Cambridge English: Key (KET) for schools.

Transcription

1 Cambridge English: Key (KET) for schools. Introduction: Based on the fact that children have different needs, learn in different ways and use different learning strategies, the texts carried out by UNOi, offer students opportunities to experience language in different ways, as well as it places students in the centre of the learning process. UNOi Learners learn the language through purposeful and meaningful tasks that they have to perform, challenging them not only cognitively but also linguistically. This means that the system builds on and expands knowledge at the same time that helps learners achieve language competence, enabling them to use the language in a variety of contexts and in different situations which is simultaneously linked to their daily life and environment. As there is a balance in the four skills of the language offered through the different tasks, activities, projects and assignments included in the texts so as to develop learner s capacities and abilities, students enrolled in UNOi s English programme should become skilful enough as to perform successfully in Cambridge English examinations. However, students should be trained in getting acquainted with Cambridge Exam s format and timings. Therefore, a summary of the different papers of Cambridge English: Key (KET) for schools examination including specific and useful advice for students is submitted below.

2 Cambridge English: Key (KET) for schools READING AND WRITING READING AND WRITING (KET). This paper contains nine parts, each item carries one mark, except for question 56 which is marked out of 5. Reading and Writing papers represent 50% of total marks for the whole examination. Making use of the limited structural and lexical resources at their disposal, candidates should be able to understand the main message, and some detail, of a variety of short factual reading texts and short pieces of fiction: for example, signs, notices, instructions, brochures, guides, personal correspondence and informative articles from newsletters and magazines. They should also have strategies for dealing with unfamiliar structures and vocabulary. Part Task type and format Task focus Type of language tested Exam advice 1 This is a matching question, requiring candidates to match five sentences to the appropriate sign or notice.. Gist understanding of realworld notices. Reading for main message ability to understand the main message of a sign, notice or other very short text found in schools, railway stations, airports, shops, restaurants, on roads, etc. Modal verbs Comparisons Imperatives Prepositions with times and days of the week. Prepositions with places. 1. Look at the eight notices first to see what the topics are. 2. Read the example and its notice. 3. Cross out the example letter, so that you do not choose it again by accident. 4. Read each sentence carefully and underline keywords. 5. Look for notices that have similar language. 6. Do not just match a word or number in the sentence and notice this may not be the right answer. 2

3 2 Candidates are asked to fill the gap in each of five sentences with one of the three options provided. The six sentences are all on the same topic or are linked by a simple story line. 3 Candidates are asked to complete five 2-line conversational exchanges. Candidates are asked to complete a longer dialogue, by choosing from a list of eight options. These dialogues take place in study and social situations. Reading and identifying appropriate vocabulary. Functional language. Reading and identifying appropriate response. knowledge of vocabulary. Candidates should deal with each sentence individually but be aware that the overall context will help them find the correct answer. A verb e.g. go, made A noun- e.g. house, dog An adjective- e.g. happy, nice An adverb- e.g. hard, slowly A word which goes with another word- e.g. have breakfast, do homework. ability to understand the language of the routine transactions of daily life. English used in everyday conversations. e.g. 1. What do you do? I m a doctor 2. Where s the park? It s over there 1. Always read instructions and the example sentence. This will tell you what the topic is. 2. Before you answer the questions, read all the sentences quickly. Together they make a short story. 3. Read each sentence carefully before you decide on your answer. 4. Read the sentence with the answer to check that the grammar is correct. 1. For questions 11-15, think about where or when you would say each question or statement. 2. For questions 16-20, read through the instructions and the example as they will tell you what the conversation is about. 3. Make sure you read the whole conversation before you choose the answers. 4. Be careful not to choose an answer just because it uses the same words as the question. 3

4 4 With multiple-choice comprehension questions or alternatively, candidates may be asked to decide whether, according to the text, each one of a set of statements is correct or incorrect, or whether there is insufficient information in the text to decide this. Right/ Wrong/ Doesn t say or 3-option multiple choice. 5 Multiple-choice cloze. A text adapted from an original source. Eight 3-option multiplechoice items, plus an integrated example. Reading for detailed understanding and main idea(s). Reading and identifying appropriate structural word (auxiliary verbs, modal verbs, determiners, pronouns, prepositions, conjunctions etc.) Words are deleted from the text and candidates are asked to complete the text by choosing the appropriate word. ability to understand the main ideas and some details of longer texts that come from authentic sources, such as newspaper and magazine articles and collections of short stories. General vocabulary knowledge of grammatical structure and usage in the context of a reading text. Conjunctions - e.g. and, but, because Verb forms - e.g. done, making, had. Articles- e.g. a, the Prepositions e.g. in, at, on Pronouns e.g. he, hers, somebody Adjectives few, several, many Question words e.g. where, when, why 1. Read the text carefully to get an idea of what it is about. 2. For each question, find the right part of the text then read it again carefully. 3. The questions are in the order in which you will find the answers in the text. 4. Don t answer the question from your own experienced, you must find the answer in the text. 5. If you cannot find the information, then it is probably a DOESN T SAY question. 1. Always read instructions and the example sentence. This will tell you what the topic is. 2. Before you answer the questions, read all the sentences quickly. Together they make a short story. 3. Read each sentence carefully before you decide on your answer. Read the sentence with the answer to check that the grammar is correct. 4

5 6 Word completion. Five dictionary definition type sentences. Five words to identify and spell. Reading and identifying appropriate lexical item, and spelling. Candidates are asked to produce five items of vocabulary and to spell them correctly. The five items of vocabulary will all belong to the same lexical field. Food Things you can find in a school Free time activities Social life Sports 1. Read each sentence carefully. 2. Count the number of spaces to find out how many letters the word has. 3. Decide if the word needs to be plural or not (look for words like this and these) 4. Write your answer on the question paper first. 5. Check you have used the right number of letters. 6. Write your answer on your answer sheet. 7 Open cloze. Texts are short and simple and are of the type candidates at this level may be expected to write, for example, notes, s and short letters. Reading and identifying appropriate word with focus on structure and/or lexis. Candidates are asked to complete a gapped text. Correct spelling of the missing words is essential in this part. Articles-e.g. a Pronouns e.g. it Prepositions- e.g. at Quantifiers e.g. some Auxiliary verbs- e.g. did Modal verbs-e.g. can 1. Read the text quickly for general meaning. 2. Work through the text sentence by sentence. 3. Decide what kind of word goes in each space (look at the words before and after). 4. Write your answer on the question paper. 5. Read the text again with your answers to check it makes sense. 6. Check your spelling of the ten words. 7. Write your answers on the answer sheet. 5

6 8 Information transfer. Two short input texts, authentic in nature to prompt completion of an output text. Reading and writing down appropriate words or numbers with focus on content and accuracy. Candidates complete a simple information transfer task. Candidates have to understand the text(s) in order to complete the task, and the focus is on both writing and reading ability. The required written production is at word and phrase level, not sentence. Correct spelling is essential in this part. Vocabulary commonly associated with forms and note taking, for example, name, date, place, time, cost, number, etc. 1. Read both texts quickly to find out the topic. 2. Look at the notes or form. 3. Decide if each space needs a number or word(s). 4. Write all your answers on the question paper first. 5. Write any numbers in figures, not in words. 6. Check your copying of numbers carefully. 7. Check your spelling and capital letters in names, days of the week, months, etc. 8. Write your answers on your answer sheet. 9 Guided writing. Either a short input text or rubric to prompt a written response. Three messages to communicate. Writing a short message, note or postcard of words. Candidates are given the opportunity to show that they can communicate a written message (25 35 words) of an authentic type. Integrate language accurately. The required written production is at word and phrase level, not sentence. Correct spelling is essential in this part. 1. Read carefully the note or message. 2. Write words, making sure you answer all the questions on the note. 3. You must write in sentences, using capital letters and full stops when necessary. 4. Do not forget to sign the postcard or message. 6

7 LISTENING LISTENING (KET). This paper contains five parts with a total of 25 questions. Each item carries one mark, which represent 25% of total marks for the whole examination. Candidates should be able to understand and respond to dialogues and monologues, including telephone conversations and recorded messages, in both informal and neutral settings on a range of everyday topics. The texts will be delivered at a pace which is slow but not unnaturally so. Candidates should be able to extract relevant factual information from what they hear. Part Task type and format Task focus Type of language tested Exam advice 1 Three-option multiple choice. Short neutral or informal dialogues. Five discrete 3-option multiple-choice items with visuals, plus one example. Listening to identify key information (times, prices, days of week, numbers, etc.) The short conversations are either between friends or relatives, or between a member of the public and a shop assistant, etc. ability to identify simple factual information in five separate short conversational exchanges. The information focused on in these dialogues is, for example: prices, numbers, times, dates, locations, directions, shapes, sizes, weather, descriptions of people and current actions. Before you listen: 1. Read the questions and look at the choices to help you understand the topic. 2. Underline the important words in each question. First listening: 1. Listen out for the underlined word or words that are like these. For example: the word School is in the question, and the word lesson is on the recording. 2. Remember to listen carefully for the tense (e.g. present perfect, present simple) and person (e.g. he, she, they) used in the question paper. Second listening: 1. Check your choice of answer is correct and fill in any answers you did not get the first time. 7

8 2 Matching. Longer informal dialogue. Five items and eight options. 3 Three-option multiple choice. Longer informal or neutral dialogue. Five 3-option multiplechoice items. Listening to identify key information. Taking the role of one of the speakers and listening to identify key information. ability to identify simple factual information in a longer conversation. Candidates show their understanding of the conversation by matching two lists of items, for example, people with the food they like to eat, or days of the week with activities. The topic will be one of personal interest to the speakers: daily life, travel, freetime, activities, sports, presents, rooms ability to identify simple factual information. Before you listen: 1 Read the questions 2. The questions will be in the order in which you hear them. First listening: 1. If there are two things mentioned think about which is the correct answer. 2. Write down both words or letters next to the number if you are not sure. Second listening: 1. Check your choice of answer is correct. 2. At the end of the listening test, copy your answers onto your answer sheet. Before you listen: 1. Read through the questions carefully. You have 20 seconds to do this. First listening: 1.The first time you listen, tick your answers on the question paper. Second listening: 1.Check to make sure your answer is correct. NOTE: all three choices are mentioned in the recording script. 8

9 4-5 Gap filling. Longer informal or neutral dialogue. Listening and writing down information (including spelling of names, places, etc. as dictated on recording). ability to extract specific factual information from a dialogue or monologue and write it down. Candidates are asked to complete a message or notes on the question paper by extracting information from the listening text and writing it down. Information to be written completely accurate, spelling is not required, except where a name has been spelled out. The dialogue or monologue is in a neutral context, for example, in shops, schools, etc. The information to be extracted is of a practical nature, for example: opening times, entrance fees, place of event, phone number, etc. Information to be written down consists of numbers, times, dates, prices, etc. Before Listening: Read through the questions carefully First listening: Don t write down the first thing you hear. Make sure you answer the question. Second listening: 1. Check you are correct. 2. Always write something, even if you are not sure your answer is right. 3. At the end of the listening test copy your answers onto your answer sheet carefully. 9

10 SPEAKING SPEAKING (KET). This paper contains two parts in a format of two candidates and two examiners. Candidates are expected to answer questions and complete a task given. Candidates are expected to interact appropriately and intelligibly, examiners assess students so as to communicate clearly. Part Task type and format Task focus Type of language tested Exam advice 1 Interaction with interlocutor. Understanding and answering questions. 2 Interaction with other candidate. Interaction through questions, using standardise rubric. Language normally associated with meeting people for the first time, giving information of a factual personal kind. Bio-data type questions to respond to. This involves asking and answering questions about factual information of a nonpersonal kind. Prompt cards are used to stimulate questions and answers which will be related to daily life, leisure activities and social life. In this part, each candidate interacts with the interlocutor, using the language normally associated with meeting people for the first time, giving factual information of a personal kind, for example, name, place of origin, study, family etc. Giving information about: Daily life activities; interests; likes and dislikes; description of places. Language normally associated with meeting people for the first time, giving information of a factual personal kind. Bio-data type questions to respond to. Giving information about: Daily life activities Interests Likes and dislikes Description of places 1. If you don t understand, ask the examiner: Could you repeat the question, please? 2. Speak clearly. 3. Don t worry if the other student knows more or less English than you do. 4. It s what you say what is important. 5. Practise giving information about yourself and what you like or dislike 1. If you don t understand, ask the examiner: Could you repeat the question, please? 2. Speak clearly. 3. Don t worry if the other student knows more or less English than you do. 4. It s what you say what is important. 5. Practise giving information about yourself and what you 10

11 Social life like or dislike. 6. Always say something, even if you are not sure you are right. 11