A2 Key
for Schools
Handbook for teachers
for exams
Make the most of
your handbook
The best way to get the most from your handbook is to use the digital version. The digital version is
updated more regularly.
The digital version contains links which take you straight to related pages if you want to nd out more. For example, you
can read about Part 1 of the Reading and Writing paper in the Tasks section, then click on the link to take you straight to a
sample Part 1 task. There are also links which take you to useful websites and resources.
Tasks
The Tasks pages give information about the exam format
and what is tested in each part of the paper.
Preparing learners
The Preparing learners pages give information and advice
about what teachers can do to prepare their learners for
the exam. There are also links to useful websites to nd
additional materials. You’ll nd suggested exam strategies
to help learners perform to the best of their ability on the
day.
Advice by task
The Advice by task sections include advice and tips on how
to prepare for each task, as well as example screenshots
from the digital sample tests. To access the complete Digital
Exam, please go to camengli.sh/3YITkt6
Sample paper and assessment
The Sample paper and assessment section includes a
sample paper for each of the four components as well as
answer keys for the Reading and Listening components. For
the Writing and Speaking papers there is information about
the assessment criteria, and for Writing there are example
answers for you to refer to or use with your learners.
02 About Cambridge
03 A2 Key for Schools – an overview
04 Exam support
05 About the exam
Paper 1: Reading and Writing
07 Tasks
08 Preparing learners
10 Advice by task
18 Sample paper and assessment
Paper 2: Listening
28 Tasks
29 Preparing learners
31 Advice by task
36 Sample paper and assessment
Paper 3: Speaking
43 Tasks
44 Preparing learners
46 Advice by task
48 Sample paper and assessment
55 Language specications
58 Glossary
1
About Cambridge
To learn English is to enjoy and experience a language that
opens up opportunities across the world.
Together with teachers and our partners, we’re here to
engage and inspire millions of people throughout their
entire learning journey. We help them condently prove
their skills to the world.
We believe that language is at the heart of being human,
and English can unlock a lifetime of experiences. We help
individuals everywhere connect, communicate and come
closer together.
Where your world grows.
• 5.5 million assessments taken every year
• Accepted by over 25,000 organisations worldwide
• 2,800 exam centres in 130 countries
• Over 50,000 preparation centres
Cambridge English
Qualications Digital
Discover an enhanced exam
experience with on-demand test
dates and faster results.
cambridgeenglish.org/qualications-digital
Cambridge English Qualications are in-depth exams that
make learning English enjoyable, eective and rewarding.
Our unique approach encourages continuous progression
with a clear path to improving language skills. Each of our
qualications focuses on a level of the Common European
Framework of Reference (CEFR), enabling learners to
develop and build speaking, writing, reading and listening
skills.
Our qualications are based on research into eective
teaching and learning. They motivate people of all ages
and abilities to learn English and develop practical skills for
the real world.
We have Cambridge English Qualications for:
• Schools
• General and higher education
Whether learners are planning to live, work or study in their
own country or abroad, our qualications prove they have
the English language skills to succeed.
To nd out more about Cambridge English Qualications
and the CEFR, go to cambridgeenglish.org/cefr
2
A2 Key for Schools – an overview
A2 Key for Schools is a basic level qualication that shows
a candidate has achieved a good foundation in learning
English. It is an ideal rst exam for those new to learning
English and gives learners condence to study for higher
Cambridge English Qualications such as B1 Preliminary and
B2 First.
Exam formats
A2 Key for Schools can be taken as either a digital or
paper-based exam.
Who is the exam for?
A2 Key for Schools is aimed at school students who want to
show they can:
• understand and use basic phrases and expressions
• understand simple written English
• interact with English speakers at a basic level.
Who recognises the exam?
The A2 Key for Schools certicate is recognised around the
world as a basic qualication in English.
Cambridge English Qualications are accepted and
trusted by thousands of organisations worldwide. For more
information about recognition go to cambridgeenglish.
org/recognition
What level is the exam?
A2 Key for Schools is targeted at Level A2 on the CEFR.
Achieving a certicate at this level proves that a candidate
can use English to communicate in simple situations.
Statements of Results
The Statement of Results shows the candidate’s:
• score on the Cambridge English Scale for their
performance in each of the four skills (reading,
writing, listening and speaking)
• score on the Cambridge English Scale for their
overall performance in the exam. The overall score is
the average of their scores for the four skills
• grade – this is based on the candidate’s overall score
• level on the CEFR – this is also based on the overall
score.
Certicates
The certicate shows the candidate’s:
• score on the Cambridge English Scale for each of the
four skills
• overall score on the Cambridge English Scale
• grade
• level on the CEFR
• level on the UK National Qualications Framework
(NQF).
Students will receive the same certicate as candidates
who take A2 Key.
Special requirements
Cambridge English Qualications are designed to be
fair to all test takers. For more information about special
circumstances, go to cambridgeenglish.org/help/special-
requirements/
A2 Key for Schools – an overview 3
Exam support
Ocial Cambridge English Qualication
preparation materials
To support teachers and help learners prepare for their
exams, we have developed a range of ocial support
materials including coursebooks and practice tests. These
ocial materials are available in both digital and print
formats.
cambridgeenglish.org/exam-preparation
Find our digital and paper-based sample papers on the A2
Key for Schools preparation page.
Support for teachers
The exam preparation pages for each level provide user-
friendly, free resources for all teachers preparing for our
exams. They include:
General information – handbooks for teachers,
samplepapers.
Detailed exam information – format, timing, number of
questions, task types, mark scheme of each paper.
Exam tutorial videos – a step-by-step guide to
completing the digital exams.
Teaching tips for the Cambridge English Qualications
Digital – a booklet with teaching tips to help you prepare
students for the Cambridge English Qualications Digital.
Cambridge English Qualications Digital FAQs – here
you can nd answers to the most important questions
about Cambridge English Qualications Digital.
Advice for teachers – developing students’ skills and
preparing them for the exam.
Downloadable lessons – a lesson for every part of
everypaper.
Teaching qualications – a comprehensive range of
qualications for new teachers and career development
for more experienced teachers.
Webinars – a wide range of exam-specic webinars for
both new and experienced teachers.
Teacher development – resources to support teachers
in their Continuing Professional Development.
camengli.sh/3YITkt6
Facebook for teachers
Teachers can join our community on Facebook for free
resources, activities and tips to help prepare learners for
Cambridge English Qualications.
facebook.com/CambridgeEnglishTeaching
Free support for candidates
We provide learners with a wealth of exam resources and
preparation materials throughout our website, including
exam advice, sample papers, candidate guides, games and
online learning resources.
cambridgeenglish.org/learning-english
Facebook for learners
Learners joining our lively Facebook community can
get tips, take part in quizzes and talk to other English
languagelearners and also nd support and preparation
materials for students taking the digital test.
facebook.com/CambridgeEnglish
Registering candidates for an exam
Exam entries must be made through an authorised
Cambridge English examination centre.
Centre sta have all the latest information about our
exams, and can provide you with:
• details of entry procedures
• copies of the exam regulations
• exam dates
• current fees
• more information about A2 Key for Schools and other
Cambridge English Qualications.
We have more than 2,800 centres in over 130 countries
– all are required to meet our high standards of exam
administration, integrity, security and customer service.
Find your nearest centre at cambridgeenglish.org/
centresearch
Further information
If your local authorised exam centre is unable to answer
your question, please contact our helpdesk:
cambridgeenglish.org/help
4
About the exam
A2 Key for Schools is a rigorous and thorough test of English
at Level A2. It covers all four language skills – reading,
writing, listening and speaking.
A thorough test of all areas of language
ability
There are three papers; detailed information on each test
paper is provided later in this handbook, but the overall
focus of each test is as follows:
Reading and Writing: 60 minutes
Candidates need to be able to understand simple
written information such as signs and newspapers, and
produce simple written English.
Listening: 30 minutes – approximately
Candidates need to show they can follow and
understand a range of spoken materials such as
announcements, when people speak reasonably slowly.
Speaking: 8–10 minutes
Candidates take the Speaking test with another
candidate or in a group of three. They are tested on
their ability to take part in dierent types of interaction:
with the examiner, with the other candidate and by
themselves.
Each of the three test components contributes to a prole
which denes the candidates’ overall communicative
language ability at this level.
Marks and results
A2 Key for Schools gives detailed, meaningful results.
OVERALL
LENGTH
NUMBER
OF TASKS/
PARTS
NUMBER
OF ITEMS
A2 Key for Schools
Reading
and
Writing
60 mins 7 32
Listening approx 30 mins 5 25
Speaking 8–10 mins 2 –
TOTAL
approx
1 hour 40 mins
All candidates receive a Statement of Results. Candidates
whose performance ranges between CEFR Levels A1 and B1
(Cambridge English Scale scores of 100–150) also receive a
certicate.
Grade A: Cambridge English Scale scores of 140–150
Candidates sometimes show ability beyond Level A2. If
a candidate achieves a Grade A in their exam, they will
receive the Key for Schools English Test certicate stating
that they demonstrated ability at Level B1.
Grade B and Grade C: Cambridge English Scale scores
of 120–139
If a candidate achieves a Grade B or Grade C in their
exam, they will receive the Key for Schools English Test
certicate at Level A2.
CEFR Level A1: Cambridge English Scale scores of100–119
If a candidate’s performance is below Level A2, but falls
within Level A1, they will receive a Cambridge English
certicate stating that they demonstrated ability at
Level A1.
Digital vs paper-based:
Same task, dierent formats
Digital exam
Paper-based
exam
About the exam 5
2
Part 1
Questions 1 – 6
For each question, choose the correct answer.
1
Go upstairs if you want to
A
buy a dress for a party.
B
pay less for something to read.
C
find a game for a teenager.
2
A
Greta has forgotten when the next maths
class is.
B
Greta hopes Fiona will help her find her
maths notes.
C
Greta wants to know what the maths
homework is.
3
A
Students not going on the trip cannot have a
day off school.
B
Students have to decide today if they would
like to join the trip.
C
Students going on the trip must come to
school first.
Can Do summary
What can candidates do at Level A2?
The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR
level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge
English, as one of the founding members of ALTE, uses this framework to ensure its exams reect real-life language skills.
TYPICAL
ABILITIES
READING AND WRITING LISTENING AND SPEAKING
Overall
general
ability
CAN understand straightforward information within a
known area.
CAN complete forms and write short, simple letters or
postcards related to personal information.
CAN understand simple questions and
instructions.
CAN express simple opinions or requirements
in a familiar context.
Social and
Tourist
CAN understand straightforward information on
food, standard menus, road signs and messages on
automatic cash machines.
CAN complete most forms related to personal
information.
CAN understand straightforward directions,
provided that these are not lengthy or
complex.
CAN express likes and dislikes in familiar
contexts using simple language.
Study
CAN understand the general meaning of a simplied
textbook or article, reading very slowly.
CAN write a very short, simple narrative or description.
CAN understand basic instructions on class
time, dates and room numbers.
CAN express simple opinions using expressions
such as ‘I don’t agree’.
6
Reading and Writing
Paper 1:
Reading and Writing tasks
1 hour
Reading
PART
NUMBER OF
QUESTIONS
NUMBER
OF MARKS
TASK TYPES WHAT DO CANDIDATES HAVE TO DO?
1 6 6
3-option multiple
choice
Read six short real-world texts for the main message.
2 7 7
3-option multiple
matching
Read seven questions and three short texts on the
same topic, then match the questions to the texts.
3 5 5
3-option multiple
choice
Read one long text for detailed understanding and main
ideas.
4 6 6
3-option multiple-
choice cloze
Read a factual text and choose the correct vocabulary
items to complete the gaps.
5 6 6
Open cloze
Complete gaps in an email (and sometimes the reply
too) using one word.
Writing
PART
NUMBER OF
QUESTIONS
NUMBER
OF MARKS
TASK TYPES WHAT DO CANDIDATES HAVE TO DO?
6 1 15
Guided writing Write a short email or note of 25 words or more.
7 1 15
Picture story
Write a short story of 35 words or more based on three
picture prompts.
TOTAL
32 60
7
Paper 1
Reading and Writing
Preparing learners
Advice for teachers
Writers use the language specications when preparing tasks so they are suitable
for learners at A2 level, which is the CEFR level of A2 Key for Schools.
Whenever possible, the texts used in the Reading component are adapted from
authentic reading texts. They may include:
• notices and signs (Part 1)
• packaging information (Part 1)
• notes, emails, cards and text messages (Parts 1, 5)
• newspapers and magazines (Parts 2, 3, 4)
• simplied encyclopaedias and other non-ction books (Part 4)
• brochures and leaets (Parts 2, 3, 4)
• websites (Parts 2, 3, 4).
Teachers may need to adapt texts to make them suitable for A2-level learners. The
vocabulary list and the language specications can help teachers to identify
suitable language areas. The vocabulary list is updated annually.
Parents can get
more information
from the Information
for parents page
on the Cambridge
English website.
Learners can get
more information
from the Information
for candidates
guide.
Teachers can nd
lesson plans and
sample papers on
the Cambridge
English website.
notice
article
email
8
Tips for preparing learners for the Reading component
Give learners a wide range of text types to read,
both authentic and adapted. For example, notes
and messages on social media websites, information
leaets, graded readers and articles.
Help learners practise skimming and scanning both
shorter and longer texts. Encourage learners to
develop a habit of always skimming a text rst to get
a generalunderstanding.
Give learners practice reading texts with unfamiliar
vocabulary, learning to ignore words which are not
important for the task.
Encourage your learners to read instructions carefully.
Ask them to highlight key words, and use examples to
help them understand what to do.
Give learners practice doing timed exercises and
exam tasks where they need to manage their own
time in the Reading and Writing paper. Suggest
that they spend about 40 minutes on the Reading
component, and about 20 minutes on the Writing
component.
Help learners think about the dierent ways they read
texts. For example, if they are reading an information
leaet then ask them to nd some specic information.
If they are reading a message, ask them to think how
they would reply to it.
Help your learners to work out the meaning of new
words by using the rest of the text. Encourage them
not to use a dictionary for every new word.
Completing the digital test
(digital test only)
• All answers are typed directly onto the computer.
• Candidates may take pens and pencils and water
in a clear, see-through bottle into the exam room,
but nothing else (including bags and anything
electronic).
• Candidates should listen carefully to the instructions
which the invigilator gives and follow the instructions
on the computer screen.
• There is a timer on the screen which tells candidates
how much time they have left.
• Candidates may make notes on paper during the
exam. They must leave these notes on their desk at
the end of the exam.
Completing the answer sheet
(paper-based test only)
• All answers must go on an answer sheet.
• Candidates should use a pencil to complete the
answer sheet.
• No additional time is allowed for completing the
answer sheet: candidates must do this within the 1
hour allowed for the test.
• For the Reading component, candidates shade a
lozenge on the answer sheet to show their answer.
• For the Writing component, candidates write their
answers on the correct part of the answer sheet.
Reading and Writing Preparing learners 9
Paper 1
Advice by task
This section shows example screenshots from the A2 Key for Schools Digital exam. Please scan the QR code,
or click on the link to access the full sample test. camengli.sh/3YITkt6
Candidates should practise these exam strategies regularly in class. See these tasks in full from page 18.
Reading Part 1
THE TASK
f This part tests the candidate’s understanding of various kinds of short texts.
f In Part 1, candidates have to read six short emails, notices, signs or text messages. There are three sentences next to
each one. Candidates have to choose which sentence matches the meaning of the email, notice, sign or text message.
HOW TO APPROACH THE TASK
f Candidates should read the text and decide what context it would appear in.
f Candidates can use the visual information (layout, location etc.) to help identify the context.
f Next, candidates should read the three options next to each text.
f Candidates then need to compare each option with the text before choosing an answer.
f Explain that it is important to read the chosen option again to check that the meanings match.
10
Reading Part 2
THE TASK
f This part tests locating specic information by reading quickly and understanding detail by reading carefully.
f In Part 2, candidates read seven questions and then three short texts on the same topic. Candidates have to match
each question to one of the texts.
HOW TO APPROACH THE TASK
f Candidates should read each question to nd out what information they need to look for in the texts.
f For each question candidates should quickly read the texts and try to nd the parts relevant to each question.
f After nding a relevant piece of text, candidates should read carefully to check whether that part of the text answers
the question.
f Before choosing the answer, candidates should check that the other texts do not contain anything that could answer
the questions. If one of them does, they must decide which text best matches the question.
Reading and Writing Advice by task 11
Paper 1
Reading Part 3
THE TASK
f This part tests understanding of the main ideas and some details of longer texts.
f In Part 3, candidates have a longer text, for example, a simplied newspaper or magazine article. There are ve
multiple-choice questions with three options each.
HOW TO APPROACH THE TASK
f Candidates should skim the text to nd out the topic and general meaning.
f Next, candidates should read the text more carefully.
f Candidates need to look at each question then compare each option with the text before choosing one.
f Candidates should check the choice of answer carefully with the text again.
f After choosing an answer, candidates should check the other two options and decide why they are wrong.
12
Reading Part 4
THE TASK
f This part tests understanding of words within a context. The main focus is on vocabulary, but a small amount of grammar
may also be tested.
f In Part 4, candidates read a short text with six numbered spaces. Then they decide which of the three words provided
belongs in each gap.
HOW TO APPROACH THE TASK
f Candidates should skim the text to nd out the topic and general meaning.
f Candidates need to work through the six questions, reading the whole sentence to choose the correct word to complete
the gap.
f After choosing an answer, candidates should check the other two options and decide why they are wrong.
f Once all the gaps are completed, candidates should read the whole text again to make sure it makes sense.
Reading and Writing Advice by task 13
Paper 1
Reading Part 5
THE TASK
f This part tests understanding and knowledge of grammatical forms (for example verb forms, determiners, pronouns) as
well as structural relationships at the phrase, clause, sentence or paragraph level.
f In Part 5, candidates have to ll in six gaps in a text or texts using single words.
f Spelling must be correct.
f Texts are short and simple.
f Candidates are asked to write only one word in each gap.
HOW TO APPROACH THE TASK
f Candidates need to skim the text to nd out the topic and general meaning.
f For each gap in the text candidates should think of possible words which may t.
f Candidates need to check each possibility with the meaning and grammar of the sentence and the whole text.
f Candidates should consider spelling carefully to make sure it is correct.
f Once all the gaps are completed, candidates should read the whole text again to make sure it makes sense.
14
Tips for preparing learners for the Writing component
Learners should be very familiar with the two writing
tasks and their requirements before they take the
exam.
Learners need to leave themselves enough time to
complete Writing Parts 6 and 7, which carry 30 marks
out of the total 60 for the Reading and Writing test.
In Parts 6 and 7, learners should aim to write roughly
the required number of words. This will ensure that
they don’t leave out important information (for
example, a content point), and that their message is
clear and doesn’t include any irrelevant information.
The word length is a guide which learners should aim
for.
Learners shouldn’t spend too long on either the
Reading or Writing component. Suggest that they
spend about 20 minutes on the Writing component
(leaving about 40 minutes for the Reading
component).
For email-writing:
• Learners should write to penfriends or online
friends regularly.
• Learners should read and notice the
organisation of emails, including typical language
and phrases used for opening and closing an
email.
For story-writing:
• Learners should plan and write short stories
regularly, both at home and in class.
• Learners should also read short stories, for
example simplied readers in English. They can
use these to identify how stories start, develop
and end.
Completing the digital test
(digital test only)
• There is a timer on the screen which tells candidates
how much time they have left.
• Candidates may take pens and pencils and water
in a clear, see-through bottle into the exam room,
but nothing else (including any bags and anything
electronic).
• Students should be given timed practice of typing
and editing their answers on screen so they are
comfortable completing the tasks in the time
available.
Completing the answer sheet
(paper-based test only)
• Candidates must write their answers on the correct
part of the answer sheet.
• Candidates must use clear handwriting so that their
answers can be read easily. The most important
thing is that their handwriting is clear; they can
write in upper or lower case and it does not matter
whether their writing is joined up or not.
• Any correction candidates need to make should be
clear so that what they have written can be easily
marked.
Reading and Writing Advice by task 15
Paper 1
Advice by task
This section shows example screenshots from the A2 Key for Schools Digital exam. Please scan the QR code,
or click on the link to access the full sample test. camengli.sh/3YITkt6
Candidates should practise these exam strategies regularly in class. See these tasks in full from page 18.
Writing Part 6
THE TASK
f This part tests candidates’ ability to write short texts with a real communicative purpose.
f In Part 6, candidates have to write a message of 25 words or more, for example a note or email.
HOW TO APPROACH THE TASK
f Candidates should read the instructions carefully.
f Candidates need to identify what kind of message is required and who it is for.
f Candidates should consider what kind of information is needed.
f Candidates must respond to all three prompts.
f Candidates can write a draft of the message on rough paper before writing the nal answer.
16
Writing Part 7
THE TASK
f This part tests candidates’ ability to write short narratives.
f In Part 7, candidates have to write a short story of 35 words or more based on three picture prompts.
HOW TO APPROACH THE TASK
f Candidates should read the instructions carefully.
f Candidates need to look at the pictures and identify the three main events of the story.
f Candidates should consider what kind of information is needed.
f Candidates must make reference to all three picture prompts.
f Candidates can write a draft of the story on rough paper before writing the nal answer.
Reading and Writing Advice by task 17
Paper 1
Paper-based sample test
2
Part 1
Questions 1 – 6
For each question, choose the correct answer.
1
Go upstairs if you want to
A
buy a dress for a party.
B
pay less for something to read.
C
find a game for a teenager.
2
A
Greta has forgotten when the next maths
class is.
B
Greta hopes Fiona will help her find her
maths notes.
C
Greta wants to know what the maths
homework is.
3
A
Students not going on the trip cannot have a
day off school.
B
Students have to decide today if they would
like to join the trip.
C
Students going on the trip must come to
school first.
3 Turn over ►
4
A
Pay for tickets online before picking them up
at school.
B
Check the website for information about
when tickets will be available.
C
Let the office know soon if you are planning
to buy tickets.
5
What should Andy do?
A
invite some friends to play football
B
tell Jake if he can join him later
C
show Tom where Woodside School is
6
A
Swimmers at all levels can enter this
competition.
B
This competition is for people who can swim
over 200 metres.
C
The races in the competition will be 200
metres long.
18
4
Part 2
Questions 7 – 13
For each question, choose the correct answer.
Amy Flora Louisa
7
Whose class learnt about the garden competition
from a TV programme?
A B C
8
Whose class grew some vegetables?
A B C
9
Whose class won a trip in the school garden
competition?
A B C
10
Whose class painted flowers on their garden
wall?
A B C
11
Whose class learnt about the insects in their
garden?
A B C
12
Whose class got help from someone in a pupil’s
family?
A B C
13
Whose class chose flowers that were the same
colour?
A B C
5 Turn over ►
School gardens competition
Amy
Our class has just won a prize for our school garden in a competition
–
and
they’re going to make a TV film about it! The judges liked our garden because the
flowers are all different colours – and we painted some more on the wall around
it. My cousin gave us advice about what to grow – she’s learning about gardening
at college. We’re planning to grow some vegetables next year. I just hope the
insects don’t eat them all!
Flora
Our teacher heard about the school garden competition on TV and told us about
it. We decided to enter and won second prize! There’s a high wall in our garden
where many red and yellow climbing flowers grow and it looks as pretty as a
painting! Our prize is a visit to a special garden where there are lots of butterflies
and other insects. My aunt works there and she says it’s amazing.
Louisa
T
he garden our class entered in the competition is very special. The flowers we’ve
grown are all yellow! They look lovely on the video we made of the garden. We
also grew lots of carrots and potatoes, and everyone says they taste fantastic. It
was an interesting project. Our teacher taught us lots of things about the
butterflies in our garden. We also watched a TV programme about them, and did
some paintings to put on the classroom wall.
Reading and Writing Paper-based sample test 19
Paper 1
6
Part 3
Questions 14 – 18
For each question, choose the correct answer.
Starting at a new school
By Anna Gray, age 11
I’ve just finished my first week at a new school and I’d like to tell you about it. Like other children in
my country, I went to primary school until I was eleven and then I had to go to a different school for
older children. I loved my primary school but I was excited to move to a new school.
It was very strange on our first day. There were some kids from my primary school there, but most
of the children in my year group were from different schools. But I soon started talking to the girl
who was sitting beside me in maths. She lives near me so we walked home together. We're best
friends now.
When I saw our timetable there were lots of subjects, some were quite new to me! Lessons are
harder now. They're longer and the subjects are more difficult, but the teachers help us a lot.
At primary school we had all our lessons in one classroom. Now each subject is taught in a different
room. It was difficult to find the classrooms at first because the school is so big. But the teachers
gave us each a map of the school, so it's getting easier now.
The worst thing is that I have lots more homework to do now. Some of it is fun but I need to get
better at remembering when I have to give different pieces of work to the teachers!
7 Turn over ►
14
How did Anna feel about moving to a new school?
A
worried about being with lots of older children
B
happy about the idea of doing something different
C
pleased because she was bored at her primary school
15
Who has become Anna’s best friend at her new school?
A
someone from her primary school
B
someone she knew from her home area
C
someone she met in her new class
16
What does Anna say about the timetable at her new school?
A
It includes subjects she didn't do at primary school.
B
She has shorter lessons than she had at her old school.
C
It is quite difficult to understand.
17
Why couldn't Anna find her classrooms?
A
She couldn't read a map.
B
There was little time between lesson
s.
C
The school building was very large.
18
What does Anna say about the homework she has now?
A
She gets more help from some teachers than others.
B
She thinks it is the hardest part of school life.
C
She remembers everything she's told to do.
20
8
Part 4
Questions 19 – 24
For each question, choose the correct answer.
Wivenhoe hotel
Wivenhoe is a beautiful hotel in the countryside, with many rooms and an excellent restaurant.
However, there is a big (19) ………… between Wivenhoe and other hotels. Firstly, Wivenhoe is part
of a university, and secondly, its staff are all teenagers.
In fact, Wivenhoe is a hotel school for young people who are (20) ………… to get jobs in the hotel
or restaurant (21) ………… . The students learn by helping staff in a real hotel, while their teachers
(22) ………… them carefully. They do everything, from making beds and cleaning bathrooms to
preparing menus and (23) ………… the telephone.
Some British people may think that a hotel run by students is a rather strange idea, but many
visitors say that Wivenhoe is the best hotel they have ever (24) ………… at.
19 A change B variety C difference
20 A knowing B hoping C explaining
21 A business B work C career
22 A see B look C watch
23 A calling B answering C speaking
24 A entered B stayed C gone
9 Turn over ►
Part 5
Questions 25 – 30
For each question, write the correct
answer. Write ONE word for each gap.
Example:
0
for
From: Anita
To: Sasha
Thank you (0) ………… your email. Living in Canada sounds really great! I’m glad that you like
(25) ………… new house. What’s the weather like? (26) ………… it very cold in Canada? Does it
snow every day?
I heard that a (27) ………… of Canadians speak two languages – English and French.
Are you having French lessons? Do you watch programmes (28) ………… TV in French too?
How about the students in your new school? Are (29) ………… friendly? And send some photos
too – I would like to know more about them.
I’ve got (30) ………… go now, but I’ll write again soon.
Reading and Writing Paper-based sample test 21
Paper 1
10
Part 6
Question 31
You are going shopping with your English friend Pat tomorrow.
Write an email to Pat.
Say:
• where you want to meet
• what time you want to meet
• what you want to buy.
Write 25 words or more.
Write the email on your answer sheet.
11 Turn over ►
Part 7
Question 32
Look at the three pictures.
Write the story shown in the pictures.
Write 35 words or more.
Write the story on your answer sheet.
22
Paper-based answer sheet
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
Page 1 of 1
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
Page 1 of 1
Key for Schools Reading and Writing 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, 3 and 4:
Mark ONE letter for each answer.
For example: If you think A is the right answer to
the question, mark your answer sheet like this:
Part 1 Part 3
Candidate
Name
Centre
Number
Candidate
Number
Centre
Name
Assessment
Date
Examination
Details
Examination
Title
Candidate
Signature
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
14
15
16
17
A
B
C
A
B
C
A
B
C
A
B
C
1
2
3
4
5
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
6
A
B
C
Part 2
7
8
9
10
11
12
13
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
18
A
B
C
Part 4
19
20
21
22
23
24
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
For Part 5:
Write your answers clearly in the spaces next
to the numbers (25 to 30) like this:
Write your answers in CAPITAL LETTERS.
Do not write
below here
Part 5
25
26
27
1
0
25
1
0
26
1
0
27
28
29
1
0
28
1
0
29
30
1
0
30
Do not write
below here
Put your answers to Writing Parts 6 and 7 on the separate Answer Sheet
Draft
Draft
INSTRUCTIONS TO CANDIDATES
Make sure that your name and candidate number are on this sheet.
Write your answers to Writing Parts 6 and 7 on the other side of this sheet.
Use a pencil.
You must write within the grey lines.
Do not write on the bar codes.
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
Page 1 of 2
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
Page 1 of 2
Candidate
Name
Centre
Number
Candidate
Number
Centre
Name
Assessment
Date
Examination
Details
Examination
Title
Candidate
Signature
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Key for Schools Writing
Candidate Answer Sheet for Parts 6 and 7
Draft
Draft
Reading and Writing Paper-based answer sheet 23
Paper 1
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
Page 2 of 2
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
Page 2 of 2
Examiner's Use Only
C
Part 6: Write your answer below.
Part 7: Write your answer below.
O
L
C
O
L
Part 7Part 6
51298
51298
24
Assessment
Answer key
Answer key for digital and paper-based sample test.
Please note that the digital exams do not use letters for the multiple-choice options.
Reading
Q PART 1
1 B
2 C
3 A
4 A
5 B
6 B
Q PART 2
7 B
8 C
9 B
10 A
11 C
12 A
13 C
Q PART 3
14 B
15 C
16 A
17 C
18 B
Q PART 4
19 C
20 B
21 A
22 C
23 B
24 B
Q PART 5
25 your/the
26 Is
27 lot
28 on
29 they
30 to
Assessment of Writing scale
BAND CONTENT ORGANISATION LANGUAGE
5
All content is relevant to the
task.
Target reader is fully informed.
Text is connected and
coherent, using basic
linking words and a limited
number of cohesive
devices.
Uses everyday vocabulary generally
appropriately, while occasionally overusing
certain lexis.
Uses simple grammatical forms with a good
degree of control.
While errors are noticeable, meaning can still be
determined.
4 Performance shares features of Bands 3 and 5.
3
Minor irrelevances and/or
omissions may be present.
Target reader is on the whole
informed.
Text is connected using
basic, high-frequency
linking words.
Uses basic vocabulary reasonably
appropriately.
Uses simple grammatical forms with some
degree of control.
Errors may impede meaning at times.
2 Performance shares features of Bands 1 and 3.
1
Irrelevances and
misinterpretation of task may
be present.
Target reader is minimally
informed.
Production unlikely to
be connected, though
punctuation and simple
connectors (i.e. ‘and’) may
on occasion be used.
Produces basic vocabulary of isolated words
and phrases.
Produces few simple grammatical forms with
only limited control.
0
Content is totally irrelevant.
Target reader is not informed.
Performance below Band 1.
Reading and Writing Assessment 25
Paper 1
Assessment of Writing Part 6
Mark scheme for Writing Part 6
Sample answers
Candidate A
Hi Pat,
I am so happy to going shopping tomorrow because I
want to buy new football boots. We can meet at your
house at 11:00.
Is it OK for you? Then we take a bus.
Commentary and mark
Very good attempt at the task. The content of the message
is relevant to the task and all three elements of the message
are clearly communicated. The text is coherent and basic
linking words and cohesive devices (because, then, it) are
used. Everyday vocabulary is used appropriately and even
though there are some errors with the grammatical forms
used, the meaning is still completely clear.
Content 5 Organisation 5 Language 5 Total 15
Candidate B
Dear Pat,
I want to meet for shopping at train station. So how
about on 10? I want to buy new computer game and new
trainers.
Bye.
Commentary and mark
Good attempt at the task. All three elements of the
message are communicated. The target reader would be,
on the whole, informed. The text is connected and coherent,
and the basic linking words (so, and) are used to help
organise the text. Simple grammatical forms and everyday
vocabulary are generally used appropriately. The error (So
how about on 10?) may make it dicult to understand the
meaning of the question clearly.
Content 4 Organisation 4 Language 4 Total 12
Candidate C
I’m really happy to go to shopping tomorrow. Let’s meet
in a coee in a shopping centre and I want to buy my
present for my brother.
Commentary and mark
Satisfactory attempt at the task. The target reader is
informed about bullet point 1 and 3, but the time to meet
is missing from the message. The text is coherent, and
punctuation and the simple linking word and are used to
help organise the text. Some simple grammatical forms are
used with some control. The errors in the second sentence
(Let’s meet in a coee) and in the third sentence (I want
to buy my present for my brother) may make it dicult to
understand the meaning at times.
Content 3 Organisation 3 Language 3 Total 9
Candidate D
Hello. Let’s go shopping 10 morning. We meet you house.
My favourite shop sports shop. After lunch in a fast food.
Commentary and mark
The target reader is informed about bullet point 1 and 2,
but it is not clear what the candidate wants to buy. Only the
simple linking word after is used to help organise the text.
A few simple grammatical forms are used with some limited
control. There are errors throughout the message which
may impede meaning (After lunch in a fast food).
Content 3 Organisation 1 Language 2 Total 6
Candidate E
Hi Pat,
Let’s go to shopping tomorrow afternoon. where you
want to meet?
Commentary and mark
Poor attempt at the task. Only bullet point two is addressed
in the text, which means the target reader is only very
minimally informed. No linking words are used and there is
limited control of simple grammatical forms.
Content 1 Organisation 1 Language 1 Total 3
26
Assessment of Writing Part 7
Mark scheme for Writing Part 7
Sample answers
Candidate A
Last Saturday I went to a picnic with my friends. First, we
put the fruits, sandwitch and orange juice in my bag, then
we went. When we arrived at the camping, we ate on the
oor. then Tom and Lucy went to the lake and Michel and
me saw them.
Commentary and mark
Very good attempt at the task. All of the content of the
story is relevant to the task and the connections between
the pictures are clearly shown using basic linking words and
cohesive devices (and, First, then, when, we), so the reader
can fully understand the story. Vocabulary is generally used
appropriately, and even though there are some small errors
with the grammatical forms used, the meaning is still clear.
Content 5 Organisation 5 Language 5 Total 15
Candidate B
Two girls and two mans are preparing all the food for go
camping to a lake. When they are in the lake they ate
some food and when they nished, they go swam to the
lake.
Commentary and mark
Good attempt at the task. All three content points of the
story are communicated, although very little is mentioned
about the rst picture. The target reader is on the whole
informed. The text is coherent, and some basic linking
words and cohesive devices (and, when and they) are
used. Basic vocabulary is used reasonably appropriately.
The change between present and past tenses in the text
(When they are in the lake they ate some food, when they
nished, they go swam to the lake) may impede the reader’s
understanding.
Content 4 Organisation 4 Language 3 Total 11
Candidate C
Four people went to a picnic and they sit by a lake. They
ate food and drank drinks. Two of people are kids. Kids
going to swim so Parents was sawing their kids. Then they
went to home.
Commentary and mark
Satisfactory attempt at the task. Although the rst picture
is not mentioned in the text, the rest of the story is mainly
communicated clearly. The reader is on the whole informed.
The text is connected using basic linking words (and, so).
The candidate has used the correct verbs and some basic
relevant vocabulary (sit by a lake, food, kids, swim), and
some simple grammatical forms are used with some degree
of control.
Content 3 Organisation 3 Language 3 Total 9
Candidate D
The family are packing, to make a piknik. It was very hot
so the children, are jumped in to the watter.
Commentary and mark
There is some reference to the rst and the third picture
in the text, but as there is no mention of a lake or any
reference to the second picture, the target reader is only
minimally informed. Although the candidate has attempted
to use punctuation and a basic linking word (so) to help
organise the text, the incorrect use of commas may impede
meaning. Some basic vocabulary is used (family, pack, hot,
children). A few simple grammatical forms are used with only
limited control.
Content 2 Organisation 1 Language 1 Total 4
Candidate E
What a sunny day! It’s perfect for family picnic. Jake’s
family it’s ready for a lot fun. Family are going to a family
picnic. What a funny day!
Commentary and mark
Very little of the story is communicated in the text, so the
target reader is only very minimally informed. No simple
connectors are used. Some basic vocabulary is used (sunny
day, family picnic), and a few simple grammatical forms are
used with only limited control.
Content 1 Organisation 1 Language 1 Total 3
Reading and Writing Assessment 27
Paper 1
Listening
Paper 2:
Listening tasks
Approximately 30 mins (including 2 minutes to check answers in the digital test,
and 6 minutes to transfer answers to the answer sheet in the paper-based test)
PART
NUMBER OF
QUESTIONS
NUMBER
OF MARKS
TASK TYPES WHAT DO CANDIDATES HAVE TO DO?
1 5 5
3-option multiple
choice
Identify key information in ve short dialogues and
choose the correct visual.
2 5 5
Gap ll
Listen to a monologue and complete gaps in a page of
notes.
3 5 5
3-option multiple
choice
Listen to a dialogue for key information and answer ve
3-option questions.
4 5 5
3-option multiple
choice
Identify the main idea, message, gist or topic in ve
short monologues or dialogues and answer ve 3-option
questions.
5 5 5
Matching
Listen to a dialogue for key information and match ve
items.
TOTAL
25 25
28
Preparing learners
Advice for teachers
The texts and tasks in the Listening paper reect the variety of listening situations
which learners at A2 level are expected to deal with. Teachers should ensure that
learners are exposed to a range of listening situations and interactions.
• The recordings contain a range of standard native-speaker accents.
Learners should practise listening to a variety of accents.
• When selecting listening material, teachers can use the topics list to help
them identify suitable topics to use with learners.
• Teachers may nd that the inventory of functions, notions and
communicative tasks in the language specications helps them to identify
dierent listening situations for learners to work with.
• The Listening paper is divided into ve parts with a total of 25 questions.
• Each listening text is heard twice. There are pauses for candidates to look at
the questions and to write their answers.
• The instructions to the candidates on the recording are the same as the
instructions on screen or on the question paper.
Parents can get
more information
from the Information
for parents page
on the Cambridge
English website.
Learners can get
more information
from the Information
for candidates
guide.
Teachers can nd
lesson plans and
sample papers on
the Cambridge
English website.
question with
image
multiple-choice
questions
Listening Preparing learners 29
Paper 2
Tips for preparing learners for the Listening paper
Help learners identify and understand the type of
text they are listening to. They should also identify the
purpose of the task that they have to do. Together,
these activities will help them to choose the most
appropriate listening strategies for the tasks in the
exam.
Use classroom discussion activities and listening to the
teacher to help to develop listening skills. However,
learners must also listen to a range of recordings to
prepare for the content of the exam.
Make sure learners read the instructions and listen to
them on the recording so they are completely clear
about what they have to do.
All the texts in the exam are heard twice. Remind
learners to listen both times to rene their answers.
Use the transcript of the recording once learners
have completed a task. It can be useful to look at it to
identify key phrases, cues, distraction, etc.
Encourage learners not to leave blank spaces. They
won’t lose marks for a wrong answer. Ask learners
to check they have an answer, as they might have
understood more than they think.
Practise dierent types of listening to develop your
learners’ listening skills. Testing should not be the only
focus.
Completing the digital test
(digital test only)
• Candidates mark or type all their answers directly
onto the computer.
• Candidates may take pens and pencils and water
in a clear, see-through bottle into the exam room,
but nothing else (including bags and anything
electronic).
• Candidates should listen carefully to the instructions
which the invigilator gives and follow the instructions
on the computer screen.
• Candidates should check that they can hear the test
properly. If they cannot hear the recording, they
should raise their hand and inform the invigilator
immediately.
• In the digital test only Part 2 has an example. For the
other parts candidates can access a help screen for
information.
• There is a timer on the screen which tells candidates
how much time they have left. They have 2 minutes at
the end of the test to check their answers.
• Candidates may make notes on paper during the
exam, for example, if they want to write down two
alternative answers where they are unsure. They
must leave these notes on their desk at the end of
the exam.
Completing the answer sheet
(paper-based test only)
• All answers must go on an answer sheet.
• Candidates should write their answers on the
question paper as they listen.
• Candidates have 6 minutes at the end of the test to
copy their answers onto the answer sheet.
• Candidates should use a pencil to complete the
answer sheet.
• Candidates doing the paper-based test should
practise transferring their answers to the answer
sheet within the time limit.
• For Parts 1, 3, 4 and 5, candidates shade a lozenge on
the answer sheet to show their answer.
• For Part 2, candidates write their answers on the
answer sheet.
30
Advice by task
This section shows example screenshots from the A2 Key for Schools Digital exam. Please scan the QR code,
or click on the link to access the full sample test. camengli.sh/3YITkt6
See these tasks in full from page 36.
Listening Part 1
THE TASK
f The task requires candidates to listen for specic information in the text which will answer the question.
f In Part 1 there are ve short recordings, each with a question and three images.
f Candidates listen to the text, then choose the visual image which best answers the question in the context of what they
heard.
HOW TO APPROACH THE TASK
f Candidates should read the question and look at the three images for each question.
f During the rst listening, the candidates need to listen for specic information, choosing the bestoption.
f Candidates should use the second listening to check the answer is correct, focusing on the key information in the text.
f Candidates then repeat this for the remaining questions.
Listening Advice by task 31
Paper 2
Listening Part 2
THE TASK
f This task tests listening for specic and detailed information.
f In Part 2, candidates have to identify specic information (for example prices, times, telephone numbers) and write it
down in note form.
f Candidates listen to a monologue.
f Candidates should only write ONE word, or a number, date or a time for their answer.
HOW TO APPROACH THE TASK
f Candidates should rst read and listen to the instructions, then use the pause to read the title and the questions and
think about the context.
f During the rst listening, the candidates should listen to nd the specic information and write it down.
f Candidates should listen for a second time to check their answers are correct.
f If the word has been spelled in the recording, the candidate must spell their answer correctly.
f Correct spelling of common words is also required.
32
Listening Part 3
THE TASK
f This part tests understanding of detailed information.
f In Part 3, candidates listen to an informal conversation and answer ve 3-option multiple-choice questions.
f The answers for Part 3 come from both speakers.
f This task includes questions on the opinions and attitudes of the speakers.
HOW TO APPROACH THE TASK
f Candidates should read and listen to the instructions to understand the context of the conversation.
f Candidates should listen for a rst time to get the gist and choose the best option for each question.
f Candidates should then listen again and check all the answers carefully, focusing on specic information.
Listening Advice by task 33
Paper 2
Listening Part 4
THE TASK
f This task calls for an understanding of the gist of a monologue or dialogue containing neutral or less formal language
and may include the correct identication of attitudes, opinions and agreement. Candidates will need to understand
the main idea, gist or topic of each recording.
f In Part 4, candidates listen to ve short monologues or dialogues, each with a scene setter, a question and three
options.
f Candidates listen to the monologue or dialogue and choose the option which best answers the question in the context
of what they have heard.
f HOW TO APPROACH THE TASK
f Candidates should read the question and options for each question.
f Candidates need to listen to each recording for the gist meaning and choose the best option.
f Candidates listen for a second time to check carefully that the answer is correct.
f Candidates then repeat this for the remaining questions.
34
Listening Part 5
THE TASK
f This part tests understanding of detailed information.
f In Part 5, candidates listen to a longer conversation between two people who know each other.
f Candidates have to match two lists of items by identifying simple information in the conversation
HOW TO APPROACH THE TASK
f Candidates should read and listen to the instructions, then read the questions and think about the context.
f Candidates need to note that all the words in each list are from the same lexical set (for example family members,
birthday presents).
f Candidates should listen for the rst time to get the gist and choose the best option for each question.
f Candidates should then listen again and check all the answers carefully, focusing on specic information.
Listening Advice by task 35
Paper 2
Paper-based sample test
2
Part 1
Questions 1 – 5
For each question, choose the correct picture.
1 What’s Julia going to do tonight?
A B C
2 What time does the art lesson start?
11
12
1
10
2
9
3
8
4
11
12
1
10
2
9
3
8
4
11
12
1
10
2
9
3
8
4
7
6
5
7
6
5
7
6
5
A B C
3 What will Chloe do on Saturday?
A B C
3
Turn over ►
4 How much will the girl pay for her cinema ticket?
£4.30 £5.80 £7.60
A B C
5 Who will meet Peter at the airport?
A B C
36
4
Part 2
Questions 6 – 10
For each question, write the correct answer in the gap. Write one word or a number or a date or a
time.
You will hear a teacher telling students about a school camping trip.
School Camping Trip
Cost of trip:
£39.00
Give money to:
(6)
Mrs
Day of return:
(7)
Time to arrive at school:
(8)
a.m.
Travel by:
(9)
Bring:
(10)
5
Turn over ►
Part 3
Questions 11 – 15
For each question, choose the correct answer.
You will hear Annie talking to her friend Tony about a film she saw.
11 Annie saw a film at
A two o’clock.
B quarter past three.
C half past five.
12 The film was about
A a sports star.
B some animals.
C history.
13 Annie thought the film
A was too long.
B wasn’t very interesting.
C needed better actors.
14 Annie’s favourite film
A makes her laugh.
B is a true story.
C is very exciting.
15 Annie prefers to watch films
A at a cinema.
B on her laptop.
C on TV.
Listening Paper-based sample test 37
Paper 2
6
Part 4
Questions 16 – 20
For each question, choose the correct answer.
16 You will hear a teacher talking to her class.
What does the teacher want her class to do?
A work more quickly
B make less noise
C help each other more
17 You will hear two friends talking about their day.
What have they just done?
A They’ve been to a concert.
B They’ve had a meal.
C They‘ve played a sport.
18 You will hear a teacher talking to one of his students called Sarah.
Why must Sarah do her homework again?
A She made too many mistakes.
B She did the wrong work.
C She forgot to do some of it.
19 You will hear a girl, Lara, talking about shopping.
Why did Lara buy the bag?
A The size was right.
B The price was right.
C The colour was right.
20 You will hear a man talking to his daughter before she goes out.
What’s the weather like today?
A It’s cold.
B It’s wet.
C It’s sunny.
7
Questions 21 – 25
For each question, choose the correct answer.
Part 5
You will hear Julia talking to her mother about a school fashion show.
What will each person help with?
Example:
0 Julia D
People Help with
21 Anton A clothes
22 Emma
B food
C lights
23 Karl D make-up
24 Sarah
E music
F photographs
25 George G posters
H tickets
You now have 6 minutes to write your answers on the answer sheet.
38
Paper-based answer sheet
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
Page 1 of 1
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
Page 1 of 1
Key for Schools Listening Candidate Answer Sheet
Candidate
Name
Centre
Number
Candidate
Number
Centre
Name
Assessment
Date
Examination
Details
Examination
Title
Candidate
Signature
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Instructions
Use a PENCIL (B or HB).
Rub out any answer you want to change with an eraser.
For Parts 1, 3, 4 and 5:
Mark ONE letter for each answer.
For example: If you think A is the right answer to
the question, mark your answer sheet like this:
Part 5
21
22
23
24
25
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
Do not write
below here
Part 2
6
7
8
1
0
6
1
0
7
1
0
8
9
10
1
0
9
1
0
10
For Part 2:
Write your answers clearly in the spaces next
to the numbers (6 to 10) like this:
Write your answers in CAPITAL LETTERS.
Part 1
1
2
3
4
5
A
B
C
C
C
C
C
B
B
B
B
A
A
A
A
Part 3
11
12
13
14
15
A
B
C
C
C
C
C
B
B
B
B
A
A
A
A
Part 4
16
17
18
19
20
A
B
C
C
C
C
C
B
B
B
B
A
A
A
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Listening Paper-based answer sheet 39
Paper 2
Download the audio les for the sample paper here:
cambridgeenglish.org/images/506891-a2-key-for-schools-listening-sample-test.mp3
Audio script
This is a sample A2 Key for Schools English Listening test.
There are ve parts to the test. You will hear each piece
twice.
We will now stop for a moment. Please ask any questions
now because you must NOT speak during the test.
Now, look at the instructions for Part 1.
For each question, choose the correct answer.
Look at Question 1.
1: What’s Julia going to do tonight?
M: Are you going to go to the party tonight, Julia?
F: I’d love to, but I can’t. I couldn’t go to school when I was ill
last week, so I have a lot of homework to do.
M: But you are feeling better?
F: Much better, but I still feel tired.
Now listen again.
2: What time does the art lesson start?
M: What time is it, Maria?
F: It’s half past two. Why?
M: I want to go to that extra art lesson this afternoon. It
starts at three, doesn’t it?
F: It’s starting now and you’re late! Be quick because it
nishes at half past three.
Now listen again.
3: What will Chloe do on Saturday?
F: I’ve just been to the new skate park. It’s great!
M: Really, Chloe? I’m going there on Saturday. I’m going to
go by bike. Do you want to come too?
F: I’d really like to but I’m playing in the school basketball
team on that day. Why don’t you ask Pete, he’s got a new
skateboard.
M: Okay, I will.
Now listen again.
4: How much will the girl pay for her cinema ticket?
M: Would you like to see a lm this evening?
F: How much are the tickets? I haven’t got much money this
week.
M: All tickets tonight are four pounds thirty for students like
us. Usually they’re ve pounds eighty.
F: Let’s go then. I’ve got seven pounds sixty to spend. We
can have a coee afterwards.
Now listen again.
5: Who will meet Peter at the airport?
F: Will someone meet you when you arrive at the airport,
Peter?
M: Yes. My parents will be at work, but my older sister will.
She’s just passed her driving test!
F: That’s good news.
M: And my grandfather lives near the airport so we’re
going to visit him on the way home.
F: That’s nice.
Now listen again.
That is the end of Part 1.
Now look at Part 2.
For each question, write the correct answer in the gap.
Write one word or a number or a date or a time. Look at
Questions 6–10 now. You have 10 seconds.
You will hear a teacher telling students about a school
camping trip.
M: Morning everyone. I hope you’re all looking forward to
our camping trip next week. Please remember that now
we are staying an extra day the trip costs thirty nine
pounds, not thirty four. You need to give your money to
our new school secretary by the end of the week. Her
name is Mrs Fairford. That’s F A I R F O R D. Please go to
see her soon.
As you know, we are leaving on Tuesday but we’re
returning on Friday instead of Thursday. Now – you must
get to school for half past seven on Tuesday because
we’ll leave at a quarter to eight and we can’t wait for
anyone.
We usually go by coach on school trips but because the
campsite is near a station, we’re going to go by train for
a change. You don’t need to bring tents or anything like
that, but you will need boots. We will do lots of walking
by rivers so don’t bring trainers because your feet will
get wet. Is that clear to everyone?
Now listen again.
That is the end of Part 2.
Now look at Part 3.
For each question, choose the correct answer. Look at
Questions 11–15 now. You have 20 seconds.
You will hear Annie talking to her friend Tony about a lm
she saw.
M: Annie! I tried to phone you on Saturday afternoon, but
your phone was o.
F: Sorry, Tony! I was at home all morning and in the
evening.
M: Oh, so what did you do on Saturday?
F: I went to see a lm actually. But before that I was at the
shops for about two hours. Then I went to the cinema for
the 3.15 show and I didn’t come out until half past ve.
M: What was the lm?
F: An old one from many years ago called ‘The Black Lions’.
It’s the story of a top basketball player.
M: Did you enjoy it?
F: Actually, it’s an interesting story, but it’s a shame there
are no really good actors in it. Anyway, it’s not too long!
M: Don’t you prefer funny lms?
40
F: Well, my favourite lm ever is ‘Bird Boy’, which actually
isn’t funny and has nothing amazing in it. But the reason
I love it is because it all really happened.
M: Oh. I haven’t seen it.
F: I’ve only seen it on TV. I think it’s best to see lms on a
big cinema screen, but I usually just watch them on my
laptop at home.
M: Me too.
Now listen again.
That is the end of Part 3.
Now look at Part 4.
For each question, choose the correct answer.
16: You will hear a teacher talking to her class. What does
the teacher want her class to do?
F: I’m very pleased with your work. You’re getting good
marks and working together well. But you really must
remember that other classes in rooms near us can’t do
their work if you shout at one another. Let’s all show a
bit more respect for other people – OK? Now – everyone
has something to nish. Don’t hurry, you have lots of time.
Now listen again.
17: You will hear two friends talking about their day.
What have they just done?
M: That was great, wasn’t it?
F: Yes – everyone did really well today but I’m exhausted
now and my legs really hurt! I’m going to go straight
home and ask Mum if I can have a pizza for dinner.
M: I’m going to lie on my bed and listen to music all evening.
F: Good idea! We’ve done so much exercise today!
Now listen again.
18: You will hear a teacher talking to one of his students
called Sarah. Why must Sarah do her homework
again?
M: I’m afraid you need to do this maths homework again,
Sarah.
F: Oh no! Didn’t I nish it, Mr Hall? I’m sure I did! So – are
some of my answers incorrect?
M: Not at all. You understood my lesson perfectly – but I told
you to do exercise two on page six, not page sixteen!
F: Oh dear – I must be much more careful!
Now listen again.
19: You will hear a girl, Lara, talking about shopping. Why
did Lara buy the bag?
M: Let’s see your new bag, Lara. Oh, why did you get that
one? You wanted a pale colour.
F: I know! But this was the only one in the shop that was
big enough for all my school stu!
M: Right. Well, it looks good. Did it cost a lot?
F: Yeah, much too much. Mum had to lend me some money.
Now listen again.
20: You will hear a man talking to his daughter before she
goes out. What’s the weather like today?
M: Have you looked out of the window this morning, Kate?
F: Why, Dad? What do you mean?
M: You won’t need your warm coat today. The weather
forecast says the temperature’s denitely going to be
higher than yesterday.
F: Great. I’m going to the city centre with Diana this
morning.
M: But take an umbrella because it’s just starting to rain.
F: All right, no problem.
Now listen again.
That is the end of Part 4.
Now look at Part 5.
For each question, choose the correct answer. Look at
Questions 21–25 now. You have 15 seconds.
You will hear Julia talking to her mother about a school
fashion show. What will each person help with?
F1: We’re having a fashion show at school again …
F2: Great. What are you helping with, Julia?
F1: I’m doing the make-up. I want it to be really good.
F2: That will be fun.
F1: Anton wanted to have special lights but the teacher
says we don’t need them. So he’s nding CDs to play in
the show.
F2: Oh.
F1: Emma chose really good music last year but she wants
to take some pictures with her new camera this time.
F2: Karl’s a good photographer too, isn’t he?
F1: Yes, but he’s drawing some posters. He’s brilliant at art.
F2: Is Sarah helping?
F1: She’s deciding what everyone will wear.
F2: Oh, will she be good at that? She was so good at selling
tickets last time.
F1: Well, she’s very interested in fashion now.
F2: Will there be a party afterwards?
F1: George is going to get some snacks. It’s dicult to know
how many we’ll need because we haven’t sold many
tickets yet.
F2: I’ll buy one, how much are they … [Fade]?
Now listen again.
That is the end of Part 5.
You now have 6 minutes to write your answers on the
answer sheet.
You have one more minute.
That is the end of the test.
Listening Audio script 41
Paper 2
Assessment
Answer key
Answer key for digital and paper-based sample test.
Please note that the digital exams do not use letters for the multiple-choice options.
Listening
Q PART 1
1 C
2 A
3 C
4 A
5 A
Q PART 2
6 Fairford
7 Friday
8 7. 3 0
9 train
10 boots
Q PART 3
11 B
12 A
13 C
14 B
15 A
Q PART 4
16 B
17 C
18 B
19 A
20 B
Q PART 5
21 E
22 F
23 G
24 A
25 B
42
Speaking
Paper 3:
Speaking tasks
8–10 mins
PART TIMING INTERACTION TASK TYPES
WHAT DO CANDIDATES
HAVE TO DO?
1
3–4 minutes
Interlocutor
Candidate
Interlocutor asks
questions to each
candidate inturn
Respond to questions, giving factual
or personalinformation.
2
5–6 minutes
Candidate
↕
Candidate
Interlocutor
Candidate
Discussion task
with visual stimulus
Candidates discuss likes,
dislikes and give reasons.
43
Paper 3
Speaking
Preparing learners
Advice for teachers
• The standard format for the Speaking test is two candidates and
twoexaminers.
• One examiner is the interlocutor, who manages the interaction and speaks
directly with the candidates. The interlocutor sets up the tasks and gives the
candidates their instructions.
• The other examiner is the assessor, who does not join in the conversation,
but assesses the candidates’ performances.
interlocutor assessor
examiners
candidates
A B
• Candidates are usually assessed in pairs and occasionally in groups of
three. When there are three candidates, the test format is unchanged but
the timing will be longer: 13–15 minutes instead of 8–10 minutes. Examiners
are trained to ensure each candidate has the same opportunity to speak
whether they are in pairs or in groups of three.
• There are a number of packs of materials from which examiners can choose
tasks in any one session.
• When selecting topics and resources for speaking practice, teachers can use
the topics list to help them identify suitable topics to use with learners.
Parents can get
more information
from the Information
for parents page
on the Cambridge
English website.
Learners can get
more information
from the Information
for candidates
guide.
Teachers can nd
lesson plans and
sample papers on
the Cambridge
English website.
44
Tips for preparing learners for the Speaking paper
Give your learners practice speaking English in a range of contexts and, as much as possible, with a range of
dierent people.
Make sure that learners are able to answer simple questions about themselves.
Common topics for Part 1 include where candidates live, subject of study, family, school, home town, free-time activities,
likes and dislikes.
Practise for the Part 2 collaborative task by using sample materials from the Cambridge English website.
Watch videos of sample candidates, and do ‘mock tests’ to help your learners become very familiar with the format of
the Speaking test.
Use classroom activities which focus on expressing likes, dislikes and personal opinions, on expanding answers by giving
reasons and on helping to keep conversations going by inviting and responding to opinions of others.
If candidates have any diculty in understanding an instruction or response, they should ask the interlocutor or their
partner to repeat what they said. This will not normally result in any loss of marks.
Encourage learners not to learn set pieces for the exam. These will sound unnatural and probably won’t answer the
specic questions asked.
Speaking Preparing learners 45
Paper 3
Advice by task
This section shows example screenshots from the A2 Key for Schools exam. Please scan the QR code, or
click on the link to access the full sample test. camengli.sh/3YITkt6
See these tasks in full from page 48.
Speaking Part 1
2
Test 1
Part 1 (3-4 minutes)
Phase 1
Interlocutor
To both candidates
To Candidate A
To Candidate B
Good morning / afternoon / evening.
Can I have your mark sheets, please?
Hand over the mark sheets to the Assessor.
I’m …………, and this is ………… .
What’s your name?
And what’s your name?
B, how old are you?
Where do you live?
Thank you.
A, how old are you?
Where do you live?
Thank you.
Back-up prompts
Do you live in … (name of district / town
etc.)?
Do you live in … (name of district / town
etc.)?
3
Phase 2
Interlocutor
Now, let’s talk about school.
Back-up prompts
A, what subject do you like best?
Do you like maths?
What clothes do you wear to school?
Do you wear a uniform?
B, What time do you finish school?
Do you finish school at 4 o’clock?
What do you eat after school?
Do you eat snacks after school?
Extended Response
Now A, please tell me something about the
homework you have to do.
Back-up questions
Do you get a lot of homework every day?
Did you do any homework yesterday?
Do you like homework? (Why?/Why not?)
Interlocutor
Now, let’s talk about home.
Back-up prompts
B, who do you live with?
Do you live with your family?
How many bedrooms are there in your house?
Are there three bedrooms in your house?
A, where do you watch TV at home?
Do you watch TV in the kitchen?
What’s your favourite room in your house?
Do you like your bedroom?
Extended Response
Now, B, please tell me what you like doing at
home.
Back-up questions
Do you like cooking?
Do you play computer games?
Did you stay at home last weekend?
THE TASK
f This part of the test assesses the candidates’ ability to answer simple questions about themselves. The focus is on
interactional and social language.
f The interlocutor leads a general conversation with each of thecandidates.
f In Part 1, Phase 1, the interlocutor asks questions of a factual and personal nature to each candidate in turn.
f Part 1, Phase 2 takes the form of a topic-based interview. The interlocutor asks two short-answer questions to each
candidate about their daily life, interests, likes, dislikes etc. followed by one longer ‘Tell me something about …’ question.
f Candidates respond directly to the interlocutor – they do not talk to each other in this task.
f Part 1 lasts 3–4 minutes in total.
HOW TO APPROACH THE TASK
f It’s normal for candidates to feel nervous at the beginning of the Speaking test. This conversation uses everyday, simple
language. It is designed to help settle candidates into the test.
f Candidates should listen carefully to the questions and give relevantanswers.
f Candidates should avoid giving one-word answers, but try to extend their answers with reasons and examples wherever
possible. However, they are not expected to give very long answers at thisstage.
f If candidates have any diculty in understanding a question, they should ask the interlocutor to repeat it.
46
Speaking Part 2
4
Test 1
Part 2 (5-6 minutes)
Phase 1
Interlocutor
3-4 minutes
Now, in this part of the test you are going to talk together.
Place Part 2 booklet, open at Task 2a, in front of candidates.
Here are some pictures that show different hobbies.
Do you like these different hobbies? Say why or why not. I’ll say that again.
Do you like these different hobbies? Say why or why not.
All right? Now, talk together.
Candidates
………………………………………………………..
Allow a minimum of 1 minute (maximum of 2 minutes) before moving on to the
following questions
Interlocutor /
Candidates
Use as appropriate.
Ask each candidate
at least one
question.
Do you think …
… playing football is fun?
… playing an instrument is difficult?
… playing computer games is boring?
… reading is interesting?
… painting/drawing is easy?
Interlocutor
So, A, which of these hobbies do you like best?
And you, B, which of these hobbies do you like best?
Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Phase 2
Interlocutor
Allow up to 2
minutes
Now, do you prefer to spend your free time alone or with other people, B? (Why?)
And what about you, A? (Do you prefer to spend your free time alone or with
other people?) (Why?)
Which is more fun, playing sports or watching sports, A? (Why?)
And you, B? (Which is more fun, playing sports or watching sports?) (Why?)
Thank you. That is the end of the test.
Optional prompt
Why?/Why not?
What do you think?
5
Do you like these different hobbies?
THE TASK
f In Part 2, Phase 1, the candidates talk to each other. The interlocutor sets up the task, but does not take part in this
phase.
f Part 2, Phase 1 takes the form of a discussion based on ve illustrations representing an appropriate topic. e.g. hobbies.
The candidates are asked to discuss the activities, things or places illustrated.
f The interlocutor allows candidates to speak together for 1–2 minutes before intervening to extend the conversation
by asking questions related to the activities, things or places. A rounding-o short-answer question asked to both
candidates closes this phase.
f In Part 2, Phase 2, the interlocutor leads a follow-up discussion on the same topic as that discussed in Phase 1. Each
candidate is asked two questions.
HOW TO APPROACH THE TASK
f Candidates should look at the illustrations on the visual prompt carefully and identify the activity, place or thing each
one represents.
f Candidates should aim to talk about all of the activities, things or places, saying which they like and dislike, and why.
f Candidates are assessed on their use of appropriate language and interactive strategies, not on their ideas. They
should elaborate on their answers and respond to each other’s utterances, for example, by giving their opinion on their
partner’s idea or asking a question to help keep the conversation going.
f Possible topics include activities and places relating to daily life, school, leisure activities, transport, towns and cities, and
holidays.
Speaking Advice by task 47
Paper 3
Sample test
2
Test 1
Part 1 (3-4 minutes)
Phase 1
Interlocutor
To both candidates
To Candidate A
To Candidate B
Good morning / afternoon / evening.
Can I have your mark sheets, please?
Hand over the mark sheets to the Assessor.
I’m …………, and this is ………… .
What’s your name?
And what’s your name?
B, how old are you?
Where do you live?
Thank you.
A, how old are you?
Where do you live?
Thank you.
Back-up prompts
Do you live in … (name of district / town
etc.)?
Do you live in … (name of district / town
etc.)?
3
Phase 2
Interlocutor
Now, let’s talk about school.
Back-up prompts
A, what subject do you like best?
Do you like maths?
What clothes do you wear to school?
Do you wear a uniform?
B, What time do you finish school?
Do you finish school at 4 o’clock?
What do you eat after school?
Do you eat snacks after school?
Extended Response
Now A, please tell me something about the
homework you have to do.
Back-up questions
Do you get a lot of homework every day?
Did you do any homework yesterday?
Do you like homework? (Why?/Why not?)
Interlocutor
Now, let’s talk about home.
Back-up prompts
B, who do you live with?
Do you live with your family?
How many bedrooms are there in your house?
Are there three bedrooms in your house?
A, where do you watch TV at home?
Do you watch TV in the kitchen?
What’s your favourite room in your house?
Do you like your bedroom?
Extended Response
Now, B, please tell me what you like doing at
home.
Back-up questions
Do you like cooking?
Do you play computer games?
Did you stay at home last weekend?
48
4
Test 1
Part 2 (5-6 minutes)
Phase 1
Interlocutor
3-4 minutes
Now, in this part of the test you are going to talk together.
Place Part 2 booklet, open at Task 2a, in front of candidates.
Here are some pictures that show different hobbies.
Do you like these different hobbies? Say why or why not. I’ll say that again.
Do you like these different hobbies? Say why or why not.
All right? Now, talk together.
Candidates
………………………………………………………..
Allow a minimum of 1 minute (maximum of 2 minutes) before moving on to the
following questions
Interlocutor /
Candidates
Use as appropriate.
Ask each candidate
at least one
question.
Do you think …
… playing football is fun?
… playing an instrument is difficult?
… playing computer games is boring?
… reading is interesting?
… painting/drawing is easy?
Interlocutor
So, A, which of these hobbies do you like best?
And you, B, which of these hobbies do you like best?
Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Phase 2
Interlocutor
Allow up to 2
minutes
Now, do you prefer to spend your free time alone or with other people, B? (Why?)
And what about you, A? (Do you prefer to spend your free time alone or with
other people?) (Why?)
Which is more fun, playing sports or watching sports, A? (Why?)
And you, B? (Which is more fun, playing sports or watching sports?) (Why?)
Thank you. That is the end of the test.
Optional prompt
Why?/Why not?
What do you think?
5
Do you like these different hobbies?
Speaking Sample test 49
Paper 3
Assessment
Examiners and marking
The quality assurance of Speaking Examiners (SEs)
is managed by Team Leaders (TLs). TLs ensure all
examiners successfully complete examiner training and
regular certication of procedure and assessment
before they examine. TLs are in turn responsible to a
Professional Support Leader (PSL) who is the professional
representative of Cambridge English for the Speaking tests
in a given country or region.
Annual examiner certication involves attendance at a
face-to-face meeting to focus on and discuss assessment
and procedure, followed by the marking of sample
Speaking tests in an online environment. Examiners must
complete standardisation of assessment for all relevant
levels each year and are regularly monitored during live
testingsessions.
Assessment scales
Throughout the test candidates are assessed on their
own individual performance and not in relation to each
other. They are awarded marks by two examiners: the
assessor and the interlocutor. The assessor awards marks
by applying performance descriptors from the analytical
assessment scales for the following criteria:
• Grammar and Vocabulary
• Pronunciation
• Interactive Communication.
The interlocutor awards a mark for global achievement
using the global achievement scale.
A2 GLOBAL ACHIEVEMENT
5
Handles communication in everyday situations,
despite hesitation.
Constructs longer utterances but is not able to
use complex language except in well-rehearsed
utterances.
4 Performance shares features of Bands 3 and 5.
3
Conveys basic meaning in very familiar everyday
situations.
Produces utterances which tend to be very short
– words or phrases – with frequent hesitation and
pauses.
2 Performance shares features of Bands 1 and 3.
1
Has diculty conveying basic meaning even in
very familiar everyday situations.
Responses are limited to short phrases or isolated
words with frequent hesitation and pauses.
0 Performance below Band 1.
Assessment for A2 Key for Schools is based on performance
across all parts of the test, and is achieved by applying
the relevant descriptors in the assessment scales. The
assessment scales for A2 Key for Schools (shown on the
following page) are extracted from the overall Speaking
scales on page 48.
50
A2 Key for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the
overall Speaking scales on the following page.
A2 GLOBAL ACHIEVEMENT PRONUNCIATION
INTERACTIVE
COMMUNICATION
5
Shows a good degree of control of
simple grammatical forms. Uses a
range of appropriate vocabulary
when talking about everyday
situations.
Is mostly intelligible, and has some
control of phonological features at
both utterance and word levels.
Maintains simple exchanges.
Requires very little prompting and
support.
4 Performance shares features of Bands 3 and 5.
3
Shows sucient control of
simple grammatical forms. Uses
appropriate vocabulary to talk
about everyday situations.
Is mostly intelligible, despite limited
control of phonological features.
Maintains simple exchanges, despite
some diculty. Requires prompting
and support.
2 Performance shares features of Bands 1 and 3.
1
Shows only limited control of a
few grammatical forms. Uses a
vocabulary of isolated words and
phrases.
Has very limited control of
phonological features and is often
unintelligible.
Has considerable diculty
maintaining simple exchanges.
Requires additional prompting and
support.
0 Performance below Band 1.
Speaking Assessment 51
Paper 3
Overall Speaking scales
CEFR
LEVEL
GRAMMATICAL
RESOURCE
LEXICAL RESOURCE DISCOURSE MANAGEMENT PRONUNCIATION
INTERACTIVE
COMMUNICATION
• Maintains control
of a wide range of
grammatical forms
and uses them with
exibility.
• Uses a wide range
of appropriate
vocabulary with
exibility to give and
exchange views on
unfamiliar and abstract
topics.
• Produces extended stretches of
language with exibility and ease and
very little hesitation.
• Contributions are relevant, coherent,
varied and detailed.
• Makes full and eective use of a wide
range of cohesive devices and
discourse markers.
• Is intelligible.
• Phonological features are
used eectively to convey
and enhance meaning.
• Interacts with ease by skilfully
interweaving his/her contributions
into theconversation.
• Widens the scope of the interaction
and develops it fully and eectively
towards a negotiated outcome.
C2
• Maintains control
of a wide range of
grammatical forms.
• Uses a wide range
of appropriate
vocabulary to give and
exchange views on
unfamiliar
and abstract topics.
• Produces extended stretches of
language with ease and with very little
hesitation.
• Contributions are relevant, coherent
and varied.
• Uses a wide range of cohesive devices
and discourse markers.
• Is intelligible.
• Intonation is appropriate.
• Sentence and word stress is
accurately placed.
• Individual sounds are
articulated clearly.
• Interacts with ease, linking
contributions tothose of other
speakers.
• Widens the scope of the interaction
and negotiates towards an
outcome.
C1
• Shows a good degree
of control of a range
of simple and some
complex grammatical
forms.
• Uses a range
of appropriate
vocabulary to give and
exchange views on
familiar and unfamiliar
topics.
• Produces extended stretches of
language with very little hesitation.
• Contributions are relevant and there is
a clear organisation of ideas.
• Uses a range of cohesive devices and
discourse markers.
• Is intelligible.
• Intonation is appropriate.
• Sentence and word stress is
accurately placed.
• Individual sounds are
articulated clearly.
• Initiates and responds
appropriately, linking contributions
to those of other speakers.
• Maintains and develops the
interaction and negotiates towards
an outcome.
GRAMMAR AND VOCABULARY
B2
• Shows a good degree of control of simple
grammatical forms, and attempts some complex
grammatical forms.
• Uses appropriate vocabulary to give and exchange
views, on a range of familiar topics.
• Produces extended stretches of
language despite some hesitation.
• Contributions are relevant and there is
very little repetition.
• Uses a range of cohesive devices.
• Is intelligible.
• Intonation is generally
appropriate.
• Sentence and word stress is
generally accurately placed.
• Individual sounds are
generally articulated clearly.
• Initiates and responds
appropriately.
• Maintains and develops the
interaction and negotiates towards
an outcome with very little support.
B1
• Shows a good degree of control of simple
grammatical forms.
• Uses a range of appropriate vocabulary when
talking about familiar topics.
• Produces responses which are
extended beyond short phrases,
despite hesitation.
• Contributions are mostly relevant, but
there may be some repetition.
• Uses basic cohesive devices.
• Is mostly intelligible, and has
some control of phonological
features at both utterance
and word levels.
• Initiates and responds
appropriately.
• Keeps the interaction going with
very little prompting and support.
A2
• Shows sucient control of simple grammatical forms.
• Uses appropriate vocabulary to talk about
everyday situations.
• Is mostly intelligible,
despite limited control of
phonological features.
• Maintains simple exchanges,
despite somediculty.
• Requires prompting and support.
A1
• Shows only limited control of a few grammatical
forms.
• Uses a vocabulary of isolated words and phrases.
• Has very limited control of
phonological features and is
often unintelligible.
• Has considerable diculty
maintaining simple exchanges.
• Requires additional prompting and
support.
52
Speaking assessment
Glossary of terms
1. General
Conveying basic meaning
Conveying basic meaning: the ability of candidates to get
their message across to their listeners, despite possible
inaccuracies in the structure and/or delivery of the
message.
Situations and topics
Everyday situations: situations that candidates come
across in their everyday lives, e.g. having a meal, asking
for information, shopping, going out with friends or family,
travelling to work, taking part in leisure activities. An A2
Key for Schools task that requires candidates to exchange
details about a store’s opening hours exemplies an
everyday situation.
Familiar topics: topics about which candidates can be
expected to have some knowledge or personal experience.
B2 First tasks that require candidates to talk about what
people like to do on holiday, or what it is like to do dierent
jobs, exemplify familiar topics.
Unfamiliar topics: topics which candidates would not
be expected to have much personal experience of. C1
Advanced tasks that require candidates to speculate
about whether people in the world today only care about
themselves, or the kinds of problems that having a lot of
money can cause, exemplify unfamiliar topics.
Abstract topics: topics which include ideas rather than
concrete situations or events. C2 Prociency tasks that
require candidates to discuss how far the development of
our civilisation has been aected by chance discoveries
or events, or the impact of writing on society, exemplify
abstract topics.
Utterance
Utterance: people generally write in sentences and they
speak in utterances. An utterance may be as short as a
word or phrase, or a longer stretch of language.
2. Grammar and Vocabulary
Appropriacy of vocabulary
Appropriacy of vocabulary: the use of words and phrases
that t the context of the given task. For example, in the
utterance I’m very sensible to noise, the word sensible is
inappropriate as the word should be sensitive. Another
example would be Today’s big snow makes getting around
the city dicult. The phrase getting around is well suited
to this situation. However, big snow is inappropriate as big
and snow are not used together. Heavy snow would be
appropriate.
Flexibility
Flexibility: the ability of candidates to adapt the language
they use in order to give emphasis, to dierentiate
according to the context, and to eliminate ambiguity.
Examples of this would be reformulating and paraphrasing
ideas.
Grammatical control
Grammatical control: the ability to consistently use
grammar accurately and appropriately to convey intended
meaning.
Where language specications are provided at lower levels
(as in A2 Key for Schools and B1 Preliminary), candidates
may have control of only the simplest exponents of the
listed forms.
Attempts at control: sporadic and inconsistent use of
accurate and appropriate grammatical forms. For example,
the inconsistent use of one form in terms of structure or
meaning; the production of one part of a complex form
incorrectly; or the use of some complex forms correctly and
some incorrectly.
Spoken language often involves false starts, incomplete
utterances, ellipsis and reformulation. Where
communication is achieved, such features are not penalised.
Grammatical forms
Simple grammatical forms: words, phrases, basic tenses
and simple clauses.
Complex grammatical forms: longer and more complex
utterances, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, innitives, verb patterns,
modal forms and tense contrasts.
Range
Range: the variety of words and grammatical forms a
candidate uses. At higher levels, candidates will make
increasing use of a greater variety of words, xed phrases,
collocations and grammatical forms.
3. Discourse Management
Coherence and cohesion
Coherence and cohesion are dicult to separate in
discourse. Broadly speaking, coherence refers to a clear
and logical stretch of speech which can be easily followed
by a listener. Cohesion refers to a stretch of speech which is
unied and structurally organised.
Coherence and cohesion can be achieved in a variety of
ways, including with the use of cohesive devices, related
vocabulary, grammar and discourse markers.
Cohesive devices
: words or phrases which indicate
relationships between utterances, e.g. addition (and, in
addition, moreover); consequence (so, therefore, as a
result); order of information (rst, second, next, nally).
Speaking Glossary of terms 53
Paper 3
At higher levels, candidates should be able to provide
cohesion not just with basic cohesive devices (e.g. and, but,
or, then, nally) but also with more sophisticated devices
(e.g. therefore, moreover, as a result, in addition, however,
on the other hand).
Related vocabulary: the use of several items from the same
lexical set, e.g. train, station, platform, carriage; or study,
learn, revise.
Grammatical devices: essentially the use of reference
pronouns (e.g. it, this, one) and articles (e.g. There are two
women in the picture. The one on the right …).
Discourse markers: words or phrases which are primarily
used in spoken language to add meaning to the interaction,
e.g. you know, you see, actually, basically, I mean, well,
anyway, like.
Extent/extended stretches of language
Extent/extended stretches of language: the amount
of language produced by a candidate which should be
appropriate to the task. Long-turn tasks require longer
stretches of language, whereas tasks which involve
discussion or answering questions could require shorter and
extended responses.
Relevance
Relevance: a contribution that is related to the task and not
about something completely dierent.
Repetition
Repetition: repeating the same idea instead of introducing
new ideas to develop the topic.
4. Pronunciation
Intelligible
Intelligible: a contribution which can generally be
understood by a non-EFL/ESOL specialist, even if the
speaker has a strong or unfamiliar accent.
Phonological features
Phonological features include the pronunciation of
individual sounds, word and sentence stress and intonation.
Individual sounds are:
pronounced vowels, e.g. the /æ/ in cat or the // in bed
diphthongs, when two vowels are rolled together to
produce one sound, e.g. the // in host or the // in hate
consonants, e.g. the // in cut or the // in sh.
Stress: the emphasis laid on a syllable or word. Words of
two or more syllables have one syllable which stands out
from the rest because it is pronounced more loudly and
clearly, and is longer than the others, e.g. imPORtant. Word
stress can also distinguish between words, e.g. proTEST
vs PROtest. In sentences, stress can be used to indicate
important meaning, e.g. WHY is that one important? versus
Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey
the speaker’s mood, to support meaning or to indicate new
information.
5. Interactive Communication
Development of the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in
response to the written or visual stimulus or to something
the other candidate/interlocutor has said; or by proactively
involving the other candidate with a suggestion or question
about further developing the topic (e.g. What about
bringing a camera for the holiday? or Why’s that?).
Initiating and responding
Initiating: starting a new turn by introducing a new idea or
a new development of the current topic.
Responding: replying or reacting to what the other
candidate or the interlocutor has said.
Prompting and supporting
Prompting: instances when the interlocutor repeats, or uses
a backup prompt or gesture in order to get the candidate
to respond or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for
during a discussion activity, or helping them develop an
idea.
Turn and simple exchange
Turn: everything a person says before someone else speaks.
Simple exchange
: a brief interaction which typically involves
two turns in the form of an initiation and a response, e.g.
question–answer, suggestion–agreement.
54
Language specications
Candidates who are successful in A2 Key for Schools should
be able to satisfy their basic communicative needs in a
range of everyday situations with both native and non-
native speakers of English.
The following is a list of the language specications that the
A2 Key for Schools examination is based on.
Inventory of functions, notions and
communicative tasks
The realisations of these functions, notions and
communicative tasks will be in the simplest possible ways.
greeting people and responding to greetings (in person
and on the phone)
introducing oneself and other people
asking for and giving personal details: (full) name, age,
address, names of relatives and friends, etc.
understanding and completing forms giving personal
details
describing education
describing people (personal appearance, qualities)
asking and answering questions about personal
possessions
asking for repetition and clarication
restating what has been said
checking on meaning and intention
helping others to express their ideas
interrupting a conversation
asking for and giving the spelling and meaning of words
counting and using numbers
asking and telling people the time, day and/or date
asking for and giving information about routines and habits
understanding and giving information about everyday
activities
talking about what people are doing at the moment
talking about past events and states in the past, recent
activities and completed actions
understanding and producing simple narratives
reporting what people say
talking about future situations
talking about future plans or intentions
making predictions
identifying and describing accommodation (houses, ats,
rooms, furniture, etc.)
buying things (costs and amounts)
talking about food and ordering meals
talking about the weather
talking about one’s health
following and giving simple instructions
understanding simple signs and notices
asking the way and giving directions
asking for and giving travel information
asking for and giving simple information about places
identifying and describing simple objects (shape, size,
weight, colour, purpose or use, etc.)
making comparisons and expressing degrees of dierence
expressing purpose, cause and result, and giving reasons
making and granting/refusing simple requests
making and responding to oers and suggestions
expressing and responding to thanks
giving and responding to invitations
giving advice
giving warnings and stating prohibitions
asking/telling people to do something
expressing obligation and lack of obligation
asking and giving/refusing permission to do something
making and responding to apologies and excuses
expressing agreement and disagreement, and
contradicting people
paying compliments
sympathising
expressing preferences, likes and dislikes (especially about
hobbies and leisure activities)
talking about feelings
expressing opinions and making choices
expressing needs and wants
expressing (in)ability in the present and in the past
talking about (im)probability and (im)possibility
expressing degrees of certainty and doubt
Inventory of grammatical areas
Verbs
Regular and irregular forms
Modals
can (ability; requests; permission)
could (ability; polite requests)
would (polite requests)
will (future)
shall (suggestion; oer)
should (advice)
55Language specications
may (possibility)
have (got) to (obligation)
must (obligation)
mustn’t (prohibition)
need (necessity)
needn’t (lack of necessity)
Tenses
Present simple: states, habits, systems and processes and
with future meaning (and verbs not used in the continuous
form)
Present continuous: present actions and future meaning
Present perfect simple: recent past with just, indenite past
with yet, already, never, ever; unnished past with for and
since
Past simple: past events
Past continuous: parallel past actions, continuous actions
interrupted by the past simple tense
Future with going to
Future with will and shall: oers, promises, predictions, etc.
Verb forms
Armative, interrogative, negative
Imperatives
Innitives (with and without to) after verbs and adjectives
Gerunds (-ing form) after verbs and prepositions
Gerunds as subjects and objects
Passive forms: present and past simple
Short questions (Can you?) and answers (No, he doesn’t)
Clause types
Main clause: Carlos is Spanish.
Co-ordinate clause: Carlos is Spanish and his wife is English.
Subordinate clause following sure, certain: I’m sure (that)
she’s a doctor.
Subordinate clause following know, think, believe, hope: I
hope you’re well.
Subordinate clause following say, tell: She says (that) she’s
his sister.
Subordinate clause following if, when, where, because:
I’ll leave if you do that again.
He’ll come when you call.
He’ll follow where you go.
I came because you asked me.
Interrogatives
What; What (+ noun)
Where; When
Who; Whose; Which
How; How much; How many; How often; How long; etc.
Why
(including the interrogative forms of all tenses and modals
listed)
Nouns
Singular and plural (regular and irregular forms)
Countable and uncountable nouns with some and any
Abstract nouns
Compound nouns
Noun phrases
Genitive: ’s and s’
Double genitive: a friend of theirs
Pronouns
Personal (subject, object, possessive)
Impersonal: it, there
Demonstrative: this, that, these, those
Quantitative: one, something, everybody, etc.
Indenite: some, any, something, one, etc.
Relative: who, which, that
Determiners
ª + countable nouns
the + countable/uncountable nouns
Adjectives
Colour, size, shape, quality, nationality
Predicative and attributive
Cardinal and ordinal numbers
Possessive: my, your, his, her, etc.
Demonstrative: this, that, these, those
Quantitative: some, any, many, much, a few, a lot of, all,
other, every, etc.
Comparative and superlative forms (regular and irregular)
Order of adjectives
Participles as adjectives
Adverbs
Regular and irregular forms
Manner: quickly, carefully, etc.
Frequency: often, never, twice a day, etc.
Denite time: now, last week, etc.
Indenite time: already, just, yet, etc.
Degree: very, too, rather, etc.
Place: here, there, etc.
Direction: left, right, etc.
Sequence: rst, next, etc.
Pre-verbal, post-verbal and end-position adverbs
Comparative and superlative forms (regular and irregular)
56
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 A2 Key for Schools, on which they will not be
directly tested.
Topics
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 identication
Places and buildings
School and study
Services
Shopping
Social interaction
Sport
The natural world
Transport
Travel and holidays
Weather
Lexis
The A2 Key for Schools 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 A2 Key for Schools.
A list of vocabulary that may appear in the A2 Key and A2
Key for Schools examinations is available on our website:
cambridgeenglish.org/exams/key-for-schools/
preparation
The list does not provide an exhaustive register of all the
words which could appear in A2 Key for Schools question
papers and candidates should not conne their study of
vocabulary to the
list alone.
International English
English is used in a wide range of international contexts. To
reect this, candidates’ responses to tasks in Cambridge
English Qualications are acceptable in all varieties and
accents of English, provided they do not interfere with
communication. Materials used feature a range of accents
and texts from English-speaking countries, including the
UK, North America and Australia. US and other versions of
spelling are accepted if used consistently.
57Language specications
Answer sheet
the form on which candidates record theirresponses.
Assessor
the Speaking test examiner who assigns a score to a
candidate’s performance, using analytical criteria to do so.
Cloze test
a type of gap-lling task in which whole words have been
removed from a text and which candidates must replace.
Coherence
language which is coherent is well planned and clear, and
all the parts or ideas t well so that they form a united
whole.
Collaborative task
the opportunity in the Speaking test for the candidates
to engage in a discussion and work together towards a
negotiated outcome of the task set.
Discourse
written or spoken communication.
Gap-lling item
any type of item which requires the candidate to insert
some written material – letters, numbers, single words,
phrases, sentences or paragraphs – into spaces in the text.
The response may be supplied by the candidate or selected
from a set ofoptions.
Gist
the central theme or meaning of the text.
Impeding error
an error which prevents the reader from understanding the
word or phrase.
Interlocutor
the Speaking test examiner who conducts the test
and makes a global assessment of each candidate’s
performance.
Item
each testing point in a test which is given a separate mark
or marks.
Key
the correct answer to an item.
Lexical
adjective from lexis, meaning to do withvocabulary.
Long turn
the opportunity in the Speaking test for a candidate to
talk uninterrupted for a period of time, enabling them to
produce an extended piece of discourse.
Lozenge
the space on the mark sheet which candidates must ll in to
indicate their answer to a multiple-choice question.
Multiple choice
a task where candidates are given a set of several possible
answers of which only one is correct.
Multiple matching
a task in which a number of questions or sentence-
completion items, generally based on a reading text, are
set. The responses are provided in the form of a bank of
words or phrases, each of which can be used an unlimited
number of times.
Opening and closing formulae
the expressions, either formal or informal, that are usually
used to open and close letters, e.g.
Dear Maria … With best
wishes from … , or Dear Mr Dakari … Yours sincerely …
Options
the individual words in the set of possible answers for a
multiple-choice item.
Paraphrase
to give the meaning of something using dierent words.
Pretesting
a stage in the development of test materials at which items
are tried out with representative samples from the target
population in order to determine theirdiculty.
Prompt sentence
the complete sentence given as the opening or closing line
of a story in B1 Preliminary Writing Part 3.
Referencing
the technique of using ‘referents’.
Referent
a word or term that refers to another person, place, etc.
Register
the tone of a piece of writing. The register should be
appropriate for the task and target reader, e.g. a letter of
application is written in a formal register.
Rubric
the instructions to an examination question which tell the
candidate what to do when answering the question.
Target reader
the intended recipient of a piece of writing. It is important
to ensure that the eect of a written task on a target
reader is a positiveone.
Acronyms
ALTE
The Association of Language Testers inEurope.
CEFR
Common European Framework of Reference.
EFL
English as a Foreign Language.
ESOL
English for Speakers of Other Languages.
A2 Key for Schools glossary
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