in a some hesitation.
given country or region.
5 Organises extended discourse but occasionally
Annual examiner certification involves attendance at a face-to- produces utterances that lack coherence, and some
face meeting to focus on and discuss assessment and procedure, inaccuracies and inappropriate usage occur.
followed by the marking of sample Speaking tests in an online
environment. Examiners must complete standardisation of 4 Performance shares features of Bands 3 and 5.
assessment for all relevant levels each year and are regularly
monitored during live testing sessions. Handles communication in everyday situations,
despite hesitation.
3 Constructs longer utterances but is not able
Assessment scales
to use complex language except in well-
Throughout the test candidates are assessed on their own rehearsed utterances.
individual performance and not in relation to each other. They
are awarded marks by two examiners: the assessor and the 2 Performance shares features of Bands 1 and 3.
interlocutor. The assessor awards marks by applying performance
descriptors from the analytical assessment scales for the Conveys basic meaning in very familiar
following criteria: everyday situations.
1 Produces utterances which tend to be very short
• Grammar and Vocabulary
– words or phrases – with frequent hesitation
• Discourse Management and pauses.
• Pronunciation 0 Performance below Band 1.
• Interactive Communication.
Assessment for B1 Preliminary 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 B1
Preliminary for Schools (shown on the next page) are extracted
from the overall Speaking scales on page 63.
Speaking Assessment 61
B1 Preliminary for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on page 63.
Interactive
B1 Grammar and Vocabulary Discourse Management Pronunciation
Communication
Shows a good degree of control Produces extended stretches Is intelligible.

Initiates and
of simple grammatical forms, of language despite Intonation is responds appropriately.
and attempts some complex some hesitation. generally appropriate.
grammatical forms. Maintains and develops
5 Contributions are relevant Sentence and word stress is the interaction and
Uses a range of appropriate despite some repetition. generally accurately placed. negotiates towards
vocabulary to give and
Uses a range of an outcome with very
exchange views on Individual sounds are
cohesive devices. little support.
familiar topics. generally articulated clearly.
Produces responses which are
Shows a good degree of control extended beyond short phrases, Initiates and
Is mostly intelligible,
of simple grammatical forms. despite hesitation. responds appropriately.
and has some control of
3 Uses a range of appropriate Contributions are mostly phonological features at Keeps the interaction
vocabulary when talking about relevant, but there may be both utterance and word going with very little
familiar topics. some repetition. levels. prompting and support.
Uses basic cohesive devices.
Shows sufficient control of Produces responses which are Maintains simple
simple grammatical forms. characterised by short phrases Is mostly intelligible, exchanges, despite some
1 and frequent hesitation. despite limited control of difficulty.
Uses a limited range of
appropriate vocabulary to talk Repeats information or phonological features. Requires prompting
about familiar topics. digresses from the topic. and support.
0 Performance below Band 1.
62
Grammatical
CEFR level Lexical Resource Discourse Management Pronunciation Interactive Communication
Resource
• Produces extended stretches of language
• Uses a wide range of with flexibility and ease and very • Interacts with ease by skilfully
• Maintains control
appropriate vocabulary little hesitation. • Is intelligible. interweaving his/her contributions into
of a wide range of
with flexibility to give • Contributions are relevant, coherent, • Phonological features are the conversation.
grammatical forms
Speaking Assessment
and exchange views varied and detailed. used effectively to convey and • Widens the scope of the interaction and
and uses them
on unfamiliar and • Makes full and effective use of a wide enhance meaning. develops it fully and effectively towards
with flexibility.
abstract topics. range of cohesive devices and a negotiated outcome.
Overall Speaking scales
discourse markers.
• Produces extended stretches of language • Is intelligible.

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

degree of control appropriate vocabulary • Initiates and responds appropriately,
with very little hesitation. • Intonation is appropriate.
C1 of a range of simple to give and exchange linking contributions to those of
• Contributions are relevant and there is a • Sentence and word stress is
and some complex views on familiar and other speakers.
clear organisation of ideas. accurately placed.
grammatical forms. unfamiliar topics. • Maintains and develops the interaction
• Uses a range of cohesive devices and • Individual sounds are
and negotiates towards an outcome.
Grammar and vocabulary discourse markers. articulated clearly.
• Is intelligible.
• Shows a good degree of control of simple • Produces extended stretches of language • Intonation is generally
• Initiates and responds appropriately.
grammatical forms, and attempts some complex despite some hesitation. appropriate.
• Maintains and develops the interaction
B2 grammatical forms. • Contributions are relevant and there is • Sentence and word stress is
and negotiates towards an outcome
• Uses appropriate vocabulary to give and exchange very little repetition. generally accurately placed.
with very little support.
views, on a range of familiar topics. • Uses a range of cohesive devices. • Individual sounds are generally
articulated clearly.
• Produces responses which are extended

• Shows a good degree of control of simple • Is mostly intelligible, and has
beyond short phrases, despite hesitation. • Initiates and responds appropriately.
grammatical forms. some control of phonological
B1 • Contributions are mostly relevant, but • Keeps the interaction going with very
• Uses a range of appropriate vocabulary when talking features at both utterance and
there may be some repetition. little prompting and support.
about familiar topics. word levels.
• Uses basic cohesive devices.
• Shows sufficient control of simple grammatical

• Is mostly intelligible, despite • Maintains simple exchanges, despite
forms.
A2 limited control of phonological some difficulty.
• Uses appropriate vocabulary to talk about
features. • Requires prompting and support.
everyday situations.
• Has considerable difficulty maintaining

• Shows only limited control of a few • Has very limited control of
simple exchanges.
Paper 4
A1 grammatical forms. phonological features and is often

• Requires additional prompting
• Uses a vocabulary of isolated words and phrases. unintelligible.
and support.
63
Speaking assessment glossary Attempts at control: sporadic and inconsistent use of accurate
of terms and appropriate grammatical forms. For example, the inconsistent
use of one form in terms of structure or meaning, the production
of one part of a complex form incorrectly or the use of some
1. General complex forms correctly and some incorrectly.
Conveying basic meaning Spoken language often involves false starts, incomplete
Conveying basic meaning: the ability of candidates to get their utterances, ellipsis and reformulation. Where communication is
message across to their listeners, despite possible inaccuracies in achieved, such features are not penalised.
the structure and/or delivery of the message.
Grammatical forms
Situations and topics Simple grammatical forms: words, phrases, basic tenses and
Everyday situations: situations that candidates come across in simple clauses.
their everyday lives, e.g. having a meal, asking for information, Complex grammatical forms: longer and more complex
shopping, going out with friends or family, travelling to school or utterances, e.g. noun clauses, relative and adverb clauses,
work, taking part in leisure activities. An A2 Key task that requires subordination, passive forms, infinitives, verb patterns, modal
candidates to exchange details about a store’s opening hours forms and tense contrasts.
exemplifies an everyday situation.
Familiar topics: topics about which candidates can be expected Range
to have some knowledge or personal experience. B2 First tasks Range: the variety of words and grammatical forms a candidate
that require candidates to talk about what people like to do uses. At higher levels, candidates will make increasing use
on holiday, or what it is like to do different jobs, exemplify of a greater variety of words, fixed phrases, collocations and
familiar topics. grammatical forms.
Unfamiliar topics: topics which candidates would not be
expected to have much personal experience of. C1 Advanced tasks 3. Discourse Management
that require candidates to speculate about whether people in the Coherence and cohesion
world today only care about themselves, or the kinds of problems
that having a lot of money can cause, exemplify unfamiliar topics. Coherence and cohesion are difficult to separate in discourse.
Broadly speaking, coherence refers to a clear and logical stretch of
Abstract topics: topics which include ideas rather than concrete speech which can be easily followed by a listener. Cohesion refers
situations or events. C2 Proficiency tasks that require candidates to a stretch of speech which is unified and structurally organised.
to discuss how far the development of our civilisation has been
affected by chance discoveries or events, or the impact of writing Coherence and cohesion can be achieved in a variety of ways,
on society, exemplify abstract topics. including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Utterance Cohesive devices: words or phrases which indicate relationships
Utterance: people generally write in sentences and they speak in between utterances, e.g. addition (and, in addition, moreover);
utterances. An utterance may be as short as a word or phrase, or a consequence (so, therefore, as a result); order of information (first,
longer stretch of language. second, next, finally).
At higher levels, candidates should be able to provide cohesion
2. Grammar and Vocabulary not just with basic cohesive devices (e.g. and, but, or, then, finally)
Appropriacy of vocabulary but also with more sophisticated devices (e.g. therefore, moreover,
as a result, in addition, however, on the other hand).
Appropriacy of vocabulary: the use of words and phrases that
fit the context of the given task. For example, in the utterance Related vocabulary: the use of several items from the same
I’m very sensible to noise, the word sensible is inappropriate as the lexical set, e.g. train, station, platform, carriage; or study,
word should be sensitive. Another example would be Today’s big learn, revise.
snow makes getting around the city difficult. The phrase getting Grammatical devices: essentially the use of reference pronouns
around is well suited to this situation. However, big snow is (e.g. it, this, one) and articles (e.g. There are two women in the
inappropriate as big and snow are not used together. Heavy snow picture. The one on the right …).
would be appropriate.
Discourse markers: words or phrases which are primarily used in
Flexibility spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to differentiate according to the
Extent/extended stretches of language
context, and to eliminate ambiguity. Examples of this would be
reformulating and paraphrasing ideas. Extent/extended stretches of language: the amount of language
produced by a candidate which should be appropriate to the task.
Grammatical control Long turn tasks require longer stretches of language, whereas
tasks which involve discussion or answering questions could
Grammatical control: the ability to consistently use grammar
require shorter and extended responses.
accurately and appropriately to convey intended meaning.
Where language specifications are provided at lower levels (as in Relevance
A2 Key and B1 Preliminary), candidates may have control of only Relevance: a contribution that is related to the task and not
the simplest exponents of the listed forms. about something completely different.
64
Paper 4
Repetition
Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.
4. Pronunciation
Intelligible
Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Individual sounds are:
pronounced vowels, e.g. the // in cat or the // in bed
diphthongs, when two vowels are rolled together to produce one
sound, e.g. the // in host or the // in hate
consonants, e.g. the // in cut or the // in fish.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey
the speaker’s mood, to support meaning or to indicate
new information.
5. Interactive Communication
Development of the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response
to the written or visual stimulus, or to something the other
candidate/interlocutor has said, or by proactively involving the
other candidate with a suggestion or question about further
developing the topic (e.g. What about bringing a camera for the
holiday? or Why’s that?).
Initiating and Responding

Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or
the interlocutor has said.
Prompting and Supporting

Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Turn and Simple exchange

Turn: everything a person says before someone else speaks.
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question–
answer, suggestion–agreement.
Speaking Assessment 65
Language specifications
Candidates who are successful in B1 Preliminary for Schools buying and selling things (costs, measurements and amounts)
should be able to communicate satisfactorily in most everyday
talking about food and meals
situations with both native and non-native speakers of English.
talking about the weather
The following is a list of the language specifications that the
B1 Preliminary for Schools examination is based on. talking about one’s health
following and giving simple instructions
Inventory of functions, notions and
understanding simple signs and notices
communicative tasks
asking the way and giving directions
Note that ‘talking’ is used below to refer to BOTH speaking
and writing. asking for and giving travel information
greeting people and responding to greetings (in person and on asking for and giving simple information about places
the phone)
identifying and describing simple objects (shape, size, weight,
introducing oneself and other people colour, purpose or use, etc.)
asking for and giving personal details: (full) name, age, address, making comparisons and expressing degrees of difference
names of relatives and friends, etc.
talking about how to operate things
understanding and completing forms giving personal details
describing simple processes
understanding and writing letters, giving personal details
expressing purpose, cause and result, and giving reasons
describing education, qualifications and skills
drawing simple conclusions and making recommendations
describing people (personal appearance, qualities)
making and granting/refusing simple requests
asking and answering questions about personal possessions
making and responding to offers and suggestions
asking for repetition and clarification
expressing and responding to thanks
re-stating what has been said
giving and responding to invitations
checking on meaning and intention
giving advice
helping others to express their ideas
giving warnings and prohibitions
interrupting a conversation
persuading and asking/telling people to do something
starting a new topic
expressing obligation and lack of obligation
changing the topic
asking and giving/refusing permission to do something
resuming or continuing the topic
making and responding to apologies and excuses
asking for and giving the spelling and meaning of words
expressing agreement and disagreement, and contradicting
counting and using numbers people
asking and telling people the time, day and/or date paying compliments
asking for and giving information about routines and habits criticising and complaining
understanding and writing diaries and letters giving information sympathising
about everyday activities
expressing preferences, likes and dislikes (especially about hobbies
talking about what people are doing at the moment and leisure activities)
talking about past events and states in the past, recent activities talking about physical and emotional feelings
and completed actions
expressing opinions and making choices
understanding and producing simple narratives
expressing needs and wants
reporting what people say
expressing (in)ability in the present and in the past
talking about future or imaginary situations
talking about (im)probability and (im)possibility
talking about future plans or intentions
expressing degrees of certainty and doubt
making predictions
identifying and describing accommodation (houses, flats, rooms,
furniture, etc.)
66
Language
specifications
Inventory of grammatical areas Conditional sentences

Verbs Type 0: An iron bar expands if/when you heat it.
Regular and irregular forms Type 1: If you do that again, I’ll leave.
Modals Type 2: I would tell you the answer if I knew it.
can (ability; requests; permission) If I were you, I wouldn’t do that again.
could (ability; possibility; polite requests) Simple reported speech
would (polite requests) Statements, questions and commands: say, ask, tell
will (offer) He said that he felt ill.
shall (suggestion; offer) I asked her if I could leave.
should (advice) No one told me what to do.
may (possibility) Indirect and embedded questions: know, wonder
might (possibility) Do you know what he said?
have (got) to (obligation) I wondered what he would do next.
ought to (obligation) Interrogatives
must (obligation) What, What (+ noun)
mustn’t (prohibition) Where; When
need (necessity) Who; Whose; Which
needn’t (lack of necessity) How; How much; How many; How often; How long; etc.
used to + infinitive (past habits) Why
Tenses (including the interrogative forms of all tenses and modals listed)
Present simple: states, habits, systems and processes (and verbs Nouns
not used in the continuous form) Singular and plural (regular and irregular forms)
Present continuous: future plans and activities, present actions Countable and uncountable nouns with some and any
Present perfect simple: recent past with just, indefinite past with Abstract nouns
yet, already, never, ever; unfinished past with for and since
Compound nouns
Past simple: past events
Complex noun phrases
Past continuous: parallel past actions, continuous actions
interrupted by the past simple tense Genitive: ’s and s’
Past perfect simple: narrative, reported speech Double genitive: a friend of theirs
Future with going to Pronouns
Future with present continuous and present simple Personal (subject, object, possessive)
Future with will and shall: offers, promises, predictions etc. Reflexive and emphatic: myself, etc.
Was/were going to Impersonal: it, there
Verb forms Demonstrative: this, that, these, those

Affirmative, interrogative, negative Quantitative: one, something, everybody, etc.
Imperatives Indefinite: some, any, something, one, etc.
Infinitives (with and without to) after verbs and adjectives Relative: who, which, that, whom, whose
Gerunds (-ing form) after verbs and prepositions Determiners
Gerunds as subjects and objects a + countable nouns
Passive forms: present and past simple the + countable/uncountable nouns
Modal passive Adjectives

Colour, size, shape, quality, nationality
Verb + object + infinitive give/take/send/bring/show + direct/
indirect object Predicative and attributive
Causative have/get Cardinal and ordinal numbers
So/nor with auxiliaries Possessive: my, your, his, her, etc.
Compound verb patterns Demonstrative: this, that, these, those
Phrasal verbs/verbs with prepositions
Language specifications 67
Quantitative: some, any, many, much, a few, a lot of, all, other, Education
every, etc.
Entertainment and media
Comparative and superlative forms (regular and irregular):
Environment
(not) as … as, not … enough to, too . . . to
Food and drink
Order of adjectives
Free time
Participles as adjectives
Health, medicine and exercise
Compound adjectives
Hobbies and leisure
Adverbs
House and home
Regular and irregular forms
Language
Manner: quickly, carefully, etc.
People
Frequency: often, never, twice a day, etc.
Personal feelings, experiences and opinions
Definite time: now, last week, etc.
Personal identification
Indefinite time: already, just, yet, etc.
Places and buildings
Degree: very, too, rather, etc.
Relations with other people
Place: here, there, etc.
Services
Direction: left, right, along, etc.
Shopping
Sequence: first, next, etc.
Social interaction
Sentence adverbs: too, either, etc.
Sport
Pre-verbal, post-verbal and end-position adverbs
The natural world
Comparative and superlative forms (regular and irregular)
Transport
Prepositions
Travel and holidays
Location: to, on, inside, next to, at (home), etc.
Weather
Time: at, on, in, during, etc.
Direction: to, into, out of, from, etc. Lexis
Instrument: by, with The B1 Preliminary and B1 Preliminary for Schools examinations
Miscellaneous: like, as, due to, owing to, etc. include items which normally occur in the everyday vocabulary of
native speakers using English today.
Prepositional phrases: at the beginning of, by means of, etc.
Candidates should know the lexis appropriate to their personal
Prepositions preceding nouns and adjectives: by car, for sale, at requirements, for example, nationalities, hobbies, likes and dislikes.
last, etc.
Note that the consistent use of American pronunciation,
Prepositions following (i) nouns and adjectives: advice on, afraid of, spelling and lexis is acceptable in B1 Preliminary and B1 Preliminary
etc. (ii) verbs: laugh at, ask for, etc. for Schools.
Connectives A list of vocabulary that could appear in the B1 Preliminary and B1
and, but, or, either … or Preliminary for Schools examinations is available on our website:
when, while, until, before, after, as soon as cambridgeenglish.org/exams/preliminary-for-schools/

preparation
where
because, since, as, for The list does not provide an exhaustive list of all the words
which appear in B1 Preliminary and B1 Preliminary for Schools
so that, (in order) to question papers, and candidates should not confine their study of
so, so … that, such … that vocabulary to the list alone.
if, unless International English

although, while, whereas English is used in a wide range of international contexts. To
reflect this, candidates’ responses to tasks in Cambridge English
Note that students will meet forms other than those listed above in
Qualifications are acceptable in all varieties and accents of
B1 Preliminary for Schools, on which they will not be directly tested.
English, provided they do not interfere with communication.
Materials used feature a range of accents and texts from
Topics English-speaking countries, including the UK, North America
Clothes and Australia. US and other versions of spelling are accepted if
used consistently.
Daily life
68
Glossary
B1 Preliminary for Schools glossary

Answer sheet Multiple matching
the form on which candidates record their responses. a task in which a number of questions or sentence-completion
items, generally based on a reading text, are set. The responses
Assessor
are provided in the form of a bank of words or phrases, each of
the Speaking test examiner who assigns a score to a candidate’s which can be used an unlimited number of times.
performance, using analytical criteria to do so.
Opening and closing formulae
Cloze test
the expressions, either formal or informal, that are usually used
a type of gap-filling task in which whole words have been to open and close letters, e.g. Dear Maria . . . With best wishes
removed from a text and which candidates must replace. from . . ., or Dear Mr Dakari . . . Yours sincerely . . .
Coherence Options
language which is coherent is well planned and clear, and all the the individual words in the set of possible answers for a
parts or ideas fit well so that they form a united whole. multiple-choice item.
Collaborative task Paraphrase

the opportunity in the Speaking test for the candidates to engage to give the meaning of something using different words.
in a discussion and work together towards a negotiated outcome Pretesting
of the task set.
a stage in the development of test materials at which items are
Discourse tried out with representative samples from the target population
written or spoken communication. in order to determine their difficulty.
Gap-filling item Prompt sentence

any type of item which requires the candidate to insert some the complete sentence given as the opening line of a story in
written material – letters, numbers, single words, phrases, B1 Preliminary for Schools Writing Part 2.
sentences or paragraphs – into spaces in the text. The response Referencing
may be supplied by the candidate or selected from a set
the technique of using ‘referents’.
of options.
Referent
Gist
a word or term that refers to another person, place, etc.
the central theme or meaning of the text.
Register
Impeding error
the tone of a piece of writing. The register should be appropriate
an error which prevents the reader from understanding the word
for the task and target reader, e.g. a letter of application is written
or phrase.
in a formal register.
Interlocutor
Rubric
the Speaking test examiner who conducts the test and makes a
the instructions to an examination question which tell the
global assessment of each candidate’s performance.
candidate what to do when answering the question.
Item
Target reader
each testing point in a test which is given a separate mark
the intended recipient of a piece of writing. It is important to
or marks.
ensure that the effect of a written task on a target reader is a
Key positive one.
the correct answer to an item. Acronyms
Lexical ALTE
adjective from lexis, meaning to do with vocabulary. The Association of Language Testers in Europe.
Long turn CEFR
the opportunity in the Speaking test for a candidate to talk Common European Framework of Reference for Languages.
uninterrupted for a period of time, enabling them to produce an
extended piece of discourse. EFL
Lozenge English as a Foreign Language.
the space on the mark sheet which candidates must fill in to ESOL
indicate their answer to a multiple-choice question. English for Speakers of Other Languages.
Multiple choice UCLES
a task where candidates are given a set of several possible answers University of Cambridge Local Examinations Syndicate.
of which only one is correct.
Glossary 69
We help people
learn English and
prove their skills
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
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C2

Tasks Sample paper and assessment

About Cambridge Assessment English 2

Paper 1: Reading Paper 3: Listening

Paper 2: Writing Paper 4: Speaking

Our qualifications are based on research into effective teaching

We have Cambridge English Qualifications for:

Whether learners are planning to live, work or study in their own

To find out more about Cambridge English Qualifications and the

Cambridge Assessment English

OCR: Oxford Cambridge and RSA

Students will receive the same certificate as candidates who take

Who recognises the exam?

Cambridge English Qualifications are accepted and trusted by

What level is the exam?

Achieving a certificate at this intermediate level proves that

Statements of Results Special circumstances

B1 Preliminary for Schools – an overview 3

A thorough test of all areas of language ability Overall Number of Number

About the exam 5

Typical abilities Reading and Writing Listening and Speaking

CAN understand routine information and CAN understand straightforward instructions or

CAN understand factual articles in newspapers,

CAN understand instructions on classes and

Match five descriptions of people to eight short

Read a longer text for detailed comprehension, gist,

Read a longer text from which five sentences have

Read a shorter text and choose the correct

Read a shorter text and complete six gaps using one

• notices and signs (Part 1)

For each question, choose the correct answer.

A You must have signed permission to take

B You have to limit the number of sports day

C You need to write your name here to get

Tips for preparing learners for the Reading paper

Quick links to resources

cambridgeenglish.org/learning-english/ • Information for parents

cambridgeenglish.org/exams/preliminary-for-schools/ • Information for candidates guide

cambridgeenglish.org/exams/preliminary-for-schools/ • Vocabulary list (including topics list)

Language specifications: Page 66

Topics list: Page 68

Reading Preparing learners 9

See these tasks in full from page 13.

B Groups bigger than four are not allowed on

B There are very few places left on the Oxford

B You have to limit the number of sports day

C You need to write your name here to get

uuCandidates should begin by reading the five descriptions of the people.

For each question, choose the correct answer.

uuQuestion 15 focuses on global meaning.

Part 4 THE TASK

Five sentences have been removed from the text below.

Reading Preparing learners 11

For each question, choose the correct answer.

22 A develop B move C become D arrive

24 A allowed B let C ruled D agreed

26 A operation B performance C display D technique

Statements of Results Special circumstances 