CAMBRI DGE
EXAMI NATI ONS, CERTI FI CATES & DI PLOMAS
KET
KEY ENGLI SH TEST
English as a
Foreign Language
© UCLES 2001 NOT FOR RESALE
H A N D B O O K
PREFACE
This Handbook is intended principally for teachers and
course designers who are, or who intend to become,
involved in preparing candidates for the Cambridge Key
English Test (KET). There are separate Handbooks for other
Cambridge EFL examinations.
The introductory part of the Handbook provides the general
background to the Cambridge EFL examinations and an
overview of the work of the EFL Division at UCLES,
including a description of current procedures for test design,
production and marking. It is hoped that this will be of
interest both to those who are familiar with the Cambridge
EFL examinations and to those who are coming to them for
the first time.
CONTENTS
This booklet provides the following information about KET:
Introduction to UCLES .................................................................................................................. 2
Background to KET ...................................................................................................................... 3
Marking and Grading.................................................................................................................... 5
KET Administration ...................................................................................................................... 5
KET Format.................................................................................................................................. 5
Aims and Objectives .................................................................................................................... 7
Language Specifications ................................................................................................................ 7
A Detailed Guide to KET
Reading and Writing ............................................................................................................ 11
Listening ............................................................................................................................ 17
Speaking ............................................................................................................................ 20
Sample Papers
Reading and Writing ............................................................................................................ 24
Listening (including tapescript) .............................................................................................. 30
Sample Answer Sheets .................................................................................................................. 36
Mark Schemes for Sample Papers .................................................................................................. 39
users are met, and that in this context UCLES EFL
I NTRODUCTI ON TO UCLES
examinations fulfil the Code of Practice established by the
The University of Cambridge Local Examinations Syndicate Association of Language Testers in Europe  ALTE (see
(UCLES) was established as a department of the University of below). This Code of Practice focuses on the responsibilities
Cambridge in 1858 in order to set a standard of efficiency both of examination providers and examination users and
for schools in England. The Cambridge examinations cover a covers four main areas:
wide range of academic and vocational subjects and include
" Developing examinations
examinations especially designed for international use.
" Interpreting examination results
Examinations in English as a Foreign Language were started
" Striving for fairness
at UCLES in 1913, with the Certificate of Proficiency in
" Informing examination takers
English (CPE). The First Certificate in English (FCE) was
introduced in 1939. Other EFL examinations and schemes
for Teachers of English as a Foreign Language ( Cambridge
The Association of Language Testers in Europe (ALTE)
English Language Teaching) have been added since then, so
UCLES is a member of The Association of Language Testers
that UCLES now offers a comprehensive range of EFL
in Europe (ALTE), which was formed in 1990. The members,
examinations and TEFL qualifications with a total annual
which include Alliance Française, Goethe-Institut etc., are all
candidature of over 700,000.
providers of language examinations and certificates from
countries within the European Union.
UCLES EFL
The principal objectives of ALTE are as follows:
UCLES EFL has specific responsibility for all the professional
and specialist aspects of the EFL examinations and the CELT
" to establish a framework of levels of proficiency in
qualifications. The EFL team is made up of staff with
order to promote the transnational recognition of
qualifications mainly in the area of Applied Linguistics and
certification, especially in Europe;
TEFL, and with considerable experience in overseas teaching
" to establish common standards for all stages of the
situations.
language testing process: i.e. for test development,
question and item writing, test administration, marking
The work of UCLES EFL covers four main areas:
and grading, reporting of test results, test analysis and
reporting of findings;
" Question paper production
" to collaborate on joint projects and in the exchange of
" Support for the administration of the examinations
ideas and know-how.
(particularly the Speaking tests)
" to develop  can do statements for each of the five
" Processing of examinations (marking, etc.)
ALTE levels
" User service
More information about ALTE and copies of ALTE documents
In all these areas there is a programme of on-going
can be obtained from EFL Information at UCLES.
validation, and specialist staff work on analysis and
evaluation. The aim is to ensure that standards are being met
and that the examinations develop in order to meet the
The Production of EFL Question Papers
changing needs of candidates and other test users.
The production process for question papers for EFL
examinations and CELT qualifications begins with the
The core of the EFL system is the question paper production
commissioning of material and ends with the printing of
process. This is described in detail later in this section.
question papers.
The general administration and processing of examinations is
There are five main stages in the process:
also carried out by UCLES EFL which has responsibility for
ensuring that various professional requirements are met. This
" Commissioning
includes, for example, the development and implementation
" Editing
of training and monitoring procedures, which are required
" Pre-testing
for carrying out the assessment of spoken and written
language by examiners.
" Analysis and banking of material
" Question paper construction
For UCLES EFL, user service involves professional matters
such as the production of information for test users, e.g.
This process is represented in the diagram on the following
handbooks, sample materials, reports, etc. It is also the
page.
responsibility of EFL staff to ensure that obligations to test
Page 2
The Production Cycle for Pre-tested Question Papers The UCLES Main Suite: a Five Level System
UCLES has developed a series of examinations with similar
characteristics, which span five levels. Within the five levels
Commissioning of
the Key English Test (KET) is at Cambridge Level One.
Material for
Question Papers
Cambridge Level Five
Certificate of Proficiency in English (CPE)
Selection and Editing
of Material
Cambridge Level Four
Pretest Certificate in Advanced English (CAE)
Construction
Cambridge Level Three
Prestesting in
First Certificate in English (FCE)
Centres
Cambridge Level Two
Rejection Item Analysis Revision
Preliminary English Test (PET)
ITEM BANK
Cambridge Level One
Key English Test (KET)
Question Paper
Construction
BACKGROUND TO KET
Throughout the writing and editing process strict guidelines
are followed in order to ensure that the materials conform to
KET was developed between 1991 and 1994, during which
the test specifications. Topics or contexts of language use
time extensive trialling took place. It offers a basic
which might introduce a bias against any group of
qualification in English and also represents a first step for
candidates of a particular background (i.e. on the basis of
those wishing to progress towards Cambridge Level Two, the
sex, ethnic origin, etc.) are avoided.
Preliminary English Test (PET) and the rest of the UCLES EFL
examinations.
After selection and editing, the items are compiled into
pretest papers. Pretesting plays a central role as it allows for
The Key English Test is a free-standing part of the Look
questions and materials with known characteristics to be
Ahead project  a collaborative venture between four of
banked, so that new versions of question papers can be
Britain s leading organisations involved in English language
produced as and when required. The pretesting process
teaching and testing, developed under the auspices of the
helps to ensure that all versions conform to the test
Council of Europe.
requirements in terms of content and level of difficulty.
Look Ahead consists of:
Each pretest paper contains anchor items. The anchor items
are carefully chosen on the basis of their known
" TV and radio programmes;
characteristics and their inclusion means that all new items
" self-study materials and audio cassettes;
can be linked to a common scale of difficulty.
" printed support materials;
Pretest papers are despatched to a wide variety of schools
" text books, videos and audio cassettes for use in the
and colleges around the world which have offered to
classroom;
administer the pretests to candidates of a suitable level. After
" KET and PET tests.
the completed pretests are returned to UCLES, the items are
marked and analysed, and those which are found to be
While it is expected that some candidates for KET may have
unsuitable are rejected or revised. A score for each student is
used the Look Ahead study materials, it is not necessary to
provided to the centre within about two weeks of UCLES
have followed Look Ahead in order to be successful in the
receiving the completed pretests.
examination.
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The Level of KET They can express their own likes and dislikes, but only in
simple terms.
KET, at Cambridge Level One, also falls within Level One of
the ALTE framework and a description of this level is given
Where reading is concerned, at this level the user can
below in terms of:
understand the gist of a tourist brochure with the help of a
dictionary, to the extent of being able to identify the starting
" the general level of proficiency;
and finishing times of a guided tour and what will be seen
" what material learners can handle;
on the tour. They can write very simple personal letters,
" what learners can be expected to be able to do.
expressing thanks, or a basic message, although there may
be elementary mistakes.
ALTE Level One  A Waystage User
KET Candidature
As a Level One examination, KET is based on the Waystage
1990 specification (J A van Ek and J L M Trim, Council of
In 2000, there were over 30,000 candidates for KET.
Europe Press 1991) or what may be achieved after
Information is collected about KET candidature at each
approximately 180-200 hours of study, about half-way to
session, when candidates fill in Candidate Information
PET. It includes Reading and Writing, Listening, and
Sheets.
Speaking components. It may be seen as either an objective
half-way towards Level 2, the Threshold Level, or as a final
These provide essential information which is needed, for
objective indicating that successful candidates have the
example, to see whether certain types of question cause
linguistic ability to satisfy their most basic communication
difficulties for candidates in particular age ranges or from
needs in everyday situations.
particular language backgrounds.
A Waystage user will be able to use English in their own or a
The information provided is treated as confidential and is
foreign country in contact with native and non-native
covered by the Data Protection Act of the United Kingdom.
speakers of English for the general purposes listed on page 7.
The answers that a candidate gives to the questions on the
Candidate Information Sheet will not affect his/her result in
any way.
Materials a Waystage User can deal with
A language user at this level needs to be able to read simple
Nationality  KET is taken in over sixty different countries,
texts, many of which are of the kind needed for survival in
with the majority of candidates in Europe, South America,
day-to-day life or while travelling in a foreign country. These
and the Asia-Pacific region.
include street signs and public notices, product packaging,
forms, posters, brochures, city guides and instructions on Age  About 75% of KET candidates are aged 18 or under.
how to make a phone call. The user should also be able to A further 20% are in the 19-30 age group.
deal with personal messages written as letters or postcards,
Gender  Approximately 60% are female.
and gain some information from informative texts taken from
newspapers and magazines. Where listening skills are
Employment  Most candidates are studying full-time.
concerned, a user needs to understand the basic facts given
in announcements such as at railway stations and airports,
Exam Preparation  Approximately 85% of the candidates
traffic information given on the radio, and public
attend preparation classes.
announcements made at sporting events or pop concerts.
Reasons for taking KET  Candidates enter for a variety of
What a Waystage User can do reasons. About 55% of candidates indicate that they are
taking KET out of personal interest and 40% for employment
In the context of work, a language user at this level can
reasons. About 30% of the candidature are also specifically
handle basic enquiries related to their own familiar job area,
interested in further study of English.
dealing, for example, with questions about prices, quantities
of goods ordered, or delivery dates. In a meeting, they could
provide straightforward facts if asked directly, but cannot
What sort of test is KET?
follow a discussion. On the telephone, they could take the
In real life, language is used in context, and the forms of
name of a caller and note down a simple message including
language vary according to that context. The assessment
a phone number.
aims of KET and its syllabus are designed to ensure that the
test reflects the use of language in real life. The question
If travelling as a tourist, a user is able to find out what time a
types and formats have been devised with the purpose of
tour starts and how much something costs. They can
fulfiling these aims. KET corresponds closely to an active and
understand the outline of the information given on a guided
communicative approach to learning English, without
tour, as long as it is in a predictable context, but can ask
neglecting the need for clarity and accuracy.
only very simple questions to get more information.
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MARKI NG AND GRADI NG Special Arrangements
Special arrangements are available for disabled candidates.
The final mark a candidate receives in KET is an aggregate of
These may include extra time, separate accommodation or
the marks obtained in each of the three papers
equipment, Braille transcription, etc. Please consult the
(Reading/Writing, Listening and Speaking). There is no
UCLES KET/PET organiser in your area for more details.
minimum pass mark for individual papers.
KET has two passing grades:
Further Information
Further details, information concerning fees, and entry forms
Pass with Merit
can be obtained from:
Pass
The EFL Division
and two failing grades:
University of Cambridge Local Examinations Syndicate
Syndicate Buildings
Narrow Fail
1 Hills Road
Fail
Cambridge, CB1 2EU
U.K.
 Pass ordinarily corresponds to about 70% of the total
marks.  Pass with Merit ordinarily corresponds to
Telephone: (+44) (0)1223553074
approximately 85% of the total number . A  Narrow Fail
Fax: (+44) (0)1223460278
grade means that the candidate is within 5% of the  Pass
email: [e-mail]
level.
website: www.cambridge-efl.org
Statements of Results contain a graphical display of a
candidate s performance in each paper. These are shown
KET FORMAT
against a scale of Exceptional  Good  Borderline  Weak
and indicate the candidate s relative performance in each
KET has three papers, covering the four skills. The Reading
paper.
and Writing component carries 50% of the final marks; the
Listening and Speaking components carry 25% each. The
components of KET are described in summary in the table
KET ADMI NI STRATI ON
below and in greater detail in the following pages. They are
also exemplified in the Sample Papers on pages 24- 32.
Candidates mark all their answers for KET Paper 1 (Reading
and Writing) on answer sheets. Candidates must fill in these
sheets within the total time allowed for the examination. The
Summary of papers
answers for Parts 1 - 5 are automatically read by computer.
Answers for Parts 6 - 8 are marked by trained examiners. For
Paper 1: Reading and Writing (1 hour 10 mins)
KET Paper 2 (Listening), candidates write their answers onto
Component No of Parts Total mark for each component
the question paper as they listen to the tape, and are given 8
Reading 5 40
additional minutes to transfer their answers to the answer
60 weighted to 50
}
Writing 3 20
sheet. Parts 1 - 3 are automatically read by computer, and
Parts 4 and 5 are marked by trained examiners.
Paper 2: Listening (approx. 25 mins)
Samples of the answer sheets are given on pages 36 - 38 and
No of Parts Total mark for paper
students should be given practice in completing these before
Listening 5 25
the date of the examination.
Paper 3: Speaking (8-10 mins)
Time and Place
No of Parts Total mark for paper
KET is usually available six times a year on fixed dates in
Speaking 2 20 weighted to 25
March, May, June (twice), November and December.
Current information on dates and the administrative details
of the examination are provided separately to centres. A
copy can be obtained from your nearest Cambridge
Examination Centre. A list of Cambridge Examinations
Centres is obtainable from UCLES (address follows) or from
the nearest office of the British Council. All KET entries must
be made through an authorised centre.
Page 5
READING AND WRITING LISTENING
PART 1  SIGNS PART 1  FIVE SHORT DIALOGUES
five multiple-choice questions (3 options) five multiple-choice questions (3 options)
five matching questions Test focus: listening to identify information in short
Test focus: gist understanding of real-world notices exchanges
PART 2  DEFINITIONS PART 2  CONVERSATION
matching 5 definitions to 8 items in a lexical set five matching questions
Test focus: reading and identifying appropriate vocabulary Test focus: listening to identify information in longer
conversation
PART 3  VERBAL EXCHANGE PATTERNS
PART 3  CONVERSATION
five multiple-choice questions (3 options)
five matching questions five multiple-choice questions (3 options)
Test focus: reading and identifying appropriate response Test focus: listening to identify information in longer
conversation
PART 4  FACTUAL TEXT
PART 4  CONVERSATION
seven multiple-choice questions (3 options)
OR seven Right/Wrong/Doesn t say questions Completing a set of notes by filling five gaps with words
Test focus: reading for main idea(s) and detail or numbers
Test focus: listening and writing down information
PART 5  FACTUAL TEXT
PART 5  FACTUAL MONOLOGUE
close passage with eight multiple-choice questions
(3 options) Completing a set of notes by filling five gaps with words
Test focus: reading and identifying appropriate structural or numbers
word Test focus: listening and writing down information
PART 6  NOTES, SHORT MESSAGE, LETTER
SPEAKING
cloze passage with ten gaps
Test focus: reading and writing down appropriate word
PART 1  PERSONAL INFORMATION
(focus on structure and vocabulary)
Giving personal factual information
PART 7  FORM-COMPLETION
PART 2  PROMPT CARD ACTIVITY
completing five gaps on a form
Test focus: reading and writing down appropriate words
Asking for and giving personal or non-personal
or numbers (focus on content and accuracy)
information
PART 8  CONTINUOUS WRITING
writing a short note or message (20-25 words)
Test focus: ability to communicate a given message (focus
primarily on communication and clarity of message, and
also on accuracy of structure, vocabulary and spelling)
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AI MS AND OBJ ECTI VES LANGUAGE SPECI FI CATI ONS
Candidates who are successful in KET should be able to The language specifications of KET are the same as those set
satisfy their basic communicative needs in a range of out in Waystage 1990. It should be noted that the Waystage
everyday situations with both native and non-native speakers specification is not a closed syllabus. The following is a
of English. This aim corresponds to the recommendations of summary of the language which is tested in KET. In terms of
the Council of Europe s Waystage specification. vocabulary and grammatical structure, KET candidates will
have productive control of only the simplest of exponents for
each category below; there is a wider, but still limited, range
READING
that they will be able to deal with receptively; and they will
Making use of the limited structural and lexical resources at
have strategies for coping with the unfamiliar.
their disposal, KET candidates should be able to understand
the main message, and some detail, of a variety of short
Language Purposes
factual reading texts: for example, signs, notices, instructions,
brochures, guides, personal correspondence and informative " Carrying out certain transactions:
articles from newspapers and magazines. They should also Making arrangements
have strategies for dealing with unfamiliar structures and Making purchases
vocabulary. Ordering food and drink
" Giving and obtaining factual information:
WRITING
Personal
KET candidates need to be able to select appropriate lexis to Non-personal (places, times, etc.)
complete one-word gaps in a simple text, and to transfer
" Establishing and maintaining social and professional
information from a text to a form. They also need to show
contacts:
their ability to complete a short everyday writing task
Meeting people
appropriately, coherently and showing reasonable control of
Extending and receiving invitations
structure, vocabulary, spelling and punctuation.
Proposing/arranging a course of action
Exchanging information, views, feelings and wishes
LISTENING
Candidates should be able to understand and respond to
Language Functions
dialogues and monologues, including telephone
There are six broad categories of language functions (what
conversations and recorded messages, in both informal and
people do by means of language):
neutral settings on a range of everyday topics. The texts will
be delivered at a pace which is slow but not unnaturally so.
" Imparting and seeking factual information
Candidates should be able to extract relevant factual
information from what they hear. " Expressing and finding out attitudes
" Getting things done
" Socialising
SPEAKING
" Structuring discourse
Candidates should be able to interact both with an examiner
and with another candidate. They should be able to answer " Communication repair
and ask questions about themselves and about factual
A more detailed inventory of functions, notions and
information on a prompt card (eg times, prices, etc). They
grammatical areas covered by KET/Waystage is given
should also demonstrate strategies for dealing with
overleaf.
communication difficulties, eg paraphrasing, asking for
clarification.
Page 7
INVENTORY OF FUNCTIONS, NOTIONS AND giving warnings and stating prohibitions
COMMUNICATIVE TASKS
asking/telling people to do something
The realisations of these functions, notions and
expressing obligation and lack of obligation
communicative tasks will be in the simplest possible ways.
asking and giving/refusing permission to do something
greeting people and responding to greetings (in person and
making and responding to apologies and excuses
on the phone)
expressing agreement and disagreement, and contradicting
introducing oneself and other people
people
asking for and giving personal details: (full) name, age,
paying compliments
address, names of relatives and friends, occupation, etc.
sympathising
understanding and completing forms giving personal details
expressing preferences, likes and dislikes (especially about
describing education and/or job
hobbies and leisure activities)
describing people (personal appearance, qualities)
talking about feelings
asking and answering questions about personal possessions
expressing opinions and making choices
asking for repetition and clarification
expressing needs and wants
re-stating what has been said
expressing (in)ability in the present and in the past
checking on meaning and intention
talking about (im)probability and (im)possibility
helping others to express their ideas
expressing degrees of certainty and doubt
interrupting a conversation
asking for and giving the spelling and meaning of words
INVENTORY OF GRAMMATICAL AREAS
counting and using numbers
asking and telling people the time, day and/or date
Verbs
asking for and giving information about routines and habits
regular and irregular forms
understanding and giving information about everyday
activities
Modals
talking about what people are doing at the moment
can (ability; requests; permission)
talking about past events and states in the past, recent
activities and completed actions
could (ability; polite requests)
understanding and producing simple narratives
would (polite requests)
reporting what people say
will (future)
talking about future situations
shall (suggestion; offer)
talking about future plans or intentions
should (advice)
making predictions
may (possibility)
identifying and describing accommodation (houses, flats,
have (got) to (obligation)
rooms, furniture, etc.)
must (obligation)
buying and selling things (costs and amounts)
mustn t (prohibition)
talking about food and ordering meals
need (necessity)
talking about the weather
needn t (lack of necessity)
talking about one s health
following and giving simple instructions
Tenses
understanding simple signs and notices
Present simple: states, habits, systems and processes (and
verbs not used in the continuous form)
asking the way and giving directions
Present continuous: present actions
asking for and giving travel information
Present perfect simple: recent past with just, indefinite past
asking for and giving simple information about places
with yet, already, never, ever; unfinished past with for and
identifying and describing simple objects (shape, size,
since
weight, colour, purpose or use, etc.)
Past simple: past events
making comparisons and expressing degrees of difference
Past continuous: parallel past actions, continuous actions
expressing purpose, cause and result, and giving reasons
interrupted by the past simple tense
making and granting/refusing simple requests
Future with going to
making and responding to offers and suggestions
Future with will and shall: offers, promises, predictions, etc.
expressing and responding to thanks
giving and responding to invitations
giving advice
Page 8
Verb Forms Determiners
Affirmative, interrogative, negative a + countable nouns
Imperatives the + countable/uncountable nouns
Infinitives (with and without to) after verbs and adjectives
Adjectives
Gerunds (-ing form) after verbs and prepositions
Colour, size, shape, quality, nationality
Gerunds as subjects and objects
Predicative and attributive
Passive forms: present and past simple
Cardinal and ordinal numbers
Short questions (Can you?) and answers (No, he doesn t)
Possessive: my, your, his, her, etc.
Demonstrative: this, that, these, those
Clause types
Main clause: Carlos is Spanish. Quantitative: some, any, many, much, a few, a lot of, all,
other, every, etc.
Coordinate clause: Carlos is Spanish and his wife is English.
Comparative and superlative forms (regular and irregular)
Subordinate clause following sure, certain: I m sure (that)
she s a doctor. Order of adjectives
Subordinate clause following know, think, believe, hope: Participles as adjectives
I hope you re well.
Subordinate clause following say, tell: She says (that) she s
Adverbs
his sister.
Regular and irregular forms
Subordinate clause following if, when, where, because:
Manner: quickly, carefully, etc.
I ll leave if you do that again.
Frequency: often, never, twice a day, etc.
He ll come when you call.
He ll follow where you go.
Definite time: now, last week, etc.
I came because you asked me.
Indefinite time: already, just, yet, etc.
Degree: very, too, rather, etc.
Interrogatives
Place: here, there, etc.
What, What (+ noun)
Direction: left, right, etc.
Where; When
Sequence: first, next, etc.
Who; Whose; Which
Pre-verbal, post-verbal and end-position adverbs
How; How much; How many; How often; How long; etc.
Comparative and superlative forms (regular and irregular)
Why
(including the interrogative forms of all tenses and modals
Prepositions
listed)
Location: to, on, inside, next to, at (home), etc.
Nouns
Time: at, on, in, during, etc.
Singular and plural (regular and irregular forms)
Direction: to, into, out of, from, etc.
Countable and uncountable nouns with some and any
Instrument: by, with
Abstract nouns
Miscellaneous: like, about, etc.
Compound nouns
Prepositional phrases: at the end of, in front of, etc.
Noun phrases
Prepositions preceding nouns and adjectives: by car, for sale,
on holiday, etc.
Genitive:  s & s
Double genitive: a friend of theirs
Connectives
and, but, or,
Pronouns
when, where, because, if
Personal (subject, object, possessive)
Impersonal: it, there
Note that students will meet forms other than those listed
Demonstrative: this, that, these, those
above in KET, on which they will not be directly tested.
Quantitative: one, something, everybody, etc.
Indefinite: some, any, something, one, etc.
Relative: who, which, that
Page 9
TOPICS
Personal identification House and home
Personal feelings, opinions Daily life
and experiences
Entertainment and media
Hobbies and leisure
Social interaction
Sport
School and study
Travel and holidays
Food and drink
Transport
People
Health, medicine and
Places and buildings
exercise
Weather
Shopping
The natural world
Clothes
Work and jobs
Services
Language
LEXIS
The KET Vocabulary List includes items which normally
occur in the everyday vocabulary of native-speakers using
English today.
Candidates should know the lexis appropriate to their
personal requirements, for example, nationalities, hobbies,
likes and dislikes.
Note that the use of American pronunciation, spelling and
lexis is acceptable in KET.
Practical material
Past KET examination papers, including keys and cassettes
are available from UCLES Publications Unit at the address
given on page 5.
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