Key English Test: Handbook For Teachers

Key
English
Test for Schools
Handbook for teachers
Level A2
Common European Framework of Reference
UCLES 2009 | EMC/5244a/9Y04

KET for Schools content and overview
Paper Name Timing Content Test Focus
Paper 1 Reading/Writing 1 hour 10 minutes Nine parts: Assessment of candidates ability to understand
Five parts (Parts 15) test a range the meaning of written English at word, phrase,
of reading skills with a variety of sentence, paragraph and whole text level.
texts, ranging from very short
Assessment of candidates ability to produce
notices to longer continuous texts.
simple written English, ranging from one-word
Parts 69 concentrate on testing
answers to short pieces of continuous text.
basic writing skills.
Paper 2 Listening 30 minutes Five parts ranging from short Assessment of candidates ability to understand
(including 8 minutes, exchanges to longer dialogues dialogues and monologues in both informal and
transfer time) and monologues. neutral settings on a range of everyday topics.
Paper 3 Speaking 810 minutes per pair Two parts: Assessment of candidates ability to answer and
of candidates in Part 1, candidates interact with ask questions about themselves and about factual
an examiner; non-personal information.
in Part 2 they interact with another
candidate.
Preface
This handbook is for anyone preparing candidates for the Cambridge ESOL Key English Test for Schools (KET for Schools)
examination. The introduction gives an overview of KET and its place within Cambridge ESOL. This is followed by a focus on each
paper and includes content, advice on preparation and example papers.
If you require additional CDs or further copies of this booklet, please email: ESOLinfo@CambridgeESOL.org
Contents
2 University of Cambridge ESOL 2 Key features of Cambridge ESOL INTRODUCTION TO

Examinations examinations
CAMBRIDGE ESOL
2 KET and KET for Schools 4 Official accreditation in the UK EXAMINATION CONTENT
2 Introduction to KET 4 The KET candidature
3 Content of KET 4 What sort of test is KET?
AND PROCESSING
3 The level of KET 4 Marks and results
4 Varieties of English 5 Special circumstances
4 Recognition
5 Course materials 6 Seminars for teachers KET SUPPORT

5 Past papers and examination reports 6 Administrative information
5 Online support 6 Further information
6 Reading 6 Listening THE AIMS AND

6 Writing 6 Speaking
OBJECTIVES OF KET
7 Inventory of functions, notions and 9 Topics for KET for Schools LANGUAGE
communicative tasks 9 Lexis
8 Inventory of grammatical areas SPECIFICATIONS
1
10 General description 21 Answer key
10 Structure and tasks 22 Sample scripts for Part 9
12 Preparation 23 Answer sheet
14 Sample paper
READING AND
WRITING PAPER
2
24 General description 31 Sample tapescript
24 Structure and tasks 34 Answer key
25 Preparation 35 Answer sheet
27 Sample paper
LISTENING PAPER
3
36 General description 38 Cambridge ESOL Common Scale for
36 Structure and tasks Speaking
37 Preparation 39 Sample paper
37 Assessment
SPEAKING
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | co nte nts 1
Introduction to Cambridge ESOL to provide accurate and consistent assessment of each
language skill at the appropriate level
University of Cambridge ESOL Examinations to relate the examinations to the teaching curriculum in
such a way that they encourage positive learning
University of Cambridge ESOL Examinations (Cambridge ESOL) experiences and to seek to achieve a positive impact
is a part of the Cambridge Assessment Group, which is a wherever possible
department of the University of Cambridge*. It has a tradition
to endeavour to be fair to all candidates, whatever their
of language assessment dating back to 1913, and is one of the
national, ethnic and linguistic background, gender or
worlds largest educational assessment agencies. Cambridge
possible disability.
ESOL offers an extensive range of examinations, certificates
and diplomas for learners and teachers of English. In 2006, Cambridge ESOL examinations are designed around four
over 2 million people took these examinations at centres in
essential qualities: validity, reliability, impact and practicality.
over 140 countries.
Validity is normally taken to be the extent to which a test can
Cambridge ESOLs systems and processes for designing, be shown to produce scores which are an accurate reflection
developing and delivering examinations and assessment of the candidates true level of language skills. Reliability
services are certified as meeting the internationally concerns the extent to which test results are stable, consistent
recognised ISO9001:2000 standard for quality management. and accurate, and therefore the extent to which they can be
depended on for making decisions about the candidate.
Cambridge ESOL examinations are suitable for learners of all
Impact concerns the effects, beneficial or otherwise, which an
nationalities, whatever their first language and cultural
examination has on the candidates and other users, whether
background, and there are examinations suitable for learners
these are educational, social, economic or political, or various
of almost any age. Although they are designed for native
combinations of these. Practicality can be defined as the
speakers of languages other than English, no language related
extent to which an examination is practicable in terms of the
restrictions apply. The range of Cambridge ESOL examinations
includes specialist examinations in Business English and resources needed to produce and administer it. All these
English for Academic Purposes, as well as tests for young factors underpin the development and production of
learners and a suite of certificates and diplomas for language Cambridge ESOL examinations.
teachers.
The examinations cover all four language skills listening, Examination content and
speaking, reading and writing. They include a range of tasks
which assess candidates ability to use English, so that in
processing
preparing for the examinations, candidates develop the skills KET and KET for Schools
they need to make practical use of the language in a variety
of contexts. Above all, what the Cambridge ESOL examinations There are two versions of KET available: KET and KET for
assess is the ability to communicate effectively in English. Schools. KET for Schools has been specifically designed for
younger candidates. Both KET and KET for Schools exams
Cambridge ESOL is committed to providing examinations of
follow exactly the same format and the task types, testing
the highest possible quality. This commitment is underpinned
focuses and level of the question papers are identical. The only
by an extensive programme of research and evaluation, and by
difference in the two versions of the exams is that the content
continuous monitoring of the marking and grading of all
and treatment of topics in KET for Schools have been
Cambridge ESOL examinations. Of particular importance is the
particularly targeted at the interests and experience of younger
rigorous set of procedures which are used in the production
students.
and pretesting of question papers.
Where reference is made to information common to both
Key features of Cambridge ESOL examinations versions of the exam, we will refer to KET. Where reference is
made to information specific to the KET for Schools exam, we
Cambridge ESOL undertakes:
will refer to this by using the KET for Schools title.
to assess language skills at a range of levels, each of
them having a clearly defined relevance to the needs of
Introduction to KET
language learners
KET was originally developed between 1991 and 1994, and
to assess skills which are directly relevant to the range
of uses for which learners will need the language they tests competence in reading, writing, listening and speaking. It
have learned, and which cover the four language skills offers a basic qualification in English and also represents a
listening, speaking, reading and writing as well as first step for those wishing to progress towards the
knowledge of language structure and use Preliminary English Test (PET).
*Cambridge Assessment is the operating name for the University

of Cambridge Local Examinations Syndicate (UCLES).
2 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
KET is aligned to the Council of Europe Common European The level of KET
Framework of Reference (CEFR) for Languages Level A2. The
KET is at Level A2 of the Common European Framework of
format of KET was updated in March 2004, following an
Reference for Languages, and a description of this level is
extensive review involving key clients and stakeholders.
given below in terms of:
what material learners can handle
Content of KET
what learners can be expected to be able to do.
Cambridge ESOL examinations reflect a view of language
proficiency in terms of a language users overall At this level a learner should be able to cope linguistically in a
communicative ability; at the same time, for the purposes of range of everyday situations which require a basic and largely
practical language assessment, the notion of overall ability is predictable use of language. An A2 level user will be able to use
subdivided into different skills and subskills. This skills and English in their own or a foreign country in contact with
components view is well established in the language research native and non-native speakers of English for general
and teaching literature. purposes as described below.
Four main skills of reading, writing, listening and speaking are

The type of materials a KET for Schools candidate can deal
recognised, and each of these is assessed within the three test
with
papers. Reading and Writing are combined under a single test
component in KET. Reading is a multi-dimensional skill A language user at this level needs to be able to read simple
involving the interaction of the readers mental processing texts, many of which are of the kind needed for survival in
capacities with their language and content knowledge; further day-to-day life or while travelling in a foreign country. These
interaction takes place between the reader and the external include street signs and public notices, product packaging,
features of the text and task. Purpose and context for reading forms, posters, brochures, city guides and basic instructions.
shape these interactions and this is reflected through the use The user should also be able to deal with personal messages
of different text and task types which link to a relevant target written as letters, postcards or emails, and gain some
language use context beyond the test. information from informative texts taken from newsletters
and magazines. Where listening skills are concerned, a user
Writing ability is also regarded as a linguistic, cognitive, social needs to understand the basic facts given in announcements,
and cultural phenomenon that takes place in a specific for example in class or on schools trips, and public
context and for a particular purpose. Like Reading, KET announcements made at sporting events or pop concerts.
Writing involves a series of interactions between the task and
the writers, who are required to draw on different aspects of What a KET for Schools candidate can do
their knowledge and experience to produce a written
In the context of school and leisure, a language user at this
performance for evaluation. KET Writing tasks vary in
level can handle basic questions relating to their studies and
complexity from tasks requiring single word answers to a
hobbies. On the telephone, they could take the name of a caller
communicative task requiring up to 35 words of output.
and note down a simple message including a phone number.
Listening, like reading, is a multi-dimensional skill, involving
If travelling as a tourist with their family or school, a user is
interaction between the listener and the external features of
able to find out what time a tour starts and how much
the text and task and the test employs a range of text and task
something costs. They can understand the outline of the
types to reflect the variety of situations a learner at this level
information given on a guided tour, as long as it is in a
is likely to encounter.
predictable context, but can ask only very simple questions to
As with writing, speaking involves multiple competencies get more information.
including vocabulary and grammatical knowledge,
They can express their own likes and dislikes, but only in
phonological control, knowledge of discourse, and pragmatic
simple terms.
awareness, which are particularly distinct from their
equivalents in the written language. Since speaking generally Where reading is concerned, at this level the user can
involves reciprocal oral interaction with others, Speaking in understand the gist of a magazine article on a familiar topic
KET is assessed directly, through a face-to-face encounter with the help of a dictionary. They can also write very simple
between candidates and examiners. personal letters or emails expressing thanks, or a basic
message, although there may be elementary mistakes.
Each of the four skills tested in KET provides a unique
contribution to a profile of overall communicative language
The ALTE Can Do Project
ability that defines what a candidate can do at this level.
The Association of Language Testers in Europe (ALTE) has
developed a framework which covers six levels of language
proficiency aligned to the Council of Europe Common
European Framework of Reference for Languages. (See table 1,
overleaf.) Research carried out by ALTE has shown what
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g 3
language learners can typically do at each level. Table 2 gives The KET candidature
some examples at KET level of typical general ability plus
Information is collected about KET candidates at each session,
ability in each of the skill areas and a range of contexts.
when candidates fill in a Candidate Information Sheet. The
candidates for KET come from a wide range of backgrounds
Table 1
and take the examination for a number of different reasons.
Cambridge Main Suite CEFR levels
What sort of test is KET?
Certificate of Proficiency in English C2
Certificate in Advanced English C1 In real life, language is used in context, and the forms of
First Certificate in English B2 language vary according to that context. The assessment aims
Preliminary English Test B1 of KET and its syllabus are designed to ensure that the test
Key English Test A2 reflects the use of language in real life. The question types and
A1 formats have been devised with the purpose of fulfilling these
aims. KET corresponds closely to an active and communicative
Varieties of English approach to learning English, without neglecting the need for
clarity and accuracy.
Candidates responses to tasks in the Cambridge ESOL
examinations are acceptable in varieties of English which
Marks and results
would enable candidates to function in the widest range of
international contexts. Candidates are expected to use a The final mark a candidate receives in KET is the total of the
particular variety with some degree of consistency in areas marks obtained in each of the three papers (Reading and
such as spelling, and not for example switch from using a Writing, Listening, and Speaking). There is no minimum pass
British spelling of a word to an American spelling of the same mark for individual papers. The Reading, and Writing paper
word in the same written response to a given task. carries 50% of the marks and Listening and Speaking each
carry 25% of the total marks.
Recognition
There are two passing grades (Pass with Merit and Pass).
KET is widely recognised as a qualification representing
a general basic ability in English. More information about
recognition is available from centres, British Council offices,
Cambridge ESOL and from www.CambridgeESOL.org
Table 2
Can Do summary
Typical abilities Listening and Speaking Reading and Writing
Overall general CAN understand simple questions and instructions. CAN understand straightforward information within a known area.
ability
CAN express simple opinions or requirements in a familiar CAN complete forms and write short simple letters or postcards
context. related to personal information.
Social & Leisure CAN have short conversations with friends about interesting CAN understand short simple messages from people who share
topics. his/her interests, for example emails, postcards or short letters
from pen-friends.
CAN make simple plans with people, such as what to do,
where to go, and when to meet. CAN write a very simple personal letter, note or email, for
example accepting or offering an invitation, thanking someone
CAN express likes and dislikes in familiar contexts using
for something, apologizing.
simple language.
School and Study CAN understand basic instructions on class times, dates and CAN understand the general meaning of a simplified text book or
room numbers. story, reading very slowly.
CAN ask the person to repeat what they said, when he/she CAN write about his/her daily life in simple phrases and
does not understand something. sentences, for example family, school, hobbies, holidays, likes
and dislikes.
CAN express simple opinions using expressions such as
I dont agree.
4 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
Candidates who have not achieved a KET passing grade be given where an application is sent through the centre
(Council of Europe Level A2), but have demonstrated ability at and is made within 10 working days of the examination
the Council of Europe Level below this, are awarded level A1. date. Examples of acceptable reasons for giving special
Candidates with a score below Council of Europe level A1 consideration are in cases of illness or other unexpected
receive a Fail grade. Grade boundaries are set by considering: events.
Statistics on candidature Malpractice:
Statistics on the overall performance Cambridge ESOL will consider cases where candidates
Statistics on individual items, for those parts of the are suspected of copying, collusion or breaking the
examination for which this is appropriate (Reading and examination regulations in some other way. Results may
Listening) be withheld because further investigation is needed or
because of infringement of regulations. Centres are notified
Advice, based on the performance of candidates and
if a candidates results have been investigated.
recommendations of examiners, where this is relevant
(Writing and Speaking)
Comparison with statistics from previous years KET support

examination performance and candidature.
Course materials
Candidates receive their results approximately 56* weeks
A list of UK publishers which produce coursebooks and
after the examination.
practice materials related to the examinations is available
Results show the grade awarded and a graphical display of the from Cambridge ESOL and is on the Cambridge ESOL website.
candidates performance in each skill (shown against the scale KET requires an all-round language ability and this should
Exceptional Good Borderline Weak), and a standardised be borne in mind when selecting course materials. Most
score out of 100. This score allows candidates to see exactly coursebooks will need to be supplemented; care should
how they have performed. There are fixed values for each KET be taken to ensure that coursebooks and practice materials
grade, allowing comparison across sessions of the selected accurately reflect the content and format of the
examination: examination.
N.B. Cambridge ESOL does not undertake to advise on textbooks
Pass with Merit = 85100
or courses of study.
Pass = 7084.
This means that the score a candidate needs to achieve
Past papers and examination reports
a passing grade will always be 70.
Cambridge ESOL produces past examination papers, which
KET certificates are issued to candidates gaining a passing
can be used for practice, and examination reports, which
grade (Pass or Pass with Merit), and A1 level certificates are
provide a general view of how candidates performed overall
issued to candidates at that level, approximately four weeks
and on each paper and offer guidance on the preparation
after the issue of statements of results. A1 level certificates
of candidates. Details of how to order past papers and
do not refer to the KET exam.
examination reports, and how to download an order form,
Certificates are not issued to candidates awarded a Fail grade. are available from www.CambridgeESOL.org/support
The sample question papers included in this handbook have

Special circumstances
been produced to reflect the format of the examination.
Special circumstances covers three main areas: special However, candidates are strongly advised not to concentrate
arrangements, special consideration and malpractice. unduly on working through practice tests and examinations
as this will not by itself make them more proficient in the
Special arrangements:
different skills.
These are available for candidates with a permanent or
long-term disability, such as a visual or hearing difficulty,
or a temporary difficulty such as a broken hand, or ear
Online support
infection affecting a candidates ability to hear clearly. Cambridge ESOL provides an online resource for teachers,
Special arrangements may include extra time, separate designed to help them understand the examinations better
accommodation or equipment, Braille transcription, etc. and to prepare candidates more effectively.
Consult the Cambridge ESOL Centre Exams Manager in
The Teaching Resources website can be found at
your area for more details as soon as possible.
www.CambridgeESOL.org/teach
Special consideration:
Cambridge ESOL will give special consideration to
candidates affected by adverse circumstances immediately
before or during an examination. Special consideration can
* Results for computer-based tests are released in 34 weeks.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | k e t s u p p o rt 5
Seminars for teachers
The aims and objectives of KET
Cambridge ESOL offers a wide range of seminars designed for
Candidates who are successful in KET should be able to satisfy
teachers concerned with the examinations; some are also
their basic communicative needs in a range of everyday
suitable as introductions for administrators, school directors
situations with both native and non-native speakers of
etc. Some seminars are intended to provide information and
English. The following information provides an outline of the
support for teachers who are familiar with the examinations,
four skills covered in KET and a list of the language
and others can be used to introduce teachers to established
specifications that the KET examination is based on.
examinations and also to new or revised examinations.
Contact Cambridge ESOL for further details.
Reading
Administrative information Making use of the limited structural and lexical resources at
their disposal, candidates should be able to understand the
The KET for Schools examination is available six times a year.
main message, and some detail, of a variety of short factual
A computer-based version of KET for Schools (CB KET for reading texts and short pieces of fiction: for example, signs,
Schools) will be available from 2010. The tasks in each notices, instructions, brochures, guides, personal
component of CB KET for Schools follow the same format as in correspondence and informative articles from newsletters and
the paper-based version of KET for Schools. The Reading and magazines. They should also have strategies for dealing with
Writing, and Listening components are taken on computer, unfamiliar structures and vocabulary.
but the Speaking test is still administered in the same way as
for paper-based KET for Schools. Please contact your local Writing
Cambridge ESOL centre for more information. Candidates need to be able to produce items of vocabulary
Candidates must enter through a recognised centre. from a short definition, select appropriate lexis to complete
one-word gaps in a simple text, and to transfer information
Further information from a text to a form. They also need to show their ability to
complete a short everyday writing task appropriately,
Copies of Regulations and details of entry procedure, current coherently and showing reasonable control of structure,
fees and further information about this and other Cambridge vocabulary, spelling and punctuation.
examinations can be obtained from the Cambridge ESOL
Centre Exams Manager in your area, or from the address on
Listening
the back cover of this handbook. In some areas this
information can also be obtained from the British Council. Candidates should be able to understand and respond to
dialogues and monologues, including telephone conversations
and recorded messages, in both informal and neutral settings
on a range of everyday topics. The texts will be delivered at a
pace which is slow but not unnaturally so. Candidates should
be able to extract relevant factual information from what they
hear.
Speaking
Candidates should be able to interact both with an examiner
and with another candidate. They should be able to answer
and ask questions about themselves and about factual
information on a prompt card (e.g. times, prices, etc). They
should also demonstrate strategies for dealing with
communication difficulties, e.g. paraphrasing, asking for
clarification.
6 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | a n ove r v i e w o f k e t
Language specifications helping others to express their ideas
interrupting a conversation
The following is a summary of the language which is tested in asking for and giving the spelling and meaning of words
KET. In terms of vocabulary and grammatical structure, KET counting and using numbers
candidates will have productive control of only the simplest of asking and telling people the time, day and/or date
exponents for each category below; there is a wider, but still asking for and giving information about routines and habits
limited, range that they will be able to deal with receptively; understanding and giving information about everyday
and they will have strategies for coping with the unfamiliar. activities
talking about what people are doing at the moment
Language purposes talking about past events and states in the past, recent
activities and completed actions
Carrying out certain transactions:
understanding and producing simple narratives
Making arrangements
reporting what people say
Making purchases
talking about future situations
Ordering food and drink
talking about future plans or intentions
Giving and obtaining factual information:
making predictions
Personal
identifying and describing accommodation (houses, flats,
Non-personal (places, times, etc.)
rooms, furniture, etc.)
Establishing and maintaining social and professional buying things (costs and amounts)
contacts:
talking about food and ordering meals
Meeting people
talking about the weather
Extending and receiving invitations
talking about ones health
Proposing/arranging a course of action
following and giving simple instructions
Exchanging information, views, feelings and wishes
understanding simple signs and notices
asking the way and giving directions
Language functions
asking for and giving travel information
There are six broad categories of language functions (what asking for and giving simple information about places
people do by means of language): identifying and describing simple objects (shape, size, weight,
Imparting and seeking factual information colour, purpose or use, etc.)
making comparisons and expressing degrees of difference
Expressing and finding out attitudes
expressing purpose, cause and result, and giving reasons
Getting things done
making and granting/refusing simple requests
Socialising making and responding to offers and suggestions
Structuring discourse expressing and responding to thanks
Communication repair giving and responding to invitations
giving advice
A more detailed inventory of functions, notions and giving warnings and stating prohibitions
grammatical areas covered by KET is given below. asking/telling people to do something
expressing obligation and lack of obligation
Inventory of functions, notions and communicative asking and giving/refusing permission to do something
tasks making and responding to apologies and excuses
expressing agreement and disagreement, and contradicting
The realisations of these functions, notions and communicative tasks
people
will be in the simplest possible ways.
paying compliments
greeting people and responding to greetings (in person and on sympathising
the phone) expressing preferences, likes and dislikes (especially about
introducing oneself and other people hobbies and leisure activities)
asking for and giving personal details: (full) name, age,
talking about feelings
address, names of relatives and friends, etc.
expressing opinions and making choices
understanding and completing forms giving personal details
expressing needs and wants
describing education
expressing (in)ability in the present and in the past
describing people (personal appearance, qualities)
talking about (im)probability and (im)possibility
asking and answering questions about personal possessions
expressing degrees of certainty and doubt
asking for repetition and clarification
re-stating what has been said
checking on meaning and intention
k e t f o r sc h o o l s h h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns 7
Inventory of grammatical areas Interrogatives
Verbs What, What (+ noun)

Where; When
Regular and irregular forms
Who; Whose; Which
How; How much; How many; How often; How long; etc.
Modals
Why
can (ability; requests; permission) (including the interrogative forms of all tenses and modals
could (ability; polite requests) listed)
would (polite requests)
will (future)
Nouns
shall (suggestion; offer) Singular and plural (regular and irregular forms)
should (advice) Countable and uncountable nouns with some and any
may (possibility) Abstract nouns
have (got) to (obligation) Compound nouns
must (obligation) Noun phrases
mustnt (prohibition) Genitive: s & s
need (necessity) Double genitive: a friend of theirs
neednt (lack of necessity)
Pronouns
Tenses Personal (subject, object, possessive)
Present simple: states, habits, systems and processes and with Impersonal: it, there
future meaning (and verbs not used in the continuous form) Demonstrative: this, that, these, those
Present continuous: present actions and future meaning Quantitative: one, something, everybody, etc.
Present perfect simple: recent past with just, indefinite past Indefinite: some, any, something, one, etc.
with yet, already, never, ever; unfinished past with for and Relative: who, which, that
since
Past simple: past events
Determiners
Past continuous: parallel past actions, continuous actions a + countable nouns
interrupted by the past simple tense the + countable/uncountable nouns
Future with going to
Future with will and shall: offers, promises, predictions, etc. Adjectives
Colour, size, shape, quality, nationality

Verb forms
Predicative and attributive
Affirmative, interrogative, negative Cardinal and ordinal numbers
Imperatives Possessive: my, your, his, her, etc.
Infinitives (with and without to) after verbs and adjectives Demonstrative: this, that, these, those
Gerunds (-ing form) after verbs and prepositions Quantitative: some, any, many, much, a few, a lot of, all, other,
Gerunds as subjects and objects every, etc.
Passive forms: present and past simple Comparative and superlative forms (regular and irregular)
Short questions (Can you?) and answers (No, he doesnt) Order of adjectives
Participles as adjectives
Clause types
Adverbs
Main clause: Carlos is Spanish.
Co-ordinate clause: Carlos is Spanish and his wife is English. Regular and irregular forms
Subordinate clause following sure, certain: Im sure (that) shes Manner: quickly, carefully, etc.
a doctor. Frequency: often, never, twice a day, etc.
Subordinate clause following know, think, believe, hope: Definite time: now, last week, etc.
I hope youre well. Indefinite time: already, just, yet, etc.
Subordinate clause following say, tell: She says (that) shes his Degree: very, too, rather, etc.
sister. Place: here, there, etc.
Subordinate clause following if, when, where, because: Direction: left, right, etc.
Ill leave if you do that again. Sequence: first, next, etc.
Hell come when you call. Pre-verbal, post-verbal and end-position adverbs
Hell follow where you go. Comparative and superlative forms (regular and irregular)
I came because you asked me.
8 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns
Prepositions
Location: to, on, inside, next to, at (home), etc.

Time: at, on, in, during, etc.
Direction: to, into, out of, from, etc.
Instrument: by, with
Miscellaneous: like, about, etc.
Prepositional phrases: at the end of, in front of, etc.
Prepositions preceding nouns and adjectives: by car, for sale,
on holiday, etc.
Connectives
and, but, or
when, where, because, if
Note that students will meet forms other than those listed
above in KET, on which they will not be directly tested.
Topics for KET for Schools
Clothes
Daily life
Entertainment and media
Food and drink
Health, medicine and exercise
Hobbies and leisure
House and home
Language
People
Personal feelings, opinions and experiences
Personal identification
Places and buildings
School and study
Services
Shopping
Social interaction
Sport
The natural world
Transport
Travel and holidays
Weather
Lexis
The KET Vocabulary List includes items which normally occur in

the everyday vocabulary of native speakers using English today.
Candidates should know the lexis appropriate to their

personal requirements, for example, nationalities, hobbies,
likes and dislikes.
Note that the use of American pronunciation, spelling and

lexis is acceptable in KET.
A list of vocabulary that may appear in the KET examination

is available from the Cambridge ESOL website:
www.CambridgeESOL.org/teach
The list does not provide an exhaustive register of all the words
which could appear in KET question papers and candidates
should not confine their study of vocabulary to the list alone.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | l a n g u ag e s p e c i f i c at i o ns 9
PAPER 1
READING AND
WRITING
GENERAL DESCRIPTION STRUCTURE AND TASKS
Paper format This paper contains nine parts. PART 1

Timing 1 hour 10 minutes. Task type Matching.
No. of 56. and format Matching five prompt sentences to eight
notices, plus one example.
questions
Task focus Gist understanding of real-world
Task types Matching, multiple choice, multiple
notices. Reading for main message.
choice cloze, open cloze, word
completion, information transfer and No. of Qs 5.
guided writing.
Sources Authentic and adapted-authentic real- PART 2

world notices, newspaper and magazine
articles, simplified encyclopaedia Task type Three-option multiple-choice
entries. and format sentences. Five sentences (plus an
integrated example) with connecting
Answering Candidates indicate answers either by link of topic or story line.
shading lozenges (Parts 15) or writing
answers (Parts 69) on the answer sheet. Task focus Reading and identifying appropriate
vocabulary.
Marks Each item carries one mark, except for
question 56 which is marked out of 5. No. of Qs 5.
This gives a total of 60 marks, which is
weighted to a final mark out of 50,
representing 50% of total marks for the
PART 3
whole examination. Task type Three-option multiple choice.
and format Five discrete 3-option multiple-choice
items (plus an example) focusing on
verbal exchange patterns.
AND
Matching.
Five matching items (plus an integrated
example) in a continuous dialogue,
selecting from eight possible responses.
Task focus Functional language. Reading and

identifying appropriate response.
No. of Qs 10.
10 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
PART 4 PART 7
Task type Right/Wrong/Doesnt say OR Task type Open cloze.
and format 3-option multiple choice. and format Text of type candidates could be
One long text or three short texts expected to write, for example a short
adapted from authentic newspaper and letter or email.
magazine articles. Ten spaces to fill with one word (plus an
Seven 3-option multiple-choice items or integrated example) which must be
seven Right/Wrong/Doesnt say items, spelled correctly.
plus an integrated example.
Task focus Reading and identifying appropriate
Task focus Reading for detailed understanding and word with focus on structure and/or
main idea(s). lexis.
No. of Qs 7. No. of Qs 10.
PART 5 PART 8
Task type Multiple-choice cloze. Task type Information transfer.
and format A text adapted from an original and format Two short input texts, authentic in
source, for example encyclopaedia nature (emails, adverts etc.) to prompt
entries, newspaper and magazine completion of an output text (form,
articles. note, etc.).
Eight 3-option multiple-choice items, Five spaces to fill on output text with
plus an integrated example. one or more words or numbers (plus an
integrated example).
Task focus Reading and identifying appropriate
structural word (auxiliary verbs, modal Task focus Reading and writing down appropriate
verbs, determiners, pronouns, words or numbers with focus on
prepositions, conjunctions etc.). content and accuracy.
PART 6 PART 9
Task type Word completion. Task type Guided writing.
and format Five dictionary definition type and format Either a short input text or rubric to
sentences (plus an integrated example). prompt a written response.
Five words to identify and spell. Three messages to communicate.
Task focus Reading and identifying appropriate Task focus Writing a short message, note or
lexical item, and spelling. postcard of 2535 words.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g 11
Preparation Wherever possible these texts are authentic and so may
contain lexis which is unfamiliar to the candidates, but this
should not prevent them from understanding the main
General
message. This is a matching question, requiring candidates to
The Reading and Writing part of the test together take match five sentences to the appropriate sign or notice.
1 hour and 10 minutes with a total of 56 questions. Candidates
have a question paper and a separate answer sheet on which PART 2
they record their answers. Efforts are made to keep the
language of instructions to candidates as simple as possible, In Part 2, candidates are tested on their knowledge of
and a worked example is given in every part of the test. vocabulary. They are asked to fill the gap in each of five
sentences with one of the three options provided. There is a
Reading texts are authentic texts, adapted where necessary completed example sentence at the beginning. The six
so that most of the vocabulary and grammatical structures are sentences are all on the same topic or are linked by a simple
accessible to students at this level. However, candidates are
story line. Candidates should deal with each sentence
expected to be able to make use of interpretation strategies if
individually but be aware that the overall context will help
they encounter unfamiliar lexis or structures.
them find the correct answer.
Candidates do not need to follow a specific course before
attempting KET. Any general English course for beginners of PART 3
approximately 200 learning hours which develops reading and
In Part 3, candidates are tested on their ability to
writing skills alongside instruction in grammar and
understand the language of the routine transactions of daily
vocabulary will be suitable.
life.
In addition to coursebook reading texts, teachers are
Questions 1115 are multiple choice (three options).
advised to give their students every opportunity to read the
Candidates are asked to complete five 2-line conversational
type of English used in everyday life, for example, short
exchanges.
newspaper and magazine articles, advertisements, tourist
brochures, instructions, recipes, etc. In dealing with this real- Questions 1620 are matching questions. Candidates are
life material, students should be encouraged to develop asked to complete a longer dialogue, by choosing from a list of
reading strategies to compensate for their limited linguistic eight options. These dialogues take place in study and social
resources, such as the ability to guess unfamiliar words, and situations.
the ability to extract the main message from a text. A class
library consisting of English language magazines and PART 4
simplified readers on subjects of interest to students will be a
valuable resource. In Part 4, candidates are tested on their ability to
understand the main ideas and some details of longer texts.
Students should also be encouraged to take advantage of These texts come from authentic sources, such as newspaper
real-life occasions for writing short messages to each other
and magazine articles and collections of short stories, but are
and their teacher. They can, for example, write invitations,
adapted to make them accessible to candidates. Texts may
arrangements for meeting, apologies for missing a class, or
include vocabulary which is unfamiliar to the candidates, but
notices about lost property. Here the emphasis should be on
this should not interfere with their ability to complete the
the successful communication of the intended message,
task.
though errors of structure, vocabulary, spelling and
punctuation should not be ignored. The questions in this part may be multiple-choice
comprehension questions (with three options) or alternatively,
To ensure that candidates fully understand what they will
candidates may be asked to decide whether, according to the
have to do in the Reading and Writing paper, it is advisable for
text, each one of a set of statements is correct or incorrect, or
them to become familiar in advance with the different types
whether there is insufficient information in the text to decide
of test tasks. They should also make sure that they understand
this.
how to record their answers on the answer sheet, (page 23).
PART 5
By part In Part 5, candidates are tested on their knowledge of
Parts 15 focus particularly on reading. grammatical structure and usage in the context of a reading
text. As with Part 4, texts are adapted from newspaper and
PART 1
magazine articles, encyclopaedias and other authentic
In Part 1, candidates are tested on their ability to sources. Words are deleted from the text and candidates are
understand the main message of a sign, notice or other very asked to complete the text by choosing the appropriate word
short text. These texts are of the type usually found in schools, from three options. Deletions mainly focus on structural
railway stations, airports, shops, restaurants, on roads, etc. elements, such as verb forms, determiners, pronouns,
12 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g
prepositions and conjunctions. Understanding of structural
Assessment
relationships at the phrase, clause, sentence or paragraph
level is also required. There are 5 marks for Part 9. Candidates at this level are not
expected to produce faultless English, but to achieve 5 marks a
Parts 69 focus particularly on writing. candidate should write a cohesive message, which
successfully communicates all three parts of the message,
PART 6 with only minor grammar and spelling errors. A great variety
of fully acceptable answers is possible.
In Part 6, candidates are asked to produce five items of
vocabulary and to spell them correctly. The five items of General Mark Scheme for Part 9
vocabulary will all belong to the same lexical field, for
example, food, things you can find in a school, free time Mark Criteria
activities etc. For each word they have to write, candidates are
given a definition of the type you can find in a learners 5 All three parts of message clearly communicated.
Only minor spelling errors or occasional grammatical errors.
dictionary, followed by the first letter of the required word and
a set of dashes to represent the number of the remaining
letters in the required word. There is a worked example at the
4 All three parts of message communicated.
Some non-impeding errors in spelling and grammar or some
beginning. awkwardness of expression.
PART 7 3 All three parts of message attempted.

Expression requires interpretation by the reader and contains
In Part 7, candidates are asked to complete a gapped text. impeding errors in spelling and grammar.
Texts are short and simple and are of the type candidates at
this level may be expected to write, for example, notes, emails All three parts of the message are included but the context is
and short letters. A text may take the form of a note plus a incorrect.
or
reply to that note, or may be a single letter. Deletions in the
Two parts of message are clearly communicated.
text focus on grammatical structure and vocabulary.
Only minor spelling errors or occasional grammatical errors.
Candidates are only asked to produce words which students at
this level can be expected to actively use. Correct spelling of
the missing words is essential in this part.
2 Only two parts of message communicated.
Some errors in spelling and grammar.
PART 8 The errors in expression may require patience and

interpretation by the reader and impede communication.
In Part 8, candidates complete a simple information
transfer task. They are asked to use the information in two 1 Only one part of the message communicated.
Some attempt to address the task but response is very unclear.
short texts (email, advertisement, note, etc.) to complete a
note, form, diary entry or other similar type of document.
Candidates have to understand the text(s) in order to complete 0 Question unattempted, or totally incomprehensible response.
the task, and the focus is on both writing and reading ability.
Candidates are expected to understand the vocabulary
commonly associated with forms and note taking, for Candidates are penalised for not writing the minimum
example, name, date, time, cost, etc. The required written number of words (i.e. fewer than 25). They are not penalised
production is at word and phrase level, not sentence. Correct for writing too much, though they are not advised to do so.
spelling is essential in this part. Candidates also need to think carefully about who the target
reader is for each task and try to write in an appropriate style.
PART 9 Question 56 It is important to write clearly so that the answers are easy to
read. However, it is not important if candidates write in upper
In Part 9, candidates are given the opportunity to show that
or lower case, or if their writing is joined up or not.
they can communicate a written message (2535 words) of an
authentic type, for example a note, email or postcard to a
friend. The instructions indicate the type of message required,
who it is for and what kind of information should be included.
Candidates must respond to the prompts given. All three
prompts must be addressed in order to complete the task fully.
Alternatively, the candidates may be asked to read and
respond appropriately to three elements contained within a
short note, email or postcard from a friend.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g 13
PAPER 1: READING AND WRITING
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Answer key
Reading and Writing

PART ONE PART TWO PART THREE PART FOUR PART FIVE
1 H 6 B 11 C 21 A 28 B
2 C 7 A 12 B 22 C 29 C
3 G 8 B 13 C 23 A 30 B
4 D 9 C 14 A 24 B 31 B
5 A 10 C 15 C 25 A 32 A
16 F 26 A 33 C
17 B 27 B 34 A
18 D 35 C
19 A
20 H
PART SIX PART SEVEN PART EIGHT
36 stadium 41 have 51 Saturday
37 camera 42 them 52 (starts at) 1.30 (p.m.)
38 beach 43 than (starts at) 13.30
39 guitar 44 the (starts at) one thirty (in the afternoon)
40 tent 45 last (starts at) half past one (in the afternoon)
this 53 (a) (warm) sweater
46 with 54 car
47 go 55 366387
48 ago
49 each
every
per
50 lot
Brackets ( ) indicate optional words.
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g | a ns w e r k e y 21
Sample scripts for Part 9 grammar which may require patience on the part of the
reader.
Sample 1
Dear Alex, Sample 5
I will come to you at 18.00. I want to watch Fast Hello Alex,

and Furious. I would like to eat chips, pizza and fast- I cant wait the moment when I will go to your
food, and drink cola. house.
I would like to see a fantastic film like a Star wars.
5 marks
COMMENTARY 1 mark
All three parts of the message clearly communicated. COMMENTARY
Only one part of the message communicated.
Sample 2
To Alex,
Yes, its so great. I arrive at 2.30 and I want to watch
Titanic becouse is interesting and nice. I would like the
eggs with potatoe or a hamburgers.
4 marks
COMMENTARY
All three parts of the message communicated but there are

some non-impeding errors in spelling and grammar.
Sample 3
Im really happy to come to your house. You can

choose the film. I like cartoons. We can eat a pop-
corns and kola, and chisp, swindwich, hamburger and
mustard.
Bye
3 marks
Commentary
Two parts of the message are clearly communicated.

Information about what time to come is not included. There
are only minor spelling errors and occasional grammatical
errors.
Sample 4
Hello. I am come to my house last week. DVD is a film.

I can you come at 12.30. My favourite eat its a pizza
and chips. My favourite drink a cola. Thank you.
2 marks
COMMENTARY
Only two parts of the message communicated. Information

about which DVD to watch is not included. There are errors in
22 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g sa m p l e sc r i p t f o r pa rt 9
Answer sheet
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g a n d w r i t i n g | a ns w e r s h e e t 23
PAPER 2
LISTENING
Paper This paper PART 1

format contains five parts.
Task type Three-option multiple choice.
Timing About 30 minutes, and format Short neutral or informal dialogues.
including 8 minutes Five discrete 3-option multiple-choice items with visuals, plus one
to transfer answers. example.
No. of questions 25. Task focus Listening to identify key information (times, prices, days of week,
numbers, etc.).
Task types Matching, multiple
choice, gap-fill. No. of Qs 5.
Sources All texts are based on

authentic situations,
PART 2
and each part is heard Task type Matching.
twice. and format Longer informal dialogue.
Five items (plus one integrated example) and eight options.
Answering Candidates indicate
answers either by Task focus Listening to identify key information.
shading lozenges No. of Qs 5.
(Parts 13) or writing
answers (Parts 4 and
5) on the answer
PART 3
sheet. Task type Three-option multiple choice.
and format Longer informal or neutral dialogue.
Marks Each item carries one
Five 3-option multiple-choice items (plus an integrated example).
mark. This gives a
total of 25 marks Task focus Taking the role of one of the speakers and listening to identify
which represents 25% key information.
of total marks for the
No. of Qs 5.
whole examination.
PART 4
Task type Gap-fill.
and format Longer neutral or informal dialogue.
Five gaps to fill with one or more words or numbers, plus an
integrated example. Recognisable spelling is accepted, except with
very high frequency words, e.g. bus, red, or if spelling is dictated.
Task focus Listening and writing down information (including spelling of

names, places, etc. as dictated on recording).
No. of Qs 5.
PART 5
Task type Gap-fill.
and format Longer neutral or informal monologue.
Five gaps to fill with one or more words or numbers, plus an
integrated example. Recognisable spelling is accepted, except with
very high frequency words e.g. bus, red, or if spelling is dictated.
Task focus Listening and writing down information (including spelling of

names, places, etc. as dictated on recording).
No. of Qs 5.
24 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g
Preparation as soon as possible if they have difficulty hearing the
recording. It is important to let the supervisor know this at the
beginning of the recording before the Listening test begins
General
properly.
The Listening paper is divided into five parts with a total of
25 questions. The texts are written or adapted by item writers
specifically for the test and recorded in a studio to simulate By part
real spoken language. The listening texts are recorded on CD,
and each text is heard twice. There are pauses for candidates PART 1
to look at the questions and to write their answers. The In Part 1, candidates are tested on their ability to identify
instructions to the candidates on the recording are the same simple factual information in five separate short
as the instructions on the question paper. Candidates write conversational exchanges. The short conversations are either
their answers on the question paper as they listen, and they between friends or relatives, or between a member of the
are then given 8 minutes at the end of the test to transfer public and a shop assistant, etc. The information focused on in
these answers to an answer sheet. The complete Listening these dialogues is, for example, prices, numbers, times, dates,
test, including time for the transfer of answers, takes about 30 locations, directions, shapes, sizes, weather, descriptions of
minutes. people and current actions.
Listening is a language skill which should be practised from On the question paper, the candidates see a simple
the early stages of learning English. question and three multiple-choice options based on pictures
or drawings. There are five questions in Part 1.
The teachers first resource is the listening material
included in the coursebook. These listening tasks should be
made use of regularly in order to build up the confidence PART 2
which comes from listening to a variety of speakers talking
In Part 2, candidates are tested on their ability to identify
about a range of topics. A major advantage of using taped
simple factual information in a longer conversation. The
material is that teacher and students are in control of the
conversation is an informal one between two people who
number of times a particular listening text is played, which
know each other. The topic will be one of personal interest to
should be varied. Sometimes students will need several
the speakers, for example, daily life, travel, free-time activities,
repeats before they are able to extract the information
etc.
required by a particular listening task, but at other times they
should try to see how much they can understand after just Candidates show their understanding of the conversation
one hearing. by matching two lists of items, for example, people with the
food they like to eat, or days of the week with activities.
In addition to making regular use of coursebook materials,
teachers should take every opportunity to maximise students
exposure to authentic spoken English. Even with beginner PART 3
level students, English should be used as much as possible as
In Part 3, candidates are also tested on their ability to
the language of classroom management. Thus from an early
identify simple factual information. The listening text is
stage students become used to following instructions in
usually an informal conversation between two people who
English and to extracting relevant information from spoken
know each other about a topic of personal interest to the
discourse.
speakers.
Other sources of authentic listening material include: films,
In this part, candidates show their understanding of the
television, videos and DVDs, songs, the internet, British
conversation by answering five multiple choice questions,
Embassies and Consulates, the British Council, language
each with three options.
schools, clubs, hotels, youth hostels, airports, teachers of
English and any other speakers of English, such as tourists,
PARTS 4 AND 5
tourist guides, friends and family.
In Parts 4 and 5, candidates are tested on their ability to
In listening to real-life spoken English, students should be
extract specific factual information from a dialogue or
encouraged to develop listening strategies such as picking out
monologue and write it down. The dialogue or monologue is in
important information, and deducing meaning from context
a neutral context, for example, in shops, schools, etc. A
by focusing on key words and ignoring unimportant
monologue may be a recorded message. The information to be
unfamiliar terms.
extracted is of a practical nature, for example, opening times,
Students should also become familiar with the task types entrance fees, etc.
in the KET Listening paper, and make sure they know how to
Candidates are asked to complete a message or notes on
record their answers on the answer sheet.
the question paper by extracting information from the
Candidates should tell the supervisor of the Listening test listening text and writing it down. Information to be written
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g 25
down consists of numbers, times, dates, prices, spellings and
words. In each case, candidates are required to write down one
or two words or numbers. Completely accurate spelling is not
required, except where a name has been spelled out in the
listening text or when it is a simple high-frequency word.
26 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g
PAPER 2: LISTENING
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PAPER 2: LISTENING 2 Which campsite did Josh stay at last year?
Tapescript for Sample Paper Woman: Where did you go on holiday last year Josh? Did you
go to that campsite by the sea again?
Josh: We couldnt because it was full. But we found an even

This is the Cambridge Key English Test for Schools nicer one, in a forest.
Listening Sample Paper.
Woman: Are you going there again this year?
There are five parts to the test. Parts One, Two, Three, Four
and Five. Josh: My dad wants to try one in the mountains this year.
We will now stop for a moment before we start the test. PAUSE
Please ask any questions now because you must NOT
speak during the test. Now listen again.
PAUSE REPEAT
PAUSE
Now look at the instructions for Part One.
3 How much is the skirt?
PAUSE
Sophie: Mum, will you buy me this skirt?
You will hear five short conversations.
You will hear each conversation twice. Mother: How much is it, Sophie? I dont want to spend more
There is one question for each conversation. than twenty pounds.
For each question, choose the right answer, A, B or C.
Sophie: Well, this ticket says twenty-five pounds but I think
Here is an example: everything in this part of the shop is in the sale.
Which is the girls horse?
Mother: Oh yes, look, its fifteen pounds. OK then, but thats
Boy: Is that your horse over there, with the white face? the last thing Im buying today.
Girl: No. Mine is the one with two white legs. Isnt she PAUSE
pretty?
Now listen again.
Boy: Oh yes, standing next to the black one.
REPEAT
Girl: Thats right. Would you like to ride her? PAUSE
PAUSE Now listen again.
The answer is A. REPEAT

Now we are ready to start. PAUSE

*** 4 Whats the weather like now?
Look at question 1. Boy: Pete, its stopped raining. Shall we go out for a bike
PAUSE ride?
1 How many children went on the school trip? Pete: Im watching TV now. Anyway, its still cloudy. I think
its going to rain again.
Man: Did you enjoy your school trip, James? Did everyone
in your class go? Boy: Oh all right. Shall we go tomorrow if its sunny?
James: No, twelve people stayed behind, so there were Pete: Yes, OK.
eighteen of us. We had a great time.
PAUSE
Man: Where did you all sleep?

Now listen again.
James: We had small rooms with six beds in each one. It was
REPEAT
lots of fun.
PAUSE
PAUSE
5 What will the girl cook?
Now listen again.
Girl: Mum, can I do some cooking?
REPEAT
Mother: I suppose so. What do you want to make, a cake?
PAUSE
Girl: No one liked the one I made last week. Can I make
some soup this time?
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t 31
Mother: OK. We can have it for lunch. Im cooking roast This is the end of Part Two.
chicken for dinner tonight.
PAUSE
PAUSE

***
Now listen again. Now look at Part Three.
REPEAT PAUSE
PAUSE
Listen to Susie talking to her friend Matt about going to the
This is the end of Part One. cinema.
For each question, choose the right answer, A, B or C.
PAUSE
You will hear the conversation twice.

*** Look at questions 1115 now. You have twenty seconds.
Now look at Part Two.
PAUSE
PAUSE
Now listen to the conversation.
Listen to Nick talking to a friend about his birthday
presents. Susie: Hi Matt. Would you like to come to the cinema with
What present did each person give him? me and Jane on Saturday? We asked Sam and Pete
too but theyre both busy.
For questions 610, write a letter AH next to each person.
Matt: What are you going to see Susie?
You will hear the conversation twice.
Susie: Field of Green. Its got Johnny Delaicey in it.
PAUSE
Matt: Oh, yes, I know. He was in Sunny Day and Heart of

Girl: Hi Nick. Whats that youre reading?
Gold. Is it on at the cinema in the shopping centre?
Nick: Its a book my cousin got me for my birthday. Its
Susie: That ones closed. Were going to the one opposite the
really interesting.
park. Its not on at the one by the market.
Girl: Oh yes, I forgot it was your birthday. What did you get
Matt: And how are you getting there?
from your mum?
Susie: My mum cant drive us, so were going to walk from
Nick: Well, I asked for a new bike, but she bought me this
my house. We can get the bus back afterwards.
phone instead. I can listen to music on it and take
pictures! Matt: OK. What time shall I be at your house then?
Girl: Oh! And what did your brother get you? A computer Susie: Well, the film starts at four-fifteen, so come at a
game? quarter to four. It takes about twenty minutes to get
there.
Nick: He bought me this jacket. Do you like it?
Matt: Fine. And how much money should I bring? Tickets
Girl: Its great. Did your aunt buy you anything?
are five pounds fifty arent they?
Nick: Well, she usually gives me money. But this year she
Susie: These are more. Theyre six pounds twenty for this
got me two tickets to see a film. film. Im taking eight pounds so I can get a drink as
Girl: And what about your uncle? He knows a lot about well.
music doesnt he? Matt: Good idea. See you later!
Nick: Yes, he usually buys me a CD. But this time he gave PAUSE
me twenty pounds and told me to choose something
Now listen again.
myself.
REPEAT
Girl: And did your grandmother give you anything?
PAUSE
Nick: Well, I often get clothes from her, but this year she
This is the end of Part Three.
gave me a computer game. My brother helped her
choose it! PAUSE

***
PAUSE
Now listen again.
REPEAT
PAUSE
32 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t
Now look at Part Four. Now look at Part Five.
PAUSE PAUSE
You will hear a girl, Milly, asking a friend about guitar You will hear a man on the radio talking about a new TV
lessons. quiz show.
Listen and complete each question. Listen and complete each question.
You will hear the conversation twice. You will hear the information twice.
PAUSE PAUSE
Milly: Hello Dan, its Milly here. Man: Now, listen carefully! I want to tell you about a new
TV quiz show for children. Its called Answer That,
Dan: Hi.
and it will be on channel five at four oclock every
Milly: Im phoning to ask about your guitar lessons. My Thursday. It will be just like the popular adult quiz
parents are thinking about buying me an electric show on the same channel on Monday afternoons.
guitar. Im sure youve all seen that!
Dan: Oh, great. Well, the teacher I go to gives lessons every Every week there will be forty-eight children on the
Saturday morning. programme. They will be in eight teams, and each
team will have six children.
Milly: Whats the teachers name?
The questions will be easy at the beginning of the
Dan: Shes called Alison Gayle. Shes very good.
quiz and then they will get more difficult. They will
Milly: How do you spell her surname? all be about films, music and TV. At the end there will
be only one team left the winners.
Dan: Its G A Y L E.
There will be some great prizes. This week the
Milly: And how much is a lesson? My parents dont want to
winners will all get a new camera. Everyone loves
pay more than thirty pounds.
taking photos. Next week the first prize is a laptop. If
Dan: Its twenty-six pounds fifty for an hour. But you can you would like to be on Answer That, then call
have a shorter lesson if you like. I pay seventeen 05735 789 655. Just give your name, age and school
pounds fifty for forty minutes. address, and maybe you will be on TV soon!
Milly: That sounds good. And where do you have the PAUSE
lessons? At her house?
Now listen again.
Dan: Thats right. She lives at 34 Purley Lane. Its close to
REPEAT
the city centre. Youll find it easily.
PAUSE
Milly: Have you got her phone number?
This is the end of Part Five.
Dan: Yes, its 01253 664 783.

***
Milly: Thanks Dan. Ill call her tonight. You now have eight minutes to write your answers on the
Dan: OK. Make sure you call between six oclock and answer sheet.
nine oclock. She doesnt like it if people call later PAUSE

than that.
You have one more minute.
Milly: All right. Thanks for your help Dan.
PAUSE
PAUSE
This is the end of the test.
Now listen again.
REPEAT
PAUSE
This is the end of Part Four.
PAUSE

***
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | sa m p l e ta p e sc r i p t 33
PAPER 2: LISTENING
Answer key
PART ONE PART TWO PART THREE PART FOUR PART FIVE
1 C 6 F 11 B 16 (Alison) GAYLE 21 Thursday (s)
2 B 7 D 12 C 17 () 26.50 (per hour) Thurs
3 A 8 C 13 B 18 city centre 22 8
4 C 9 G 14 A city center eight
5 A 10 E 15 B 19 01253 664 783 23 (Films, TV and) music
20 (before) 9 (.00) (oclock) (p.m.) 24 (a new) camera
(before) nine (oclock) (p.m.) 25 05735 789 655
Brackets ( ) indicate optional words.
34 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | a ns w e r k e y
PAPER 2: LISTENING
Answer sheet
Candidate Name Centre No.

If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).
Candidate Signature Candidate No.

0 0 0 0
1 1 1 1
Examination Title Examination
2 2 2 2
Details
3 3 3 3
Centre
4 4 4 4
5 5 5 5
Supervisor: 6 6 6 6
If the candidate is ABSENT or has WITHDRAWN shade here 7 7 7 7
8 8 8 8
9 9 9 9
KET Paper 2 Listening Candidate Answer Sheet

Instructions
Use a PENCIL (B or HB).
Rub out any answer you want to change with an eraser.
For Parts 1, 2 and 3:
Mark ONE letter for each question.
For example, if you think C is the right answer to the 0 A B C
question, mark your answer sheet like this:
Part 1 Part 2 Part 3

1 A B C 6 A B C D E F G H 11 A B C
For Parts 4 and 5:

Write your answers in the spaces next to the
numbers (16 to 25) like this:
0
Do not Do not
Part 4 write here Part 5 write here
1 16 0 1 21 0
16 21
1 17 0 1 22 0
17 22
1 18 0 1 23 0
18 23
1 19 0 1 24 0
19 24
1 20 0 1 25 0
20 25
KET L DP314/088
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 2 : l is te n i n g | a ns w e r s h e e t 35
PAPER 3
SPEAKING
Paper format The paper contains two parts.

PART 1
Timing 810 minutes per pair of candidates.
Task type Each candidate interacts with the
No. of parts 2. and format interlocutor.
The interlocutor asks the candidates
Interaction The standard format is two questions.
pattern candidates and two examiners. The interlocutor follows an interlocutor
One examiner acts as both assessor frame to guide the conversation, ensure
and interlocutor and manages the standardisation and control level of
interaction by asking questions and input.
setting up the tasks. The other acts
Focus Language normally associated with
as assessor and does not join in the meeting people for the first time, giving
conversation. information of a factual personal kind.
Bio-data type questions to respond to.
Task types Short exchanges with the examiner
and an interactive task involving Timing 56 minutes.
both candidates.
Marks Candidates are assessed on PART 2

their performance throughout the
test. Task type Candidates interact with each other.
Candidates are not expected to and format The interlocutor sets up the activity
produce completely accurate or using a standardised rubric.
fluent language, but they are Candidates ask and answer questions
expected to interact appropriately using prompt material.
and intelligibly. The emphasis in Focus Factual information of a non-personal
assessment is on the ability to kind related to daily life.
communicate clearly.
Timing 34 minutes.
36 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g
Preparation Assessment
General Throughout the test, candidates are assessed on their
language skills, not their personality, intelligence or
The Speaking test has two parts and lasts 8 to 10 minutes, knowledge of the world. They must, however, be prepared to
involving two examiners and a pair of candidates. One develop the conversation, where appropriate, and respond to
examiner is an interlocutor while the other, who takes no part the tasks set. Prepared speeches are not acceptable.
in the interaction, is an assessor. The Speaking component Candidates are assessed on their own individual performance
contributes 25% of the marks for the whole test. and not in relation to each other. Both examiners assess the
It is important that the speaking skill is developed candidates according to criteria which are interpreted at KET
alongside the other language skills. This may best be done by level. The assessor awards marks according to three analytical
making English the language of classroom management, and criteria: Grammar and Vocabulary, Pronunciation and
by encouraging students to communicate with each other and Interactive Communication. The interlocutor awards a global
with the teacher in English. achievement mark.
Candidates should be able to respond appropriately to Grammar and Vocabulary

questions asking for simple information about themselves.
They should, for example, be able to give their name This refers to the candidates ability to use vocabulary,
(including spelling it), country of origin, subject of study, give structure and paraphrase strategies to convey meaning.
information about their family, home town, school, free-time Candidates at this level are only expected to have limited
activities and talk simply about their likes and dislikes. linguistic resources, and it is success in using these limited
resources to communicate a message which is being assessed
Simple role plays in which students are required to ask and rather than range and accuracy.
answer questions will provide useful practice. Such role plays
should focus on everyday language and situations and involve
Pronunciation
questions about daily activities and familiar experiences, or
feature exchanging information about such things as charges This refers to the intelligibility of the candidates speech. First
and opening times of, for example, a local sports centre. language interference is expected and not penalised if it does
not affect communication.
Practising for the KET Speaking component will help
students prepare for possible real-life situations. This will
Interactive Communication
encourage students to use the spoken language, increase their
confidence in their language ability and help them develop a This refers to the candidates ability to take part in the
positive attitude towards the language learning process. interaction appropriately. Hesitation while the candidate
searches for language is expected and not penalised so long as
By part it does not strain the patience of the listener. Candidates are
given credit for being able to ask for repetition or clarification
PART 1 if necessary.
This takes 5 to 6 minutes. In this part, each candidate

interacts with the interlocutor, using the language normally Global Achievement
associated with meeting people for the first time, giving
This is based on the analytical criteria and relates to the
factual information of a personal kind, for example, name,
candidates performance overall.
place of origin, study, family etc. Candidates are also expected
to be able to talk about their daily life, interests, likes, etc.
Marking
PART 2 As mentioned above, assessment is based on performance in
the whole test, and is not related to performance in particular
This takes 3 to 4 minutes. In this part, the two candidates
parts of the test. The assessor awards marks for each of the
interact with each other. This involves asking and answering
four criteria listed above. The interlocutor awards each
questions about factual information of a non-personal kind.
candidate one global mark.
Prompt cards are used to stimulate questions and answers
which will be related to daily life, leisure activities and social In many countries, Oral Examiners are assigned to teams, each
life (including references to places, times, services, where to of which is led by a Team Leader who may be responsible for
go, how to get there, what to eat, etc.). approximately 15 Oral Examiners. Team Leaders give advice
and support to Oral Examiners, as required.
The Team Leaders are responsible to a Professional Support

Leader who is the professional representative of Cambridge
ESOL for the Speaking tests. Professional Support Leaders are
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | p r e pa r at i o n a n d a s se s sm e nt 37
appointed by Cambridge ESOL and attend an annual co-
Cambridge ESOL Common Scale for
ordination and development session. Team Leaders are
appointed by the Professional Support Leader in consultation
Speaking
with the local administration.
LEVEL MASTERY
After initial training of examiners, standardisation of marking c2 CERTIFICATE OF PROFICIENCY IN ENGLISH:
is maintained by both examiner co-ordination sessions and by Fully operational command of the spoken language
Able to handle communication in most situations, including
monitoring visits to centres by Team Leaders. During co- unfamiliar or unexpected ones.
ordination sessions, examiners watch and discuss sample Able to use accurate and appropriate linguistic resources to
Speaking tests recorded on DVD. express complex ideas and concepts and produce extended
discourse that is coherent and always easy to follow.
The sample tests on DVD are selected to demonstrate a range Rarely produces inaccuracies and inappropriacies.
Pronunciation is easily understood and prosodic features are
of nationalities and different levels of competence, and are
used effectively; many features, including pausing and
pre-marked by a team of experienced assessors. hesitation, are native-like.
LEVEL EFFECTIVE OPERATIONAL PROFICIENCY

c1 CERTIFICATE IN ADVANCED ENGLISH:
Good operational command of the spoken language
Able to handle communication in most situations.
Able to use accurate and appropriate linguistic resources to
express ideas and produce discourse that is generally coherent.
Occasionally produces inaccuracies and inappropriacies.
Maintains a flow of language with only natural hesitation
resulting from considerations of appropriacy or expression.
L1 accent may be evident but does not affect the clarity of the
message.
LEVEL VANTAGE
b2 FIRST CERTIFICATE IN ENGLISH:
Generally effective command of the spoken language
Able to handle communication in familiar situations.
Able to organise extended discourse but occasionally produces
utterances that lack coherence and some inaccuracies and
inappropriate usage occur.
Maintains a flow of language, although hesitation may occur
whilst searching for language resources.
Although pronunciation is easily understood, L1 features may be
intrusive.
Does not require major assistance or prompting by an interlocutor.
LEVEL THRESHOLD
b1 PRELIMINARY ENGLISH TEST:
Limited but effective command of the spoken language
Able to handle communication in most familiar situations.
Able to construct longer utterances but is not able to use complex
language except in well-rehearsed utterances.
Has problems searching for language resources to express ideas
and concepts resulting in pauses and hesitation.
Pronunciation is generally intelligible, but L1 features may put a
strain on the listener.
Has some ability to compensate for communication difficulties
using repair strategies but may require prompting and assistance
by an interlocutor.
LEVEL WAYSTAGE
a2 KEY ENGLISH TEST:
Basic command of the spoken language
Able to convey basic meaning in very familiar or highly
predictable situations.
Produces utterances which tend to be very short words or
phrases with frequent hesitations and pauses.
Dependent on rehearsed or formulaic phrases with limited
generative capacity.
Only able to produce limited extended discourse.
Pronunciation is heavily influenced by L1 features and may at
times be difficult to understand.
Requires prompting and assistance by an interlocutor to prevent
communication from breaking down.
38 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | c a m b r i d g e e s o l com mo n sc a l e f o r s p e a k i n g
PAPER 3: SPEAKING
Part 2
Part 2 3 4 minutes (Prompt card activity)
Prompt cards are used to stimulate questions and answers of a non-personal kind. The
interlocutor reads out instructions and gives a question card to one candidate and an answer
card to the other. After the candidates have asked and answered the questions, they change
roles, as in the example below.
Example
The interlocutor reads out these instructions and gives a question card to Candidate B and
an answer card to Candidate A.
Candidate A, there is some information about a skateboarding competition.

Candidate B, you dont know anything about the skateboarding competition,
so ask A some questions about it. Now B, ask A your questions about the
skateboarding competition and A, you answer them.
Candidate A your answers Candidate B your questions
Skateboarding Competition Skateboarding Competition

for anyone 11 15 years old
! where ?
at
Green Park
20 June
! for children ?
! date ?
! website ?
1st prize
New Skateboard
visit www.citynews.com for more ! what / win ?
information
There is a variety of acceptable questions which may be produced using this material. For example:
Where is the competition?

Is the competition for children?
What date is it?
Is there a website address?
What can you win?
k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r 39
PAPER 3: SPEAKING
Part 2
The examiner will stop the interaction after 4 or 5 questions have been asked and answered.
A different set of prompt cards is then given out, so that Candidate A has the opportunity to
ask questions and Candidate B to answer them. In this example, the questions are about a
theatre school.
Candidate B, here is some information about a theatre school.

Candidate A, you dont know anything about the theatre school,
so ask B some questions about it. Now A, ask B your questions
about the theatre school and B, you answer them.
Candidate B your answers Candidate A your questions
Lenny Grade Theatre school
! name / school ?
! what / learn ?
Theatre School
22 High Street
Well teach you to act, sing and dance! ! when / classes ?
Classes 3 to 5 p.m. Every Saturday
Fee: 35 a month ! cost ?
Visit: www.theatre.com
! address ?
40 k e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r

Key English Test: Handbook For Teachers

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Key

UCLES 2009 | EMC/5244a/9Y04

Paper Name Timing Content Test Focus

2 University of Cambridge ESOL 2 Key features of Cambridge ESOL INTRODUCTION TO

5 Course materials 6 Seminars for teachers KET SUPPORT

6 Reading 6 Listening THE AIMS AND

knowledge of language structure and use Preliminary English Test (PET).

*Cambridge Assessment is the operating name for the University

Four main skills of reading, writing, listening and speaking are

Comparison with statistics from previous years KET support

The sample question papers included in this handbook have

* Results for computer-based tests are released in 34 weeks.

Verbs What, What (+ noun)

Colour, size, shape, quality, nationality

I came because you asked me.

Location: to, on, inside, next to, at (home), etc.

Topics for KET for Schools

The KET Vocabulary List includes items which normally occur in

Candidates should know the lexis appropriate to their

Note that the use of American pronunciation, spelling and

A list of vocabulary that may appear in the KET examination

Paper format This paper contains nine parts. PART 1

Sources Authentic and adapted-authentic real- PART 2

Task focus Functional language. Reading and

No. of Qs 7. No. of Qs 10.

PART 7 3 All three parts of message attempted.

PART 8 The errors in expression may require patience and

7".)@( .>((DDDD( " ?" M"(')&(20**&-.(G&'(!M.(%0?&(%/.'(8&/-:(

! !"# ! !"# $%&'#()*&#!#

Reading and Writing

PART SIX PART SEVEN PART EIGHT

36 stadium 41 have 51 Saturday

37 camera 42 them 52 (starts at) 1.30 (p.m.)

38 beach 43 than (starts at) 13.30

39 guitar 44 the (starts at) one thirty (in the afternoon)

this 53 (a) (warm) sweater

Brackets ( ) indicate optional words.

Dear Alex, Sample 5

I will come to you at 18.00. I want to watch Fast Hello Alex,

All three parts of the message clearly communicated. COMMENTARY

Only one part of the message communicated.

All three parts of the message communicated but there are

Im really happy to come to your house. You can

Two parts of the message are clearly communicated.

Hello. I am come to my house last week. DVD is a film.

Only two parts of the message communicated. Information

Paper This paper PART 1

Sources All texts are based on

Task focus Listening and writing down information (including spelling of

Task focus Listening and writing down information (including spelling of

Josh: We couldnt because it was full. But we found an even

PAUSE Now listen again.

The answer is A. REPEAT

Man: Where did you all sleep?

Matt: Oh, yes, I know. He was in Sunny Day and Heart of

music doesnt he? Matt: Good idea. See you later!

Now listen again.

nine oclock. She doesnt like it if people call later PAUSE

This is the end of Part Four.

1 C 6 F 11 B 16 (Alison) GAYLE 21 Thursday (s)

2 B 7 D 12 C 17 () 26.50 (per hour) Thurs

4 C 9 G 14 A city center eight

5 A 10 E 15 B 19 01253 664 783 23 (Films, TV and) music