Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
English
Test for Schools
Handbook for teachers
Level A2
Common European Framework of Reference
UCLES 2008 | EMC/5244/8Y10
Name
Timing
Content
Test Focus
Paper 1
Reading/Writing
1 hour 10 minutes
Nine parts:
Five parts (Parts 15) test a range
of reading skills with a variety of
texts, ranging from very short
notices to longer continuous texts.
Parts 69 concentrate on testing
basic writing skills.
Paper 2
Listening
30 minutes
(including 8 minutes,
transfer time)
Paper 3
Speaking
Two parts:
in Part 1, candidates interact with
an examiner;
in Part 2 they interact with another
candidate.
Preface
This handbook is for anyone preparing candidates for the Cambridge ESOL Key English Test for Schools (KET for Schools)
examination. The introduction gives an overview of KET 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 require additional CDs or further copies of this booklet, please email: ESOLinfo@CambridgeESOL.org
Contents
2
INTRODUCTION TO
CAMBRIDGE ESOL
2
2
3
3
4
4
4
4
4
4
5
EXAMINATION CONTENT
AND PROCESSING
5
5
5
Course materials
Past papers and examination reports
Online support
6
6
6
KET SUPPORT
6
6
Reading
Writing
6
6
Listening
Speaking
9
9
LANGUAGE
SPECIFICATIONS
10
10
12
14
General description
Structure and tasks
Preparation
Sample paper
21 Answer key
22 Sample scripts for Part 9
23 Answer sheet
24
24
25
27
General description
Structure and tasks
Preparation
Sample paper
31 Sample tapescript
34 Answer key
35 Answer sheet
36
36
37
37
General description
Structure and tasks
Preparation
Assessment
1
READING AND
WRITING PAPER
2
LISTENING PAPER
3
SPEAKING
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | co nte nts
wherever possible
teachers.
The examinations cover all four language skills listening,
speaking, reading and writing. They include a range of tasks
aged 15 and over. These age ranges are for guidance only. Both
KET and KET for Schools exams follow exactly the same format
and the task types, testing focuses and level of the question
Introduction to KET
KET was originally developed between 1991 and 1994, and
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
Content of KET
features of the text and task. Purpose and context for reading
able to find out what time a tour starts and how much
the text and task and the test employs a range of text and task
They can express their own likes and dislikes, but only in
simple terms.
is likely to encounter.
with the help of a dictionary. They can also write very simple
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
Table 1
CEFR levels
C2
C1
B2
B1
A2
A1
Varieties of English
Candidates responses to tasks in the Cambridge ESOL
examinations are acceptable in varieties of English which
would enable candidates to function in the widest range of
Recognition
There are two passing grades (Pass with Merit and Pass).
Table 2
Can Do summary
Typical abilities
Overall general
ability
CAN ask the person to repeat what they said, when he/she
does not understand something.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
the Council of Europe Level below this, are awarded level A1.
events.
Statistics on candidature
Malpractice:
Listening)
KET support
Course materials
A list of UK publishers which produce coursebooks and
practice materials related to the examinations is available
how they have performed. There are fixed values for each KET
examination:
examination.
Special circumstances
Special arrangements:
These are available for candidates with a permanent or
long-term disability, such as a visual or hearing difficulty,
Online support
Special consideration:
Cambridge ESOL will give special consideration to
candidates affected by adverse circumstances immediately
before or during an examination. Special consideration can
* Results for computer-based tests are released in 34 weeks.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | k e t s u p p o rt
Reading
Administrative information
Writing
Further information
Listening
Speaking
Candidates should be able to interact both with an examiner
and with another candidate. They should be able to answer
and ask questions about themselves and about factual
information on a prompt card (e.g. times, prices, etc). They
should also demonstrate strategies for dealing with
communication difficulties, e.g. paraphrasing, asking for
clarification.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | a n ove r v i e w o f k e t
Language specifications
interrupting a conversation
and they will have strategies for coping with the unfamiliar.
activities
talking about what people are doing at the moment
Language purposes
Making arrangements
Making purchases
making predictions
Personal
Meeting people
Language functions
Socialising
Structuring discourse
Communication repair
paying compliments
greeting people and responding to greetings (in person and on
the phone)
sympathising
k e t f o r sc h o o l s h h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns
Interrogatives
Verbs
Modals
can (ability; requests; permission)
could (ability; polite requests)
would (polite requests)
will (future)
Nouns
should (advice)
may (possibility)
Abstract nouns
Compound nouns
must (obligation)
Noun phrases
mustnt (prohibition)
Genitive: s & s
need (necessity)
Pronouns
Tenses
with yet, already, never, ever; unfinished past with for and
since
Past simple: past events
Past continuous: parallel past actions, continuous actions
interrupted by the past simple tense
Determiners
a + countable nouns
the + countable/uncountable nouns
Adjectives
Verb forms
Imperatives
Quantitative: some, any, many, much, a few, a lot of, all, other,
every, etc.
Order of adjectives
Participles as adjectives
Clause types
Main clause: Carlos is Spanish.
Adverbs
a doctor.
Subordinate clause following say, tell: She says (that) shes his
sister.
Subordinate clause following if, when, where, because:
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns
Prepositions
Location: to, on, inside, next to, at (home), etc.
Time: at, on, in, during, etc.
Direction: to, into, out of, from, etc.
Instrument: by, with
Miscellaneous: like, about, etc.
Prepositional phrases: at the end of, in front of, etc.
Prepositions preceding nouns and adjectives: by car, for sale,
on holiday, etc.
Connectives
and, but, or
when, where, because, if
Note that students will meet forms other than those listed
above in KET, on which they will not be directly tested.
Lexis
The KET Vocabulary List includes items which normally occur in
the everyday vocabulary of native speakers using English today.
Candidates should know the lexis appropriate to their
personal requirements, for example, nationalities, hobbies,
likes and dislikes.
Note that the use of American pronunciation, spelling and
lexis is acceptable in KET.
A list of vocabulary that may appear in the KET examination
is available from the Cambridge ESOL website:
www.CambridgeESOL.org/teach
The list does not provide an exhaustive register of all the words
which could appear in KET question papers and candidates
should not confine their study of vocabulary to the list alone.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns
1
PAPER
READING AND
WRITING
GENERAL DESCRIPTION
PART 1
Timing
1 hour 10 minutes.
No. of
questions
56.
Task type
and format
Matching.
Matching five prompt sentences to eight
notices, plus one example.
Task types
Task focus
No. of Qs
5.
Sources
Answering
Marks
10
PART 2
Task type
and format
Three-option multiple-choice
sentences. Five sentences (plus an
integrated example) with connecting
link of topic or story line.
Task focus
No. of Qs
5.
PART 3
Task type
and format
Task focus
No. of Qs
10.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
PART 4
PART 7
Task type
and format
Right/Wrong/Doesnt say OR
3-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/Doesnt say items,
plus an integrated example.
Task focus
No. of Qs
7.
PART 5
Open cloze.
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
No. of Qs
10.
PART 8
Task type
and format
Multiple-choice cloze.
A text adapted from an original
source, for example encyclopaedia
entries, newspaper and magazine
articles.
Eight 3-option multiple-choice items,
plus an integrated example.
Task focus
No. of Qs
Task type
and format
8.
PART 6
Task type
and format
Information transfer.
Two short input texts, authentic in
nature (emails, adverts etc.) to prompt
completion of an output text (form,
note, etc.).
Five spaces to fill on output text with
one or more words or numbers (plus an
integrated example).
Task focus
No. of Qs
5.
PART 9
Task type
and format
Word completion.
Five dictionary definition type
sentences (plus an integrated example).
Five words to identify and spell.
Task type
and format
Guided writing.
Either a short input text or rubric to
prompt a written response.
Three messages to communicate.
Task focus
Task focus
No. of Qs
5.
No. of Qs
1.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
11
Preparation
General
PART 2
PART 3
In Part 3, candidates are tested on their ability to
understand the language of the routine transactions of daily
life.
situations.
By part
Parts 15 focus particularly on reading.
PART 1
PART 4
In Part 4, candidates are tested on their ability to
understand the main ideas and some details of longer texts.
These texts come from authentic sources, such as newspaper
and magazine articles and collections of short stories, but are
adapted to make them accessible to candidates. Texts may
include vocabulary which is unfamiliar to the candidates, but
this should not interfere with their ability to complete the
task.
PART 5
In Part 5, candidates are tested on their knowledge of
grammatical structure and usage in the context of a reading
text. As with Part 4, texts are adapted from newspaper and
magazine articles, encyclopaedias and other authentic
sources. Words are deleted from the text and candidates are
short text. These texts are of the type usually found in schools,
12
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
Assessment
There are 5 marks for Part 9. Candidates at this level are not
PART 6
In Part 6, candidates are asked to produce five items of
vocabulary and to spell them correctly. The five items of
Mark
beginning.
PART 7
In Part 7, candidates are asked to complete a gapped text.
Criteria
All three parts of message clearly communicated.
Only minor spelling errors or occasional grammatical errors.
All three parts of message communicated.
Some non-impeding errors in spelling and grammar or some
awkwardness of expression.
Texts are short and simple and are of the type candidates at
All three parts of the message are included but the context is
incorrect.
or
Two parts of message are clearly communicated.
Only minor spelling errors or occasional grammatical errors.
PART 8
In Part 8, candidates complete a simple information
transfer task. They are asked to use the information in two
short texts (email, advertisement, note, etc.) to complete a
number of words (i.e. fewer than 25). They are not penalised
for writing too much, though they are not advised to do so.
PART 9 Question 56
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
13
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15
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k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g | sa m p l e pa p e r
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17
18
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PART TWO
PART THREE
PART FOUR
PART FIVE
11
21
28
12
22
29
13
23
30
14
24
31
10
15
25
32
16
26
33
17
27
34
18
35
19
20
PART SIX
PART SEVEN
PART EIGHT
36
stadium
41
have
51
Saturday
37
camera
42
them
52
38
beach
43
than
39
guitar
44
the
40
tent
45
last
this
53
46
with
54
car
47
go
55
366387
48
ago
49
each
every
a
per
50
lot
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g | a ns w e r k e y
21
Sample 1
Dear Alex,
I will come to you at 18.00. I want to watch Fast
and Furious. I would like to eat chips, pizza and fastfood, and drink cola.
Sample 5
Hello Alex,
I cant wait the moment when I will go to your
house.
I would like to see a fantastic film like a Star wars.
5 marks
COMMENTARY
1 mark
COMMENTARY
Only one part of the message communicated.
Sample 2
To Alex,
Yes, its so great. I arrive at 2.30 and I want to watch
Titanic becouse is interesting and nice. I would like the
eggs with potatoe or a hamburgers.
4 marks
COMMENTARY
All three parts of the message communicated but there are
some non-impeding errors in spelling and grammar.
Sample 3
Sample 4
22
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g sa m p l e sc r i p t f o r pa rt 9
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g | a ns w e r s h e e t
23
PAPER 2
LISTENING
GENERAL DESCRIPTION
Paper
format
This paper
contains five parts.
PART 1
Timing
About 30 minutes,
including 8 minutes
to transfer answers.
Task type
and format
Task focus
No. of Qs
5.
Sources
PART 2
Task type
and format
Matching.
Longer informal dialogue.
Five items (plus one integrated example) and eight options.
Task focus
No. of Qs
5.
PART 3
Task type
and format
Task focus
No. of Qs
5.
PART 4
Task type
and format
Gap-fill.
Longer neutral or informal dialogue.
Five gaps to fill with one or more words or numbers, plus an
integrated example. Recognisable spelling is accepted, except with
very high frequency words, e.g. bus, red, or if spelling is dictated.
Task focus
No. of Qs
5.
PART 5
24
Task type
and format
Gap-fill.
Longer neutral or informal monologue.
Five gaps to fill with one or more words or numbers, plus an
integrated example. Recognisable spelling is accepted, except with
very high frequency words e.g. bus, red, or if spelling is dictated.
Task focus
No. of Qs
5.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g
Preparation
General
By part
PART 1
minutes.
PART 2
etc.
should try to see how much they can understand after just
one hearing.
PART 3
In Part 3, candidates are also tested on their ability to
identify simple factual information. The listening text is
usually an informal conversation between two people who
know each other about a topic of personal interest to the
speakers.
PARTS 4 AND 5
In Parts 4 and 5, candidates are tested on their ability to
extract specific factual information from a dialogue or
monologue and write it down. The dialogue or monologue is in
a neutral context, for example, in shops, schools, etc. A
monologue may be a recorded message. The information to be
unfamiliar terms.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g
25
26
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g
PAPER 2: LISTENING
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27
28
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PAPER 2: LISTENING
Part 1 (questions 15)
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PAPER 2: LISTENING
Part 2 (questions 610) and Part 3 (questions 1115)
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r
29
30
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e pa p e r
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PAPER 2: LISTENING
Part 4 (questions 1620) and Part 5 (questions 2125)
PAPER 2: LISTENING
Tapescript for Sample Paper
Woman: Where did you go on holiday last year Josh? Did you
go to that campsite by the sea again?
Josh:
and Five.
Josh:
PAUSE
PAUSE
PAUSE
PAUSE
Here is an example:
Boy:
Girl:
No. Mine is the one with two white legs. Isnt she
pretty?
Now listen again.
Boy:
Girl:
REPEAT
PAUSE
PAUSE
REPEAT
PAUSE
***
Look at question 1.
Boy:
PAUSE
Man:
Pete:
James:
Boy:
Pete:
Yes, OK.
James:
PAUSE
PAUSE
Girl:
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t
31
PAUSE
***
REPEAT
PAUSE
PAUSE
cinema.
For each question, choose the right answer, A, B or C.
PAUSE
***
Susie:
Girl:
Matt:
Susie:
Matt:
Nick:
Girl:
Nick:
Susie:
Susie:
Girl:
pictures!
Matt:
Susie:
game?
Nick:
Girl:
there.
Matt:
Nick:
Girl:
Nick:
Susie:
well.
Matt:
PAUSE
myself.
Girl:
Nick:
Well, I often get clothes from her, but this year she
REPEAT
PAUSE
PAUSE
PAUSE
***
32
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t
PAUSE
PAUSE
lessons.
quiz show.
PAUSE
PAUSE
Milly:
Dan:
Hi.
Milly:
guitar.
Saturday morning.
Dan:
Man:
Milly:
Dan:
Milly:
Dan:
Its G A Y L E.
Milly:
Milly:
05735 789 655. Just give your name, age and school
PAUSE
REPEAT
PAUSE
Milly:
Dan:
Milly:
Dan:
answer sheet.
***
PAUSE
than that.
You have one more minute.
Milly:
PAUSE
***
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t
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PAPER 2: LISTENING
Answer key
PART ONE
PART TWO
PART THREE
PART FOUR
11
16
(Alison) GAYLE
12
17
13
18
city centre
14
10
15
21
Thursday (s)
Thurs
22
city center
8
eight
19
23
20
24
(a new) camera
25
34
PART FIVE
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | a ns w e r k e y
PAPER 2: LISTENING
Answer sheet
Centre No.
Candidate Name
If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).
Candidate Signature
Candidate No.
Examination Title
Examination
Details
Centre
Supervisor:
If the candidate is ABSENT or has WITHDRAWN shade here
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
Part 1
Part 2
1 A B C
6 A B C D E F G H
11 A B C
2 A B C
7 A B C D E F G H
12 A B C
3 A B C
8 A B C D E F G H
13 A B C
4 A B C
9 A B C D E F G H
14 A B C
5 A B C
10 A B C D E F G H
15 A B C
Part 3
Part 4
A B C
Do not
write here
Part 5
Do not
write here
16
1 16 0
21
1 21 0
17
1 17 0
22
1 22 0
18
1 18 0
23
1 23 0
19
1 19 0
24
1 24 0
20
1 20 0
25
1 25 0
KET L
DP314/088
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | a ns w e r s h e e t
35
PAPER 3
SPEAKING
GENERAL DESCRIPTION
Paper format
Timing
No. of parts
2.
Interaction
pattern
Task types
Marks
36
PART 1
Task type
and format
Focus
Timing
56 minutes.
PART 2
Task type
and format
Focus
Timing
34 minutes.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g
Preparation
Assessment
General
achievement mark.
Pronunciation
Interactive Communication
By part
PART 1
if necessary.
Global Achievement
This is based on the analytical criteria and relates to the
candidates performance overall.
PART 2
Marking
As mentioned above, assessment is based on performance in
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | p r e pa r at i o n a n d a s se s sm e nt
37
appointed by Cambridge ESOL and attend an annual coordination and development session. Team Leaders are
appointed by the Professional Support Leader in consultation
with the local administration.
After initial training of examiners, standardisation of marking
is maintained by both examiner co-ordination sessions and by
monitoring visits to centres by Team Leaders. During coordination sessions, examiners watch and discuss sample
Speaking tests recorded on DVD.
The sample tests on DVD are selected to demonstrate a range
of nationalities and different levels of competence, and are
pre-marked by a team of experienced assessors.
c2
c1
LEVEL VANTAGE
FIRST CERTIFICATE IN ENGLISH:
Generally effective command of the spoken language
Able to handle communication in familiar situations.
Able to organise extended discourse but occasionally produces
utterances that lack coherence and some inaccuracies and
inappropriate usage occur.
Maintains a ow of language, although hesitation may occur
whilst searching for language resources.
Although pronunciation is easily understood, L1 features may be
intrusive.
Does not require major assistance or prompting by an interlocutor.
b2
LEVEL THRESHOLD
PRELIMINARY ENGLISH TEST:
Limited but effective command of the spoken language
Able to handle communication in most familiar situations.
Able to construct longer utterances but is not able to use complex
language except in well-rehearsed utterances.
Has problems searching for language resources to express ideas
and concepts resulting in pauses and hesitation.
Pronunciation is generally intelligible, but L1 features may put a
strain on the listener.
Has some ability to compensate for communication difculties
using repair strategies but may require prompting and assistance
by an interlocutor.
b1
LEVEL WAYSTAGE
KEY ENGLISH TEST:
Basic command of the spoken language
Able to convey basic meaning in very familiar or highly
predictable situations.
Produces utterances which tend to be very short words or
phrases with frequent hesitations and pauses.
Dependent on rehearsed or formulaic phrases with limited
generative capacity.
Only able to produce limited extended discourse.
Pronunciation is heavily inuenced by L1 features and may at
times be difcult to understand.
Requires prompting and assistance by an interlocutor to prevent
communication from breaking down.
a2
38
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | c a m b r i d g e e s o l com mo n sc a l e f o r s p e a k i n g
PAPER 3: SPEAKING
Part 2
Prompt cards are used to stimulate questions and answers of a non-personal kind. The
interlocutor reads out instructions and gives a question card to one candidate and an answer
card to the other. After the candidates have asked and answered the questions, they change
roles, as in the example below.
Example
The interlocutor reads out these instructions and gives a question card to Candidate B and
an answer card to Candidate A.
Candidate A, there is some information about a skateboarding competition.
Candidate B, you dont know anything about the skateboarding competition,
so ask A some questions about it. Now B, ask A your questions about the
skateboarding competition and A, you answer them.
Candidate A your answers
Skateboarding Competition
Skateboarding Competition
for anyone 11 15 years old
at
Green Park
where ?
for children ?
date ?
website ?
what / win ?
20 June
1st prize
New Skateboard
visit www.citynews.com for more
information
There is a variety of acceptable questions which may be produced using this material. For example:
Where is the competition?
Is the competition for children?
What date is it?
Is there a website address?
What can you win?
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r
39
PAPER 3: SPEAKING
Part 2
The examiner will stop the interaction after 4 or 5 questions have been asked and answered.
A different set of prompt cards is then given out, so that Candidate A has the opportunity to
ask questions and Candidate B to answer them. In this example, the questions are about a
theatre school.
Theatre school
Lenny Grade
i
name / school ?
what / learn ?
when / classes ?
cost ?
address ?
Theatre School
22 High Street
40
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r