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Now check your learning with these quiz:
http://kidshealth.org/kid/htbw/RSquiz.html
Review the vocabulary with these games:
PAPER 3 : SPEAKING
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PART
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TASK TYPE AND FORMAT
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FOCUS
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TIMING
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1
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Each candidate
interacts with the interlocutor.
The interlocutor
asks the candidates questions in turn, using standardised questions.
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Giving information
of a factual, personal kind.
The candidates
respond to questions about present circumstances, past experiences and future
plans.
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2-3 minutes
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2
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Simulated
situation. Candidates interact with each other.
Visual
stimulus is given to the candidates to aid the discussion task. The
interlocutor sets up the activity using a standardised rubric.
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Using
functional language to make and respond to suggestions, discuss alternatives,
make recommendations and negotiate agreement.
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2-3
minutes
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3
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Extended turn.
A colour photograph
is given to each candidate in turn and they are asked to talk about it for
approximately a minute. Both photographs relate to the same topic.
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Describing
photographs and managing discourse, using appropriate vocabulary, in a longer
turn.
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3 minutes
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4
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General
conversation. Candidates interact with each other.
The
topic of the conversation develops the theme established in Part 3.
The
interlocutor sets up the activity using a standardised rubric.
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The
candidates talk together about their opinions, likes/dislikes, preferences,
experiences, habits, etc.
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3
minutes
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PAPER 3 : SPEAKING
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PART
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TASK TYPE AND FORMAT
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FOCUS
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TIMING
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1
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Each candidate
interacts with the interlocutor.
The interlocutor
asks the candidates questions.
The interlocutor
follows an interlocutor frame to guide the conversation, ensure standardisation
and control level of input.
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Language normally
associated with meeting people for the first time, giving information of a
factual personal kind.
Bio-data type
questions to respond to.
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5-6 minutes
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2
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Candidates
interact with each other.
The
interlocutor sets up the activity using a standardised rubric.
Candidates
ask and answer questions using prompt material.
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Factual
information of a non-personal kind related to daily life.
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3-4
minutes
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PAPER 2 : LISTENING
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PART
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TASK TYPE AND FORMAT
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TASK FOCUS
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NUMBER OF QUESTIONS
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1
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Multiple choice
(discrete).
Short neutral or
informal monologues or dialogues.
Seven discrete
3-option multiple-choice items with visuals.
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Listening to
identify key information from short exchanges.
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7
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2
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Multiple
choice.
Longer
monologue or interview (with one main speaker).
Six
3-option multiple-choice items.
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Listening
to identify specific information and detailed meaning.
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6
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3
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Gap-fill.
Longer monologue.
Six gaps to fill in.
Candidates need to write one or more words in each space.
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Listening to
identify, understand and interpret information.
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6
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4
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True/False.
Longer
informal dialogue.
Candidates
need to decide whether six statements are correct or incorrect.
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Listening
for detailed meaning, and to identify the attitudes and opinions of the
speakers.
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6
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PAPER 2 : LISTENING
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PART
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TASK TYPE AND FORMAT
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TASK FOCUS
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NUMBER OF QUESTIONS
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1
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Three-option
multiple choice.
Short neutral or
informal dialogues.
Five discrete 3-option
multiple-choice items with visuals, plus one example.
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Listening to
identify key information (times, prices, days of the week, numbers, etc.)
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5
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2
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Matching.
Longer
informal dialogue.
Five
items (plus one integrated example) and eight options.
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Listening
to identify key information.
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5
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3
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Three-option
multiple choice.
Longer informal or
neutral dialogue.
Five3-option
multiple-choice items (plus integrated example).
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Taking the ‘role’ of
one of the speakers and listening to identify key information.
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5
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4
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Gap-fill.
Longer
neutral or informal dialogue.
Five
gaps to fill with one or more words or numbers, plus an integrated example.
Recognisable spelling is accepted, except with very high frequency words,
e.g. ‘bus’, ‘red’, or if spelling is dictated.
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Listening
and writing down information (including spelling of names, places, etc. As dictated
on recording).
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5
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5
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Gap-fill.
Longer neutral or
informal monologue.
Five gaps to fill
with one or more words or numbers, plus an integrated example. Recognisable
spelling is accepted, except with very high frequency words, e.g. ‘bus’, ‘red’,
or if spelling is dictated.
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Listening and
writing down information (including spelling of names, places, etc. As dictated
on recording).
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5
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PAPER 1 : READING AND WRITING
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READING
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PART
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TASK TYPE AND FORMAT
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TASK FOCUS
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NUMBER OF QUESTIONS
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1
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Three-option
multiple choice.
Five
very short discrete texts: signs and messages, postcards, notes, emails,
labels, etc.
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Reading
real-world notices and other short texts for the main message.
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5
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2
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Matching.
Five items in the
form of descriptions of people to match to eight short adapted-authentic
texts.
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Reading multiple
texts for specific information and detailed comprehension.
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5
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3
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True/False.
Ten
items with and adapted-authentic long text.
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Processing
a factual text. Scanning for specific information while disregarding
redundant material.
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10
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4
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Four-option multiple
choice.
Five items with an
adapted-authentic long text.
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Reading for detailed
comprehension; understanding attitude, opinion and writer purpose. Reading
for gist, inference and global meaning.
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5
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5
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Four-option
multiple-choice cloze.
Ten
items, with an adapted-authentic text drawn from a variety of sources. The
text is of a factual or narrative nature.
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Understanding
of vocabulary and grammar in a short text, and understanding the
lexico-structural patterns in the text.
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10
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WRITING
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PART
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TASK TYPE AND FORMAT
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TASK FOCUS
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NUMBER OF QUESTIONS
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1
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Sentence
transformations.
Five items that are
theme-related.
Candidates are given
sentences and then asked to complete similar sentences using a different
structural pattern so that the sentence still has the same meaning.
Candidates should
use no more than three words.
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Control and
understanding of B1 level Cambridge English:
Preliminary for Schools grammatical structures.
Rephrasing and
reformulating information.
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5
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2
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Short
communicative message. Candidates are prompted to write a short message in
the form of a postcard, note, email, etc. The prompt takes the form of a
rubric or short input text to respond to.
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A
short piece of writing of 35-45 words
focusing on communication of three specific content points.
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1
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3
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A longer piece of
continuous writing.
Candidates are
presented with a choice of two questions, an informal letter or a story.
Candidates are assessed using assessment scales consisting of four subscales:
Content, Communicative Achievement, Organisation and Language.
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Writing about 100
words focusing on control and range of language.
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1
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