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CambridgeEnglish

First
for Schools
SpecicationsandSamplePapers
forexaminationsfromJanuary2015
Ready for success in the real world
First Certicate in English (FCE) for Schools
CEFR Level B2
Examcontentandoverview
Paper/timing Testcontent Testfocus
1
READINGAND
USEOFENGLISH
1hr15mins
Part1 Amodiedclozetestcontainingeightgaps
followedbyeightmultiple-choicequestions.
Candidatesareexpectedtobeableto:demonstrate
theabilitytoapplytheirknowledgeandcontrolofthe
languagesystembycompletinganumberoftasks
attextandsentencelevel;demonstrateavariety
ofreadingskillsincludingunderstandingofspecic
information,textorganisationfeatures,implication,
attitudeandtextstructure.
Part2 Amodiedclozetestcontainingeightgaps.
Part3 Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemsofthemissing
wordsaregivenbesidethetextandmustbe
changedtoformthemissingword.
Part4 Sixseparatequestions,eachwithalead-in
sentenceandagappedsecondsentencetobe
completedintwotovewords,oneofwhichisa
givenkeyword.
Part5 Atextfollowedbysix4-optionmultiple-choice
questions.
Part6 Atextfromwhichsixsentenceshavebeen
removedandplacedinjumbledorder,together
withanadditionalsentence,afterthetext.
Part7 Atextorseveralshorttexts,precededby
10multiple-matchingquestions.
2
WRITING
1hr20mins
Part1 Onecompulsoryquestion. Candidatesaregiveninputintheformofanessay
titletorespondto,alongwithaccompanyingnotesto
guidetheirwriting.
Part2 Candidateschooseonetaskfromachoiceof
fourquestions(includingasettextoption).
Candidatesareexpectedtobeabletowritenon-
specialisedtexttypessuchasanarticle,aninformal
letter,arevieworastory.
3
LISTENING
Approx.40mins
Part1 Aseriesofeightshort,unrelatedextractsfrom
monologuesorexchangesbetweeninteracting
speakers.Thereisonemultiple-choicequestion
perextract.
Candidatesareexpectedtobeabletoshow
understandingoffeeling,attitude,detail,opinion,
purpose,agreement,gist,function,topic,specic
information,etc.
Part2 Amonologuewithasentencecompletiontask
whichhastenquestions.
Part3 Fiveshort,relatedmonologues,withve
multiple-matchingquestions.Therearethree
distractors.
Part4 Anintervieworanexchangebetweentwo
speakerswithsevenmultiple-choicequestions.
4
SPEAKING
14mins
Part1 Aconversationbetweentheinterlocutorand
eachcandidate(spokenquestions).
Candidatesareexpectedtobeabletorespondto
questionsandtointeractinconversationalEnglish.
Part2 Anindividuallongturnforeachcandidate,
followedbyaresponsefromthesecond
candidate(visualandwrittenstimuliwithspoken
instructions).
Part3 Atwo-wayconversationbetweenthecandidates
(writtenstimuli,withspokeninstructions).
Part4 AdiscussionontopicsrelatedtoPart3(spoken
questions).
1 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
CONTENTS
Contents
Introduction 2
The purpose of the revision project 2
The process of the project 2
Key changes at a glance 2
About Cambridge English Language Assessment 2
The worlds most valuable range of English qualifications 3
Key features of Cambridge English exams 3
Proven quality 3
Cambridge English: First for Schools anoverview 3
Who is the exam for? 3
Who recognises the exam? 3
What level is the exam? 4
Exam content and processing 4
Factors affecting the design of the examination 4
A thorough test of all areas of language ability 4
International English 4
Marks and results 4
Exam support 5
Support for teachers 5
Support for candidates 6
Reading and Use of English 7
General description 7
Structure and tasks 7
Sample paper 8
Answer key 14
Writing 15
General description 15
Structure and tasks 15
Task types in the Writing paper 16
Sample paper 17
Assessment of Writing 18
Sample scripts with examiner comments 22
Listening 25
General description 25
Structure and tasks 25
Sample paper 26
Answer key 34
Speaking 35
General description 35
Structure and tasks 35
Sample paper 36
Assessment of Speaking 39
Preface
Thisbookletcontainsspecicationsandsamplepapersforthe
revisedCambridge English: First for Schoolsexamination,alsoknown
asFirst Certicate in English (FCE) for Schools.Therevisedversionof
theexamwillbeintroducedforthersttimeinJanuary2015.
Furtherinformationontheexaminationwillbeissuedinthe
formof:
acomprehensiveCambridge English: First for SchoolsHandbook
for Teacherscontaininganadditionalsetofsamplepapers
anextensiveprogrammeofwebinars,seminarsand
conferencepresentations.
Ifyouneedanyfurthercopiesofthisbooklet,pleaseemail
marketingresources@cambridgeenglish.org
2 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
ThenewCambridge English: First for Schools examwillbeshorter
thanthepreviousexaminationbyapproximately30minutes.
However,carefulexamdesignmeansthatCambridge English:
First for Schools stillassessesatexactlythesamehighlevel,and
retainsallofthelanguageandskillscoverageasthecurrent
exam.Inaddition,newtasksandtestingfocuseshavebeen
introducedintheWritingandSpeakingpapers.
AboutCambridgeEnglish
LanguageAssessment
Cambridge English: First for SchoolsisdevelopedbyCambridgeEnglish
LanguageAssessment,partoftheUniversityofCambridge.
WeareoneofthreemajorexamboardswhichformtheCambridge
AssessmentGroup(CambridgeAssessment).Morethan8million
CambridgeAssessmentexamsaretakeninover160countries
aroundtheworldeveryyear.
Cambridge International
Examinations
The worlds largest provider of
international education programmes
and qualications for 5 to 19 year olds
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge English Language
Assessment
Provider of the worlds most
valuable range of qualications for
learners and teachers of English
OCR: Oxford Cambridge and RSA
Examinations
One of the UKs leading providers
of qualications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world
and one of the largest in the United Kingdom
Introduction
Cambridge English: First for Schools waslaunchedin2011asaversion
ofCambridge English: Firstwithexamcontentandtopicsspecically
targetedattheinterestsandexperiencelevelsofschool-agelearners.
Thisbookletgivesinformationontheoutcomeofthelatestrevision
ofCambridge English: First for Schools.Changeswillbeintroducedfrom
January2015.
Thepurposeoftherevisionproject
ThepurposeoftheprojectwastoreviseCambridge English: First for
Schools inordertoensurethatitcontinuestomeettheneedsof
candidates,teachers,centresandotherusersintermsofcontentand
length.
Theaimsweretoensuretheupdatedexamination:
issuitableforuseforfurtherstudypurposes
issuitableforuseforhighereducationfoundationorpathway
courses
issuitableforthosewhowanttostartworkinginan
English-speakingenvironment
retainsappropriateandspecictestingfocusesforeachpaper
isthoroughlyvalidatedandreectsthemostup-to-date
methodologicalapproachtocommunicativelanguagetesting
ismoreuser-friendlyintermsofitslength.
Theoutcomeisasfollows,andistheresultofextensiveresearch,
consultationwithusers,andtriallingofexammaterial.
Theprocessoftheproject
Theprojecthasincludedthefollowingmainstages:
1. Datacollection,e.g.marketinformationincludingquestionnaires
senttoteachersandCentreExamsManagers;informationon
candidatescollectedonCandidateInformationSheets.
2. Thedevelopmentofexaminationspecications,includingthe
developmentofthetestconstruct,testcontentandthedenition
ofthetestfocuses;thedevelopment,production,editingand
triallingofdrafttasktypesandmaterials;andresearchintothe
validityandreliabilityofthematerialandassessmentprocedures.
3. Theproductionofexaminationsupportmaterials,including
publicspecications,andtrainingmaterialsforwritersof
examinationmaterialsandexaminers.
Throughouttheproject,wehavegatheredfeedbackonour
proposalsfortheexaminationbyholdingconsultationmeetingswith
stakeholders.Duringtrialling,teachersandstudentswereaskedto
completequestionnairesontrialmaterials.
Keychangesataglance
ThesearethekeychangestotheCambridge English: First for Schools
examinationthatwillbeintroducedinJanuary2015.
Cambridge English: First for Schools willhavefourpapersinsteadof
ve.ReadingandUseofEnglishhavebeencombinedintoasingle
paperassessinglanguageknowledgeandreadingskills,andall
ofthetasksinthecurrentpapershavebeenretainedinmodied
formatsinthenewReadingandUseofEnglishpaper.
INTRODUCTION
3 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Impactdoesourassessmenthaveapositiveefectonteaching
andlearning?
Practicalitydoesourassessmentmeetlearnersneedswithin
availableresources?
Qualityhowweplan,deliverandcheckthatweprovide
excellenceinalloftheseelds.
Howthesequalitiesarebroughttogetherisoutlinedinour
publicationPrinciples of Good Practice,whichcanbedownloadedfree
fromwww.cambridgeenglish.org/principles
CambridgeEnglish:Firstfor
Schoolsanoverview
Cambridge English: Firstfor SchoolsisanEnglishqualicationatupper-
intermediatelevel.ItwasdevelopedasaversionofCambridge English:
First(FCE)withexamcontentandtopicsspecicallytargetedatthe
interestsandexperienceofschool-agelearners.
Cambridge English: First for Schools:
followsexactlythesameformatandlevelasCambridge English:
First
leadstoexactlythesameinternationallyrecognisedcerticateas
Cambridge English: First
matchesstudentsexperiencesandinterests
followsonasaprogressionfromthesuccessfulCambridge English:
Key for Schools andCambridge English: Preliminary for Schools
enablesstudentstotakeaninternationallyrecognisedexamand
enjoytheexamexperience.
CandidatescanchoosetotakeCambridge English: First for Schools as
eitherapaper-basedoracomputer-basedexam.
Whoistheexamfor?
Cambridge English: First for Schools isaimedatschoolstudentswho
wantto:
startworkinginanEnglish-speakingenvironment
studyatanupper-intermediatelevel,suchasfoundationor
pathwaycourses.
Whorecognisestheexam?
Cambridge English: Firstisrecognisedaroundtheworldbyhigher
educationinstitutions,businessesandgovernmentbodiesas
proofofalearnerslanguageabilities.Overall,CambridgeEnglish
examsarerecognisedby13,500institutionsandemployers.
TheUKBorderAgencyacceptsCambridge English: First
certicatesasmeetingthelanguagerequirementsforTier1,2,4
andspouseorpartnervisaapplications*.
*AllinformationaccurateasofJanuary2013.Checkthelatest
requirementsatwww.ukba.homeofce.gov.uk
Formoreinformationaboutrecognition,goto
www.cambridgeenglish.org/recognition
TheworldsmostvaluablerangeofEnglish
qualications
CambridgeEnglishLanguageAssessmentoferstheworldsleading
rangeofqualicationsforlearnersandteachersofEnglish.Globally,
over4millionpeopletakeourexamseachyear.
Weoferassessmentsacrossthefullspectrumoflanguageability.
Weprovideexaminationsforgeneralcommunication,forprofessional
andacademicpurposes,andalsospecialistlegalandnancialEnglish
qualications.Allofourexamsarealignedtotheprinciplesand
approachoftheCommonEuropeanFrameworkofReferencefor
Languages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.cambridgeenglish.org/cefr
Inadditiontoourownprogrammesofworld-leadingresearch,we
workcloselywithprofessionalbodies,industryprofessionalsand
governmentstoensurethatourexamsremainfairandrelevantto
candidatesofallbackgroundsandtoawiderangeofstakeholders.
KeyfeaturesofCambridgeEnglishexams
CambridgeEnglishexams:
arebasedonrealistictasksandsituationssothatpreparingfor
theirexamgiveslearnersreal-lifelanguageskills
accuratelyandconsistentlytestallfourlanguageskillsreading,
writing,listeningandspeakingaswellasknowledgeoflanguage
structureanditsuse
encouragepositivelearningexperiences,andseektoachievea
positiveimpactonteachingwhereverpossible
areasfairaspossibletoallcandidates,whatevertheirnational,
ethnicandlinguisticbackground,genderordisability.
Provenquality
Ourcommitmenttoprovidingexamsofthehighestpossiblequalityis
underpinnedbyanextensiveprogrammeofresearchandevaluation,
andbycontinuousmonitoringofthemarkingandgradingofall
CambridgeEnglishexams.Ofparticularimportancearetherigorous
procedureswhichareusedintheproductionandpretestingof
questionpapers.
Alloursystemsandprocessesfordesigning,developingand
deliveringexamsandassessmentservicesarecertiedasmeeting
theinternationallyrecognisedISO9001:2008standardforquality
managementandaredesignedaroundveessentialprinciples:
Validityareourexamsanauthentictestofreal-lifeEnglish?
Reliabilitydoourexamsbehaveconsistentlyandfairly?
ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT
4 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
onadministrativeaspectsoftheexaminationandhowtherevised
examinationcouldbestreectcandidatesneedsandinterests.
Theupdatedexaminationhasincorporatedtheinsightsprovidedby
thisinformationandaimstoprovide:
coverageofcandidatesneedsandinterests
coverageoflanguageabilitiesunderlyingtheseneedsand
interestsinreading,controloflanguagesystems(grammarand
vocabulary),writing,listeningandspeaking
reliableassessmentacrossawiderangeoftestingfocuses
positiveeducationalimpact
easeofadministration
amoreuser-friendlyexperienceforcandidates.
Athoroughtestofallareasoflanguageability
Therearefourpapers:ReadingandUseofEnglish,Writing,Listening
andSpeaking.TheReadingandUseofEnglishpapercarries40%of
themarks,whileWriting,Listening,andSpeakingeachcarry20%
ofthemarks.Detailedinformationoneachtestandsamplepapers
followlaterinthisbooklet,buttheoverallfocusofeachtestis
asfollows:
Reading and Use of English: 1 hour 15 minutes
Candidates need to be able to understand texts from publications such as ction and
non-ction books, journals, newspapers and magazines.
Writing: 1 hour 20 minutes
Candidates have to show that they can produce two diferent pieces of writing:
a compulsory task in Part 1, and one from a choice of four in Part 2.
Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning of a range of spoken material,
including lectures, radio broadcasts, speeches and talks.
Speaking: 14 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 diferent types of interaction: with the examiner, with
the other candidate and by themselves.
Eachofthesefourtestcomponentsprovidesauniquecontributionto
aproleofoverallcommunicativelanguageabilitythatdeneswhata
candidatecandoatthislevel.
InternationalEnglish
Englishisusedinawiderangeofinternationalcontexts.Toreect
this,candidatesresponsestotasksinCambridgeEnglishexamsare
acceptableinallvarietiesandaccentsofEnglish,providedtheydo
notinterferewithcommunication.Materialsusedfeaturearangeof
accentsandtextsfromEnglish-speakingcountries,includingtheUK,
NorthAmericaandAustralia.USandotherversionsofspellingare
acceptedifusedconsistently.
Marksandresults
Cambridge English: First for Schoolsgivesdetailed,meaningfulresults.
AllcandidatesreceiveaStatementofResults.Candidateswhose
performancerangesbetweenCEFRLevelsB1andC1willalsoreceive
acerticate.
StatementofResults
TheStatementofResultsoutlines:
thecandidatesresult;thisresultisbasedonthetotalscoregained
bythecandidateinallfourpapers
Whatlevelistheexam?
Cambridge English: First for SchoolsistargetedatLevelB2ontheCEFR
scale.LevelB2isrequiredineverydaywrittenandspokensituations
andachievingacerticateatthislevelprovesthatacandidateis
becomingskilledinEnglish.
WhatcancandidatesdoatLevelB2?
TheAssociationofLanguageTestersinEurope(ALTE)hascarried
outresearchtodeterminewhatlanguagelearnerscantypicallydoat
eachCEFRlevel.IthasdescribedtheseabilitiesinaseriesofCanDo
statementsusingexamplestakenfromreal-lifesituations.
CambridgeEnglishLanguageAssessment,asoneofthefounding
membersofALTE,usesthisframeworkasawayofensuringits
examsreectreal-lifelanguageskills.
ExamplesofCanDostatementsatLevelB2
Typical
abilities
Reading and Writing Listening and Speaking
Overall
general
ability
CAN express views, feelings, and
opinions efectively in writing and
give reasons.
CAN nd relevant information
in texts.
CAN identify the expression of
feelings and attitudes such as
criticism, disapproval, agreement,
and so on.
CAN start, have and end
conversations on familiar topics.
Social and
Leisure
CAN write emails and letters which
are more or less formal, according
to how well he/she knows the
person he/she is writing to (for
example to get information he/she
needs for a school project or about
a social activity).
CAN write about events and
experiences in a detailed and
readable way.
CAN follow TV programmes and
lms if they are spoken at normal
speed and in standard English.
CAN understand and discuss the
stories in lms, books, and TV
programmes with his/her friends.
School and
Study
CAN write essays on topics he/
she has clear opinions about, and
present his/her argument.
CAN read and understand factual
texts on topics he/she is not
familiar with, if he/she can use a
dictionary.
CAN make simple notes for study
purposes, capturing the most
important points.
CAN ask for factual information
and understand the answer.
CAN ask for clarication and
further explanation and will
probably understand the answer.
Examcontentandprocessing
Cambridge English: First for Schoolsisarigorousandthoroughtestof
EnglishatLevelB2.Itcoversallfourlanguageskillsreading,writing,
listeningandspeakingandincludesafthelementfocusingonthe
candidatesunderstandingofthestructureofthelanguage.Preparing
forCambridge English: Firstfor Schoolshelpscandidatesdevelopthe
skillstheyneedtouseEnglishtocommunicateefectivelyinavariety
ofpracticalcontexts.
Factorsafectingthedesignoftheexamination
AnalysisofCambridge English: First for Schoolscandidateinformation
dataandmarketsurveyquestionnairesshowedconsistentagreement
CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS AN OVERVIEW
5 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Examsupport
OfcialCambridgeEnglishexampreparationmaterials
Tosupportteachersandhelplearnerspreparefortheirexams,
CambridgeEnglishLanguageAssessmentandCambridgeUniversity
Presshavedevelopedarangeofofcialsupportmaterialsincluding
coursebooksandpracticetests.Theseofcialmaterialsareavailable
inbothprintanddigitalformats.
www.cambridgeenglish.org/prepare-and-practise
Supportforteachers
Teachingsupportwebsite
Thiswebsiteprovidesaninvaluable,user-friendly,freeresourceforall
teacherspreparingforourexams.Itincludes:
Generalinformationhandbookforteachers,samplepapers,
examreports
Detailedinformationformat,timing,numberofquestions,task
types,markschemeofeachpaper
Adviceforteachersdevelopingstudentsskillsandpreparing
themfortheexam
Downloadablelessonsalessonforeverypartofeverypaper
TeachingqualicationsthewholerangeofCambridgeEnglish
TeachingQualications
Seminarsandwebinarsawiderangeofexam-specicseminars
andliveandrecordedwebinarsfornewandexperienced
teachers.
www.teachers.cambridgeenglish.org
CambridgeEnglishTeacherforprofessionaldevelopment
DevelopedbyCambridgeUniversityPressandCambridgeEnglish
LanguageAssessment,CambridgeEnglishTeacherprovides
opportunitiesforEnglishteacherstoengageincontinuing
professionaldevelopmentthroughonlinecourses,sharebestpractice
andnetworkwithotherELTprofessionalsworldwide.
FormoreinformationonhowtobecomeaCambridgeEnglish
Teacher,visitwww.cambridgeenglishteacher.org
agraphicaldisplayofthecandidatesperformanceineachskill
(shownagainstthescaleExceptionalGoodBorderlineWeak)
astandardisedscoreoutof100whichallowscandidatestosee
exactlyhowtheyperformed.
Certicates
Wehavemadeenhancementstothewaywereporttheresultsof
ourexamsbecausewebelieveitisimportanttorecognise
candidatesachievements.
C2
C1
B2
B1
A2
A1
The Common European
Framework of Reference
C
Procient
user
B
Independent
user
A
Basic user
Cambridge English:
First
Grade B
Grade C
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade A
Level B1
Ready for
success in the
real world
. . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
Candidatesreceivethesamecerticateascandidateswhohave
takenCambridge English: First.
CambridgeEnglish:FirstLevelC1
ExceptionalcandidatessometimesshowabilitybeyondB2level.Ifa
candidateachievesgradeAintheirexam,theywillreceivethe First
Certicate in EnglishstatingthattheydemonstratedabilityatLevelC1.
CambridgeEnglish:FirstLevelB2
IfacandidateachievesgradeBorCintheirexam,theywillbe
awardedthe First Certicate in EnglishatLevelB2.
LevelB1Certicate
IfacandidateperformanceisbelowLevelB2,butfallswithinLevelB1,
theywillreceiveacerticatestatingthattheydemonstratedabilityat
B1level.
Specialcircumstances
CambridgeEnglishexamsaredesignedtobefairtoalltesttakers.
Thiscommitmenttofairnesscovers:
Specialarrangements
Theseareavailableforcandidateswithapermanentorlong-term
disability.ConsulttheCentreExamsManager(CEM)inyourarea
formoredetailsassoonasyoubecomeawareofacandidatewho
mayneedspecialarrangements.
Specialconsideration
Wewillgivespecialconsiderationtocandidatesafected
byadversecircumstancessuchasillnessorbereavement
immediatelybeforeorduringanexam.Applicationsforspecial
considerationmustbemadethroughthecentrenolaterthan
10workingdaysaftertheexamdate.
Malpractice
Wewillinvestigateallcaseswherecandidatesaresuspectedof
copying,collusionorbreakingtheexamregulationsinsomeother
way.Resultsmaybewithheldwhiletheyarebeinginvestigated,
orbecausewehavefoundaninfringementofregulations.Centres
arenotiedifacandidatesresultsarebeinginvestigated.
EXAM CONTENT AND PROCESSING
6 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Supportforcandidates
HowtoprepareforCambridgeEnglish:First(FCE)for
Schools
TohelpcandidatesfeelreallypreparedforCambridge English: First for
Schools,thereisarangeofexampreparationresourcesandservices
onourwebsite,including:
ofcialCambridgeEnglishexampreparationmaterials
tipsandFAQsforeachexampaper:ReadingandUseofEnglish,
Writing,Listening,andSpeaking
samplepapers
Informationforcandidatesleaet/PDF.
www.cambridgeenglish.org/rstforschools
Facebook
StudentscanalsojoinouractiveFacebookcommunitytogettipson
Englishlanguagelearningandtakepartinfunandtopicalquizzes.
www.facebook.com/CambridgeEnglish
Furtherinformation
Contactyourlocalauthorisedexamcentre,orCambridgeEnglish
LanguageAssessmentdirect(usingthecontactdetailsontheback
coverofthisbooklet)for:
copiesoftheregulations
detailsofentryprocedure
examdates
currentfees
moreinformationaboutCambridge English: First for Schoolsand
otherCambridgeEnglishexams.
Examsessions
Cambridge English: First for Schoolsisavailableasapaper-based
orcomputer-basedtest.Candidatesmustbeenteredthrough
anauthorisedexamcentre.Findyournearestcentreat
www.cambridgeenglish.org/centres
EXAM SUPPORT
7 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

ReadingandUseofEnglishpaper
Structureandtasks(cont.)
PART3
TASKTYPE Wordformation
FOCUS Themainfocusisonvocabulary,inparticular
theuseofafxation,internalchangesand
compoundinginwordformation.
FORMAT Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemofthe
missingwordisgivenbesidethetextand
mustbechangedtoformthemissingword.
NO.OFQS 8
PART4
TASKTYPE Keywordtransformation
FOCUS Thefocusisongrammar,vocabularyand
collocation.
FORMAT Sixseparateitems,eachwithalead-in
sentenceandagappedsecondsentencetobe
completedintwotovewords,oneofwhich
isagivenkeyword.
NO.OFQS 6
PART5
TASKTYPE Multiplechoice
FOCUS Detail,opinion,attitude,tone,purpose,main
idea,gist,meaningfromcontext,implication,
textorganisationfeatures(exemplication,
reference).
FORMAT Atextfollowedbysix4-option
multiple-choicequestions.
NO.OFQS 6
PART6
TASKTYPE Gappedtext
FOCUS Cohesion,coherence,textstructure.
FORMAT Atextfromwhichsentenceshavebeen
removedandplacedinjumbledorderafterthe
text.Candidatesmustdecidefromwhichpart
ofthetextthesentenceshavebeenremoved.
NO.OFQS 6
PART7
TASKTYPE Multiplematching
FOCUS Detail,opinion,specicinformation,
implication.
FORMAT Atextorseveralshorttexts,precededby
multiple-matchingquestions.Candidates
mustmatchaprompttoelementsinthetext.
NO.OFQS 10
Structureandtasks
PART1
TASKTYPE Multiple-choicecloze
FOCUS Themainfocusisonvocabulary,e.g.idioms,
collocations,xedphrases,complementation,
phrasalverbs,semanticprecision.
FORMAT Amodiedclozetestcontainingeightgaps.
Thereare4-optionmultiple-choiceitemsfor
eachgap.
NO.OFQS 8
PART2
TASKTYPE Opencloze
FOCUS Themainfocusisonawarenessandcontrolof
grammarwithsomefocusonvocabulary.
FORMAT Amodiedclozetestcontainingeightgaps.
NO.OFQS 8
Generaldescription
FORMAT Thepapercontainssevenparts.For
Parts1to3,thetestcontainstexts
withaccompanyinggrammarand
vocabularytasks.Part4consists
ofseparateitemswithagrammar
andvocabularyfocus.ForParts5
to7,thetestcontainsarangeof
textsandaccompanyingreading
comprehensiontasks.
TIMING 1hour15minutes
NO.OFPARTS 7
NO.OFQUESTIONS 52
TASKTYPES Multiple-choicecloze,open
cloze,wordformation,keyword
transformation,multiplechoice,
gappedtext,multiplematching.
WORDCOUNT 2,2002,500
MARKS Parts13eachcorrectanswer
receives1mark;Part4eachcorrect
answerreceivesupto2marks.
ForParts56,eachcorrectanswer
receives2marks;forPart7,each
correctanswerreceives1mark.
8 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
READINGANDUSEOFENGLISH | SAMPLE PAPER
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READINGANDUSEOFENGLISH
9 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
READINGANDUSEOFENGLISH | SAMPLE PAPER
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READINGANDUSEOFENGLISH
10 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
7

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READINGANDUSEOFENGLISH
READINGANDUSEOFENGLISH | SAMPLE PAPER
11 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
9

T
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w
o
r
r
i
e
d

a
b
o
u
t

N
i
c
h
a
e
l
.




3
4

W
h
y

d
i
d

S
a
n
d
y

s
t
a
r
t

s
k
i
i
n
g

d
o
w
n

t
h
e

s
l
o
p
e
?





A

S
h
e

b
e
g
a
n

m
o
v
i
n
g

b
y

a
c
c
i
d
e
n
t
.


B

S
h
e

t
h
o
u
g
h
t

i
t

w
a
s

t
h
e

o
n
l
y

o
p
t
i
o
n

s
h
e

h
a
d
.


C

S
h
e

d
i
d
n
'
t

r
e
a
l
i
s
e

h
o
w

f
a
s
t

s
h
e

w
o
u
l
d

h
a
v
e

t
o

g
o
.


D

S
h
e

d
i
d
n
'
t

w
a
n
t

t
o

a
d
m
i
t

i
t

w
a
s

t
o
o

d
i
f
f
i
c
u
l
t

f
o
r

h
e
r
.




3
5

H
o
w

d
i
d

S
a
n
d
y

t
r
y

t
o

c
o
p
e

a
s

s
h
e

s
k
i
e
d

d
o
w
n

t
h
e

s
l
o
p
e
?





A

S
h
e

f
o
c
u
s
e
d

o
n

s
t
a
y
i
n
g

u
p
r
i
g
h
t
.


B

S
h
e

a
s
k
e
d

i
f

a
n
y
o
n
e

c
o
u
l
d

h
e
l
p

h
e
r
.


C

S
h
e

d
i
d

h
e
r

b
e
s
t

t
o

r
e
a
c
h

t
h
e

b
o
t
t
o
m

q
u
i
c
k
l
y
.


D

S
h
e

r
e
m
e
m
b
e
r
e
d

a
d
v
i
c
e

f
r
o
m

h
e
r

s
k
i
i
n
g

l
e
s
s
o
n
s
.




3
6

W
h
a
t

d
o

w
e

l
e
a
r
n

a
b
o
u
t

S
a
n
d
y

i
n

t
h
e

f
i
n
a
l

p
a
r
a
g
r
a
p
h
?





A

S
h
e

i
s

a
n

a
d
v
e
n
t
u
r
o
u
s

p
e
r
s
o
n
.


B

S
h
e

p
r
e
f
e
r
s

b
o
o
k
s

t
o

s
p
o
r
t
.


C

S
h
e

a
d
m
i
r
e
s

a

c
h
a
r
a
c
t
e
r

f
r
o
m

f
i
c
t
i
o
n
.


D

S
h
e

w
i
s
h
e
s

s
h
e

s
k
i
e
d

b
e
t
t
e
r

t
h
a
n

S
i
m
o
n
e
.




R
e
a
d
i
n
g

a
n
d

U
s
e

o
f

E
n
g
l
i
s
h


P
a
r
t

5

Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a
n

e
x
t
r
a
c
t

f
r
o
m

a

n
o
v
e
l

a
b
o
u
t

a
n

A
m
e
r
i
c
a
n

t
e
e
n
a
g
e
r

c
a
l
l
e
d

S
a
n
d
y
,

w
h
o

i
s

o
n

a

s
k
i
i
n
g

t
r
i
p
.


F
o
r

q
u
e
s
t
i
o
n
s

3
1

-

3
6
,

c
h
o
o
s
e

t
h
e

a
n
s
w
e
r

(
A
,

B
,

C

o
r

D
)

w
h
i
c
h

y
o
u

t
h
i
n
k

f
i
t
s

b
e
s
t

a
c
c
o
r
d
i
n
g

t
o

t
h
e

t
e
x
t
.

N
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_


l
i
n
e

3
3

`
H
o
w

d
i
d

!

e
v
e
r

m
a
n
a
g
e

t
o

g
e
t

m
y
s
e
l
f

i
n
t
o

t
h
i
s
?
'

S
a
n
d
y

w
o
n
d
e
r
e
d

a
l
o
u
d

a
n
d

t
h
e
n

g
r
o
a
n
e
d
,

a
l
t
h
o
u
g
h

n
o

o
n
e

w
a
s

t
h
e
r
e

t
o

h
e
a
r

h
e
r
.


S
h
e

l
o
o
k
e
d

d
o
w
n

a
g
a
i
n

f
r
o
m

t
h
e

t
o
p

o
f

t
h
e

s
l
o
p
e

a
n
d

q
u
i
c
k
l
y

s
h
u
t

h
e
r

e
y
e
s

t
o

b
l
o
c
k

o
u
t

t
h
e

s
i
g
h
t
.


`
H
e
l
p
!
'

s
h
e

s
a
i
d

p
l
e
a
d
i
n
g
l
y

i
n

b
a
r
e
l
y

m
o
r
e

t
h
a
n

a

w
h
i
s
p
e
r

w
i
t
h

h
e
r

e
y
e
s

s
t
i
l
l

c
l
o
s
e
d
.


`
N
i
c
h
a
e
l
?


A
n
y
o
n
e
?


P
l
e
a
s
e
,

o
h

p
l
e
a
s
e
.

s
o
m
e
b
o
d
y

h
e
l
p

m
e

o
u
t

o
f

t
h
i
s

m
e
s
s
!
'


S
h
e

w
a
s

l
o
u
d
e
r

t
h
e

s
e
c
o
n
d

t
i
m
e
,

b
u
t

w
i
t
h
o
u
t

a
n
y
o
n
e

n
e
a
r
b
y

t
o

r
e
s
p
o
n
d

-

n
o
t

e
v
e
n

N
i
c
h
a
e
l
,

h
e
r

b
e
s
t

f
r
i
e
n
d

-

i
t

d
i
d

l
i
t
t
l
e

t
o

r
e
s
o
l
v
e

h
e
r

p
r
e
s
e
n
t

d
i
l
e
m
m
a
.

A
t

t
h
i
r
t
e
e
n
,

s
h
o
r
t
-
h
a
i
r
e
d

S
a
n
d
y

w
a
s

q
u
i
t
e

t
a
l
l

f
o
r

h
e
r

a
g
e
,

b
u
t

t
h
i
n
,

w
h
i
c
h

o
n
l
y

g
a
v
e

h
e
r

a
n

a
p
p
e
a
r
a
n
c
e

o
f

g
r
e
a
t
e
r

h
e
i
g
h
t
.


A
t

t
h
e

m
o
m
e
n
t
,

s
h
e

w
a
s

d
r
e
s
s
e
d

i
n

a

c
o
l
o
r
f
u
l
,

t
h
i
c
k

w
i
n
t
e
r

j
a
c
k
e
t

t
h
a
t

h
a
d

a

b
o
l
d

b
r
i
g
h
t

p
i
n
k

a
n
d

w
h
i
t
e

d
e
s
i
g
n

s
w
e
e
p
i
n
g

a
c
r
o
s
s

a

p
u
r
p
l
e

b
a
c
k
g
r
o
u
n
d
.


H
e
r

s
m
o
o
t
h

w
a
t
e
r
-
r
e
p
e
l
l
e
n
t

p
a
n
t
s

w
e
r
e

t
h
e

s
a
m
e

p
u
r
p
l
e

c
o
l
o
r

a
s

h
e
r

j
a
c
k
e
t

-

i
t

w
a
s

o
b
v
i
o
u
s
l
y

a

f
a
s
h
i
o
n
a
b
l
e
,

c
o
-
o
r
d
i
n
a
t
e
d

o
u
t
f
i
t
.


W
a
r
m

d
a
r
k

p
u
r
p
l
e

g
l
o
v
e
s

c
o
v
e
r
e
d

h
e
r

h
a
n
d
s
,

a
n
d

h
e
r

a
t
t
i
r
e

w
a
s

t
o
p
p
e
d

o
f
f

-

l
i
t
e
r
a
l
l
y

-

w
i
t
h

a

p
u
r
p
l
e

s
k
i

h
a
t
,

s
c
a
r
f

a
n
d

s
t
y
l
i
s
h

s
k
i

g
o
g
g
l
e
s
.


!
f

a
n
y
o
n
e

h
a
d

b
e
e
n

a
r
o
u
n
d

t
o

s
e
e

h
e
r
,

d
r
e
s
s
e
d

t
h
e

w
a
y

s
h
e

w
a
s
,

s
h
e

w
o
u
l
d

h
a
v
e

b
e
e
n

c
l
e
a
r
l
y

v
i
s
i
b
l
e

f
r
o
m

a

l
o
n
g

d
i
s
t
a
n
c
e

a
w
a
y

a
g
a
i
n
s
t

t
h
e

a
l
m
o
s
t

s
o
l
i
d

w
h
i
t
e

b
a
c
k
d
r
o
p

o
f

s
n
o
w

s
u
r
r
o
u
n
d
i
n
g

h
e
r
.

S
a
n
d
y

o
p
e
n
e
d

h
e
r

e
y
e
s

a
n
d

g
l
a
n
c
e
d

a
g
a
i
n

a
t

t
h
e

s
i
g
n

p
o
s
t
e
d

n
e
a
r

h
e
r

a
t

t
h
e

t
o
p

o
f

t
h
e

s
l
o
p
e
:

i
t

w
a
s

a

t
r
i
p
l
e

d
i
a
m
o
n
d

s
l
o
p
e
,

a
n

e
x
p
e
r
t
-
l
e
v
e
l

s
k
i

r
u
n
.


H
o
w

h
a
d

s
h
e

e
n
d
e
d

u
p

t
h
e
r
e
?


S
h
e

r
e
p
r
o
a
c
h
e
d

h
e
r
s
e
l
f

t
h
a
t

N
i
c
h
a
e
l

h
a
d

a
t

l
e
a
s
t

s
h
o
w
n

e
n
o
u
g
h

s
e
n
s
e

t
o

g
e
t

o
f
f

t
h
e

s
k
i

l
i
f
t

a
t

a
n

e
a
r
l
i
e
r

o
p
p
o
r
t
u
n
i
t
y

t
o

g
o

d
o
w
n

a

m
o
r
e

m
o
d
e
r
a
t
e

s
l
o
p
e
.


A
b
s
o
r
b
e
d

b
y

t
h
e

v
i
e
w

f
r
o
m

n
e
a
r

t
h
e

t
o
p

o
f

t
h
e

S
i
e
r
r
a

N
e
v
a
d
a

N
o
u
n
t
a
i
n

r
a
n
g
e

i
n

t
h
e

L
a
k
e

T
a
h
o
e

a
r
e
a

-

s
h
a
r
e
d

b
e
t
w
e
e
n

C
a
l
i
f
o
r
n
i
a

o
n

t
h
e

w
e
s
t

s
i
d
e

o
f

t
h
e

r
a
n
g
e

a
n
d

N
e
v
a
d
a

o
n

t
h
e

e
a
s
t

-


s
h
e

h
a
d

f
o
o
l
i
s
h
l
y

d
e
c
i
d
e
d

t
o

r
i
d
e

t
h
e

l
i
f
t

u
p

a

l
i
t
t
l
e

f
u
r
t
h
e
r

a
n
d

h
a
d

f
o
u
n
d

h
e
r
s
e
l
f

f
a
c
i
n
g

t
h
i
s

s
k
i

s
l
o
p
e
,

o
n
e

t
h
a
t

w
a
s

w
e
l
l

a
b
o
v
e

h
e
r

s
l
i
g
h
t
l
y

m
o
r
e

t
h
a
n

b
e
g
i
n
n
e
r
-
l
e
v
e
l

s
k
i
e
r

a
b
i
l
i
t
i
e
s
.

S
a
n
d
y

s
i
g
h
e
d

d
e
e
p
l
y
,

t
i
g
h
t
l
y

g
r
i
p
p
e
d

h
e
r

s
k
i

p
o
l
e
s

i
n

h
e
r

g
l
o
v
e
d

h
a
n
d
s
,

p
o
i
n
t
e
d

h
e
r

s
k
i
s

s
t
r
a
i
g
h
t
,

a
n
d

p
u
s
h
e
d

b
a
c
k

o
n

t
h
e

p
o
l
e
s

i
n

h
e
r

h
a
n
d
s

e
n
o
u
g
h

t
o

c
a
u
s
e

h
e
r
s
e
l
f

t
o

i
n
c
h

f
o
r
w
a
r
d

a
s

a
l
l

o
t
h
e
r

a
v
e
n
u
e
s

s
e
e
m
e
d

t
o

b
e

c
l
o
s
e
d

t
o

h
e
r
.


O
n
c
e

m
o
r
e

t
h
a
n

h
a
l
f

o
f

t
h
e

l
e
n
g
t
h

o
f

h
e
r

s
k
i
s

w
a
s

s
t
i
c
k
i
n
g

o
u
t

i
n
t
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READINGANDUSEOFENGLISH
READINGANDUSEOFENGLISH | SAMPLE PAPER
13 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS



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READINGANDUSEOFENGLISH
READINGANDUSEOFENGLISH | SAMPLE PAPER
14 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Answerkey
Q PartOne
1 A
2 B
3 A
4 D
5 A
6 D
7 C
8 A
Q PartTwo
9 which/that
10 up
11 or
12 like
13 so
14 are
15 fact
16 what
Q PartThree
17 concentration
18 success
19 efectively
20 solutions
21 patience
22 carefully
23 punishment
24 disadvantage
Q PartFour
25 havenot/haventseen|
Dan/him/herfor/in
26 eventhough|itis/was/
hadbeenORevenafter/
whenitstarted/had
started
27 accusedPaul/him/her|
oftaking/havingtaken/
eating/havingeaten
28 didnt/didnot|turnup
29 wouldnt/wouldnot
have|gone/been
30 topay|inadvance
Q PartFive
31 C
32 D
33 B
34 B
35 A
36 C
Q PartSix
37 C
38 G
39 E
40 D
41 A
42 F
Q PartSeven
43 B
44 A
45 D
46 A
47 C
48 D
49 C
50 A
51 B
52 C
READINGANDUSEOFENGLISH | ANSWER KEY
READINGANDUSEOFENGLISH
15 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

Writingpaper
Generaldescription
FORMAT Thepapercontainstwoparts.
TIMING 1hour20minutes
NO.OFPARTS 2
NO.OFQUESTIONS Candidatesarerequiredtocomplete
twotasks:acompulsorytaskin
Part1andonetaskfromachoiceof
fourinPart2.
TASKTYPES Arangefromthefollowing:article;
email/letter;essay;review;story.
MARKS Eachquestiononthispapercarries
equalmarks.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Writinganessaygivingopinionandproviding
reasonsfortheopinion.
FORMAT Candidatesarerequiredtowriteanessay
givingtheiropinionontheessaytitleusingthe
ideasgivenandprovidinganideaoftheirown.
Theessaytitlewillbebasedaroundsubjects
thatteenagerscanreasonablybeexpectedto
haveanopinionon.
LENGTH 140190words
PART2
TASKTYPE
ANDFOCUS
Writingonefromanumberofpossibletext
typesbasedon:acontextualisedwritingtask
oraquestionrelatedtoasettext.
FORMAT Candidateshaveachoiceoftask.Inquestions
24,thetasksprovidecandidateswithaclear
context,topic,purposeandtargetreaderfor
theirwriting.Question5consistsofatask
basedonasettext.Theoutputtexttypesare:
article
email/letter
essay
review
story.
LENGTH 140190words
16 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
TasktypesintheWritingpaper
Thediferenttasktypesareintendedtoprovideframeworksforcandidatessothattheycanputtogetheranddeveloptheirideasonatopicwitha
purposeforwritingandatargetreaderinmind.Theseindicationsofreadershipandpurposearenotcomprehensive,butareintendedtoprovide
someguidanceaboutthediferenttasktypes.
ANARTICLEisusuallywrittenforanEnglish-languagemagazineaimedatteenagers,andthereaderisassumedtohavesimilarintereststothe
writer.Themainpurposeistointerestandengagethereader,sothereshouldbesomeopinionorcomment.
ANEMAILiswritteninresponsetothesituationoutlinedintheinputinformation.Candidatescanexpecttowriteto,forexample,aschool
principaloranEnglish-speakingfriend.
ANESSAYisalwayswrittenfortheteacher.Itshouldbewellorganised,withanintroduction,thecandidatesopinionontheideasgiven,the
candidatesownideaandanappropriateconclusion.
Thesettextquestionmaybeintheformofanessayandthecontentshouldfocusonaparticularaspectofthesettext,thiscouldbethe
developmentofcharacters,relationships,themesorsignificanceofevents.
ALETTERiswritteninresponsetothesituationoutlinedinthequestion.LettersintheCambridge English: First for Schools Writingpaperwill
requirearesponsewhichisconsistentlyappropriateinregisterandtoneforthespeciedtargetreader.Candidatescanexpecttobeaskedtowrite
lettersto,forexample,anEnglish-speakingfriend,aclassmate,aschoolprincipal,oramagazineeditor.
AREVIEWisusuallywrittenforanEnglish-languagemagazine,newspaperorwebsite.Themainpurposeistodescribeandexpressapersonal
opinionaboutsomethingwhichthewriterhasexperienced(e.g.alm,aholiday,aproduct,awebsiteetc.)andtogivethereaderaclear
impressionofwhattheitemdiscussedislike.Descriptionandexplanationarekeyfunctionsforthistask,andareviewwillnormallyincludea
recommendationtothereader.
ASTORYisusuallywrittenforanEnglishlanguagemagazineorwebsiteforteenagers.Themainpurposeistoengagetheinterestofthereader.
Efectiveanswershaveaclearstorylinewhichlinkscoherentlytotherstsentence,successfullyusesthepromptsprovidedanddemonstratesa
soundgraspofnarrativetenses.
Foralltasktypes,questionsareconstructedtoenablecandidatestodisplaytheirEnglishlanguageprociencyatCEFRB2level;candidatesshould
takespecialcaretoreadeverypartofeachquestion,andnottoomitanyrequireddevelopmentofthetopic.
WRITING
17 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
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WRITING
WRITING | SAMPLE PAPER
18 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
WRITING | ASSESSMENT
AssessmentofWriting
Examinersandmarking
WritingExaminers(WEs)undergoarigorousprocessoftrainingand
certicationbeforetheyareinvitedtomark.Onceaccepted,theyare
supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal
Examiner(PE),whoguidesandmonitorsthemarkingprocess.
WEsmarkcandidateresponsesinasecureonlinemarking
environment.Thesoftwarerandomlyallocatescandidateresponses
toensurethatindividualexaminersdonotreceiveaconcentrationof
goodorweakresponses,orofanyonelanguagegroup.Thesoftware
alsoallowsforexaminersmarkingtobemonitoredforqualityand
consistency.Duringthemarkingperiod,thePEandTLsareable
toviewtheirteamsprogressandtoofersupportandadvice,as
required.
Assessmentscales
Examinersmarktasksusingassessmentscalesthatweredeveloped
withexplicitreferencetotheCommonEuropeanFrameworkof
ReferenceforLanguages(CEFR).Thescales,whichareusedacross
thespectrumofourGeneralEnglish,AcademicandProfessional
EnglishandBusinessEnglishWritingtests,consistoffoursubscales:
Content,CommunicativeAchievement,Organisation,andLanguage:
Contentfocusesonhowwellthecandidatehasfullledthetask,
inotherwordsiftheyhavedonewhattheywereaskedtodo.
CommunicativeAchievementfocusesonhowappropriatethe
writingisforthetaskandwhetherthecandidatehasusedthe
appropriateregister.
Organisationfocusesonthewaythecandidateputstogetherthe
pieceofwriting,inotherwordsifitislogicalandordered.
Languagefocusesonvocabularyandgrammar.Thisincludesthe
rangeoflanguageaswellashowaccurateitis.
Responsesaremarkedoneachsubscalefrom0to5.
Whenmarkingthetasks,examinerstakeintoaccountlengthof
responsesandvarietiesofEnglish:
Guidelinesonlengthareprovidedforeachtask;responses
whicharetooshortmaynothaveanadequaterangeoflanguage
andmaynotprovidealltheinformationthatisrequired,while
responseswhicharetoolongmaycontainirrelevantcontentand
haveanegativeefectonthereader.Thesemayafectcandidates
marksontherelevantsubscales.
CandidatesareexpectedtouseaparticularvarietyofEnglish
withsomedegreeofconsistencyinareassuchasspelling,and
not,forexample,switchfromusingaBritishspellingofawordto
anAmericanspellingofthesameword.
19 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
WRITING | ASSESSMENT
ThesubscaleContentiscommontoalllevels:
Content
5 All content is relevant to the task.
Target reader is fully informed.
3 Minor irrelevances and/or omissions may be present.
Target reader is on the whole informed.
1 Irrelevances and misinterpretation of task may be present.
Target reader is minimally informed.
0 Content is totally irrelevant.
Target reader is not informed.
Theremainingthreesubscales(CommunicativeAchievement,
Organisation,andLanguage)havedescriptorsspecictoeach
CEFRlevel:
CEFR
level
Communicative Achievement Organisation Language
Demonstratescompletecommandofthe
conventionsofthecommunicativetask.
Communicatescomplexideasinanefective
andconvincingway,holdingthetarget
readersattentionwithease,fulllingall
communicativepurposes.
Textisorganisedimpressivelyand
coherentlyusingawiderangeof
cohesivedevicesandorganisational
patternswithcompleteexibility.
Usesawiderangeofvocabulary,including
lesscommonlexis,withuency,precision,
sophistication,andstyle.
Useofgrammarissophisticated,fullycontrolled
andcompletelynatural.
Anyinaccuraciesoccuronlyasslips.
C2 Usestheconventionsofthecommunicative
taskwithsufcientexibilityto
communicatecomplexideasinanefective
way,holdingthetargetreadersattention
withease,fulllingallcommunicative
purposes.
Textisawell-organised,coherent
whole,usingavarietyofcohesive
devicesandorganisationalpatterns
withexibility.
Usesarangeofvocabulary,includingless
commonlexis,efectivelyandprecisely.
Usesawiderangeofsimpleandcomplex
grammaticalformswithfullcontrol,exibility
andsophistication.
Errors,ifpresent,arerelatedtolesscommon
wordsandstructures,oroccurasslips.
C1 Usestheconventionsofthecommunicative
taskefectivelytoholdthetargetreaders
attentionandcommunicatestraightforward
andcomplexideas,asappropriate.
Textiswell-organisedandcoherent,
usingavarietyofcohesivedevicesand
organisationalpatternstogenerally
goodefect.
Usesarangeofvocabulary,includingless
commonlexis,appropriately.
Usesarangeofsimpleandcomplexgrammatical
formswithcontrolandexibility.
Occasionalerrorsmaybepresentbutdonot
impedecommunication.
B2 Usestheconventionsofthecommunicative
tasktoholdthetargetreadersattentionand
communicatestraightforwardideas.
Textisgenerallywell-organisedand
coherent,usingavarietyoflinking
wordsandcohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasionalinappropriateuse
oflesscommonlexis.
Usesarangeofsimpleandsomecomplex
grammaticalformswithagooddegreeofcontrol.
Errorsdonotimpedecommunication.
B1 Usestheconventionsofthecommunicative
taskingenerallyappropriatewaysto
communicatestraightforwardideas.
Textisconnectedandcoherent,using
basiclinkingwordsandalimited
numberofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionallyoverusing
certainlexis.
Usessimplegrammaticalformswithagood
degreeofcontrol.
Whileerrorsarenoticeable,meaningcanstillbe
determined.
A2 Producestextthatcommunicatessimple
ideasinsimpleways.
Textisconnectedusingbasic,high-
frequencylinkingwords.
Usesbasicvocabularyreasonablyappropriately.
Usessimplegrammaticalformswithsome
degreeofcontrol.
Errorsmayimpedemeaningattimes.
20 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Cambridge English: First for Schools WritingExaminersusethefollowingassessmentscale,extractedfromtheoneonthepreviouspage:
B2 Content Communicative Achievement Organisation Language
5 Allcontentisrelevanttothe
task.
Targetreaderisfullyinformed.
Usestheconventionsof
thecommunicativetask
efectivelytoholdthetarget
readersattentionand
communicatestraightforward
andcomplexideas,as
appropriate.
Textiswell-organisedand
coherent,usingavariety
ofcohesivedevicesand
organisationalpatternsto
generallygoodefect.
Usesarangeofvocabulary,including
lesscommonlexis,appropriately.
Usesarangeofsimpleandcomplex
grammaticalformswithcontroland
exibility.
Occasionalerrorsmaybepresentbutdo
notimpedecommunication.
4 Performance shares features of Bands 3 and 5.
3 Minorirrelevancesand/or
omissionsmaybepresent.
Targetreaderisonthewhole
informed.
Usestheconventionsof
thecommunicativetask
toholdthetargetreaders
attentionandcommunicate
straightforwardideas.
Textisgenerallywell-
organisedandcoherent,using
avarietyoflinkingwordsand
cohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasional
inappropriateuseoflesscommonlexis.
Usesarangeofsimpleandsome
complexgrammaticalformswithagood
degreeofcontrol.
Errorsdonotimpedecommunication.
2 Performance shares features of Bands 1 and 3.
1 Irrelevancesand
misinterpretationoftaskmay
bepresent.
Targetreaderisminimally
informed.
Usestheconventionsof
thecommunicativetaskin
generallyappropriatewaysto
communicatestraightforward
ideas.
Textisconnectedand
coherent,usingbasiclinking
wordsandalimitednumber
ofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionally
overusingcertainlexis.
Usessimplegrammaticalformswitha
gooddegreeofcontrol.
Whileerrorsarenoticeable,meaningcan
stillbedetermined.
0 Contentistotallyirrelevant.
Targetreaderisnotinformed.
Performance below Band 1.
WRITING | ASSESSMENT
21 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
WRITING | GLOSSARY OF TERMS
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in
common situations of a non-technical nature in the relevant
domain.
Less common lexis refers to vocabulary items that appear less
often in the relevant domain. These items often help to express
ideas more succinctly and precisely.
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that
t the context of the given task. For example, in Im very sensible
to noise, the word sensible is inappropriate as the word should
be sensitive. Another example would be Todays big snow makes
getting around the city difcult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big
and snow are not used together. Heavy snow would be appropriate.
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex items, e.g.
noun clauses, relative and adverb clauses, subordination, passive
forms, innitives, verb patterns, modal forms and tense contrasts.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English: Preliminary
(PET)), candidates may have control of only the simplest exponents
of the listed forms.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the
same word because they do not have the resources to use another
term or phrase the same idea in another way. Some words may
unavoidably appear often as a result of being the topic of the task;
that is not covered by the term overuse here.
Errors and slips Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item or
grammatical structure, but just happened to make a mistake in this
instance. In a candidates response, where most other examples of
a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Impede
communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some efort is
required from the reader to determine meaning.
Writingassessment
Glossaryofterms
1. GENERAL
Generally Generally is a qualier meaning not in every way or instance. Thus,
generally appropriately refers to performance that is not as good
as appropriately.
Flexibility Flexible and exibly refer to the ability to adapt whether
language, organisational devices, or task conventions rather than
using the same form over and over, thus evidencing better control
and a wider repertoire of the resource. Flexibility allows a candidate
to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/
or task requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g.
a magazines readership, your English teacher.
Informed The target reader is informed if content points and/or task
requirements are addressed and appropriately developed. Some
content points do not require much development (e.g. state what
is x) while others require it (describe, explain).
3. COMMUNICATIVE ACHIEVEMENT
Conventions
of the
communicative
task
Conventions of the communicative task include such things
as genre, format, register, and function. For example, a personal
letter should not be written as a formal report, should be laid out
accordingly, and use the right tone for the communicative purpose.
Holding the
target readers
attention
Holding the target readers attention is used in the positive sense
and refers to the quality of a text that allows a reader to derive
meaning and not be distracted. It does not refer to texts that force
a reader to read closely because they are difcult to follow or make
sense of.
Communicative
purpose
Communicative purpose refers to the communicative
requirements as set out in the task, e.g. make a complaint, suggest
alternatives.
Straightforward
and complex
ideas
Straightforward ideas are those which relate to relatively limited
subject matter, usually concrete in nature, and which require simpler
rhetorical devices to communicate. Complex ideas are those which
are of a more abstract nature, or which cover a wider subject area,
requiring more rhetorical resources to bring together and express.
4. ORGANISATION
Linking words,
cohesive
devices, and
organisational
patterns
Linking words are cohesive devices, but are separated here to refer
to higher-frequency vocabulary which provide explicit linkage. They
can range from basic high frequency items (such as and, but) to
basic and phrasal items (such as because, rst of all, nally).
Cohesive devices refers to more sophisticated linking words and
phrases (e.g. moreover, it may appear, as a result), as well
as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on
the right . . .), ellipsis (e.g. The rst car he owned was a convertible,
the second a family car.), or repetition.
Organisational patterns refers to less-explicit ways of achieving
connection at the between sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism, using
a rhetorical question to set up a new paragraph.
22 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
Examinercomments
Subscale Mark Commentary
Content 5 Allcontentisrelevanttothetaskandthetargetreaderisfullyinformed.
Thecandidatediscussestheadvantagesofbeingtaughtbyyourparents,your parents, who becomes your teacher, can help
you better than a normal teacher.Theythengoontoexplainthedifcultiesofmakingfriendsifyouarehomeschooled,
making friends becomes harder.Thecandidatealsoincludestheirownidea,suggestingthatfamiliesbecomecloser
throughthistypeofcontact,this kind of school improve the relation between parents and his son because they study together.
Communicative
Achievement
3 Theconventionsofessaywritingareevidentinthisresponse.Therearethreeideaswhicharedealtwithseparately
andanattemptismadetointroducetheideasinaformalway.Thishelpstoholdthetargetreadersattentionand
communicatestraightforwardideas.Thetopicisclearlystatedintherstsentenceandisreferredtothroughout.The
essayiswrittenfromageneralperspectiveandusesexamplestosupportstatementsmadebythewriter,suchas,In my
opinion studying at home is not a bad things because you are the only student.
Organisation 3 Thetextisgenerallywellorganisedthroughtheuseoflinkersandcohesivedevices,althoughthesearenotalwaysused
correctly,forexampleBy the way; At the end,whicharenotappropriateinthiscontext.Thereisavarietyoflinkerswithin
thetext,because, so, not just ...but becauseandthereisalsosomeuseofrelativeclauses,other students who dont do their
homework or students who dont understand something.Thetextiscoherentandthemainmessagemovesforwardlogically.
Language 3 Thereisarangeofeveryday,relevantvocabulary,whichisusedappropriatelywithinthecontextofthequestion,students,
teachers, subjects, homework, studyandsomecollocationsareusedcorrectlyaswell.Thereisarangeofsimpleandsome
morecomplexgrammaticalforms,thereisuseofthegerundandthereisaccurateuseofmodalverbs,you dont have to
wait; can help you better than; she or he must learn how toandcomparatives.
Thereareanumberoferrorswithpluralsandverbagreement,butthesearenon-impeding.
Question1
CandidateA
In my opinion studying at home is not a bad things because you are the only student and your parents, who
becomes your teacher, can help you better than a normal teacher with more students; you dont have to
wait for other students who dont do their homework or students who dont understand something.
By the way there is a bad thing: studying on your own doesnt let you meet other children and making friends
becomes harder. A normal student stay with other people 5 or 6 hours per day, so he or she must learn how
to approche with other children.
At the end this kind of school improve the relation between parents and his son because they study together
so the son can see also his parents trying to learn his school subject and also the parents become important
gures for the child, not just because they teach the education, but because they teach history, geography
and maths, too.
WRITING | QUESTION 1
23 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
WRITING| SAMPLE SCRIPTS WITH EXAMINER COMMENTS
Examinercomments
Subscale Mark Commentary
Content 5 Allcontentisrelevanttothetaskandthetargetreaderisfullyinformed.Thecandidatediscussesthedisadvantagesof
havingparentsasteachers,coveringaspectssuchasparentalknowledgeofthesubjectsanddisciplinetostudy.They
discusstheimportanceofmakingfriendsoutsidethehome.Theyalsodiscussotherideasoftheirown,suchasthe
convenienceofnothavingtowakeupearly,andpossibleefectsonlearningasaresultofnothavingcompetition,aswell
asschool prepare much more children to the real life for the future.
Communicative
Achievement
4 Theconventionsofthecommunicativetaskareusedefectively:thereisanintroductoryparagraphsettingoutthescope
oftheessayandthereisagoodconclusionwhichsummarisestheviewofthewriter.Theregisterisconsistentlyformal
andthisholdsthetargetreadersattention.Someoftheideasexpressedareattemptingtobemorecomplex,butthere
isalackoflanguagecontrolattimes,whichmeansthattheyarenotalwayssuccessfullycommunicated,forexample
Through this unusual form of education, there must be on a hand, advantages and on the other hand disadvantages; Therefore,
maybe it may be interesting to have diferents point of view from others teachers; we must admit the fact that learning at home
must be less impressive than at school.Straightforwardideasarecommunicatedwell.
Organisation 4 Thetextiswellorganisedandcoherent,usingavarietyofcohesivedevices,Nowadays; Through this; First; Moreover;
Therefore; But nally; In addition.Referencingpronounsandrelativeclausesarealsousedtogenerallygoodefect,They
dont have to wake up as early as the pupils because even if they are going to work, they will stay at home.However,attimes
thecohesivedevicesarenotusedappropriately,forexample,on a hand, advantages and on the other hand disadvantages;
So that,andsomeofthesentencesareshortwhentheycouldbejoinedtogethertocreateamorecohesivewhole,
Moreover they only know two teachers who are their parents. Therefore, maybe it may be interesting....Somepunctuationis
incorrect.
Language 3 Thereisarangeofeveryday,relevantvocabularyandthereissomeattempttouselesscommonlexisattimes,although
thisisnotalwayssuccessful,obligations; knowledges required enough; impressive; it makes you know other people; a way of
education; prepare much more children.Thereisevidenceofsimpleandcomplexgrammaticalstructures,usedwithagood
degreeofcontrolandwherethereareerrors,theseareoftenduetoambition,tryingtoextendtherangeoflanguagein
generalanddonotimpedecommunication.
Question1
CandidateB
Nowadays, more and more parents make the choice to teach their children at home rather than sending them
to school. Through this unusual form of education, there must be on a hand, advantages and on the other
hand disadvantages.
First, children who dont go to school dont have the same obligations at all. They dont have to wake up as
early as the pupils because even if they are going to work, they will stay at home. Moreover they only know
two teachers who are their parents. Therefore, maybe it may be interesting to have differents point of view
from others teachers. Besides, the question parents have to ask themselves before deciding to teach their
children, is if they have the knowledges required enough. But nally, we must admit the fact that learning at
home must be less impressive than at school because there is no competition.
In addition, going to school is also a way to meet people of your age and to make friends. It makes you know
other people than only your family. Friends are such important in the childrens life. You can talk about so
many things with them whereas you wouldnt talk about with your parents.
So that learning at school is for sure a way of education. But to my mind, going to school prepare much more
childen to the real life for the future.
WRITING | QUESTION 1
24 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Examinercomments
Subscale Mark Commentary
Content 4 Thecontentinthisresponseisrelevanttothetaskandthetargetreaderisonthewholeinformed.
Thecandidatediscussesthedisadvantageofhavingparentsasteachers,nothavingpeoplethesameagetotalktoand
workwith.Thecandidatestatesthatmaking friends at school is better,butdoesnotfullyinformthereaderonthispoint.
Thecandidatecouldhavedevelopedthispointtofullyinformthereaderwhilestayingwithinthewordcountlimit.The
candidatealsooferstheirownideachildrenslearningpreferences(prefer going to school rather than study at home)and
benetsoftheteacherfocusingononechildratherthanonmanychildren.
Communicative
Achievement
2 Thisresponseiswritteninanessayformat,thereisanintroductionandanattemptataconclusion.Theregisteris
neutralanditiswritteninquitegeneraltermssotheconventionsoftheessayformatareusedingenerallyappropriate
ways.Straightforwardideasarecommunicatedbutthetargetreadersattentionisnotheldatalltimesastheerrors
distract,forexample,People with school education can better reach for working place, sometimes easly,andsometimes
statementsaremadewhichhavelittleconnectiontotherestofthetext,forexample,children will be always excited, also
better educated; Its a common idea that children, normally, prefer going to school rather than study at home.Thisinterruptsthe
readersattentionasthereisnoexplanationoferedastowhythesestatementsaremadeorwhytheycouldbetrue.
Organisation 2 Thetextusesavarietyoflinkingwordsandsomecohesivedevices,but; in my opinion; also; Summing my own ideasandit
isconnectedwithinsentencesandgenerallycoherent.Thereisalackofconnectionbetweensentencesandparagraphs
attimes,forexamplethesecondandthirdparagraphsarestand-alonesentences.Thereisanattempttowritelonger,
morecomplexsentences,butthepunctuationisnotalwaysusedaccurately,particularlyintherstparagraph,but the
most important thing is that a person, in my opinion, should work with other people same age, they have to speak to each other,
giving their own opinion, make mistakes together to avoid future mistakes.
Language 2 Thereisarangeofrelevanteverydayvocabulary,generallyusedappropriately,studying, private teacher, educated, make
mistakes.Simplegrammaticalforms,(presentsimpleandcontinuous,gerunds)areusedwithagooddegreeofcontrol.
Thereareafewmorecomplexgrammaticalstructures,making friends at school is better than anywhere else; private teacher
are able to teach; to avoid future mistakes,buttherearealsoanumberoferrors,which,althoughnoticeable,generallydo
notimpedecommunication,forexampleteach you much more things; I am clearly sure; I will may be wrong.
Question1
CandidateC
Everybody knows that studying is the most important thing, also the most usefull in your life. People with
school education can better reach for working place, sometimes easly, but the most important thing is that
a person, in my opinion, should work with other people same age, they have to speak to each other, giving their
own opinion, make mistakes together to avoid future mistakes, which not happen with parents the teachers.
I will may be wrong, but making friends at school is better than anywhere else: children will be always excited,
also better educated (of course it depends on the teacher)
Its a common idea that children, normally, prefer going to school rather than study at home
Summing my own ideas I am sure that private teacher are able to teach you much more things than in a public
school (which is normally made up of thirty children per clas room) but for the school education I am clearly
sure that studying together is the best thing to do.
WRITING | QUESTION 1
WRITING| SAMPLE SCRIPTS WITH EXAMINER COMMENTS
25 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

Listeningpaper
Generaldescription
FORMAT Thepapercontainsfourparts.Each
partcontainsarecordedtextortexts
andcorrespondingcomprehension
tasks.Eachpartisheardtwice.
TIMING Approximately40minutes
NO.OFPARTS 4
NO.OFQUESTIONS 30
TASKTYPES Multiplechoice,sentence
completion,multiplematching.
TEXTTYPES Monologues:answerphonemessages,
radiodocumentariesandfeatures,
news,publicannouncements,stories
andanecdotes,talks.
Interacting speakers:conversations,
interviews,discussions,radioplays.
ANSWERFORMAT Candidatesareadvisedtowritetheir
answersinthespacesprovidedon
thequestionpaperwhilelistening.
Therewillbe5minutesattheendof
thetesttocopytheanswersontoa
separateanswersheet.Candidates
indicatetheiranswersbyshading
thecorrectlozengesorwritingthe
requiredwordorwordsincapital
lettersinaboxontheanswersheet.
RECORDING
INFORMATION
Theinstructionsforeachtaskare
giveninthequestionpaper,and
arealsoheardontherecording.
Theseinstructionsincludethe
announcementofpausesofspecied
lengths,duringwhichcandidatescan
familiarisethemselveswiththetask
and,forsomeitems,predictsome
ofthethingstheyarelikelytohear.
Avarietyofvoices,stylesofdelivery
andaccentswillbeheardineach
Listeningpapertoreectthevarious
contextspresentedintherecordings,
asappropriatetotheinternational
contextsofthetesttakers.
MARKS Eachcorrectanswerreceives1mark.
Structureandtasks
PART1
TASKTYPE Multiplechoice
FOCUS Thefocusisongenre,identifyingspeaker
feeling,attitude,topic,opinion,purpose,
agreementbetweenspeakers,gistanddetail.
FORMAT Aseriesofshortunrelatedextracts,of
approximately30secondseach,from
monologuesorexchangesbetweeninteracting
speakers.Thereisonemultiple-choice
questionpertext,eachwiththreeoptions.
NO.OFQS 8
PART2
TASKTYPE Sentencecompletion
FOCUS Thefocusisondetail,identifyingspecic
informationandstatedopinion.
FORMAT Amonologuelasting34minutes.Candidates
arerequiredtocompletethesentenceswith
informationheardontherecording.
NO.OFQS 10
PART3
TASKTYPE Multiplematching
FOCUS Thefocusisonidentifyingattitude,opinion,
gist,purpose,feeling,mainpointsanddetail.
FORMAT Fiveshortrelatedmonologuesof
approximately30secondseach.Thereareve
questionswhichrequiretheselectionofthe
correctoptionfromalistofeight.
NO.OFQS 5
PART4
TASKTYPE Multiplechoice
FOCUS Thefocusisonidentifyingopinion,attitude,
detail,gist,mainideaandspecicinformation.
FORMAT Anintervieworexchangebetweentwo
speakersandlasting34minutes.Thereare
seven3-optionmultiple-choicequestions.
NO.OFQS 7
26 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
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LISTENING
LISTENING | SAMPLE PAPER
27 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
LISTENING | SAMPLE PAPER
5

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LISTENING
28 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS


L
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P
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2
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2
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A

a

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2
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A

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w
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B

h
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2
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c
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B

a
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a
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.


C

c
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LISTENING
LISTENING | SAMPLE PAPER
29 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
LISTENING | SAMPLE PAPER
Script
This is the Cambridge First Certicate in English for Schools Listening
Test.
SAMPLE TEST.
Im going to give you the instructions for this test.
Ill introduce each part of the test and give you time to look at the
questions.
At the start of each piece youll hear this sound:

***

Youll hear each piece twice.


Remember, while youre listening, write your answers on the question
paper. Youll have ve minutes at the end of the test to copy your
answers onto the separate answer sheet.
There will now be a pause. Please ask any questions now, because
you must not speak during the test.
PAUSE5SECONDS
Now open your question paper and look at Part One.
PAUSE5SECONDS
Youll hear people talking in eight diferent situations. For questions
18, choose the best answer (A, B or C).
1
You hear a young singer talking about his childhood.
PAUSE2SECONDS

***

WhenIwasalittlekid,myfatherusedtowatchalotofold
moviesandIsatwithhimandlovedthemtoo,especiallythe
musicals.Soyousee,mycareerwasinspiredbyhiminaway
andtheseoldmoviesplayedabigpartinmylife.Theywerethe
reasonIwantedtolearntosing,thoughmydadneversuggested
ittome.Theresnomusicalbackgroundinmyfamily,though
mymothercouldsing,butshedidnthavemuchabilityreallyit
wasjustfunforher.Ithinkmyparentsmusthavelookedatme
andthought:wheredidthatcomefrom?
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
2
You overhear a girl talking on the phone about a clothes shop.
PAUSE2SECONDS

***

Well,IthinkthatnewclothesstorecalledSmart Girlsiscertainly
aplacewhereyoucanbesureofpickingupabargainortwo,
thoughmostoftheshopsinthemallhavethematthemoment.
Theassistantsarefriendlyandtheyreallyknowaboutfashion,
insteadofjustpretendingtobecool!Theyrehonesttooand
dontjusttellyouthatyoulookgreatallthetime.Ilikethemusic
theyplaycositsortofputsyouinthemoodassoonasyou
LISTENING
walkin,thoughIdontthinkitsyourthingyoumightprefer
somewhereabitquieter.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
3
You hear part of an interview with a farmer.
PAUSE2SECONDS

***

F:SoJosh,forourteenagelisteners,wholiveintownsandcities,
tellusaboutwhatitslikelivingonafarm.
M:Wellactuallyyoucancomealongandexperienceitfor
yourselfthisweekend.Theresgoingtobesomethingcalled
anOpenFarmDay.Morethan450farmsalloverthecountry
willbeopentothepublicandyoucangoalongandmeet
theanimals,rideonatractor,learnaboutcheesemakingand
woolspinning,allthatsortofthing.Whoknowsitmighteven
persuadeafewtothinkaboutfarmingasacareer.Itsnotan
easylifebutitsagoodone.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
4
You hear two friends talking about a school concert.
PAUSE2SECONDS

***

MHiJudy!Areyoureadyfortheschoolconcerttomorrow?Ive
beenpractisingallweeksoIthinkitllbeOK.
FThereareafewtrickybitsinthatnewpieceofmusicwellbe
playing.Imgettingmyheadroundit,though.Myclarinetwas
makingafunnynoisebutIvegotitsortednow.Thatcouldve
beenembarrassing.
MImabitworriedaboutmysolopart,especiallywithallthose
peoplewatching.
FImaginehowawfulitwouldbetomakeamistakewithyour
mumanddadthere!Imnotsobotheredaboutstrangers,
though.
MJuststaycool.Ifyoumessup,justkeepgoinglikenothings
happened.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
30 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
5
You hear a news report about a football club.
PAUSE2SECONDS

***

FastfoodisofthemenuforeveryoneatParkTownRangers
footballclub!Thenewmanageroftheclubhascoachedinmany
countriesaroundtheworldandhaspickedupsomeideasfrom
histravelsinEuropeandAsia.Hehasbannedtheplayersfrom
eatingmeatwhentheyarepreparingforimportantgames.He
thinksthiswillstrengthentheirphysicalconditionandimprove
theteamsresults,aviewsharedbyourmedicalexpertsinthe
studiotoday.Nowtheclubhavedecidedtogoastepfurtherand
havestoppedsellingburgersinthestadium,amovewhichmay
notbepopularwithalltheyoungfans!
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
6
You hear two friends talking about a newspaper for teenagers.
PAUSE2SECONDS

***

MIreadthisgreatnewspapertheotherday.
FAnewspaper?Isntitfullofdullstuf?
MItsaimedatouragegroup,actually,soitpresentsthenewsin
awaythatseasytounderstandsoitsagoodwaytondout
whatsgoingonintheworld.Itsinteractivetoo.
FReally?
MYeah,youcanwritereportsforitandtheyincludethebest
onesinthepaper.Cool,huh?
FIfyoulikewritingIsuppose.Notatalentofmine.
MSoyoudontbotherwiththenewsthen?
FOhIwouldntsaythat.Idofollowitjustaslongasitdoesnt
seemtoomuchlikeschoolwork.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
7
You hear a boy telling a friend about climbing a mountain with his
father.
PAUSE2SECONDS

***

FHowoftendoyougomountainclimbing?
MMydadandIgoclimbingtogetheralot,whichisreallycool
cosIgetplentyoftimetotalkwithhim.Irememberthelast
mountainweclimbedtogether,hewastellingmeabouthowyou
canonlyreallyenjoythewonderfulsceneryonceyougettothe
LISTENING
LISTENING | SAMPLE PAPER
top,coswhenyourejusthalfwayupyoureconcentratingonthe
climb.Iwasreallysore,andIjustwantedtoquit,butIcarried
ontothetopsoIcouldadmirethebeautifulviewbutmylegs
wereachingsomuchIcouldntappreciateitfully,ormydads
wisewords.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
8
You hear a teacher talking about an environmental project.
PAUSE2SECONDS

***

Righteveryone,Imsureyoullagreeitwasgreatfunenhancing
ourschoolgroundswiththebutterygarden,andIhopeyou
allgotsomethingoutofitandaremoreawareofyournatural
environmentnow.Whatyouveachievedismuchappreciated
andtheprojectwillcontinuesoIdlikeyoutokeepthinking
aboutthingswecandotomaintainthegarden.Theideaisto
keepitgoingforfuturestudentsattheschoolsoallsuggestions
arewelcome.Ithinkyoullallagreeitsbeenagreatsuccess
whichIhopewecanrepeatinthefuture.
PAUSE2SECONDS

***

TAPEREPEAT
PAUSE2SECONDS
That is the end of Part One
Now turn to Part Two.
PAUSE5SECONDS
Youll hear a student called Duncan Heap talking about his recent
trip to Iceland to study sea birds called pufns. For questions 918,
complete the sentences with a word or short phrase.
You now have forty-ve seconds to look at Part Two.
PAUSE45SECONDS

***

Doyoulikeseabirds?Ifso,youlllovepufns.Theyspendmost
oftheirlivesatsea,butlastAugustIwasluckyenoughtosee
themupclose,whenIvisitedtheWestmannIslands,inIceland,
wheretheybuildtheirnests.
Firstofallthough,afewfactsaboutpufns.Theyhaveasquat
black-and-whitebody,shortwingsandalargecolourfulbeak,
whichIthinkmakesthemlookreallyfunnyondryland.But
pufnsarebuiltmoretoswimunderwaterthantoyorwalk.
Whenyouseethemswimming,itsanimpressivesight.Their
wingshelpthempropelthemselvesthroughthewater.
Ididntexpecttheirfeettobeusedwhentheywereying,
exceptperhapsjusttomoderatetheirspeed,likebrakes,but
actuallytheyusethemtoaltertheirdirectionintheair!Inthe
water,pufnscandivedeep,holdingtheirbreathforuptotwo
minutes,tocatchsh.
31 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
LISTENING | SAMPLE PAPER
Whenspringcomes,pufnscanbeseenonhighclifsonthe
WestmannIslands,makingtheirnests.Itsquiteasight,Imtold.
Iwasntawareofthis,butpufnsnestundergroundratherthan
oncliftopledgesasIdimagined.
Eachfemalepufnlaysjustoneegginitsnesteachyear,which
thepairwatchesoverforsixweeks,dayandnight.Whilethey
wait,youcanhearthemundergroundmakingnoisesthatmight
beliketalkingloudgrowlingcalls,almostlikelaughter,which
somedescribeassoundinglikeacow,andItendtoagree!
Youngpufns,though,oncehatched,soundmorelikeaduckor
agoose,peepingforfoodfromtheirparents.Theydigholes,so
theirnestsareverywellprotected.
Iwastoldthat,aswinterbeckons,theirparentsleavethem
behindandyoftosea,butapparentlyitshungerratherthan
lonelinessthatmakesyoungpufnsyfromtheirnests.Thats
somethingIdidntexpect.
AndthisiswhatIsawwhenIwasthere.InthedaytimeI
watchedyoungpufnsdivingoftheclifstogainenoughspeed
foright,astheyheadedouttosea.Atnight-time,though,
whichiswhenmostofthemyofitwasadiferentstory.The
thingis,pufnsinstinctivelyusethestarsfornavigation,butthe
lightsofatowncanfoolthemandmakethemheadinthewrong
direction,sotheyoungpufnsenduplandingallovertheplace.
Somepufnslandonthebeacheswheretheyareeasilyrescued.
Othersarentsolucky.Ifitsontheroads,carsarentsomuch
ofaproblemaspeopleknowtodriveextraslowlyatthistime
ofyear.Butgardenspresentmoreofathreat.Theyredarkand
therearelurkingcats.
SoIhelpedthelocalteenagers,whoareallowedtostayoutlate,
andweroamedaroundthetownwithcardboardshoeboxes,
rescuingyoungpufnsaswewent.Ievensawoneboyputting
ayoungpufninanupturnedumbrella,whichmademelaugh!
Theydidntseemtomindbeinghandledanditsnotunusualfor
asingleteenagertocatchtenbirdsinoneevening.Afteranight
spentasguestsoftheirrescuers,withtheboxasatemporary
bed,wecarriedtheyoungbirdsdowntothebeachandthrew
themuphigh.Itwasareallyrewardingexperiencetoseethem
glidetowardstheseaandfreedom.
Sometimesthepufnsarentreadyforrelease,iftheyvebeen
injuredorwhatever.Inwhichcase,theygettakentothelocal
museum,whichbecomesasortofpufnhotelforafewdays
eachyear.
Youcanbuyallsortsofpufnsouvenirsontheislands.Itook
somegreatphotographsofthebirds,oneofwhichisnowthe
screensaveronmycomputerIvegotapufnmouse-mattoo,
thatsreallycuteamuchbettersouvenirthanapufnT-shirtor
baseballcapthatsthesortofthingmostpeoplebuy.
Anyway,beforeIgoonto...[fade]
PAUSE10SECONDS
Now youll hear Part Two again.

***

REPEATINSERT
PAUSE5SECONDS
That is the end of Part Two.
Now turn to Part Three.
PAUSE5SECONDS
Youll hear ve extracts in which people are talking about
photography. For questions 1923, choose from the list (AH) what
each speaker says about it. Use the letters only once. There are three
extra letters which you do not need to use.
You now have thirty seconds to look at Part Three.
PAUSE30SECONDS

***

Speaker 1
PAUSE2SECONDS
F:IfellinlovewithphotographywhenIwasthirteenandIve
beendoingitasahobbyeversince.Imightevendoitfor
acareerbutIknowIvestillgotalottolearnaboutit.Ijust
knowIreallylikeitanditmotivatesmetogetoutthere,do
diferentthingsandstuflikethatyouknow,visitunusual
locations,whereImightnototherwisehavegone,ifIwasnt
intophotography.OnceIvetakenaloadofshots,Inditreally
satisfyingtolookatthemallonscreenafterwardsandchoose
thebestones.
PAUSE3SECONDS
Speaker 2
PAUSE2SECONDS
M:Ialwaysphotographthingsthatmeansomethingtome;
friends,placesIvebeen,thingsIvedone.Ivetakensome
amazingshotsofmusiciansatconcerts,tryingtocapturethe
atmosphereofthemusicandthecrowd.Itsawayoffreezinga
momentintimewithjustoneclicklikearecord,keepingthe
pastaliveforme.Ilovegivingfriendspicturesofthemselvesin
diferentsituations.EveryonesaysImbecomingarealexpert,
butIdontthinkaboutthat.Myparentsalsogivemelotsof
encouragementtheyregoingtogetmeanewcamera,costhe
oneIvegotrightnowisntexactlythelatestmodel.
PAUSE3SECONDS
Speaker 3
PAUSE2SECONDS
F:IusuallyhaveanideainmymindofwhatIwanttoseein
aphoto,andIllconcentrateontryingtogetthatpicture.It
mightbeafriendinaninterestingplace,orascenefromnature,
whatever.Iknowforsomepeopleitstrickytocomeupwith
somethingtrulyoriginal,butIactuallyfeelmoresureofmyself
andwhatImdoingwhenImbehindthecamera.Ialsofeela
senseofcalmnesssomehow,whenImsittingatmylaptop
editingmypicturesandsharingthemwithfriendsonlineIjust
gettotallyabsorbedinthewholeprocess,andforgetallabout
whatsgoingonoutside.
PAUSE3SECONDS
Speaker 4
PAUSE2SECONDS
M:ImluckycosIlearnttouseacamerawhenIwasabout
ve-years-old,soImprettycondentinmyabilities.Obviously,
LISTENING
32 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
theresstillroomforimprovement,butImnogreatperfectionist.
Forme,itsaboutusingtheequipmenttoshowwhatIthinkand
feel,butalsousingmyimaginationtocreatesomethingunique.
Thetechnologysalwaysdeveloping,andalmosteverybodys
learnttouseacameraofsomesortthesedays,butIdontthink
peopleunderstandthepowerofwhattheycando.Itsnotjust
aboutgettingsnapsofeventsornewplacesorelseyoujust
endupwithapicturethatsbeentakenathousandtimesbefore.
PAUSE3SECONDS
Speaker 5
PAUSE2SECONDS
F:Iusedtoenjoyjustlookingatphotos,butthenIdiscoveredthe
amazingstufyoucandooncomputersorwithacameraIve
taughtmyselfloadsIgetpleasureoutofsolvingpuzzles,and
playingaround,experimentingtoseehowitallworks.Itsnot
abouttryingtobecreative,butmoreaboutamusingmyselfwith
whatIcando.IcantsayImsomeexpertphotographer,butIdo
postlotsofthepicturesItakeonvariouswebsitesforfriendsto
lookat,coseverybodygetssomethingoutofseeingthemselves,
andrememberingplacestheywentto,orthingstheydid.
PAUSE10SECONDS
Now youll hear Part Three again.

***

TAPEREPEAT
PAUSE5SECONDS
Thats the end of Part Three.
Now turn to Part Four.
PAUSE5SECONDS
Youll hear an interview with a teenager called Luke Fuller, whos
talking about working as a junior reporter for his local radio station.
For questions 2430, choose the best answer (A, B or C).
You now have one minute to look at Part Four.
PAUSE1MINUTE

***

Int:MyguesttodayisLukeFuller,whosseventeenandwhos
justspentamonthworkingasajuniorreporterforhislocalradio
station.Itsoundsfascinating.Whatwasthepurposeofwhat
youweredoing,Luke?
Luke:Well,theradiostationinmytownwantedtoencourage
teenagerstohaveagoatbeingreporters.Thismeanttaking
yourmicrophoneeverywhereandtalkingtopeopleaboutwhat
washappeningintheirlives.Thewholeideawastofocuson
ordinaryteenagersandnotlocalcelebritiesoranyonelikethat.It
wasaboutmakingusseethateveryonehasastorythatsworth
telling.Someofusmightgoontoworkataradiostation,but
thatwasntreallythepurpose.
Int:So,howdidyouprepare?
Luke:Well,wehadabitoftraining.OfcourseIhadtofamiliarise
myselfwiththeequipment,butImquitegoodwithtechnical
stufsothatwasnttoomuchofaproblem.Theweirdthingwas
havingtopractisebeingnaturalandrelaxed.Idneverthought
abouthowhardthatwouldbe.Weweretoldtobespontaneous
ratherthanwriteascriptoranythinglikethat.ImustadmitIlove
writing,soIdidjotdownsomeideasanyway!
Int:Howdidyoufeelabouttheideaofreportingfromyour
school?
Luke:Well,itmeantIdbethecentreofattentionforafewdays,
whichIwasntlookingforwardtobecauseImrathershy.These
reportswerentpartofmyschoolwork,butmyteachersseemed
quitekeenontheideaanyway,andoneortwogavemesome
advice.Andtherewasplentyofstufgoingonatschool.Itsa
livelyplacesotherewasnoshortageofstuftotalkabout.
Int:Sowhathappenedwhenyoudidyourrstinterviewswith
peopleatschool?
Luke:AssoonasIgotthemicrophoneout,evenmymost
talkativefriendstendedtogoallself-conscious.SometimesIhad
tobeginrecordingafewminutesbeforethestartoftheinterview
justtoputpeopleattheirease.Therewasntalwaystimeto
explainthingstothembeforetheinterview,sosometimesone
ortwoofthemdidntfeelready.Butyouknow,intheendpeople
oftenopenedupandrevealedmuchmorethanIdexpected,
whichwasgreat.
Int:Whathappensafteryouverecordedsomething?Isitedited
orchangedinanyway?
Luke:Everythingyourecordhastobecarefullyedited.Luckily
Igotthechancetoworkonthiswithproducersatthestation
soitwasntasifIdnocontroloverthecontent,althoughitonly
wentoutontheradioaweeklater,itwasntlive.Evenso,kids
Idtalkedtoatschoolwantedtoknowthatanythingsillyor
embarrassingtheysaidwouldntbebroadcast.Unfortunately
sometimesevengoodstufhadtobecutbecausetimesvery
limited!Thatsapity,butIunderstoodthereasonsforit.
Int:So,overalldidyouenjoybeingareporter?
Luke:Sure,itwasalotoffun.MymumsaysIlikeditbecause
itgavemepermissiontoaskloadsofpersonalquestionsbutI
thinkshesjustjoking.WhatwasreallycoolaboutitwasthatI
hadtobeajournalist,aproducerandanengineerallatthesame
timeandeachroleneededspecicskills.Inevercomplained
abouthavingtodoeverything.Yeah,itwashardwork,butI
didntmind.
Int:Andhasitchangedyourattitudetoradioatall?
Luke:Someofmyfriendsthinktheradioisjustformusic.But
Iveneverthoughtlikethat.Itcanmakeyoufeellikesomeoneis
talkingdirectlytoyou.Ihopethatshowpeoplewillfeelwhen
theyhearme!WhatIvelearntisthatbecausethereareno
pictures,youhavetobecreativeandpayattentiontothewords
youuse.Itmademeappreciatehowgoodradioreportershave
tobeatexpressingthemselves.Thatsnottosaytheresnoplace
formusic.
Int:GreattalkingtoyouLuke.
PAUSE10SECONDS
Now youll hear Part Four again.

***

REPEATINSERT
LISTENING
LISTENING | SAMPLE PAPER
33 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
LISTENING
LISTENING | SAMPLE PAPER
PAUSE5SECONDS
Thats the end of Part Four.
There will now be a pause of ve minutes for you to copy your
answers onto the separate answer sheet. Be sure to follow the
numbering of all the questions. Ill remind you when theres one
minute left, so that youre sure to nish in time.
PAUSE4MINUTES
You have one more minute left.
PAUSE1MINUTE
Thats the end of the test. Please stop now. Your supervisor will now
collect all the question papers and answer sheets.
34 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
Answerkey
Q PartOne
1 B
2 A
3 C
4 B
5 C
6 C
7 B
8 A
Q PartTwo
9 funny
10 feet
11 holes
12 (a)cow
13 beinghungry
hunger
(ratherthanloneliness)
(notloneliness)
14 (the)stars
15 (the)(dark)gardens
(with(lurking)cats)
16 (upturned)umbrella
17 (local)museum
18 (pufn)mouse(-)mat
Q PartThree
19 E
20 C
21 H
22 F
23 A
Q PartFour
24 C
25 A
26 C
27 A
28 C
29 B
30 B
LISTENING | ANSWER KEY
LISTENING
InPart2,bracketedwordsdonothavetoappearintheanswer.
35 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

Speakingpaper
Generaldescription
FORMAT TheSpeakingtestcontainsfour
parts.
TIMING 14minutes
NO.OFPARTS 4
INTERACTION
PATTERN
Twocandidatesandtwoexaminers.
Oneexamineractsasboth
interlocutorandassessorand
managestheinteractioneitherby
askingquestionsorprovidingcues
forcandidates.Theotheractsas
assessoranddoesnotjoininthe
conversation.
TASKTYPES Shortexchangeswiththe
interlocutorandwiththeother
candidate;a1-minuteindividuallong
turn;acollaborativetaskinvolving
thetwocandidates;adiscussion.
MARKS Candidatesareassessedontheir
performancethroughout.
Structureandtasks
PART1
TASKTYPE
ANDFORMAT
Aconversationbetweentheinterlocutorand
eachcandidate(spokenquestions).
FOCUS Thefocusisongeneralinteractionaland
sociallanguage.
TIMING 2minutes
PART2
TASKTYPE
ANDFORMAT
Anindividuallongturnbyeachcandidate
witharesponsefromthesecondcandidate.
Inturn,thecandidatesaregivenapairof
photographstotalkabout.
FOCUS Thefocusisonorganisingalargerunit
ofdiscourse,comparing,describingand
expressingopinions.
TIMING A1-minutelongturnforeachcandidate,
plusa30-secondresponsefromthesecond
candidate.ThetotaltimeforPart2is
4minutes.
PART3
TASKTYPE
ANDFORMAT
Atwo-wayconversationbetweenthe
candidates.Thecandidatesaregivenspoken
instructionswithwrittenstimuli,whichare
usedindiscussionanddecision-making
tasks.
FOCUS Thefocusisonsustaininganinteraction,
exchangingideas,expressingandjustifying
opinions,agreeingand/ordisagreeing,
suggesting,speculating,evaluating,reaching
adecisionthroughnegotiation,etc.
TIMING A2-minutediscussionfollowedbya
1-minutedecision-makingtask.Thetotal
timeforPart3is4minutes.
PART4
TASKTYPE
ANDFORMAT
Adiscussionontopicsrelatedtothe
collaborativetask(spokenquestions).
FOCUS Thefocusisonexpressingandjustifying
opinions,agreeingand/ordisagreeingand
speculating.
TIMING 4minutes
36 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
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SPEAKING
SPEAKING | SAMPLE PAPER
37 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

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38 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS

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SPEAKING
SPEAKING | SAMPLE PAPER
39 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | ASSESSMENT
AssessmentofSpeaking
Examinersandmarking
ThequalityassuranceofSpeakingExaminers(SEs)ismanaged
byTeamLeaders(TLs).TLsensureallexaminerssuccessfully
completeexaminertrainingandregularcerticationofprocedure
andassessmentbeforetheyexamine.TLsareinturnresponsible
toaProfessionalSupportLeader(PSL)whoistheprofessional
representativeofCambridgeEnglishLanguageAssessmentforthe
Speakingtestsinagivencountryorregion.
Annualexaminercerticationinvolvesattendanceataface-to-face
meetingtofocusonanddiscussassessmentandprocedure,followed
bythemarkingofsamplespeakingtestsinanonlineenvironment.
Examinersmustcompletestandardisationofassessmentforall
relevantlevelseachyearandareregularlymonitoredduringlive
testingsessions.
Assessmentscales
Throughoutthetestcandidatesareassessedontheirownindividual
performanceandnotinrelationtoeachother.Theyareawarded
marksbytwoexaminers:theassessorandtheinterlocutor.The
assessorawardsmarksbyapplyingperformancedescriptorsfromthe
AnalyticalAssessmentscalesforthefollowingcriteria:
GrammarandVocabulary
DiscourseManagement
Pronunciation
InteractiveCommunication
TheinterlocutorawardsamarkforGlobalAchievementusingthe
GlobalAchievementscale.
AssessmentforCambridge English: First for Schoolsisbasedon
performanceacrossallpartsofthetest,andisachievedbyapplying
therelevantdescriptorsintheassessmentscales.Theassessment
scalesforCambridge English: First for Schools(shownonpage40)are
extractedfromtheoverallSpeakingscalesonpage41.
40 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | ASSESSMENT
Cambridge English: First for SchoolsSpeakingExaminersuseamoredetailedversionofthefollowingassessmentscales,extractedfromtheoverall
Speakingscalesonpage41.
B2 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
5 Showsagooddegreeofcontrol
ofarangeofsimpleandsome
complexgrammaticalforms.
Usesarangeofappropriate
vocabularytogiveandexchange
viewsonawiderangeoffamiliar
topics.
Producesextendedstretches
oflanguagewithverylittle
hesitation.
Contributionsarerelevantand
thereisaclearorganisationof
ideas.
Usesarangeofcohesivedevices
anddiscoursemarkers.
Isintelligible.
Intonationisappropriate.
Sentenceandwordstressis
accuratelyplaced.
Individualsoundsarearticulated
clearly.
Initiatesandresponds
appropriately,linking
contributionstothoseofother
speakers.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcome.
4 Performance shares features of Bands 3 and 5.
3 Showsagooddegreeofcontrol
ofsimplegrammaticalforms,
andattemptssomecomplex
grammaticalforms.
Usesarangeofappropriate
vocabularytogiveandexchange
viewsonarangeoffamiliar
topics.
Producesextendedstretches
oflanguagedespitesome
hesitation.
Contributionsarerelevantand
thereisverylittlerepetition.
Usesarangeofcohesive
devices.
Isintelligible.
Intonationisgenerally
appropriate.
Sentenceandwordstressis
generallyaccuratelyplaced.
Individualsoundsaregenerally
articulatedclearly.
Initiatesandresponds
appropriately.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcomewithvery
littlesupport.
2 Performance shares features of Bands 1 and 3.
1 Showsagooddegreeofcontrol
ofsimplegrammaticalforms.
Usesarangeofappropriate
vocabularywhentalkingabout
everydaysituations.
Producesresponseswhichare
extendedbeyondshortphrases,
despitehesitation.
Contributionsaremostly
relevant,despitesome
repetition.
Usesbasiccohesivedevices.
Ismostlyintelligible,andhas
somecontrolofphonological
featuresatbothutteranceand
wordlevels.
Initiatesandresponds
appropriately.
Keepstheinteractiongoing
withverylittlepromptingand
support.
0 Performance below Band 1.
B2 Global Achievement
5 Handles communication on a range of familiar topics, with very little
hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
produce extended discourse that is generally coherent.
4 Performance shares features of Bands 3 and 5.
3 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack
coherence, and some inaccuracies and inappropriate usage occur.
2 Performance shares features of Bands 1 and 3.
1 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except
in well-rehearsed utterances.
0 Performance below Band 1.
41 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | ASSESSMENT
G
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.
OverallSpeakingscales
42 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | GLOSSARY OF TERMS
2. GRAMMAR AND VOCABULARY (cont.)
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex
utterances, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, innitives, verb patterns, modal forms
and tense contrasts.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
3. DISCOURSE MANAGEMENT
Coherence and
cohesion
Coherence and cohesion are difcult to separate in discourse.
Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers
to a stretch of speech which is unied and structurally organised.
Coherence and cohesion can be achieved in a variety of ways,
including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information (rst,
second, next, nally).
At higher levels, candidates should be able to provide cohesion not
just with basic cohesive devices (e.g. and, but, or, then, nally) but
also with more sophisticated devices (e.g. therefore, moreover, as a
result, in addition, however, on the other hand).
Related vocabulary: the use of several items from the same lexical
set, e.g. train, station, platform, carriage; or study, learn, revise.
Grammatical devices: essentially the use of reference pronouns
(e.g. it, this, one) and articles (e.g. There are two women in the
picture. The one on the right . . .).
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Extent/extended
stretches of
language
Extent/extended stretches of language: the amount of language
produced by a candidate which should be appropriate to the task.
Long turn tasks require longer stretches of language, whereas tasks
which involve discussion or answering questions could require
shorter and extended responses.
Relevance Relevance: a contribution that is related to the task and not about
something completely diferent.
Repetition Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.
Speakingassessment
Glossaryofterms
1. GENERAL
Conveying basic
meaning
Conveying basic meaning: the ability of candidates to get their
message across to their listeners, despite possible inaccuracies in
the structure and/or delivery of the message.
Situations and
topics
Everyday situations: situations that candidates come across in
their everyday lives, e.g. having a meal, asking for information,
shopping, going out with friends or family, travelling to school or
work, taking part in leisure activities. A Cambridge English: Key
(KET) task that requires candidates to exchange details about a
stores opening hours exemplies an everyday situation.
Familiar topics: topics about which candidates can be expected to
have some knowledge or personal experience. Cambridge English:
First (FCE) tasks that require candidates to talk about what people
like to do on holiday, or what it is like to do diferent jobs, exemplify
familiar topics.
Unfamiliar topics: topics which candidates would not be expected
to have much personal experience of. Cambridge English: Advanced
(CAE) tasks that require candidates to speculate about whether
people in the world today only care about themselves, or the
kinds of problems that having a lot of money can cause, exemplify
unfamiliar topics.
Abstract topics: topics which include ideas rather than concrete
situations or events. Cambridge English: Prociency (CPE) tasks
that require candidates to discuss how far the development of our
civilisation has been afected by chance discoveries or events, or the
impact of writing on society, exemplify abstract topics.
Utterance Utterance: people generally write in sentences and they speak in
utterances. An utterance may be as short as a word or phrase, or a
longer stretch of language.
2. GRAMMAR AND VOCABULARY (cont.)
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that t
the context of the given task. For example, in the utterance Im very
sensible to noise, the word sensible is inappropriate as the word
should be sensitive. Another example would be Todays big snow
makes getting around the city difcult. The phrase getting around is
well suited to this situation. However, big snow is inappropriate as
big and snow are not used together. Heavy snow would be
appropriate.
Flexibility Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to diferentiate according to the
context, and to eliminate ambiguity. Examples of this would be
reformulating and paraphrasing ideas.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English: Preliminary
(PET)), candidates may have control of only the simplest exponents
of the listed forms.
Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent
use of one form in terms of structure or meaning, the production of
one part of a complex form incorrectly or the use of some complex
forms correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances,
ellipsis and reformulation. Where communication is achieved, such
features are not penalised.
43 CAMBRIDGEENGLISH:FIRSTFORSCHOOLSSPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | GLOSSARY OF TERMS
4. PRONUNCIATION
Intelligible Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological
features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Individual sounds are:
Pronounced vowels, e.g. the // in cat or the // in bed
Diphthongs, when two vowels are rolled together to produce one
sound, e.g. the // in host or the // in hate
Consonants, e.g. the // in cut or the // in sh.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: The way the voice rises and falls, e.g. to convey the
speakers mood, to support meaning or to indicate new information.
5. INTERACTIVE COMMUNICATION
Development of
the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic
(e.g. What about bringing a camera for the holiday? or Whys that?).
Initiating and
Responding
Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or the
interlocutor has said.
Prompting and
Supporting
Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Turn and Simple
exchange
Turn: everything a person says before someone else speaks.
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question-
answer, suggestion-agreement.
9 781908 791122
ISBN 978-1-908791-12-2
Cambridge English
Language Assessment
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
www.cambridgeenglish.org/help
www.cambridgeenglish.org
Cambridge English: First for Schools is a version of Cambridge English: First,
also known as First Certificate in English (FCE), that has been developed
with exam content and topics targeted at the interests of school-aged
learners. It is at Level B2 of the Common European Framework of
Reference for Languages (CEFR) published by the Council of Europe.
Cambridge English: First has been accredited by Ofqual, the statutory
regulatory authority for external qualications in England and its
counterparts in Wales and Northern Ireland; for more information,
seewww.ofqual.gov.uk
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UCLES 2013 | CE/1118/3Y06