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 find out more. For example, you can read about Part 1 of the Reading and Use of English 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 Sample paper and assessment The Tasks pages give information about the exam format and The Sample paper and assessment section includes two sample what is tested in each part of the paper. papers for each of the four components as well as answer keys for the Reading and Use of English 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.
About Cambridge Assessment English 2 B2 First for Schools – an overview 3 Exam support 4 About the exam 5
Paper 1: Reading and Use of English Paper 3: Listening
Tasks 7 Tasks 52 Sample paper and assessment 12 Sample paper and assessment 55
Paper 2: Writing Paper 4: Speaking
Tasks 27 Tasks 71 Sample paper and assessment 31 Sample paper and assessment 75
Speaking assessment glossary of terms 84 Glossary 87 About Cambridge Assessment English
We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.
For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities. Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding. We deliver qualifications and tests in over 130 countries to over 5.5 million people every year. Our unique approach encourages continuous progression with a clear path to improving language skills. Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills.
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To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr Departments (exam boards)
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2 B2 First for Schools – an overview
B2 First for Schools was originally offered in 2010 and is a Certificates qualification at upper-intermediate level that is officially recognised by universities, employers and governments around The certificate shows the candidate’s: the world. It follows on as a progression from B1 Preliminary • score on the Cambridge English Scale for each of the four skills for Schools. and Use of English • overall score on the Cambridge English Scale Exam formats • grade B2 First for Schools can be taken as either a paper-based or a • level on the CEFR computer-based exam. • level on the UK National Qualifications Framework (NQF).
Who is the exam for? Students will receive the same certificate as candidates who take B2 First. B2 First for Schools is aimed at learners who need to show they can: • start working in an English-speaking environment • study at an upper-intermediate level, such as foundation or pathway courses.
Who recognises the exam? The B2 First for Schools certificate is recognised around the world as proof of upper-intermediate level English skills for industrial, administrative and service-based employment. It is also accepted by a wide range of educational institutions for study purposes.
Cambridge English Qualifications are accepted and trusted by thousands of organisations worldwide. For more information about recognition go to cambridgeenglish.org/recognition
What level is the exam? B2 First for Schools is targeted at Level B2 on the CEFR. Achieving a certificate at this upper-intermediate level proves that a candidate is becoming skilled in English and now has practical language skills for everyday written and spoken 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 exam papers (Reading and Use of English, Writing, Listening and Speaking). • Score on the Cambridge English Scale for their overall performance in the exam. This overall score is the average of the separate scores given for each of the four skills and Use of English. Special circumstances • Grade – this is based on the candidate’s overall score. Cambridge English Qualifications are designed to be fair to all test • Level on the CEFR – this is also based on the overall score. takers. For more information about special circumstances, go to cambridgeenglish.org/help
B2 First for Schools – an overview 3 Exam support
Official Cambridge English preparation materials Free support for candidates To support teachers and help learners prepare for their exams, We provide learners with a wealth of exam resources and Cambridge English and Cambridge University Press have preparation materials throughout our website, including exam developed a range of official support materials including advice, sample papers, candidate guides, games and online coursebooks and practice tests. These official materials are learning resources. available in both print and digital formats. cambridgeenglish.org/learning-english cambridgeenglish.org/exam-preparation Facebook Support for teachers Learners joining our lively Facebook community can get tips, take The Teaching English section of our website provides user-friendly, part in quizzes and talk to other English language learners. free resources for all teachers preparing for our exams. It includes: facebook.com/CambridgeEnglish General information – handbooks for teachers, sample papers. Registering candidates for an exam Detailed exam information – format, timing, number of Exam entries must be made through an authorised Cambridge questions, task types, mark scheme of each paper. English examination centre.
Advice for teachers – developing students’ skills and preparing Centre staff have all the latest information about our exams, and them for the exam. can provide you with: Downloadable lessons – a lesson for every part of • details of entry procedures every paper. • copies of the exam regulations Teaching qualifications – a comprehensive range of • exam dates qualifications for new teachers and career development for • current fees more experienced teachers. • more information about B2 First for Schools and other Seminars and webinars – a wide range of exam-specific Cambridge English Qualifications. seminars and live and recorded webinars for both new and experienced teachers. We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, Teacher development – resources to support teachers in their integrity, security and customer service. Find your nearest centre Continuing Professional Development. at cambridgeenglish.org/centresearch cambridgeenglish.org/teaching-english Further information Facebook for teachers If your local authorised exam centre is unable to answer your Teachers can join our community on Facebook for free resources, question, please contact our helpdesk: activities and tips to help prepare learners for Cambridge English cambridgeenglish.org/help Qualifications. facebook.com/CambridgeEnglishTeaching
4 About the exam
B2 First for Schools is a rigorous and thorough test of English Marks and results at Level B2. It covers all four language skills – reading, writing, listening and speaking – and includes a fifth element focusing on B2 First for Schools gives detailed, meaningful results. the candidate’s understanding of the structure of the language. Number of Number Overall length A thorough test of all areas of language ability tasks/parts of items There are four papers: Reading and Use of English, Writing, Listening and Speaking. The overall performance is calculated B2 First for Schools by averaging the scores achieved in Reading, Writing, Listening, Speaking and Use of English. The weighting of each of the four Reading skills and Use of English is equal. and Use 1 hour 15 mins 7 52 of English Detailed information on each test paper is provided later in this handbook but the overall focus of each test is as follows: Writing 1 hour 20 mins 2 2 Reading and Use of English: 1 hour 15 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, Listening approx 40 mins 4 30 newspapers and magazines. Writing: 1 hour 20 minutes Speaking 14 mins 4 – Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a total approx choice of three tasks in Part 2. Total 3 hours 29 mins Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning All candidates receive a Statement of Results. Candidates whose of a range of spoken material, including lectures, radio performance ranges between CEFR Levels B1 and C1 (Cambridge broadcasts, speeches and talks. English Scale scores of 140–190) also receive a certificate. Speaking: 14 minutes Grade A: Cambridge English Scale scores of 180–190 Candidates take the Speaking test with another candidate or Candidates sometimes show ability beyond Level B2. If in a group of three, and are tested on their ability to take part a candidate achieves a Grade A in their exam, they will in different types of interaction: with the examiner, with the receive the B2 First Certificate in English stating that they other candidate and by themselves. demonstrated ability at Level C1. Grade B and Grade C: Cambridge English Scale scores of Each of the four test components contributes to a profile which 160–179 defines the candidates’ overall communicative language ability at If a candidate achieves Grade B or C in their exam, they will be this level. awarded the B2 First Certificate in English at Level B2. CEFR Level B1: Cambridge English Scale scores of 140–159 If a candidate’s performance is below Level B2, but falls within Level B1, they will receive a Cambridge English certificate stating that they demonstrated ability at Level B1.
About the exam 5 Can Do summary What can candidates do at Level B2? 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 reflect real-life language skills.
Typical abilities Reading and Writing Listening and Speaking
CAN scan texts for relevant information. CAN follow a talk on a familiar topic. Overall general ability CAN make notes while someone is talking, or CAN keep up a conversation on a fairly wide write a letter including non-standard requests. range of topics.
CAN ask for clarification and further information, CAN read the media for information quickly and and is likely to understand the answer. Social and Tourist with good understanding. CAN keep up a conversation on a fairly wide CAN express opinions and give reasons. range of topics.
CAN understand the general meaning of non- CAN ask for factual information and understand routine letters and understand most of the the answer. Work content. CAN express own opinion, and express arguments CAN write a simple report of a factual nature and to a limited extent. begin to evaluate, advise, etc.
CAN make simple notes that are of reasonable use for essay or revision purposes, capturing the CAN answer predictable or factual questions. Study most important points. CAN check that all instructions are understood. CAN present arguments, using a limited range of expression (vocabulary, grammatical structures).
6 Paper 1: 1 hour 15 mins Reading and Use of English tasks
The paper contains seven parts. For Parts 1 to 3, the test contains texts with accompanying grammar and vocabulary tasks. Part 4 consists of separate items with a grammar and vocabulary focus. For Parts 5 to 7, the test contains a range of texts and accompanying reading comprehension tasks.
Number of Number of Part Task types Focus Format questions marks
The main focus is on vocabulary, e.g. idioms, A modified cloze test containing eight Multiple- collocations, fixed phrases, gaps. There are 4-option multiple- choice cloze 1 8 8 complementation, phrasal choice items for each gap. verbs, semantic precision.
The main focus is on awareness A modified cloze test containing Open cloze and control of grammar with eight gaps. 2 8 8 some focus on vocabulary.
The main focus is on A text containing eight gaps. vocabulary, in particular the Each gap corresponds to a word. Word use of affixation, internal The stem of the missing word is formation 3 8 8 changes and compounding given beside the text and must be in word formation. changed to form the missing word.
Six separate items, each with a lead- in sentence and a gapped second Key word Grammar, vocabulary, sentence to be completed in two to transformation collocation. 4 6 12 five words, one of which is a given ‘key’ word. Detail, opinion, attitude, tone, purpose, main idea, gist, meaning Multiple A text followed by six 4-option from context, implication, choice multiple‑choice questions. 5 6 12 text organisation features (exemplification, reference).
A text from which sentences have been removed and placed Cohesion, coherence, text in jumbled order after the text. Gapped text 6 6 12 structure. Candidates must decide from which part of the text the sentences have been removed.
A text or several short texts, Multiple Detail, opinion, specific preceded by multiple-matching 7 10 10 matching information, implication. questions. Candidates must match a prompt to elements in the text.
Reading and Use of English Tasks 7 The seven parts of the Reading and Use of PART 4 Key word transformation English paper In this part, there is an emphasis on grammar and vocabulary.
PART 1 Multiple-choice cloze Sample task and answer key: pages 14 and 18 In this part, there is an emphasis on vocabulary and grammar. Each correct answer in Part 4 receives up to 2 marks. Sample task and answer key: pages 12 and 18 Part 4 consists of six questions (plus an example). Each question Each correct answer in Part 1 receives 1 mark. contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Part 1 consists of a text in which there are eight gaps (plus one Candidates have to fill the gap in the second sentence so that the gap as an example). Each gap represents a missing word or phrase. completed sentence is similar in meaning to the lead-in sentence. The text is followed by eight sets of four words or phrases, each The gap must be filled with between two and five words, one of set corresponding to a gap. Candidates have to choose which one which must be the key word. The key word must not be changed of the four words or phrases in the set fills the gap correctly. in any way. Candidates are required to draw on their lexical knowledge and In this part of the paper the focus is both lexical and grammatical understanding of the text in order to fill the gaps. Some questions and a range of structures is tested. The ability to express a test at a phrasal level, such as collocations and set phrases. Other message in a different way shows flexibility and resource in the questions test meaning at sentence level or beyond, with more use of language. processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option The mark scheme splits the answer into two parts and candidates which fits correctly with a following preposition or verb form. gain one mark for each part which is correct.
PART 2 Open cloze PART 5 Multiple choice In this part, there is an emphasis on grammar and vocabulary. In this part, there is an emphasis on detailed understanding of a text, including the expression of opinion, attitude, purpose, Sample task and answer key: pages 13 and 18 main idea, detail, tone, implication and gist. Candidates are also tested on their ability to recognise meaning from context and Each correct answer in Part 2 receives 1 mark. follow text organisation features, such as exemplification, comparison and reference.
Part 2 consists of a text in which there are eight gaps (plus one Sample task and answer key: pages 15 and 18 gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of Each correct answer in Part 5 receives 2 marks. the text in order to fill the gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly. Part 5 consists of a text, followed by six 4-option multiple-choice questions which test the understanding of content and text The focus of the gapped words is either grammatical, such as organisation. The text may be taken from, for example, a modern articles, auxiliaries, prepositions, pronouns, verb tenses and forms, novel or an article. Questions may focus on the main ideas or or lexico-grammatical, such as phrasal verbs, linkers and words details in the text, and on the attitudes or opinions expressed. within fixed phrases. The answer will always be a single word. In Candidates may also be asked to deduce the meaning of a word some cases, there may be more than one possible answer and this or phrase and to demonstrate understanding of references, such is allowed for in the mark scheme. as pronouns, within the text. Additionally, questions may focus on the tone of the text or the writer’s purpose, as well as the use The absence or misuse of punctuation is ignored, although spelling, of exemplification or comparison. These questions may require as in all the Use of English parts of the paper, must be correct. candidates to infer the meaning from clues in the text, a skill which is an essential part of reading ability. PART 3 Word formation In this part, there is an emphasis on vocabulary. The 4-option multiple-choice questions are presented in the same order as the information in the text so that candidates can follow Sample task and answer key: pages 13 and 18 the development of the writer’s ideas as they work through the questions. The final question may require candidates to interpret Each correct answer in Part 3 receives 1 mark. an aspect of the text as a whole. PART 6 Gapped text Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the In this part, there is an emphasis on text structure, cohesion and text, there is a stem word in capital letters. Candidates need to coherence, and candidates’ ability to follow the development of a form an appropriate word from given stem words to fill each gap. long text. The focus of this task is primarily lexical, though an understanding Sample task and answer key: pages 16 and 18 of structure is also required. It tests the candidates’ knowledge of how prefixes, suffixes, internal changes and compounds are used Each correct answer in Part 6 receives 2 marks. in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level. Part 6 consists of one text, for example an extract from a magazine, from which six sentences have been removed and placed in jumbled order after the text, together with a seventh
sentence which does not fit in any of the gaps. Candidates are order of the question paper so as to avoid the possibility of required to decide from where in the text each sentence has been putting answers in the wrong sections of the answer sheet. removed. Each sentence may be used only once, and there is one sentence that candidates do not need to use. The task tests • Where texts have a title, encourage your students to pay understanding of how texts are structured. attention to it as it will indicate the main theme of the text. Rather than concentrating on individual sentences, candidates • Encourage your students to read through each text carefully need to be able to follow the development of ideas, opinions and before beginning to answer the questions so that they have a events through the text as a whole, using their understanding of clear idea of what it is about. text coherence and cohesion devices. • In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one PART 7 Multiple matching answer for each question. If they give two answers, and one of In this part, there is an emphasis on locating specific information and them is incorrect, they will not be given a mark. If they want to detail, and recognising opinion and attitude, in one long text or a change an answer, they should rub it out. group of short texts. • Where there are examples, students should refer to them to Sample task and answer key: pages 17 and 18 help them understand what they have to do. Remind them that in the examination they must not write the answer to the Each correct answer in Part 7 receives 1 mark. example on their answer sheet. • Sometimes candidates may decide that the answer they have Part 7 consists of one long text or up to six shorter texts, written is wrong and wish to change it. If this happens in Parts 1, preceded by 10 questions. Candidates are required to locate the 5, 6 or 7, they will need to rub out the mark they have made and specific information which matches the questions. To do this, they mark a different lozenge. In Parts 2, 3 and 4, they should clearly need to understand detail, attitude or opinion in the question and rub out the word or words and replace them. They should not locate a section of text where that idea is expressed, discounting try altering the word itself as this will make it unclear. They ideas in other sections which may appear similar but which do not should not put the word in brackets as it will appear to be reflect the whole of the question accurately. Some of the options an alternative. may be correct for more than one question. • Make your students aware that correct spelling is essential in Parts 2, 3 and 4. Preparation • Remind your students that handwriting should be clear so that General it can be read easily by the markers. • Your students should be encouraged to read a wide range of texts both in class and at home so that they build up a broad • Give your students practice in completing the answer sheet. vocabulary and become familiar with the many uses of different When writing their answers on the answer sheet, they must structures. This should enable them to deal with a range of be careful to make sure that they put the answer by the lexical items and grammatical structures in a variety of text appropriate question number. This is especially important if types. Classroom reading can include a range of reading texts they leave some questions unanswered. They must also be sure from coursebooks and reading-skills books at this level, as well to write in capital letters in Parts 2, 3 and 4. as articles available on the internet and current articles from • With coursebook texts, encourage your students to focus on newspapers and magazines on topics of interest. As part of any pre-reading questions. These stimulate interest in the the homework assignments, a weekly reading scheme could topic covered by the text and train your students in valuable be started. Your students could be asked to provide verbal or prediction techniques. written reviews of the texts they have read. These could include graded readers, unabridged short stories or novels, non-fiction, • Some coursebooks include questions which are to be answered newspaper or magazine articles, etc. Where possible, encourage while reading a text. These will help your students to work your students to follow up on their hobbies and interests by their way through the text and interpret the meaning of more reading magazines about sport, cars, fashion, etc. in English. If complex passages. The questions will also involve them in relevant magazines are not available locally, you may be able to using different reading strategies. It is useful to encourage your access them on the internet. Reading up about hobbies etc. could students to be aware of alternative ways of dealing with texts also lead to written articles for a class project, or short talks. so they can decide which ones suit them best. • When studying for the paper, it will be useful for your students • Make sure your students are familiar with the format of the to refer to dictionaries and grammar books. However, they tasks. Train them to read carefully the instructions on the should also develop strategies for operating independently front page of the question paper and at the start of each task. of reference books by, for example, guessing the meaning of The instructions give a brief context for each text and remind unknown words from the context, as they are not permitted to candidates what they have to do. take dictionaries into the exam with them. • Show your students how to fill in the answer sheet and give • Students should develop an efficient personal system for them practice in doing this in a timed exercise. Explain to them recording the new vocabulary they learn. They should record as that they can transfer their answers after each task or at the end much detail as possible. of the paper. • Encourage your students to plan their time carefully and not • When your students are familiar with the different task spend too long on any one part of the test. They should try to types, discuss with them which part(s) take them longer to make sure that they have a few minutes at the end of the test complete. Following this discussion, you could work out with to check through their answers. They can do the various parts them possible timings for each task. Remind them that each of the test in any order, but it may be better to do them in the task is worth approximately equal marks. The outcome of the
Reading and Use of English Tasks 9 discussion will also help you to decide which task types to PART 3 concentrate on in future classes and where assistance is needed • Students should be made aware of the range of words which with developing particular reading skills. can be formed from the same stem word, e.g. compete, competition, competitor, competitive, competitively, and By part the negative forms of these words e.g. uncompetitive. In the examination when they see the stem word at the end of a line, PART 1 they must not automatically write a related word which they • Remind your students that different types of words are tested know well as their answer. They need to read the surrounding in this part. Sometimes it is necessary to choose between sentence to decide what the missing word is. words with a similar meaning, e.g. choosing leaking rather than • Sometimes the missing word will need to be in the plural, and spilling, pouring or flowing to fill the gap in The roof of our tent sometimes it will need to be in a negative form. The sense was …. At other times it will be necessary not simply to know of the text around the gap will help candidates decide if it is the meaning but also to know which word is correct because necessary to put the word in the plural or to make it negative. of the preposition, adverb or verb form which follows, e.g. choosing interested rather than keen, enthusiastic or eager to fill • Make your students aware that answers will not always need the gap in You may be … in applying for this job. only prefixes or suffixes to be added to a word; sometimes internal changes will need to be made (e.g. long to length). • Give your students practice in recognising the differences in meaning between similar words, e.g. cut and tear. They should • Remind your students that each stem word applies only to the try to learn whole phrases as well as individual words in context, gap on the same line. They must not try to form a word from and they should be aware that knowing the grammatical that stem word in any other line. In every case the stem word patterns and collocations of words is as important as knowing will have to be changed. their meaning. PART 4 • This part of the paper also tests collocations, such as to pay attention to, and linking phrases such as even if. Phrasal verbs • In preparing for this part of the paper, give your students are also tested here. They may be tested in three different ways: practice in paraphrasing. This might include rewriting sentences the whole of the phrasal verb, e.g. keep on, just the verb itself, from texts, saying things again 'in other words', as well as e.g. keep, or just the preposition or adverb which follows the working on lexical synonyms and grammatical transformations. verb, e.g. on. Thus, some questions test at a phrasal level, while In the examination, they must make sure that the answer makes others test meaning at sentence level or beyond, with more the second sentence mean, as far as possible, the same as the processing of the text required. lead-in sentence. • Remind your students to make sure the answer they choose fits • Remind your students that the answer must consist of two, into the sentence. They should not choose their answer simply three, four or five words. If candidates write more than five after reading the words which come before the gap; they need words they will not be awarded the marks. to read the words which follow as well. It is sometimes the case • Remind your students that they must use the key word in their that a preposition or adverb which follows a gap determines answer and they must not change it in any way. If they do not which of the options is correct. use it or if they alter it, they will not be awarded the marks. • Get your students used to reading all the options for any • Make sure your students pay careful attention to any verb in question before deciding which one fills the gap correctly, and the final part of the second sentence as it will often indicate remind them that they should never choose more than one whether to use a singular or plural noun in the answer. option as the answer. • Remind your students that when writing their answers, they • Make your students aware that it is important that the mark should not write the whole or part of the second sentence; they they make in the lozenge on the answer sheet for each answer is should write the words that are needed to fill the gap, including firm and clear and done in pencil. the key word. PART 2 • When they are counting the words, students should remember • As in Part 1, candidates need to read the words which follow the that, as in Part 2, they must count contracted words (with the gap as well as those which come before it. Tell your students exception of can’t = cannot) as the full form (e.g. didn’t = two that they should make sure that if they are filling the gap with a words did not). verb, it agrees with its subject. PART 5 • Remind students to keep in mind a sense of the whole text. • Train your students to read through the text before looking at the • Make your students aware that they must use only one word questions. As three out of the four options are incorrect, there is to fill each of the gaps. They should never use abbreviations no point in trying to absorb them all before tackling the text. (e.g. sthg for something), and (with the exception of • Get your students to read each question carefully so that they can’t = cannot) they should not fill any of the gaps with a have some idea of what they need to look for. contraction (e.g. didn’t, he’ll), as these count as two words. • Warn your students about the risks of ‘word spotting’, that is assuming that an option must be correct simply because it contains a word that is also in the text. Students need to check that the meaning of an option is reflected in the text, not that one word is the same in both.
• When the questions take the form of incomplete sentences, PART 7 encourage your students to read both parts of the sentence • Your students will need practice in skimming and scanning texts carefully. They need to check that the whole sentence matches quickly for specific information in order to prepare for this task. what is written in the text and not just the phrase in option A, Once they have done this, it may be helpful to divide the class B, C or D. into teams and encourage them to ‘race’ against each other. • Make sure your students read texts in which opinions, ideas Points should be deducted for incorrect answers, to emphasise and attitudes are expressed, such as interviews with actors or the need for accuracy as well as speed. musicians in which they explain their interests and what they • In class, ask your students to tell you why a particular part of believe helped them to become successful, or extracts from the text matches a question. This will help them to check their novels which focus on characters’ feelings. choices carefully. Once again, discourage them from choosing an answer on the basis of similar vocabulary alone. PART 6 • Train your students to read through the text with gaps in it first so • Give your students plenty of opportunity to read book and that they gain an overall idea of the structure of the text and the film reviews or articles in which a number of different people development of the writer’s ideas, before starting to do the task. express their thoughts about their hobbies, etc. You could also ask students, either as a pair or group activity in class, or as a • When your students are selecting a sentence to fill a gap, homework assignment, to devise their own Part 7 task, based on make sure that they look carefully at the information before texts you provide or ones that they find for themselves. Writing and after the gap. Candidates sometimes make the wrong challenging questions for their classmates to try will help the choices by selecting options which seem to fit the text before students understand what clues they will need to look for when the gap, and neglecting to check that the text after the gap tackling a real Part 7 task. follows on logically. • Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, for example words and phrases indicating time periods, cause and effect, exemplification, contrasting arguments, repetition, concordance of tenses, pronouns, etc. This will help them to make the correct choice between two possible sentences which seem rather similar at first sight. • As in Part 5, it is important to discourage your students from relying on ‘word spotting’. That is assuming that if the same word, name, date, etc. appears in the surrounding text and one of the options, that is automatically the right sentence to fill the gap. Train them to check all the other linguistic clues carefully before making their final decision.
Reading and Use of English Tasks 11 12