2. Content and overview
Paper/timing Content Test focus
Nine parts: Assessment of candidates’ ability to understand
1 Five parts (Parts 1–5) test a range of reading skills with a
variety of texts, ranging from very short notices to longer
the meaning of written English at word, phrase,
sentence, paragraph and whole text level.
Reading & continuous texts.
Assessment of candidates’ ability to produce
writing Parts 6–9 concentrate on testing basic writing skills.
simple written English, ranging from one-word
1 hour 10 minutes answers to short pieces of continuous text.
Five parts ranging from short exchanges to longer dialogues Assessment of candidates’ ability to understand
2 and monologues. dialogues and monologues in both informal and
neutral settings on a range of everyday topics.
Listening
Approx. 30 minutes
(including 8 minutes
transfer time)
Two parts: Assessment of candidates’ ability to answer
3 in Part 1, candidates interact with an examiner; questions about themselves and to ask/answer
in Part 2, they interact with another candidate. questions about factual non-personal information.
speaking
8–10 minutes per
pair of candidates
3. contents
Preface
This handbook is for teachers who are preparing candidates for Cambridge English: Key, also known as Key English Test (KET). The introduction
gives an overview of the exam and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on
preparation and example papers.
If you need further copies of this handbook, please email ESOLinfo@CambridgeESOL.org
Contents
About Cambridge ESOL2 Paper 2 Listening22
The world’s most valuable range of English qualifications2 General description22
Key features of Cambridge English exams2 Structure and tasks22
Proven quality2 Preparation23
Sample paper24
Introduction to Cambridge English: Key3
Answer key and candidate answer sheet29
Who is the exam for?3
Who recognises the exam?3 Paper 3 Speaking30
What level is the exam?3 General description30
Structure and tasks30
Exam content and processing3
Preparation31
A thorough test of all areas of language ability3
Sample materials32
Language specifications4
Assessment33
International English6
Cambridge English: Key Glossary38
Marks and results6
Certificates6
Exam support7
Support for teachers7
Support for candidates8
Paper 1 Reading and Writing9
General description9
Structure and tasks9
Preparation11
Sample paper13
Answer key19
Assessment of Writing Part 920
Sample answers with examiner comments20
Candidate answer sheet21
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 1
4. ABOUT CAMBRIDGE ESOL
About Cambridge ESOL
Cambridge English: Key is developed by University of Cambridge ESOL
Examinations (Cambridge ESOL), a not-for-profit department of the
University of Cambridge.
Cambridge ESOL is one of three major exam boards which form the
Cambridge Assessment Group (Cambridge Assessment). More
than 8 million Cambridge Assessment exams are taken in over 160
countries around the world every year.
To find out more about Cambridge English exams and the CEFR, go to
www.CambridgeESOL.org/CEFR
One of the oldest universities in the world
In addition to our own programmes of world-leading research, we
and one of the largest in the United Kingdom
work closely with professional bodies, industry professionals and
governments to ensure that our exams remain fair and relevant to
Departments of the University candidates of all backgrounds and to a wide range of stakeholders.
Key features of Cambridge English exams
Cambridge English exams:
• are based on realistic tasks and situations so that preparing for
their exam gives learners real-life language skills
• accurately and consistently test all four language skills – reading,
Cambridge Assessment: the trading name for the writing, listening and speaking – as well as knowledge of language
University of Cambridge Local Examinations Syndicate (UCLES)
structure and its use
• encourage positive learning experiences, and seek to achieve a
positive impact on teaching wherever possible
Departments (exam boards)
• are as fair as possible to all candidates, whatever their national,
ethnic and linguistic background, gender or disability.
Cambridge ESOL: University
of Cambridge ESOL Examinations Proven quality
Provider of the world's most
valuable range of qualifications for Cambridge ESOL’s commitment to providing exams of the highest
learners and teachers of English possible quality is underpinned by an extensive programme of
research and evaluation, and by continuous monitoring of the
marking and grading of all Cambridge English exams. Of particular
University of Cambridge International
Examinations importance are the rigorous procedures which are used in the
The world’s largest provider of production and pretesting of question papers.
international qualifications for
14–19 year olds All systems and processes for designing, developing and delivering
exams and assessment services are certified as meeting the
internationally recognised ISO 9001:2008 standard for quality
OCR: Oxford Cambridge and RSA
Examinations
management and are designed around five essential principles:
One of the UK’s leading providers
Validity – are our exams an authentic test of real-life English?
of qualifications
Reliability – do our exams behave consistently and fairly?
Impact – does our assessment have a positive effect on teaching
The world’s most valuable range of English and learning?
Practicality – does our assessment meet learners’ needs within
qualifications
available resources?
Cambridge ESOL offers the world’s leading range of qualifications Quality – how we plan, deliver and check that we provide
for learners and teachers of English. Over 3.5 million people take our excellence in all of these fields.
exams each year in 130 countries.
How these qualities are brought together is outlined in our
Cambridge ESOL offers assessments across the full spectrum publication Principles of Good Practice, which can be downloaded free
of language ability. We provide examinations for general from www.CambridgeESOL.org/Principles
communication, for professional and academic purposes and also
specialist legal and financial English qualifications. All of our exams
are aligned to the principles and approach of the Common European
Framework of Reference for Languages (CEFR).
2 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
5. introduction to cambridge english: key
Introduction to Cambridge Examples of Can Do statements at Level A2
English: Key Typical
abilities
Reading and Writing Listening and Speaking
Overall CAN understand straightforward CAN understand simple questions
Cambridge English: Key is a qualification at pre-intermediate level. general information within a known area. and instructions.
It demonstrates that a person can use English to communicate in ability CAN complete forms and write CAN express simple opinions or
simple situations and has achieved a good foundation in learning short, simple letters or postcards requirements in a familiar context.
English. related to personal information.
Candidates can choose to take Cambridge English: Key as either a Social CAN understand straightforward CAN understand straightforward
paper-based or computer-based exam. Tourist information on food, standard directions, provided that these are
menus, road signs and messages not lengthy or complex.
Cambridge English: Key for Schools, a version of Cambridge English: Key on automatic cash machines. CAN express likes and dislikes
with exam content and topics targeted at the interests and CAN complete most forms related in familiar contexts using simple
experience of school age learners, is also available. to personal information. language.
Work CAN understand most short CAN understand the general
Who is the exam for? reports or manuals of a predictable meaning of a presentation made
Cambridge English: Key is aimed at learners who want to: nature within his/her own area of at a conference if the language is
expertise. simple and backed up by visuals
• understand and use basic phrases and expressions CAN write a short, comprehensible or video.
• introduce themselves and answer basic questions about personal note of request to a colleague CAN state simple requirements
details or a known contact in another within own job area.
• interact with English speakers who talk slowly and clearly company.
• write short, simple notes. Study CAN understand the general CAN understand basic instructions
meaning of a simplified textbook on class time, dates and room
Who recognises the exam? or article, reading very slowly. numbers.
• Cambridge English: Key is a truly international certificate, CAN write a very short, simple CAN express simple opinions using
recognised around the world for business and study purposes. narrative or description. expressions such as ‘I don’t agree’.
• Thousands of employers, universities and government
departments officially recognise Cambridge English: Key as a basic
•
qualification in English.
The exam has been accredited by Ofqual, the statutory
Exam content and processing
regulatory authority for external qualifications in England, and its
counterparts in Wales and Northern Ireland. Cambridge English: Key is a rigorous and thorough test of English at
Level A2. It covers all four language skills – reading, writing, listening
For more information about recognition go to
and speaking. Preparing for Cambridge English: Key helps candidates
www.CambridgeESOL.org/recognition
develop the skills they need to use English to communicate effectively
in a variety of practical contexts.
What level is the exam?
Cambridge English: Key is targeted at Level A2 of the CEFR. Achieving A thorough test of all areas of language ability
a certificate at this level proves that a person can use English to
There are three papers: Reading and Writing, Listening and Speaking.
communicate in simple situations.
The Reading and Writing paper carries 50% of the total marks, the
What can candidates do at Level A2? Listening paper and the Speaking paper each carry 25% of the total
marks. Detailed information on each test and sample papers follow
The Association of Language Testers in Europe (ALTE) has carried later in this handbook, but the overall focus of each test is as follows:
out research to determine what language learners can typically do at
each CEFR level. It has described these abilities in a series of Can Do
Reading and Writing: 1 hour 10 minutes
statements using examples taken from real-life situations.
Candidates need to be able to understand simple written information such as signs,
Cambridge ESOL, as one of the founding members of ALTE, uses this brochures, newspapers and magazines. They must also be able to produce simple written
framework as a way of ensuring its exams reflect real-life language English.
skills. Listening: 30 minutes (approximately)
Candidates need to be able to understand announcements and other spoken material
when people speak reasonably slowly.
Speaking: up to 10 minutes
Candidates take the Speaking test with another candidate or in a group of three, and are
tested on their ability to take part in different types of interaction: with the examiner, with
the other candidate and by themselves.
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 3
6. exam content and processing
Each of these three test components provides a unique contribution interrupting a conversation
to a profile of overall communicative language ability that defines asking for and giving the spelling and meaning of words
what a candidate can do at this level. counting and using numbers
asking and telling people the time, day and/or date
Language specifications asking for and giving information about routines and habits
understanding and giving information about everyday activities
Candidates who are successful in Cambridge English: Key should be
talking about what people are doing at the moment
able to satisfy their basic communicative needs in a range of everyday
talking about past events and states in the past, recent activities and
situations with both native and non-native speakers of English.
completed actions
The following is a summary of the language which is tested in understanding and producing simple narratives
Cambridge English: Key. In terms of vocabulary and grammatical reporting what people say
structure, Cambridge English: Key candidates will have productive talking about future situations
control of only the simplest of exponents for each category below; talking about future plans or intentions
there is a wider, but still limited, range that they will be able to deal making predictions
with receptively; and they will have strategies for coping with the identifying and describing accommodation (houses, flats, rooms,
unfamiliar. furniture, etc.)
buying and selling things (costs and amounts)
Language purposes talking about food and ordering meals
• Carrying out certain transactions: talking about the weather
making arrangements talking about one’s health
making purchases following and giving simple instructions
ordering food and drink understanding simple signs and notices
• Giving and obtaining factual information: asking the way and giving directions
personal asking for and giving travel information
non-personal (places, times, etc.) asking for and giving simple information about places
identifying and describing simple objects (shape, size, weight, colour,
• Establishing and maintaining social and professional contacts:
purpose or use, etc.)
meeting people
making comparisons and expressing degrees of difference
extending and receiving invitations
expressing purpose, cause and result, and giving reasons
proposing/arranging a course of action
making and granting/refusing simple requests
exchanging information, views, feelings and wishes
making and responding to offers and suggestions
Language functions expressing and responding to thanks
There are six broad categories of language functions (what people do giving and responding to invitations
by means of language): giving advice
giving warnings and stating prohibitions
• Imparting and seeking factual information asking/telling people to do something
• Expressing and finding out attitudes expressing obligation and lack of obligation
• Getting things done asking and giving/refusing permission to do something
• Socialising making and responding to apologies and excuses
• Structuring discourse expressing agreement and disagreement, and contradicting people
• Communication repair. paying compliments
A more detailed inventory of functions, notions and grammatical sympathising
areas covered by Cambridge English: Key is given below. expressing preferences, likes and dislikes (especially about hobbies
and leisure activities)
Inventory of functions, notions and communicative tasks talking about feelings
The realisations of these functions, notions and communicative tasks will expressing opinions and making choices
be in the simplest possible ways. expressing needs and wants
expressing (in)ability in the present and in the past
greeting people and responding to greetings (in person and on the
talking about (im)probability and (im)possibility
phone)
expressing degrees of certainty and doubt
introducing oneself and other people
asking for and giving personal details: (full) name, age, address, Inventory of grammatical areas
names of relatives and friends, occupation, etc.
Verbs
understanding and completing forms giving personal details
describing education and/or job Regular and irregular forms
describing people (personal appearance, qualities)
Modals
asking and answering questions about personal possessions
asking for repetition and clarification can (ability; requests; permission)
re-stating what has been said could (ability; polite requests)
checking on meaning and intention would (polite requests)
helping others to express their ideas will (future)
4 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
7. exam content and processing
shall (suggestion; offer) Demonstrative: this, that, these, those
should (advice) Quantitative: one, something, everybody, etc.
may (possibility) Indefinite: some, any, something, one, etc.
have (got) to (obligation) Relative: who, which, that
must (obligation) Determiners
mustn’t (prohibition)
a + countable nouns
need (necessity)
the + countable/uncountable nouns
needn’t (lack of necessity)
Adjectives
Tenses
Colour, size, shape, quality, nationality
Present simple: states, habits, systems and processes (and verbs not
Predicative and attributive
used in the continuous form)
Cardinal and ordinal numbers
Present continuous: present actions and future meaning
Possessive: my, your, his, her, etc.
Present perfect simple: recent past with just, indefinite past with yet,
Demonstrative: this, that, these, those
already, never, ever; unfinished past with for and since
Quantitative: some, any, many, much, a few, a lot of, all, other,
Past simple: past events
every, etc.
Past continuous: parallel past actions, continuous actions interrupted
Comparative and superlative forms (regular and irregular)
by the past simple tense
Order of adjectives
Future with going to
Participles as adjectives
Future with will and shall: offers, promises, predictions, etc.
Adverbs
Verb forms
Regular and irregular forms
Affirmative, interrogative, negative
Manner: quickly, carefully, etc.
Imperatives
Frequency: often, never, twice a day, etc.
Infinitives (with and without to) after verbs and adjectives
Definite time: now, last week, etc.
Gerunds (-ing form) after verbs and prepositions
Indefinite time: already, just, yet, etc.
Gerunds as subjects and objects
Degree: very, too, rather, etc.
Passive forms: present and past simple
Place: here, there, etc.
Short questions (Can you?) and answers (No, he doesn’t)
Direction: left, right, etc.
Clause types Sequence: first, next, etc.
Main clause: Carlos is Spanish. Pre-verbal, post-verbal and end-position adverbs
Co-ordinate clause: Carlos is Spanish and his wife is English. Comparative and superlative forms (regular and irregular)
Subordinate clause following sure, certain: I’m sure (that) she’s a Prepositions
doctor.
Location: to, on, inside, next to, at (home), etc.
Subordinate clause following know, think, believe, hope:
Time: at, on, in, during, etc.
I hope you’re well.
Direction: to, into, out of, from, etc.
Subordinate clause following say, tell: She says (that) she’s his sister.
Instrument: by, with
Subordinate clause following if, when, where, because:
Miscellaneous: like, about, etc.
I’ll leave if you do that again.
Prepositional phrases: at the end of, in front of, etc.
He’ll come when you call.
Prepositions preceding nouns and adjectives: by car, for sale, on
He’ll follow where you go.
holiday, etc.
I came because you asked me.
Connectives
Interrogatives
and, but, or,
What; What (+ noun)
when, where, because, if
Where; When
Who; Whose; Which Note that students will meet forms other than those listed above in
How; How much; How many; How often; How long; etc. Cambridge English: Key, on which they will not be directly tested.
Why
(including the interrogative forms of all tenses and modals listed) Topics
Nouns Clothes
Singular and plural (regular and irregular forms) Daily life
Countable and uncountable nouns with some and any Entertainment and media
Abstract nouns Food and drink
Compound nouns Health, medicine and exercise
Noun phrases Hobbies and leisure
Genitive: ‘s s’ House and home
Double genitive: a friend of theirs Language
People
Pronouns
Personal feelings, opinions and experiences
Personal (subject, object, possessive) Personal identification
Impersonal: it, there Places and buildings
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 5
8. exam content and processing
School and study Certificates
Services
Shopping We have made enhancements to the way we report the results of our
Social interaction exams because we believe it is important to recognise candidates’
Sport achievements.
The natural world The Common European Cambridge English:
Transport Framework of Reference Key
Travel and holidays C2
C
Weather Proficient
user
Work and jobs C1
Lexis B
B2
Independent
The Cambridge English: Key Vocabulary List includes items which user
B1
normally occur in the everyday vocabulary of native speakers using Pass with Distinction* ........................
Pass with Merit A great first step
English today. A2
Pass
in communicating
in English
A ........................
Basic user
Candidates should know the lexis appropriate to their personal A1 Level A1
requirements, for example, nationalities, hobbies, likes and dislikes. * Pass with Distinction was
...................................
introduced in September 2011
Note that the use of American pronunciation, spelling and lexis is
acceptable in Cambridge English: Key. Cambridge English: Key – Level B1
A list of vocabulary that may appear in the Cambridge English: Key Pass with Distinction
examination is available from the Cambridge ESOL Teacher Support Exceptional candidates sometimes show ability beyond Level A2. If
website: www.teachers.CambridgeESOL.org a candidate achieves a Pass with Distinction, they will receive the
Key English Test certificate stating that they demonstrated ability at
The list does not provide an exhaustive register of all the words
Level B1.
which could appear in Cambridge English: Key question papers and
candidates should not confine their study of vocabulary to the list Cambridge English: Key – Level A2
alone.
If a candidate achieves Pass with Merit or Pass in the exam, they will
be awarded the Key English Test certificate at Level A2.
International English
English is used in a wide range of international contexts. To reflect Level A1 Certificate
this, candidates’ responses to tasks in Cambridge English exams are If a candidate’s performance is below Level A2, but falls within Level
acceptable in all varieties and accents of English, provided they do A1, they will receive a Cambridge English certificate stating that they
not interfere with communication. Materials used feature a range of demonstrated ability at A1 level.
accents and texts from English-speaking countries, including the UK,
Special circumstances
North America and Australia. US and other versions of spelling are
accepted if used consistently. Cambridge English exams are designed to be fair to all test takers.
This commitment to fairness covers:
Marks and results • Special arrangements
Cambridge English: Key gives detailed, meaningful results. All These are available for candidates with a permanent or long-
candidates receive a Statement of Results. Candidates whose term disability. Consult the Cambridge ESOL Centre Exams
performance ranges between CEFR Levels A1 and B1 also receive Manager (CEM) in your area for more details as soon as
a certificate. you become aware of a candidate who may need special
arrangements.
Statement of Results
• Special consideration
This Statement of Results outlines: Cambridge ESOL will give special consideration to candidates
• the candidate’s result. This is based on a candidate’s total score in affected by adverse circumstances such as illness or
all three papers. bereavement immediately before or during an exam. Applications
• a graphical display of a candidate’s performance in each paper for special consideration must be made through the centre no
(shown against the scale Exceptional – Good – Borderline – later than 10 working days after the exam date.
Weak). • Malpractice
• a standardised score out of 100 which allows a candidate to see Cambridge ESOL will investigate all cases where candidates are
exactly how they performed. suspected of copying, collusion or breaking the exam regulations
in some other way. Results may be withheld while they are
being investigated, or because we have found an infringement of
regulations. Centres are notified if a candidate’s results have been
investigated.
6 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
9. exam support
Exam support Past Paper Packs
Past Paper Packs provide authentic practice for candidates preparing
for Cambridge English paper-based examinations and are ideal to use
A feature of Cambridge English exams is the outstanding free and
for mock exams.
paid-for support we offer to teachers and candidates.
Each pack contains:
How to order support materials from Cambridge ESOL
• ten copies of each of the papers with photocopiable answer
A wide range of official support materials for candidates and teachers sheets
can be ordered directly from the Cambridge ESOL eShops: • CD with audio recordings for the Listening paper
• rinted publications: www.shop.CambridgeESOL.org
P • Teacher Booklet with:
• nline preparation: https://eshop.cambridgeesol.org
O - answer keys
- mark schemes and sample answers for Writing
Support for teachers - tapescripts for the Listening paper
- he assessment criteria and a copy of the Cambridge ESOL
t
Teacher Support website Common Scale for the Speaking paper
This website provides an invaluable, user-friendly free resource for all - peaking test materials, which include candidate visuals and
S
teachers preparing for our exams. It includes: examiner scripts.
www.CambridgeESOL.org/past-papers
General information – handbook for teachers, sample papers,
exam reports, exam dates
Detailed information – format, timing, number of questions, task
types, mark scheme of each paper
Advice for teachers – developing students’ skills and preparing
them for the exam
Downloadable lessons – a lesson for every part of every paper,
there are more than 1,000 in total
Forums – where teachers can share experiences and knowledge
Careers – teaching qualifications for career progression
News and events – what’s happening globally and locally in your Speaking Test Preparation Pack
area
Seminars – wide range of exam-specific seminars for new and This comprehensive teacher resource pack is designed to help
experienced teachers, administrators and school directors. teachers prepare students for the Cambridge English: Key Speaking
test. Written by experienced examiners, it provides clear explanations
www.teachers.CambridgeESOL.org
of what each part of the Speaking test involves. The step-by-step
guidance and practical exercises help your students perform with
confidence on the day of the test.
Each pack includes:
• Teacher’s Notes
• Student Worksheets which you can photocopy or print
• a set of candidate visuals
• a DVD showing real students taking a Speaking test.
www.CambridgeESOL.org/speaking
Cambridge English Teacher
Developed by Cambridge University Press and University of
Cambridge ESOL Examinations (Cambridge ESOL), Cambridge
English Teacher provides opportunities for English teachers to engage
in continuing professional development through online courses, share
best practice and network with other ELT professionals worldwide.
For more information on how to become a Cambridge English
Teacher, visit www.CambridgeEnglishTeacher.org
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 7
10. exam support
Support for candidates Official preparation materials
A comprehensive range of official Cambridge English preparation
Cambridge ESOL website
materials are available from University of Cambridge ESOL
We provide learners with a wealth of exam resources and preparation Examinations (Cambridge ESOL) and Cambridge University Press.
materials throughout our main website, including exam advice,
sample papers and a guide for candidates. Materials include printed and digital resources to support teachers
and help learners prepare for their exam.
www.CambridgeESOL.org
Find out more at www.CambridgeESOL.org/exam-preparation
Other sources of support materials
A huge range of course books, practice tests and learning resources
are produced by independent publishers to help prepare candidates
for Cambridge English exams. We cannot advise on text books or
courses of study that we do not provide, but when you are choosing
course materials you should bear in mind that:
• Cambridge English: Key requires all-round language ability
• most course books will need to be supplemented
• any course books and practice materials you choose should
accurately reflect the content and format of the exam.
www.CambridgeESOL.org/resources/books-for-study
Online Practice Test
The Online Practice Test for Cambridge English: Key not only helps Exam sessions
familiarise learners with typical exam questions but also includes a Cambridge English: Key is available as a paper-based or computer-
range of help features. The practice test can be taken in two modes. based test. Candidates must be entered through a recognised
Test mode offers a timed test environment. In learner mode, there is Cambridge ESOL centre. Find your nearest centre at
additional support, including help during the test, access to an online www.CambridgeESOL.org/centres
dictionary, an option to check answers and the ability to pause audio
and view tapescripts. Try a free sample on our website. Further information
Each practice test contains: Contact your local Cambridge ESOL centre, or Cambridge ESOL
direct (using the contact details on the back cover of this handbook)
• a full practice test for Reading, Writing and Listening
for:
• automatic scoring for Reading and Listening
• sample answers for Writing • copies of the regulations
• a detailed score report and answer feedback once answers are • details of entry procedure
submitted. • exam dates
www.CambridgeESOL.org/opt • current fees
• more information about Cambridge English: Key and other
Cambridge English exams.
8 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
11. Paper 1
Reading and Writing
General description Structure and tasks
PAPER FORMAT This paper contains nine parts. Part 1
TIMING 1 hour 10 minutes. TASK TYPE Matching.
NO. OF QUESTIONS 56 AND FORMAT Matching five prompt sentences to eight
TASK TYPES Matching, multiple choice, multiple- notices, plus one example.
choice cloze, open cloze, word TASK FOCUS Gist understanding of real-world notices.
completion, information transfer and Reading for main message.
guided writing. NO. OF QS 5
SOURCES Authentic and adapted-authentic
real-world notices, newspaper Part 2
and magazine articles, simplified
TASK TYPE Three-option multiple-choice sentences.
encyclopaedia entries.
AND FORMAT Five sentences (plus an integrated example)
ANSWERING Candidates indicate answers either with connecting link of topic or story line.
by shading lozenges (Parts 1–5) or
TASK FOCUS Reading and identifying appropriate
writing answers (Parts 6–9) on the
vocabulary.
answer sheet.
NO. OF QS 5
MARKS Each item carries one mark, except
for question 56 which is marked out
of 5. This gives a total of 60 marks, Part 3
which is weighted to a final mark TASK TYPE Three-option multiple choice.
out of 50, representing 50% of total AND FORMAT Five discrete 3-option multiple-choice
marks for the whole examination. items (plus an example) focusing on verbal
exchange patterns.
AND
Matching.
Five matching items (plus an integrated
example) in a continuous dialogue, selecting
from eight possible responses.
TASK FOCUS Functional language. Reading and identifying
appropriate response.
NO. OF QS 10
Part 4
TASK TYPE Right/Wrong/Doesn’t say OR
AND FORMAT Three-option multiple choice.
One long text or three short texts adapted
from authentic newspaper and magazine
articles.
Seven 3-option multiple-choice items or
seven Right/Wrong/Doesn’t say items, plus
an integrated example.
TASK FOCUS Reading for detailed understanding and main
idea(s).
NO. OF QS 7
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 9
12. Paper 1
Reading and Writing
Structure and tasks Part 8
TASK TYPE Information transfer.
AND FORMAT One or two short input texts, authentic
in nature (notes, adverts etc.) to prompt
Part 5 completion of an output text (form, note,
TASK TYPE Multiple-choice cloze. etc.).
AND FORMAT A text adapted from an original source, for Five spaces to fill on output text with one or
example encyclopaedia entries, newspaper more words or numbers (plus an integrated
and magazine articles. example).
Eight 3-option multiple-choice items, plus an TASK FOCUS Reading and writing down appropriate
integrated example. words or numbers with focus on content and
TASK FOCUS Reading and identifying appropriate accuracy.
structural word (auxiliary verbs, modal NO. OF QS 5
verbs, determiners, pronouns, prepositions,
conjunctions etc.). Part 9
NO. OF QS 8
TASK TYPE Guided writing.
AND FORMAT Either a short input text or rubric to prompt a
Part 6 written response.
TASK TYPE Word completion. Three messages to communicate.
AND FORMAT Five dictionary definition type sentences TASK FOCUS Writing a short note, email or postcard of
(plus an integrated example). 25–35 words.
Five words to identify and spell.
NO. OF QS 1
TASK FOCUS Reading and identifying appropriate lexical
item, and spelling.
NO. OF QS 5
Part 7
TASK TYPE Open cloze.
AND FORMAT Text of type candidates could be expected to
write, for example a short letter or email.
Ten spaces to fill with one word (plus an
integrated example) which must be spelled
correctly.
TASK FOCUS Reading and identifying appropriate word
with focus on structure and/or lexis.
NO. OF QS 10
10 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
13. PAPER 1: READING AND WRITING | PREPARATION
Preparation PART 2
• In Part 2, candidates are tested on their knowledge of vocabulary.
They are asked to fill the gap in each of five sentences with one
General of the three options provided. There is a completed example
• The Reading and Writing part of the test takes 1 hour and sentence at the beginning. The six sentences are all on the same
10 minutes with a total of 56 questions. Candidates have a topic or are linked by a simple story line. Candidates should deal
question paper and a separate answer sheet on which they with each sentence individually but be aware that the overall
record their answers. Efforts are made to keep the language of context will help them find the correct answer.
instructions to candidates as simple as possible, and a worked
example is given in Parts 1–8 of the test. PART 3
• Reading texts are authentic texts, adapted where necessary so • In Part 3, candidates are tested on their ability to understand the
that most of the vocabulary and grammatical structures are language of the routine transactions of daily life.
accessible to students at this level. However, candidates are • Questions 11–15 are multiple choice (three options). Candidates
expected to be able to make use of interpretation strategies if are asked to complete five 2-line conversational exchanges.
they encounter unfamiliar lexis or structures.
• Questions 16–20 are matching questions. Candidates are asked
• Candidates do not need to follow a specific course before to complete a longer dialogue, by choosing from a list of eight
attempting Cambridge English: Key. Any general English course for options. These dialogues take place in shops, hotels, restaurants,
beginners of approximately 200 learning hours which develops etc., and in various work, study and social situations.
reading and writing skills alongside instruction in grammar and
vocabulary will be suitable. PART 4
• In addition to coursebook reading texts, teachers are advised to • In Part 4, candidates are tested on their ability to understand
give their students every opportunity to read the type of English the main ideas and some details of longer texts. These texts
used in everyday life, for example, short newspaper and magazine come from authentic sources, such as newspaper and magazine
articles, advertisements, tourist brochures, instructions, recipes, articles, but are adapted to make them accessible to candidates.
etc. In dealing with this real-life material, students should be Texts may include vocabulary which is unfamiliar to the
encouraged to develop reading strategies to compensate for their candidates, but this should not interfere with their ability to
limited linguistic resources, such as the ability to guess unfamiliar complete the task.
words, and the ability to extract the main message from a text.
• The questions in this part may be multiple-choice comprehension
A class library consisting of English language magazines and
questions (with three options) or alternatively, candidates may
simplified readers on subjects of interest to students will be a
be asked to decide whether, according to the text, each one of
valuable resource.
a set of statements is correct or incorrect, or whether there is
• Students should also be encouraged to take advantage of real-life insufficient information in the text to decide this.
occasions for writing short messages to each other and their
teacher. They can, for example, write invitations, arrangements PART 5
for meeting, apologies for missing a class, or notices about • In Part 5, candidates are tested on their knowledge of
lost property. Here the emphasis should be on the successful grammatical structure and usage in the context of a reading text.
communication of the intended message, though errors of As with Part 4, texts are adapted from newspaper and magazine
structure, vocabulary, spelling and punctuation should not be articles, encyclopaedias and other authentic sources. Words
ignored. are deleted from the text and candidates are asked to complete
• To ensure that candidates fully understand what they will have the text by choosing the appropriate word from three options.
to do in the Reading and Writing paper, it is advisable for them to Deletions mainly focus on structural elements, such as verb
become familiar in advance with the different types of test tasks. forms, determiners, pronouns, prepositions and conjunctions.
They should also make sure that they understand how to record Understanding of structural relationships at the phrase, clause,
their answers on the answer sheet (page 21). sentence or paragraph level is also required.
Parts 6–9 focus particularly on writing.
By part
Parts 1–5 focus particularly on reading. PART 6
• In Part 6, candidates are asked to produce five items of
PART 1 vocabulary and to spell them correctly. The five items of
• In Part 1, candidates are tested on their ability to understand the vocabulary will all belong to the same lexical field, for example,
main message of a sign, notice or other very short text. These jobs, food, things you can find in a house, etc. For each word they
texts are of the type usually found on roads, in railway stations, have to write, candidates are given a ‘definition’ of the type you
airports, shops, restaurants, offices, schools, etc. Wherever can find in a learner’s dictionary, followed by the first letter of the
possible these texts are authentic and so may contain lexis required word and a set of dashes to represent the number of
which is unfamiliar to the candidates, but this should not prevent remaining letters in the required word. There is a worked example
them from understanding the main message. This is a matching at the beginning.
question, requiring candidates to match five sentences to the
appropriate sign or notice.
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS 11
14. PAPER 1: READING AND WRITING | PREPARATION
PART 7
• In Part 7, candidates are asked to complete a gapped text. Texts
are short and simple and are of the type candidates at this level
may be expected to write, for example, notes, emails and short
letters. A text may take the form of a note plus a reply to that
note, or may be a single letter. Deletions in the text focus on
grammatical structure and vocabulary. Candidates are only asked
to produce words which students at this level can be expected to
actively use. Correct spelling of the missing words is essential in
this part.
PART 8
• In Part 8, candidates complete a simple information transfer
task. They are asked to use the information in one or two short
texts (email, advertisement, note, etc.) to complete a note, form,
diary entry or other similar type of document. Candidates have to
understand the texts in order to complete the task, and the focus
is on both writing and reading ability. Candidates are expected
to understand the vocabulary commonly associated with forms,
for example, name, date, time, cost, etc. The required written
production is at word and phrase level, not sentence. Correct
spelling is essential in this part.
PART 9
• In Part 9, candidates are given the opportunity to show that
they can communicate a written message (25–35 words) of an
authentic type, for example a note, email or postcard to a friend.
The instructions indicate the type of message required, who it is
for and what kind of information should be included. Candidates
must respond to the prompts given. All three prompts must be
addressed in order to complete the task fully. Alternatively, the
candidates may be asked to read and respond appropriately to
three elements contained within a short note, email or postcard
from a friend.
• In order to help teachers assess the standards required, there
are several sample answers to the Writing Part 9 question on
page 20, with marks and examiner comments.
12 CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
15. Part 1
Questions 1 – 5
Which notice (A – H) says this (1 – 5)?
For questions 1 – 5, mark the correct letter A – H on your answer sheet.
Example:
0 We can sell you a ticket if you want to go to A B C D E F G H
a concert. Answer: 0
MUSIC SHOP
1 If you want to learn to play this, call this
A New and used CDs – great for the car!
number.
2 Buy these here and listen to them while
Play the Guitar
you are travelling.
B Classes for children and adults
Beginners welcome
3 You do not have to pay to go to these
concerts. Pop group needs new singer
C Call Andy on
020 8746 9902
4 You will learn about the history of music
in this class.
Live music here every Friday –
D
5 Your age is not important for these get your free ticket today!
lessons.
EXAM | LEVEL | PAPER
Piano for Sale
E Looks and sounds beautiful –
only £300
PAPER 1 | READING AND WRITING
Piano lessons
(only for people who can read music)
F
Phone 020 4998 3664
Buy concert tickets here -
G
Pop, Rock - even classical piano!
H New Course!
1000 years of Music
12.30, Mondays and Wednesdays
CAMBRIDGE ENGLISH: KEY HANDBOOK FOR TEACHERS
2 ►
SAMPLE PAPER
13
PAPER 1: READING AND WRITING | sample PAPER
