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CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 7
Reading and Use of English
Structure and tasks ( cont .)
PART 3
TASK TYPE Word formation
FOCUS The main focus is on vocabulary, in particular
the use of aixation, internal changes and
compounding in word formation.
FORMAT A text containing eight gaps. Each gap
corresponds to a word. The stem of the
missing word is given beside the text and
must be changed to form the missing word.
NO. OF QS 8
PART 4
TASK TYPE Key word transformation
FOCUS Grammar, vocabulary, collocation.
FORMAT Six separate items, each with a lead-in
sentence and a gapped second sentence to be
completed in two to ive words, one of which
is a given ‘key’ word.
NO. OF QS 6
PART 5
TASK TYPE Multiple choice
FOCUS Detail, opinion, attitude, tone, purpose, main
idea, gist, meaning from context, implication,
text organisation features (exempliication,
reference).
FORMAT A text followed by six 4-option
multiple-choice questions.
NO. OF QS 6
PART 6
TASK TYPE Gapped text
FOCUS Cohesion, coherence, text structure.
FORMAT A text from which sentences have been
removed and placed in jumbled order after the
text. Candidates must decide from which part
of the text the sentences have been removed.
NO. OF QS 6
PART 7
TASK TYPE Multiple matching
FOCUS Detail, opinion, speciic information,
implication.
FORMAT A text or several short texts, preceded by
multiple-matching questions. Candidates
must match a prompt to elements in the text.
NO. OF QS 10
Structure and tasks
PART 1
TASK TYPE Multiple-choice cloze
FOCUS The main focus is on vocabulary, e.g. idioms,
collocations, ixed phrases, complementation,
phrasal verbs, semantic precision.
FORMAT A modiied cloze test containing eight gaps.
There are 4-option multiple-choice items for
each gap.
NO. OF QS 8
PART 2
TASK TYPE Open cloze
FOCUS The main focus is on awareness and control of
grammar with some focus on vocabulary.
FORMAT A modiied cloze test containing eight gaps.
NO. OF QS 8
General description
FORMAT The paper contains seven parts. For
Parts 1 to 3, the test contains texts
with accompanying grammar and
vocabulary tasks. Part 4 consists
of separate items with a grammar
and vocabulary focus. For Parts 5
to 7, the test contains a range of
texts and accompanying reading
comprehension tasks.
TIMING 1 hour 15 minutes
NO. OF PARTS 7
NO. OF QUESTIONS 52
TASK TYPES Multiple-choice cloze, open
cloze, word formation, key word
transformation, multiple choice,
gapped text, multiple matching.
WORD COUNT 2,200–2,
MARKS Parts 1–3 – each correct answer
receives 1 mark; Part 4 – each correct
answer receives up to 2 marks.
For Parts 5–6, each correct answer
receives 2 marks; for Part 7, each
correct answer receives 1 mark.
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Rising Star
Margaret Garelly goes to meet Duncan Williams, who plays for Chelsea Football Club.
A It’s my first time driving to Chelsea’s training
ground and I turn off slightly too early at the London University playing fields. Had he accepted football’s rejections in his early teenage years, it is exactly the sort of ground Duncan Williams would have found himself running around on at weekends. At his current age of 18, he would have been a bright first-year undergraduate mixing his academic studies with a bit of football, rugby and cricket, given his early talent in all these sports. However, Duncan undoubtedly took the right path. Instead of studying, he is sitting with his father Gavin in one of the interview rooms at Chelsea’s training base reflecting on Saturday’s match against Manchester City. Such has been his rise to fame that it is with some disbelief that you listen to him describing how his career was nearly all over before it began.
C Duncan takes up the story: ‘The first half of that
season I played in the youth team. I got lucky – the first-team manager came to watch us play QPR, and though we lost 3-1, I had a really good game. I moved up to the first team after that performance.’ Gavin points out that it can be beneficial to be smaller and weaker when you are developing – it forces you to learn how to keep the ball better, how to use ‘quick feet’ to get out of tight spaces. ‘A couple of years ago, Duncan would run past an opponent as if he wasn’t there but then the other guy would close in on him. I used to say to him, “Look, if you can do that now, imagine what you’ll be like when you’re 17, 18 and you’re big and quick and they won’t be able to get near you.” If you’re a smaller player, you have to use your brain a lot more.’
B Gavin, himself a fine footballer – a member of
the national team in his time – and now a professional coach, sent Duncan to three professional clubs as a 14 year-old, but all three turned him down. ‘I worked with him a lot when he was around 12, and it was clear he had fantastic technique and skill. But then the other boys shot up in height and he didn’t. But I was still upset and surprised that no team seemed to want him, that they couldn’t see what he might develop into in time. When Chelsea accepted him as a junior, it was made clear to him that this was more of a last chance than a new beginning. They told him he had a lot of hard work to do and wasn’t part of their plans. Fortunately, that summer he just grew and grew, and got much stronger as well.’
D Not every kid gets advice from an ex-England
player over dinner, nor their own private training sessions. Now Duncan is following in Gavin’s footsteps. He has joined a national scheme where people like him give advice to ambitious young teenagers who are hoping to become professionals. He is an old head on young shoulders. Yet he’s also like a young kid in his enthusiasm. And fame has clearly not gone to his head; it would be hard to meet a more likeable, humble young man. So will he get to play for the national team? ‘One day I’d love to, but when that is, is for somebody else to decide.’ The way he is playing, that won’t be long.^ READING AND USE OF ENGLISH |
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18 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS
Answer key
READING AND USE OF ENGLISH |^ ANSWER KEY
READING AND USE OF ENGLISH | SAMPLE PAPER 1
Q Part 1
1 B
2 C
3 B
4 D
5 C
6 A
7 D
8 B
Q Part 2
9 where
10 so
11 myself
12 in
13 which/that
14 out/on/at
15 from
16 any
Q Part 3
17 producer
18 illness(es)
19 efective
20 scientists
21 addition
22 pressure
23 disadvantage
24 spicy
Q Part 4
25 a good idea | to go
26 talented | that he/she
27 if he/she knew |what/the
28 spent/took/was | a long time
are/is said | to be OR it is said |
are/is
not | call of OR you/we didn’t/
did not| call of
Q Part 5
31 C
32 D
33 C
34 A
35 D
36 C
Q Part 6
37 D
38 G
39 F
40 A
41 E
42 C
Q Part 7
43 A
44 D
45 B
46 D
47 B
48 A
49 C
50 B
51 C
52 D
CAMBRIDGE ENGLISH: FIRST
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Part 2
For questions 9 – 16 , read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 S I N C E
_________________________________________________________________________________
From black pepper to chilli pepper
In the 15th^ century, Europeans knew nothing of the chilli pepper, but they held black pepper in high
regard and had used it in cooking (0) …….. Greek and Roman times. Ships travelling east brought
the black pepper from the Spice Islands in South East Asia but this (9) …..... a long time. In 1492,
Christopher Columbus was asked to find a shorter route to the Spice Islands, going westwards
(10) …..... than eastwards, and so he set (11) …...... from Spain across the Atlantic Ocean.
Columbus didn’t succeed (12) …….. finding the Spice Islands but he (13) …….. manage to discover
the Americas. There he (14) …….. across another pepper; the chilli, which had been used in cooking
in South America for thousands of years. Soon (15) …….. Columbus’s discovery, large quantities of
chillies were being shipped back to Spain from the Caribbean. Later, people realised that chillies
would actually grow in southern Europe and it wasn’t long before fresh chillies were (16) …….. sale in
European markets.
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Part 3
For questions 17 – 24 , read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 M E M O R A B L E
_________________________________________________________________________________
Family bike fun
National Bike Week was celebrated last week in a (0) …….... way with a
Family Fun Day in Larkside Park. The event (17) …….... to be highly
successful with over five hundred people attending.
Larkside Cycling Club brought along a (18) …….... of different bikes to
demonstrate the (19) …….... that family members of all ages can get from
group cycling. Basic cycling (20) …….... was taught using conventional bikes.
There were also some rather (21) …….... bikes on display. One-wheelers, five-
wheelers and even one which could carry up to six (22) …….... , were used for
fun.
The club also gave information on how cycling can help to reduce (23) ……....
damage. They also provided (24) …….... as to how people could substitute the
bike for the car for daily journeys. The overall message was that cycling is
great family fun and an excellent alternative to driving. By the end of the day
over a hundred people had signed up for membership.
MEMORY
PROOF
VARY
ENJOY
SAFE
USUAL
RIDE
ENVIRONMENT
SUGGEST
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Part 4
For questions 25 – 30 , complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0).
Example:
0 A very friendly taxi driver drove us into town.
DRIVEN
We …………………………………………………… a very friendly taxi driver.
The gap can be filled by the words ‘were driven into town by’, so you write:
Example: 0 WERE DRIVEN INTO TOWN BY
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
25 Paula can’t wait to hear the band’s new album.
FORWARD
Paula is really …………………………………………………… the band’s new album.
26 Buying a daily newspaper seems pointless to me.
POINT
I can’t …………………………………………………… a daily newspaper.
27 Daniel thought the flight would be more expensive than it actually was.
NOT
The flight …………………………………………………… as Daniel thought it would be.
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28 It’s a shame I’m not able to come to your party on Saturday.
COULD
I …………………………………………………… to your party on Saturday.
29 There were no trainers left in Denzel’s size anywhere on the website.
SOLD
The website had …………………………………………………… trainers in Denzel’s size.
30 Gwenda deleted her sister’s photographs by accident.
MEAN
Gwenda …………………………………………………… her sister’s photographs.
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Part 6
You are going to read a newspaper article about the man who designed the recycling symbol. Six sentences have been removed from the article. Choose from the sentences A – G the one which fits each gap ( 37 – 42 ). There is one extra sentence which you do not need to use. Mark your answers on the separate answer sheet. 373839404142
How the recycling
symbol was created
Gary Anderson designed a symbol which we
see everywhere nowadays.
I studied engineering at the University of Southern California at a time when there was a lot of emphasis in the United States on training young people to be engineers. That said, I eventually switched to architecture. I just couldn’t get a grasp on electronics and architecture seemed more concrete to me.
It was around that time that I saw a poster advertising a design competition being run by the Container Corporation of America. The idea was to create a symbol to represent recycled paper. One of my college requirements had been a graphic design course so I thought I’d give it a go. It didn’t take me long to come up with my design: only a day or two. x 37 xx xx But I already had arrows and angles in my mind because on my course I’d done a presentation on recycling waste water. I’d come up with a graphic that described this process very simply.
The problem with the design I’d done earlier was that it seemed flat, two-dimensional. So when I sat down to enter the competition, I thought back to a field trip in elementary school to a newspaper office where we’d been shown how paper was fed over rollers as it was printed. x 38 xx xx The three arrows in it look like strips of folded-over paper. I drew them in pencil, and then traced over everything in black ink. These days, with computer graphics packages, it’s rare that designs are quite so plain.
I think I found out I’d won the competition in a letter. Was I excited? Well, yes of course – but not that excited. x 39 xx xx So it just seemed like, of course I would win! There was a monetary prize, though for the life of me I can’t remember how much it was... about $2,000?
When I finished my studies, I decided to go into urban planning and I moved to Los Angeles. It seems funny, but I really played down the fact that I’d won this competition. I was afraid it would make me look as though I was interested in graphics, rather than urban planning. x 40 xx xx I remember seeing it once on a leaflet which had been produced on recycled paper, but then it disappeared.
A while after graduating, I flew to Amsterdam for a holiday. I’ll never forget: when I walked off the plane, I saw my symbol. It was on a big recycling bin. And it was bigger than a beach ball! x 41 xxx x I was really taken aback. That was quite a long time ago though. Since then, I’ve got more qualifications and worked for quite a few different firms, some more environmentally aware than others.
I feel much prouder of the recycling symbol now than I used to, probably because it’s so widely seen. Maybe this design has been more important to me than I’d thought. x 42 xx xx There’s more to me than the recycling symbol.
Turn over ►
A Still, I’d hate to think that my life’s work is defined by it.
E I realise that seems ridiculous for something that’s been so successful.
B I used what I’d seen to create the image. F Also, nothing much happened to the symbol for a while.
C I’m no expert on recycling but I can certainly see its value.
G I guess at that point in my life I had an exaggerated sense of my own importance.
D I hadn’t thought about it for years and there it was right in my face.
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Part 7
You are going to read part of the autobiography of a surfing instructor. For questions 43 – 52 , choose from the sections ( A – E ). The sections may be chosen more than once.
Mark your answers on the separate answer sheet.
In which section does the writer mention
feeling satisfaction that her determination resulted in better performance? (^) 43
the problem of having to wait for conditions to be favourable for surfing? (^) 44
a change which helped her to pursue her hobby? (^) 45
continuing to surf even when the conditions were unfavourable? (^) 46
the pleasure she gets from seeing others succeed? (^) 47
being aware that it would take time for her abilities to be recognised? (^) 48
her enthusiasm for the sea being recognised by someone else? (^) 49
an admission that she doesn’t think about what she is doing when surfing? (^) 50
not being concerned that she stood out from others? (^) 51
people appreciating her serious attitude towards her surfing? (^) 52
Walking on waves
Sarah Whiteley talks about her love of surfing and how it began.
A My journey to the sea began when I was tiny.
My mum, who used to surf then, would sit me on one of her old boards and push me into the little waves in a few centimetres of water. We both soon realised I had an unstoppable appetite for the waves, something which has never faded. Soon after that we moved to a house which was almost on the beach. I could literally walk out of the garden into the sea. Living by the sea is something you never take for granted if you surf. I open the curtains in the morning and my heart leaps as I see the long perfect lines of waves rolling into the bay.
D Over time and after a few hair-raising moments,
I made some friends and mutual respect blossomed between me and the guys who spent all their time in the waves with me. When I started pulling off some good moves on my surfboard and throwing a bit of spray on the waves, they began giving me a bit of credit, so that if I was going out when the surf was really big, they would shout out instructions to make sure I had the best chance. They knew I wasn’t messing about and that I was going for it out there. Things got really interesting when I went in for competitions. In fact, I entered every national surfing competition over ten years. Competition surfing can be extremely frustrating, since you can never guarantee waves at a certain time on a certain day, and there’s vast amounts of hanging around.
B Being the only girl in the water when I was
learning to surf never bothered me because I’d always been trying to keep up with an elder brother who was exceptionally good at sports. So there I was, a tiny little thing, itching to better my surfing by checking out other surfers and looking for new moves. I was surfing four times a day in the summer holidays, before and after school right through the winter months as the temperatures dropped and the sea was really wild. I just couldn’t get enough of it.
E Now I’ve set up a surf school and I’ve got a
whole new perspective. When you start teaching something, you have to learn for yourself again. Everything you’ve been doing instinctively without really noticing for the last fifteen years has now got to be passed on, and it gets surprisingly detailed and tricky in parts. But it’s been fantastic introducing so many people to the sport, and it’s even better when you get to see their big grins when they stand up for the first time and ride a wave into the shore. Surfing has taken me all over the world and now it feels like it’s brought me home again.
C Things started to get competitive as I got older
and stronger. I was tackling more challenging waves: faster, more powerful and more dangerous, but I was gaining confidence and building up my experience, and it was really rewarding to see myself improving. And that’s when the boys started to notice me, and they weren’t too sure how to cope with it. They seemed to think along the lines of ‘She’s only a girl – she won’t manage that wave, so I’ll get in there and show her how to do it.’ Convincing them that I could hold my own in the waves wasn’t going to happen overnight.
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HANDBOOK FOR TEACHERS
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CANDIDATE ANSWER SHEET^
Candidate answer sheet
CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 27
Writing
General description
PAPER FORMAT The paper contains two parts.
TIMING 1 hour 20 minutes.
NO. OF PARTS 2
NO. OF QUESTIONS Candidates are required to complete
two tasks: a compulsory one in Part 1
and one from a choice of three in
Part 2.
TASK TYPES From the following: an article, an
email, an essay, a letter, a report,
a review.
Each task has a given purpose and
a target reader.
ANSWER FORMAT The questions are in a booklet. The
answers are written in a separate
booklet with lined pages.
MARKS Each question on this paper carries
equal marks.
Structure and tasks
PART 1
TASK TYPE
AND FOCUS
Question 1
Writing an essay.
Focus on agreeing or disagreeing with a
statement, giving information, giving opinion,
giving reasons, comparing and contrasting
ideas and opinions, drawing a conclusion.
FORMAT Candidates are required to deal with input of
up to 120 words. There is an opening rubric
to set the scene, and then an essay question
with two given prompts, plus a prompt
requiring candidates to write about their own
additional idea.
NO. OF TASKS
AND LENGTH
One compulsory task.
140–190 words.
PART 2
TASK TYPE
AND FOCUS
Questions 2–
Writing one of the following: an article, an
informal email or letter, a formal email or
letter, a report, a review.
FORMAT A situationally based writing task speciied in
no more than 70 words.
NO. OF TASKS
AND LENGTH
One task to be selected from a choice of
three.
140–190 words.
36 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS
WRITING |^ SAMPLE SCRIPTS WITH EXAMINER COMMENTS
Question 1
Candidate A
WRITING | SAMPLE PAPER 1
Examiner comments
Subscale Mark Commentary
Content 4 All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed.
Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused ( harmful
exhaust ; factories which pour of their waste to ponds ) and some limited mention of solutions.
No tangible 3rd aspect of environmental damage is discussed.
While the writer does conclude with a strong statement of opinion ( every person can and must ) the reader is not fully
informed on the solutions proposed ( Doing a little steps for protection our environment every day we will be able to save our
Earth ).
Communicative
Achievement
3 The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using
more formal language to introduce the ideas within the text ( To begin with; First of all; It’s a fact of common knowledge ).
There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the
writer’s point of view.
Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are
sometimes not as successful ( Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents ).
Organisation 3 The text is generally well organised and coherent using a variety of linking words and cohesive devices, particularly to
introduce the ideas throughout the text ( To begin with; In addition to this; Needless to say; Apart from this ).
The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the follow-up examples are
not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then ofer a
solution which would help ocean residents.
Language 3 There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis ( a global
ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving ).
There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not
impede communication ( a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger
situation ).
To begin with pollution and damage to the environment is the most serious and difficult problem for countries
of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change
their attitude to our planet.
First of all a huge damage to the environment brings a transport. People can’t imagine their living without
cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed
things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save
atmosphere from pollution.
In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that
numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water
helps to avoid extinction of ocean residents.
Apart from this I’m inclined to believe that every person can and must contribute to solving this important
problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And
it’s a task of each of us.
CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 37
WRITING |^ SAMPLE SCRIPTS WITH EXAMINER COMMENTS
WRITING | SAMPLE PAPER 1
Question 1
Candidate B
Examiner comments
Subscale Mark Commentary
Content 3 All content is relevant to the task but the target reader is on the whole informed rather than fully informed as, the central
question as to whether or not the problems can be solved has not really been addressed.
The candidate discusses the environmental impact of transport and the cleanliness of rivers, and provides one suggested
solution for the problem of transport ( They don’t go anywhere by car one day a month ). The writer’s opinion is clear in
I think it could be very good if we had a tradition like that.
No solutions are discussed for rivers and seas, and no third aspect of environmental damage is provided.
Communicative
Achievement
3 The conventions of essay writing are used; there is an opening statement and a development of the subject matter, with
a conclusion at the end.
The register is suitably neutral for the most part, although the use of a colloquial yeah is not consistent with the rest of
the essay. The essay is written for the most part in an objective way, but there is use of personal, subjective examples
( Once I saw the river; I can’t make a sigh ), which lessen the impact of the bigger problems.
The target reader’s attention is held and straightforward ideas are communicated.
Organisation 3 The text is generally well organised and coherent. It is separated into paragraphs and the punctuation is generally used
efectively, although there are some long sentences ( And because of that we have problems with atmospeer, air in my city
and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on
the road ).
There is a variety of linking words ( because; and; So; because of that ) and some cohesive devices such as referencing
pronouns, relative clauses and rhetorical questions to connect the ideas within the text.
Language 3 There is a range of everyday vocabulary used appropriately, and although there are errors, they do not impede
communication ( atmospeer; bycicle; sigh ).
There is a range of simple and some more complex grammatical forms: past and present verbs forms are used with a
good degree of control.
I think that my country has problems with pollution to the environment like all other countries. This problem is
normal for Russia. We have big problems with transport because there are too much cars in our country. And
because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes
I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about
tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or
their feet. I think it could be very good if we had a tradition like that.
So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you
can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I
stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it
had different colours.
I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people
don’t care about the world around them many people care only about themselves an that’s all.
So, the best idea is look around and try to do something good for our planet and for us and our children.
