CAMBRI DGE
EXAMI NATI ONS, CERTI FI CATES & DI PLOMAS
CEELT
CAMBRIDGE EXAMINATIONS IN
ENGLISH FOR LANGUAGE TEACHERS
English as a
Foreign Language
S A M P L E P A P E R S
CONTENTS
Sample Papers
Paper 1 Speaking (Level I).............................................................................................................. 3
Paper 1 Speaking (Level II) ............................................................................................................ 7
Paper 2 Reading & Writing (Level I) .............................................................................................. 11
Markscheme and Sample Answers .................................................................................... 17
Paper 2 Reading & Writing (Level II) .............................................................................................. 25
Markscheme and Sample Answers .................................................................................... 36
Paper 3 Listening (Level I) ............................................................................................................ 44
Markscheme ...................................................................................................................... 48
Tapescript............................................................................................................................ 49
Paper 3 Listening (Level II) ............................................................................................................ 52
Markscheme ...................................................................................................................... 56
Tapescript .......................................................................................................................... 57
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PAPER 1 SPEAKI NG SAMPLE PAPER LEVEL I
TASK 1
You want to encourage your students to use the class library, so you decide to read to
them the following extract from a graded reader called The Elephant Man.
The Creature in the Shop
One day in 1884, I saw a picture in the window
of a shop near the hospital where I worked as a doctor.
I stopped in front of the shop and looked at the picture.
At first I felt interested, then I felt angry, then afraid. It was
a horrible, ugly picture. There was a man in the picture, but he
did not look like you and me. He did not look like a man.
He looked like an elephant.
I read the writing under the picture. It said:
Come in and see the Elephant Man, 2 pence.
I opened the door and went in.
There was a man in the shop. He was a dirty man in an old
coat with a cigarette in his mouth.  What do you want? he asked.
 I d like to see the Elephant Man, please, I said.
The man looked at me carefully. Then he took the cigarette out
of his mouth and smiled with his yellow teeth.
 All right, sir, he said.  Give me two pence then.
I gave him the money and he opened a door at the back
of the shop. We went into a little room. The room was cold
and dark, and there was a horrible smell in it.
A creature sat on a chair behind a table. I say a creature,
because it was not a man or a woman, like you or me.
The creature did not move or look at us. It sat very quietly on
the chair in the cold, dark, dirty room. On the table in front of it,
there was a dead flower.
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TASK 2
You have a new class of adult students who have not met one another before. You want
them to do this  getting to know you activity. Read aloud the instructions step by step.
You need an empty sheet of paper for this activity. Are you ready?
In the centre of the paper, draw a rectangle, and inside this write the
name you would like to be called. On each side of the rectangle, write
something you like doing.
Now, in the top left hand corner of the paper write the name of the most
beautiful place you ve ever visited and the year you first went there.
Now go to the bottom left hand corner of your paper, and write the year of
your life when you were happiest.
Just below this, draw a circle and inside write what you consider to be the
ideal age to get married.
OK. Now go to the top right and draw pictures of two things that you re
afraid of. Don t worry if you re not good at drawing - it doesn t matter.
Finally, on the bottom right of your paper draw a square and inside write
the name of someone you admire. This person doesn t have to be
famous.
Now change papers with your partner and ask and answer questions
about what you have written.
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PAPER 1 SPEAKI NG SAMPLE PAPER I I
TASK 2
You have a new class of adult students who have not met one another before. You want
them to do this  getting to know you activity. Read aloud the instructions step by step.
You need an empty sheet of paper for this activity. Are you ready?
In the centre of the paper, draw a rectangle, and inside this write the
name you would like to be called. On each side of the rectangle, write
something you like doing.
Now, in the top left hand corner of the paper, write the name of the most
beautiful place you ve ever visited and the year you first went there.
Now go to the bottom left hand corner of your paper, and write the year of
your life when you were happiest.
Just below this, draw a circle and inside write what you consider to be the
ideal age to get married.
OK. Now go to the top right and draw pictures of two things that you re
afraid of. Don t worry if you re not good at drawing - it doesn t matter.
Finally, on the bottom right of your paper, draw a square and inside write
the name of someone you admire. This person doesn t have to be
famous.
Now change papers with your partner and ask and answer questions
about what you have written.
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TASK 2
You and your colleagues have been looking for ways of using English language
newspapers in the classroom and you have found this review of a book that sounds
useful. Read the review aloud to your colleagues.
NEWSPAPERS
by Peter Grundy (Oxford University Press, 1993) - Ł7.50
If you have ever wondered how to get your
students to read English-language news-
papers, then this is the book for you. There
are over 100 creative ideas, which all
share the same aim: to give students the
confidence and skills to read a newspaper
in English in much the same way as they
would read a paper in their own language.
To achieve this, the book goes beyond
the conventional approaches of reading
comprehension (matching headlines,
re-ordering jumbled paragraphs, etc.)
Instead, there are exercises in familiar-
ization, authentic reading, picture work,
project work and a final chapter on
personal responses to newspaper stories.
The first chapter, however, offers a very
useful overview of the more conventional
activities and in the appendix there is an
equally useful list of the English-language
newspapers that are available around the
world.
In short, this is an excellent resource for
teachers who wish they had more time to
think of creative ways to exploit news-
papers in the classroom. A word of
warning, however, - don t expect each
activity to teach a grammar point. The point
of the activities is to enable your students
to read and react to newspapers in a
natural and authentic way, which is, after
all, an end in itself.
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PAPER 2 READI NG AND WRI TI NG SAMPLE PAPER LEVEL I
For
Examiner s
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TASK 1
You have been looking for games to use with your young beginners class and have found an
article in a teachers magazine which you think could be helpful.
Read the article Games for Beginners on pages 3 and 4 and then follow the instructions
below.
Complete the notes with NO MORE THAN FOUR words.
The first one has been done for you as an example.
WORD SQUARES AND GRIDWORDS
Aims of both games
To improve recall of e.g. numbers and alphabet
To provide 1 ____________________ practice
To provide 2 ____________________ revision
WORD SQUARES
Preparation and Procedure
Prepare a 3 ____________________
Write 4 ____________________ around the edges
Write in selected words from current 5 ____________________
6 ____________________ words and their location for reference
Write 7 ____________________ in the empty squares
Present game on board or 8 ____________________
Explain that class must indicate position of words with 9 ____________________ of
first and last letters
An extension of this activity can include 10 ____________________
GRIDWORDS
Preparation and Procedure
Similar to above but:
Words should only  touch where they 11 ____________________
Words should only  be written 12 ____________________ or
13 ____________________
Students need to discover the 14 ____________________ of a particular square
The numbers of words and 15 ____________________ used is given
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GAMES FOR BEGINNERS
Children who have not been learning English for very long enjoy calling out numbers and
letters of the alphabet in chorus. Teachers will notice that children can quickly memorize
the numbers or letters as part of a sequence, but are not always able to recall individual
numbers and letters at will. Their recall of individual numbers and letters can be improved
through exercises which require the pupils to break down the sequence they have learnt
into its component parts (i.e. letters and numbers). Two such exercises are described
below. They also give practice in pronouncing the letters and numbers and help to revise
vocabulary. These are not meaningless drills but meaningful exercises which set a
challenging problem for the pupils to solve.
1. Word Squares
Preparation: At home draw a grid, 8 by 8. Write letters along the top and
numbers along the side. Then fill it with some words from the coursebook the
class is using. Write them from left to right and top to bottom, and diagonally
from top to bottom (see diagram) starting each word anywhere in the grid. For
reference purposes, make a list of the words and the co-ordinates of the initial
and final letters (e.g. CAT, A3 to A5). Fill the blank squares with random
letters.
Procedure: In class, put up your grid on the board or with an overhead
projector, if one is available. Tell your class you ve written some words in the
box and you want them to guess where they are and what they are. When
they find a word they must call it out and name its co-ordinates. Later, when
the class is familiar with the idea, have them make their own letterboxes for
their partners or for the whole class.
2. Gridwords
A B C D E F G H
1 E L E P H A N T 1
2 Z X P O Q W E R 2
A1 to H1 ELEPHANT
3 C T A Y I D E A 3
F1 to H1 ANT
4 A U M N H G O B 4
A3 to A5 CAT
5 T C D B T V I G 5
B7 to F7 TIGER
6 O M U S R F U K 6
F3 to H5 DOG
7 R T I G E R W O 7
8 L N O Y N M A E 8
A B C D E F G H
Preparatory phase: Do the preparatory step in the game above but with two
differences: do not let your words touch each other except where they
cross, and do not use diagonals. At the start of the lesson, draw a copy of the
grid you have made (but without the words you have filled in) on the
blackboard. Tell the class that you have a copy of this grid in which you have
written a number of words. Say you want the class to guess what and where
the words are. To do this, they must ask you for the contents of one square at
a time by naming its co-ordinates (e.g. What s in A5?). They must try to find all
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the words as quickly as possible, and should try to guess at them when they
have found enough letters to make a good guess. So that they know how
close they are to guessing all your words, tell them in advance how many
words you have and how many squares are occupied (write the information
next to the grid on the blackboard).
When the above exercise is finished and the class has been made familiar
with the idea, you can ask them to continue the game in pairs.
TEACHER S COPY STUDENT S COPY
A B C D E F G H A B C D E F G H
1 L E T T E R T 1 1 T 1
2 RE 2 2" E 2
3 E G O A 3 3 " " G O " A 3
4 EC 4 4" 4
5 H 5 55
6 H E L P T H E 6 6 H E 6
7 R 7 7 " " 7
8 R A I N 8 88
A B C D E F G H A B C D E F G H
(Adapted from an article by Allan Ryding in MET Volume 13 Number 1).
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TASK 2
You are interested in helping students to improve their writing skills.
You have found the following extract from a teacher s resource book and you would like to
summarize it for your colleagues.
Read the extract and then complete the tasks that follow in Section A and Section B.
WRITERS AND WRITING 3 The process of writing also involves
communicating. Most of the writing that
1 Successful writing depends on more we do in real life is written with a reader
than the ability to produce clear and in mind - a friend, a relative, a colleague,
correct sentences. I am interested in an institution, or a particular teacher.
tasks which help students to write whole Knowing who the reader is provides the
pieces of communication, to link and writer with a context without which it is
develop information, ideas, or arguments difficult to know exactly what or how to
for a particular reader or group write. In other words, the selection of
of readers. Writing tasks which have appropriate content and style depends
whole texts as their outcome relate on a sense of audience. One of the
appropriately to the ultimate goal of teacher s tasks is to create contexts
those learners who need to write and provide audiences for writing.
English in their social, educational, or Sometimes it is possible to write for
professional lives. Some of our students real audiences, for example, a letter
already know what they need to be able requesting information from an
to write in English, others may be organization. Sometimes the teacher
uncertain about the nature of their future can create audiences by setting up
needs. Our role as teachers is to build up  roles in the classroom for tasks in which
their communicative potential and we students write to each other.
can do this by encouraging the
production of whole texts in the 4 But helping our students with planning
classroom. and drafting is only half of the teacher s
task. The other half concerns our
2 Perhaps the most important insight that response to writing. Writing requires a lot
recent research into writing has given us of conscious effort from students, so they
is that good writers appear to go through understandably expect feedback and
certain processes which lead to can be discouraged if it is not
successful pieces of written work. They forthcoming or appears to be entirely
start off with an overall plan in their critical. Learners monitor their writing to
heads. They then think about what they a much greater extent than their speech
want to say and who they are writing for. because writing is a more conscious
They then draft out sections of the process. It is probably true, then, that
writing and as they work on them they writing is a truer indication of how a
are constantly reviewing, revising, and student is progressing in the language.
editing their work. In other words, we can Responding positively to the strengths in
characterize good writers as people who a student s writing is important in building
have a sense of purpose, a sense of up confidence in the writing process.
audience, and a sense of direction in Ideally, when marking any piece of work,
their writing. Unskilled writers tend to be ticks in the margin and commendations
much more haphazard and much less in the comments should provide a
confident in their approach. counterbalance to the correction of
 errors in the script.
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5 There is a widely held belief that in order 7 Another reason for spending classroom
to be a good writer a student needs to time on writing is that it allows students
read a lot. This makes sense. It benefits to work together on writing in different
students to be exposed to models of ways. Group composition is a good
different text types so that they can example of an activity in which the
develop awareness of what constitutes classroom becomes a writing workshop,
good writing. I would agree that although as students are asked to work together
reading is necessary and valuable it is in small groups on a writing task. At each
not, on its own, sufficient. My own stage of the activity the group interaction
experience tells me that in order to contributes in useful ways to the writing
become a good writer a student needs to process, for example:
write a lot. This is especially true of poor
writers who tend to get trapped in a a brainstorming a topic produces lots
downward spiral of failure; they feel that of ideas from which students have
they are poor writers, so they are not to select the most effective and
motivated to write and, because they appropriate;
seldom practise, they remain poor
writers. b skills of organization and logical
sequencing come into play as
6 This situation is made worse in many students decide on the overall
classrooms where writing is mainly structure of the piece of writing.
relegated to a homework activity. It is
perhaps not surprising that writing often 8 Getting students to work together has
tends to be an out-of-class activity. Many the added advantage of enabling them to
teachers feel that class time, often learn from each others strengths.
scarce, is best devoted to aural/oral work Although the teacher s ultimate aim is to
and homework to writing, which can then develop the writing skills of each student
be done at the students own pace. individually, individual students have a
However, students need more classroom good deal to gain from collaborative
practice in writing for which the teacher writing. It is an activity where stronger
has prepared tasks with carefully worked students can help the weaker ones in the
out stages of planning, drafting, and group. It also enables the teacher to
revision. If poorer writers feel some move around, monitoring the work and
measure of success in the supportive helping with the process of composition.
learning environment of the classroom,
(Adapted from Writing by Tricia Hedge,
they will begin to develop the confidence
Resource Books for Teachers, OUP)
they need to write more at home and so
start the upward spiral of motivation and
improvement.
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Section A
The paragraphs in the passage Writers and Writing are numbered from 1 8.
Decide which one of the following descriptions best describes each paragraph and write
the paragraph number in the space provided.
One has been done for you as an example.
NB You will not need to use every description; seven boxes will remain empty.
Descriptions Paragraph
Numbers
a The teacher can provide models for students writing.
b Studies show that successful writing involves various stages.
c You become a good writer through frequent practice.
d Students need to write at their own speed.
e Writing tasks can be carried out profitably in groups.
f It is important to monitor all written errors.
g Helpful support can be given during group writing.
h A writer needs to know who he/she is writing for.
i Poor writers benefit most from reading widely.
j More class time should be spent on writing.
k Error correction should be balanced with encouragement.
l In group writing, students should have fixed roles.
m Teachers should show students how to select content.
n Experienced writers edit their work less.
1
Example Students need to write complete texts.
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Section B
Choose the summary [(a), (b), or (c)] which best represents the writer s ideas.
Tick ( ) one box only.
(a) Writing tasks which help students to write complete texts are important since they
develop communicative abilities. In order to succeed in their writing, students need
to have an overall plan, in note form, and to have thought about who they are
writing for. It is important that they read more because it develops their awareness
of what constitutes good writing, and it also improves their own ability to write.
Teachers can help in the writing process by getting students to work in groups and
by monitoring and providing support. Group composition is a classroom activity
which will help to improve students confidence.
(b) More classroom time should be spent on writing complete texts. It is only with
practice that students will improve their writing and it is possible for them to work
together in class, helping one another. Successful writers tend to follow a particular
process of planning, drafting and revision. The teacher can mirror this in the
classroom with group composition. The teacher should also provide students with a
context for their writing and it is important that feedback both encourages and
increases confidence.
(c) Students can improve their writing ability and increase their confidence by
participating in collaborative writing sessions in the classroom. It is possible for
students to help one another during these sessions as they discuss their ideas
about the correct way of phrasing individual sentences. The teacher s role during
the actual writing is to monitor and provide support. An essential aspect of
developing students writing skills is the response of the teacher; it is important that
traditional error correction should be balanced with encouragement.
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TASK 3
One of your students has written the following letter and asked you to check it before she sends
it to her new pen friend in England.
Write corrections in the spaces provided on page 11 for all those errors which are
numbered and underlined.
The first one has been done for you as an example.
Dear Sarah
e.g.
I m named Daria and I m from Russia, from Siberia. I have a lovely family.
1
It s consists of five people. My mother is a book-keeper and my father is
4
2 3
in army. My sister, Nataly, she goes to school and studies at the third form
5
now. My brother who is five years old, goes to kindergarten. And me? I m a
student at the Institute of Culture.
6
7
At the Institute I study lots of different arts topics and when I ll start the
8
9
third year I ll study also economics and management. I hope my future carrier
10
will be with culture management. Besides the Institute, I m very involving in
11
sport. I am into volleyball  it s my most favourite sport.
12 13
I have a lot of friends. When we meet us we talk. For example, if one of us read
14
15
a very interesting book, we all try to read too and then we discuss about it.
Write to me soon.
Love
Daria
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eg My name s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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TASK 4
A British friend is coming to your country to stay with you for a few days. You have written to
invite this friend to visit your institution and perhaps take one of your classes.
Read the last part of your friend s reply to your invitation below.
your letter. I m glad you re feeling better.
Not long now till my visit! It was really kind of you to suggest I could spend an hour or so
in your institution (it s always nice to see how other places work) and of course I d be
delighted to take one of your classes.
Could you tell me a bit about the class I d be working with - age, size of the class, level of
English, that sort of thing? And what you d like me to do with them? It could be a
language lesson, or perhaps you d like me to tell them something about my country. What
do you think they d be interested in? As I ll only have one lesson, I d like to make the most
of it and do something that really would be useful for them.
Looking forward to hearing from you and to seeing you soon.
Best wishes,
Pat
Now write an answer to this letter, giving the information requested plus any other details
you think might be useful to your friend.
You should write between 200 and 300 words.
Marks will be awarded for the following:
" required length
" relevant content and organization
" range and appropriacy of language
" correct use of grammar, vocabulary, spelling and punctuation.
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Section B
PAPER 2 READI NG AND WRI TI NG
MARKSCHEME LEVEL 1
Award three marks for correctly selecting summary (b)
Total for Task 2 = 17 marks
TASK 1
Award one mark for each space correctly completed.
TASK 3
Award one mark for each error appropriately corrected.
Do not award a mark if the candidate has used more than
four words.
Allow other possibilities if appropriate.
Allow appropriate paraphrases.
1. It consists / It s made up of
2. in the army / a soldier / an army officer
1. pronunciation (allow pronouncing / pronunciation)
3. goes
2. vocabulary
4. in the third (allow in the Third)
3. grid (allow letterbox) (allow grid 8 by 8)
5. My brother, who
4. letters and numbers
6. subjects (not courses)
5. coursebook / textbook
7. I start / I begin (must have I)
6. note / write a note of / list / make a list of
8. also study
7. random letters
9. career (no other alternatives possible)
8. OHP
10. involved in (no other alternatives possible)
9. co-ordinates (allow letters and numbers) (not initial)
11. favourite
10. students making own letterboxes
12. meet / meet together / go out (allow meet each other)
11. cross / overlap
13. reads / has read
12. horizontally (allow from left to right)
either order
}
14. to read it too (not to read it)
13. vertically (allow from top to bottom)
15. discuss / talk about
14. contents(s)
15. squares
Total for Task 2 = 15 marks
Total for Task 1 = 15 marks
TASK 2
Section A
Award one mark for each box completed or left blank.
a -
b 2
c 5
d -
e 7
f -
g 8
h 3
i -
j 6
k 4
l -
m -
n -
Example 1
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PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
Range and Appropriacy (out of 5)
TASK 4
No limitation on the range of language available to 5
(Written Skills)
the candidate is apparent.
Stylistically appropriate language has been used
Marks given for: Content and Organisation (out of 5)
throughout.
Linguistic Accuracy (our of 5)
Range and Appropriacy (out of 5)
An extensive range of language appropriate to the 4
task is used. Minor stylistic inaccuracies may be
Content and Organisation (out of 5)
present but these are not intrusive.
Relevant ideas are presented in an interesting and 5
convincing way.
A fair range of language is used. Use of language 3
The writing displays a completely logical
is in most respects appropriate to the task but may
organisational structure.
show inconsistencies.
The writing displays an ability to communicate with 4
The range of language available to the candidate 2
few difficulties for the reader.
appears rather limited. There may be intrusive
Ideas are well presented and well organised.
stylistic errors.
Relevant ideas are presented but these may not be 3
well supported. The writing may require greater
Limited range of language. Stylistic errors intrude 1
concentration from the reader than usual, but the
frequently.
message can be followed most of the time.
Severely limited range of language and very limited 0
Ideas may not always be relevant, well supported or 2
ability to use stylistically appropriate English.
presented. The structure of the writing may not
always be clear and may cause strain for the reader.
NB Candidates should be penalised for any errors in
Ideas are inadequately presented and supported and 1
layout under Range and Appropriacy.
may be irrelevant. The writing lacks a clear
Short or over-lengthy answers should be penalised
organisational structure and the message is quite
under Content and Organisation.
often difficult to follow.
Task achievement should be penalised under
Ideas are frequently irrelevant and the writing has no 0
Content and Organisation.
discernible organisation.
The message can only be followed with great
Total for Task 4 = 15 Marks
difficulty.
Paper Total = 15 + 17 + 15 + 15 = 62
Linguistic Accuracy (out of 5)
No significant errors of spelling, punctuation or 5
grammar.
Few significant errors of spelling, punctuation or 4
grammar.
Some significant errors or frequent but minor errors 3
of spelling, punctuation or grammar.
Errors of punctuation, spelling, punctuation or 2
grammar intrude frequently.
Inadequate control of spelling, punctuation or 1
grammar.
No evidence of control over spelling, punctuation 0
or grammar.
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SAMPLE ANSWERS TO TASK 4, LEVEL I PAPER 2 SAMPLE I
30 May 1997
Dear Pat,
Thanks a lot for your letter. Guess what! We re very happy to know that you re
coming to visit us.
I just thought I d drop you a line to give you a sort of insight on things that might
be necessary for you to know, as was asked in your letter.
Well, as you already know, my institution is the ACPB, here in Lima, whose main
interests are the teaching of English as a foreign language and the linking of
cultures. We offer three different levels; Basic, Intermediate and Advanced Levels.
Also, we have students from different ages, social status and interests.
Firstly, I d like to tell you about the class you d be working with. It s an
Intermediate course (I4) which is made up of twenty-five students. About their ages,
there s an age range of between 15 to 30, the average being of 25.
As you see, it is a large group, but, fortunately, the classroom is big enough for
them. In every classroom you may find a cassette player, a TV set and a VCR,
equipment that is permanently in the classrooms.
About the class, as a group of people, it s very nice working with them. I have
taught this class for the past two months and - believe me - they re the best
students I ve ever had. They re very respectful, punctual and even more - they re
highly motivated in learning English. The classroom atmosphere is the one any
teacher wishes to develop. They re very funny.
Regarding their interests, they re very interested in Speaking and Listening. Besides,
they enjoy going to the cinema, to a pub and reading books. There have been two
times when we got the opportunity to go out.
Because of their interests in Speaking and Listening in English, I d like to suggest
you prepare a sort of interviewing activity in which they might have a chance to
know a little bit more about your country - Britain, as they may be involved in
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cultural aspects of a country where the target language is spoken. I m sure it ll be
an unforgettable experience for them. Also, it d be beneficial if you prepare some
pronunciation activities focusing on the schwa sound and the / � / sound, which I
feel are really a trouble for them.
In case you need any extra information, please feel free to contact me at home in
the mornings.
Looking forward to seeing you soon.
Best wishes,
Eduardo.
PERFORMANCE LEVEL: EXCELLENT PASS
Comments:
This script is a fluent, personalised and realistic response to the stimulus task.
The content is well organised, clear and coherent. The candidate provides not
only literal facts about his students  age, rank and number , but develops a
helpful commentary on the personality, atmosphere, and interests of the group.
The standards of spelling, lexis and grammar are high for the level.
Furthermore, the language choices available to the candidate, illustrated
particularly by the use of idiomatic phrases ( drop you a line ), modal features,
conditional clauses, and comment clauses ( as you already know ,  As you see
etc., ) are highly appropriate to the intended relationship between writer and
reader that is contextualised in the task. The candidate appears to have a
sufficient range of language to make helpful, informed suggestions without
sounding too pushy or over-directive. Overall, the writer achieves his purpose
very successfully.
Page 20
SAMPLE 2
22 Alma Ata Street
Petroparlovsk
642000
Kazakstan
31 May 1997
Ms Pat Greenwood
36 Green Street
London
UK
Dear Pat,
I am very glad to welcome you to come and to stay with me for a few days. I
have been waiting for your coming since the beginning of our friendship. It would
be a great opportunity for us to know each other better.
I am not alone who is very excited to hear about your visit. All my learners are
very interested in having an hour with a native British speaking teacher. It may be
helpful if I give you a little information about them.
All my learners are typical teenagers. They are 30 in the class. They are the pupils
of the Eighth Form, their age is ranging from 12 to 14. In our institution English is
a compulsory subject and children are taught it from the first Form up to the last
one. The level of my students is pre-intermediate.
From the early years of learning English I tend to put emphasis on the development
of their reading and writing skills. I have a lot of problems with organising
communication in the classroom. My students are not able to understand the fluent
speech of native speakers. Nevertheless I think you can find a lot of topics to
discuss with them.
I would like to tell you some details about the institution I have been working for
17 years. It is the first school-gymnasium in the North of Kazakstan. Our students
are grouped according to their academic abilities and selected by means of
Examination at the age of 7. Our school is a specialized one. We taught our
students ancient languages (Latin and Greek), German and, of course, Russian. The
conception of our type of school is to provide learners with a full range of
academic, social and physical development opportunities.
Page 21
I believe your staying with us would be useful for me and my students. Could you
bring any pictures of Britain with you? We should be grateful if you bring current
issues of  Modern English Teacher . I do my best to help you to feel comfortable in
my place.
I am looking forward to hearing from you.
Yours sincerely,
Galina Kaipova
PERFORMANCE LEVEL: PASS
Comments:
In this script, there are some incongruities of style, a shaky control of
orthography in places, and some grammatical difficulties over tense usage,
prepositions, and adjectival complementation. However, overall, the information
provided is generally relevant and helpful. The use of language is broadly
appropriate to the required formality level of the stimulus task.
The messianic overtones in the first paragraph mar what is otherwise a fairly
accurate opening to the letter. The following paragraph establishes the function
of the letter and the grammatical choices here (may, if - clause, a little
information) all mirror the language of the stimulus task and thus establish a
reciprocal relationship between writer and reader in terms of language
appropriacy. The candidate does not limit her information on her students to
their age and level but comments on their educational background and
language difficulties. This information is quite well organised and signposted
with few major errors which impede understanding.
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SAMPLE 3
P.O. Box 96
DOHA
UNITED ARAB EMIRATES
29. May. 97.
Dear Pat,
Thank you for your sweet letter. l m happy to know that you are feeling better.
You are going to spend good time in my country.
Talking about my class I teach English language for third preparatory students.
They are aged 14-16. In each class, I have 35 students. They are very lovely and
interested in meeting an English native speaker. They think it will be different to
meet a native speaker then to hear his voice in the radio or T.V.
You will participate in an English lesson through two kinds of activities. First,
you will talk about your country explaining to them what the students learn there
and the way of your life. Then, you will help them writing a paragraph about what
they understand from your speech. You will give some clues when they need them
I want you to tell me when I m going to meet you at the airport, so I can
provide a suitable transport. Don t forget, the weather is hot these days so don t
bring heavy clothes.
Looking forword to hearing from you and to seeing you soon.
Best wishes
Mariam.
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PERFORMANCE LEVEL: FAIL
Comments:
While this script provides a broadly relevant response, the amount of
information, as well as the range of language used is clearly limited for the
level expected at CEELT I. After an appropriate and accurate opening, the
second paragraph is limited to rather percussive, simple sentences. When the
candidate does attempt more complex constructions, such as the initial non-
finite clause or the final comparative, she makes grammatical errors. The
description of her student s language level as  third preparatory level is vague
and not terribly helpful. In the third paragraph, the reiterative use of  will as
well as the temporal conjunctions ( first ,  then ) are more appropriate to giving
authoritative instructions rather than making tentative suggestions to a
colleague. The use of the item  (a) speech to refer to  talking about your
country indicates a shaky control of lexis as does her selection of  these days
to mean  at the moment . Unless Pat (the intended reader of the letter) makes
some generous allowances, she would not only find the reply scant in terms of
helpful detail about the teaching context, but might also find the (accidental)
commanding tone so disconcertingly exigent that she might have second
thoughts about her offer of taking a class!
Page 24
PAPER 2 READI NG AND WRI TI NG SAMPLE PAPER LEVEL I I
For
Examiner s
Use
TASK 1
You have been looking for games which will encourage your students to speak and have found
an article in a magazine for teachers which you think might be helpful.
Read the article below and on page 3 and then complete the task that follows on page 4.
IDEAS
 JUST A MINUTE
This activity is useful for students who are reluctant to speak. It also provides direction
and focus for talkative groups.
Listeners to BBC World Service and Radio Four broadcasts will probably be familiar
with the panel game  Just a Minute . Because of its emphasis on continuous speaking,
the game can be adapted for the language classroom.
THE ORIGINAL VERSION
There are four contestants and a chairperson. A contestant has to speak for one minute on a
given subject, such as  Neighbours or  Marriage without hesitation, repetition, or deviation
from the topic. The three other contestants can challenge the speaker at any point, identifying
what they are challenging, e.g. repetition, and justifying it where necessary. If the challenge is
refused, the original speaker gains the point, and continues for the rest of the time. Challenges
for hesitation are often very sharp; those for repetition are restricted to nouns, adjectives and
so on, and not to prepositions, articles or the subject itself; challenges for deviation often lead
to arguments between the speaker and the challenger, which have to be decided by the
chairperson.
THE ADAPTATION
Speaking for one minute continuously is difficult even in one s first language. The time limit
is best reduced to thirty seconds, except for very advanced students. It can be less for lower
level students. As far as subject goes, it is easier for the students if the topics are broad in
scope, such as  My home town ,  Sport ,  Animals , etc. Topics can be derived from earlier
class work or items in the coursebook. For advanced students, they can be made much more
specialized, such as  British education ,  Rock music ,  East/West relations , and so on. It
might be helpful to announce the topics in advance, so that the students can read about them.
If a student manages to speak continuously for the allotted time, he/she should be given two
points, while anyone who continues after a challenge should get one point, as should a
successful challenger. A grid can be put on the blackboard showing student names, and this
can be filled in as the game progresses. The teacher may decide that slight hesitation should
not be penalized, as it is a natural feature of spoken language, and this is a language practice
game. The chairperson must decide if the speaker has really dried up.
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For
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The activity can be played with any number of students from six to thirty. Large classes
should be divided into small groups of competitors, or into the panel, chairperson and
audience. The most demanding role is that of chairperson, and the teacher may decide to take
this him/herself at first. A very clear statement should be made by the chairperson before each
turn eg: Saeed, I want you to speak on the subject of  War for thirty seconds, without
hesitation, repetition or deviation, starting NOW! If a challenger is taking over the topic, then
this introduction needs to be repeated and the time reduced accordingly. A timekeeper is
essential, with a watch with a second hand, and  time up should be signalled by a bell or a
sharp hand clap. A scorer should stand by the board, entering the points as they are allotted to
the speakers. These three roles should be changed fairly frequently, and the two latter ones can
be a good way of involving shyer students in the game.
It is important to practise the game a few times, without scoring, to make sure that everyone
knows what they are to do. Once the game gets underway, students usually play it
wholeheartedly and noisily. One way of controlling noisy challenges is to ask challengers to
raise their hands. The timekeeper  stops the clock and the chairperson invites the challenger
to make the challenge. As in the original version, the chairperson s decision is final. Any
challenges not invited by the chairperson in this way are penalized with the awarding of an
extra point to the current speaker.
(Adapted from an article by Brian Cox in MET Volume 13, Number 1)
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For
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You would like to summarize the adaptation of the game for your colleagues.
Complete each gap in the table below as BRIEFLY as possible with a word or short
phrase.
The first one has been done for you as an example.
Adaptation
Participants
small groups of competitors
Chairman + contestants + audience OR e.g. ______________________ .
Time
1 ______________ per topic (except for advanced or low levels).
Topic
Preferable sources  2 ______________ or  3 ______________ (more
4 ______________ possible with 5 ______________, especially given beforehand).
Scoring
Current speaker: 6 ______________ for speaking for the full time.
One point for 7 ______________ .
One extra point for 8 ______________ challenge.
Challenger: 9 ______________ for successful challenge.
Reasons for challenge
Hesitation (only when speaker 10 ______________).
11 ______________ (as original).
12 ______________ (as original).
Roles
Chairman should:
a) introduce contestant in a 13 ______________ way
b) 14 ______________ challenges successful or not
c) 15 ______________ noisy challenges.
Timekeeper should:
a) have watch to count 16 ______________
b) indicate 17 ______________ with a clear signal.
Scorer should:
note down points for each contestant, maybe on a 18 ______________ on the board.
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For
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TASK 2
You are interested in exploring why some of your classes go much better than others. You have
found an article in a magazine for teachers which deals with this issue.
Read the article The Anatomy of Atmosphere on pages 8 and 9 and then complete the
tasks in Section A and Section B.
Section A
Below is a list of responses to the article.
Put a tick ( ) against those which you think the writer of the article would agree with and
a cross ( ) next to those which are not supported by the article. Write  N next to those
which are not mentioned.
The first one has been done for you as an example.
Example Teachers who set clear and precise objectives can count on success.
1 A negotiated syllabus is more likely to succeed than one that is imposed by the
teacher.
2 If syllabuses were based on the natural sequence of language learning, they would
undoubtedly lead to successful learning.
3 The results of language acquisition research are difficult to implement in the
classroom today.
4 Once we know the qualities of a good language learner, we can confidently
create such students in our classrooms.
5 Teachers must balance an interest in students with a concern for their subject
specialism.
6 The authentic teacher monitors her performance on a regular basis.
7 Being centred and consistent does not rule out being flexible.
8 The right atmosphere is the result of the teacher s actions and an appropriate
physical environment.
9 Like the complex concept of  success, atmosphere is a factor allowing precise
analysis.
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Section B
You would like to share the main ideas in the article with your colleagues. Use appropriate
words from the box below to complete the following summary.
N.B. You will not need every word from the box. Do not use any word more than once.
The first one has been done for you as an example.
(a) acquisition (b) analyse (c) approach (d) atmosphere (e) attitudes
(f) authentic (g) transcribe (h) disillusionment with (i) group dynamics (j) ideal
(k) objectives (l) predict (m)simple (n) background (o) syllabuses
(p) mysterious (q) development of (r) psychology (s) sociological (t) universal
There have been many attempts to account for successful teaching. However, it is difficult to
(l) predict
e.g. ______________ and engineer. Shifts in style and 1 ______________, more
specific definition of 2 ______________, negotiated syllabuses, as well as research into
language 3 ______________ and the qualities of the 4 ______________ EFL student,
have led to 5 ______________ the idea of one 6 ______________ answer. Other
possibilities have been to record and 7 ______________ actual teaching and learning, or to
clarify the elusive construct of atmosphere or 8 ______________ . Attention should now focus
on the sociological and psychological aspects of classroom interaction; 9 ______________
teachers with the right 10 ______________ can create the necessary 11 ______________
to ensure successful learning.
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For
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The anatomy of
Atmosphere
Why do some teachers  succeed and others  fail ? Why do learners do. The  good language learner provided useful
some classes go well on some days and not on others? Why insights into the language-learning enigma, especially when
do identical materials work well with one group and badly combined with forms of learner training.
with another? Or well on one occasion and not on the next?
Disillusionment
What is the elusive factor which determines a successful
outcome? Yet whichever way we have turned, we have come up
against the hump of disillusionment. The search for the
This is of course an extended version of Stevick s  riddle ,
 best method seems to have petered out. It has likewise
yet we seem as far from solving it now as when he first
been recognized that better definition of terminal objectives
posed it.
does not of itself ensure better learning outcomes. It points
Revelations and revolutions to the destination without providing a vehicle for the
journey. Similarly the negotiated syllabus has run into
The 1970s and 1980s were characterised by a search for the
predictable difficulties in most settings. The LA studies,
 right or the  best method. The functional-notional
while helpful as pointers, have done little to provide us with
revelation led into the communicative revolution. In its
operable classroom solutions. They may do so in time but
wake came a variety of  packaged methods, such as the
most teachers demand  jam today . Finally, knowing what
Silent Way, Community Language Learning (CLL),
good learners do does not in itself facilitate the replication
Suggestopoedia, Total Physical Response, the Natural
of these behaviours, especially in ordinary classrooms. The
 good language learner route
leads logically to individualized,
self-directed learning, which is not
easily accommodated in
classroom contexts.
It all depends
Clearly a great many factors enter
into  success (however defined)
in classrooms and they interact in
complex and largely unpredictable
ways. It is all but impossible to
balance the complementary and
contradictory effects of the
method, the materials, the
classroom procedures (and
rituals), the physical environment,
the learners (individually and as a
group), teachers, cultural factors,
motivational factors, institutional
factors, economic factors...
Approach, etc. All seemed to offer the prospect of success Is there then no escape from  it all depends ?
in exchange for a faithful implementation of the package.
Alternatives
A movement towards the more precise formulation of
One alternative approach has been to focus on the
objectives through  needs analysis ran in parallel with this.
observation and analysis of what actually happens in real
It fostered the illusion that well-defined terminal objectives
classrooms, as a basis for making changes in the
would somehow guarantee better learning outcomes. Others
organization and conduct of learning.
tried to argue that an externally imposed, top-down syllabus
Another has been to ascribe success or failure to the
was unlikely to enlist the support of learners and proposed
slippery factor of  atmosphere , sometimes equated with
instead a negotiated, process-driven syllabus, arrived at in
group dynamics. Both CLL and Suggestopoedia, in very
co-operation between learners and teachers.
different ways, place great emphasis on the  feel good
Developments in Language Acquisition (LA) studies
factor. Some versions of the Humanistic approach have
pointed tentatively to a more or less common sequence of
even taken it to saccharine extremes. The most practical and
learning among all learners of a language. If teaching could
businesslike treatment of atmosphere to date is to be found
be tuned to this natural sequence, success would
in Jill Hadfield s Classroom Dynamics.
presumably be within our grasp. Another potentially fruitful
line of inquiry has focused on what successful language
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For
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Analysing atmosphere feelings towards themselves. The essential contrast here is
between the teacher who is a  real person , and the one who
Typically, teachers bring three things to classrooms:
is simply acting a part.
knowledge, skills and attitudes.
The authentic teacher will usually:
Discussion has tended to focus on the pedagogical areas of
Knowledge and Skills, addressing the questions What? and " be  centred (i.e. give out an air of quiet confidence, have
How to...? If, instead, we focus on Attitudes, we must things under control, be ready for the unexpected);
address the questions Who? and How? Who are the actors " be purposeful and committed;
in the classroom drama and how do they behave socially " be consistent (i.e. will not constantly change plans or
and individually? To answer this, we need to go beyond forget what has been agreed);
analyses of pedagogical acts; correction, time on task, " hold clear professional views and be willing to justify
questions, etc. and regard classrooms as arenas of social and them;
psychological encounter, in the way an anthropologist " have a strong sense of self-respect and self-worth.
might investigate an unknown tribe. My focus is on what
Atmosphere
teachers do to produce a learning atmosphere.
Under atmosphere I include some physical attributes/
Attitudes
actions.
By attitude I mean what teachers reveal about their feelings
Teachers can affect atmosphere by:
towards their students and towards their work. I am not
suggesting there are  correct attitudes , but the following " using stance/posture to convey a sense of relaxed energy;
attributes are generally regarded as helpful. " using voice quality, gesture and facial expression to
convey mood, interest, etc;
" Teachers are positive and show an interest in the learners
" using music to set a mood;
(e.g. by remembering students names, taking time out for
" using decor (flowers, pictures, etc.) to create an ambiance;
those with problems).
" using warm-up activities to energize or relax a group;
" They are tolerant and patient (e.g. they can accept that
" establishing routines which offer a framework of security
students are not equally responsive; they know how to
(e.g. for changing seating arrangements for given
 wait ).
activities, for obtaining silence, etc.);
" They are open and responsive (e.g. they actively seek and
" clarifying ground rules;
respond to feedback, they listen).
" offering a variety of activities and types of input;
" They are fair (e.g. they keep their word, do not favour
" setting up tasks which allow all students to participate.
individual students).
" They are realistic in their expectations (both of themselves
Atmosphere is easy to recognize but difficult to analyse.
and of others).
Yet the social and psychological components of atmosphere
" They are firm but not inflexible.
usually have physical causes. If we can understand these
Two more factors which influence attitudes are authenticity
better, we have some chance of helping teachers to handle
and atmosphere.
atmosphere in more effective ways.
Authenticity
(Adapted from A Matter of Vibes and The Anatomy of Atmosphere by Alan
Maley in Practical English Teaching December 1993 and March 1994)
By authentic I mean what teachers reveal about their
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For
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TASK 3
A friend of your family is going to England and has written to her host family to introduce herself.
She has asked you to check the letter before she sends it.
Section A (Identification of errors)
Look at the first part of the letter.
Some words and phrases in the letter have been underlined. They may contain errors of
grammar, vocabulary, spelling, punctuation or appropriacy.
If you think the word or phrase is correct, tick ( ) the appropriate numbered box on
page 11.
If you think the word or phrase is not correct, put a cross ( ) in the appropriate numbered
box.
The first one has been done for you as an example.
eg
To Mr & Mrs Davies
1
I am writing to make an introduction before coming to stay with you. As you
2
3
could know, my name is Yelena and I m a Russian student. My dearest wish is to
4
become a teacher of English - that s why I ve looked forward to coming to UK to
5
have some practice. Teaching is our family line  all my grandparents were
teachers and taught different subjects and both my parents work at the
7
6
Technical University  they have lectures on Maths. So, it s only natural that
8
their daughter should be a teacher too. I m majoring in English at the University
9
and we study much  grammar, phonetics, lexicology and general linguistics.
10
On the contrary, studying at the University is not only classes. I ve got a lot of
12
11
friends there, most of them people I ve known since school. We spend a lot of
13
our spare time altogether, going to the cinema or to the theatre or sometimes
14
15
just shopping, so you can see that seldom we are bored.
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Example 4 8 12
1 5 9 13
2 6 10 14
3 7 11 15
Section B (Correction of errors)
Now look at the second part of the letter.
All the underlined and numbered parts of the letter contain errors. The errors may be of
grammar, vocabulary, spelling, punctuation or appropriacy.
Write a correction next to the number above each underlined word or phrase.
The first one has been done for you as an example.
have forgotten
e.g.
I see that I forget to mention my elder sister, Larisa. She s a postgraduate
16
student and had studied in Moscow for six months. The journey there from my
18
17
town takes very long and because of this I have a rare chance to see her,
19 20
unfortunately. One more thing I can t but mention is my cat who is very clever.
21
She sits and thinks and I believe that inside she s really philosopher. Despite
22
she is black, which some people consider unlucky, she s an important part of my
23
life. So you see I m a lover of pets. When I m at home in the evenings, I like
24
reading and listening to music. I also make the clothes for me as I ve always
26
25
enjoyed sewing and kniting. And I do one more hobby - my little motorbike. It
27
belonged to one of my uncle s friend but now he s very old and he can t ride it
28 29
any further, so he has given me. It s very special to me - like a pet! I must finish
now but I look forward to meeting you soon.
30
All my love
Yelena
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TASK 4
You have seen the following announcement in a magazine for teachers.
CONTRIBUTIONS WANTED
We are planning to devote one of our forthcoming issues to
SPOKEN ENGLISH AND THE TEACHER.
We would welcome reports from readers on their own experiences in this area, the most
interesting contributions to be published in the magazine.
We would like to hear about:
your own experience of learning to speak English - successes and failures
the opportunities you have now for practising the spoken language
what would help you to develop your spoken English in the future
any other observations which you feel are relevant.
Your report should be between 350 and 500 words and should be written on the report
form provided.
Fill in the details and write your report in the space provided on pages 13, 14 and 15.
Marks will be awarded for the following:
- required length;
- relevant content and organization;
- range and appropriacy of language;
- correct use of grammar, vocabulary, spelling and punctuation.
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Name: ..........................................................................................................................................
Name of institution (if applicable): ...........................................................................................
Contact address: .......................................................................................................................
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PAPER
5. (h) disillusionment with
PAPER 2 READI NG AND WRI TI NG
MARKSCHEME LEVEL I I 6. (m) simple
7. (b) analyse
8. (i) group dynamics
TASK 1
9. (f) authentic
Award half a mark for each space correctly completed.
10. (e) attitudes
Allow appropriate paraphrases.
11. (d) atmosphere
1. Half a minute / Thirty seconds
Total for Task 2 = 9 + 11 = 20 marks
either order
2. (earlier) class work either order}
3. coursebook / class textbook
TASK 3
4. specialised topics / specialised subjects
5. advanced classes / advanced students
Section A
6. two points
Award half a mark for each correct tick or cross.
7. continuing after a challenge
8. uninvited
Example X 4. X 8. 12.
9. one point
10. dries up / has dried up
1. X 5. X 9. X 13. X
11. repetition
12. deviation 2. X 6. X 10. X 14.
either order
}
13. clear
3. 7. 11. 15. X
14. decide whether / decide if (allow decide / declare)
15. penalise / control / correct / prevent / avoid
16. seconds (not time)
Section B
17.  Time up
Award half a mark for each correction.
18. grid
Allow other possible corrections if appropriate.
Total for Task 1 = 9 marks
16. has been studying (allow has studied / has been / has
been at university)
TASK 2
17. a long time / 6 hours etc
18. I have few opportunities / I don t have many
Section A
opportunities / I haven t had much chance / I don t
Award one mark for each correct tick, cross, or N.
have much chance / I rarely have a chance / I rarely
have the chance
Example X
19. must / have to / should / would like to
1. X
20. cat, who / cat, which
2. X
21. really a philosopher / a true philosopher / a real
3.
philosopher / really philosophical etc.
4. X
22. being / the fact that she is / her being
5. N
23. pet-lover (allow animal-lover)
6. N
24. my own clothes / clothes for myself (not my clothes)
7.
25. sewing and knitting
8.
26. have
9. X
27. uncle s friends
28. more / longer
Section B
29. has given it to me / gave it to me
Award one mark for each space correctly completed by a
30. Yours sincerely / With best wishes / Best wishes / Kind
word or letter from the box.
regards / With best regards
1. (c) approach
Total for Task 3 = 15 marks
2. (k) objectives
3. (a) acquisition
4. (j) ideal
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PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
TASK 4 Range and Appropriacy (out of 5)
No limitations on the range of language available 5
(Written Skills)
to the candidate are apparent.
Marks given for: Content and Organisation (out of 5)
Stylistically appropriate language has been used
Linguistic Accuracy (out of 5)
throughout.
Range and Appropriacy (out of 5)
An extensive range of language appropriate to the 4
task is used. Minor stylistic inaccuracies may be
Content and Organisation (out of 5)
present but these are not intrusive.
Relevant ideas are presented in an interesting and 5
A fair range of language is used. Use of language is 3
convincing way.
in most respects appropriate to the task but may
The writing displays a completely logical
show inconsistencies.
organisational structure.
The writing displays an ability to communicate 4
The range of language available to the candidate 2
with few difficulties for the reader.
appears rather limited. There may be intrusive
Ideas are well presented and well organised.
stylistic errors.
Relevant ideas are presented but these may not be 3
Limited range of language. Stylistic errors intrude 1
well supported. The writing may require greater
frequently.
concentration from the reader than usual, but the
message can be followed most of the time.
Severely limited range of language and very limited 0
Ideas may not always be relevant, well supported 2
ability to use stylistically appropriate English.
or presented. The structure of the writing may not
always be clear and may cause strain for the reader.
NB Candidates should be penalised for any errors in layout
under Range and Appropriacy.
Ideas are inadequately presented and supported 1
Short or over-lengthy answers should be penalised
and may be irrelevant. The writing lacks a clear
under Content and Organisation.
organisational structure and the message is quite
often difficult to follow.
Task achievement should be penalised under Content
and Organisation.
Ideas are frequently irrelevant and the writing has 0
no discernible organisation. The message can only
Total for Task 4 = 15 marks
be followed with great difficulty.
Paper Total = 9 + 20 + 15 + 15 = 59
Linguistic Accuracy (out of 5)
No significant errors of spelling, punctuation or 5
grammar.
Few significant errors of spelling, punctuation or 4
grammar.
Some significant errors or frequent but minor errors 3
of spelling, punctuation or grammar.
Errors of punctuation, spelling, punctuation or 2
grammar intrude frequently.
Inadequate control of spelling, punctuation or 1
grammar.
No evidence of control over spelling, punctuation 0
or grammar.
Page 37
Page 37
SAMPLE ANSWERS TO TASK 4, LEVEL I I PAPER 2 SAMPLE 1
Name: PILAR GARCIA
Name of institution (if applicable): ASOCIACION CULTURAL PERUANO
BRITANICA
Contact address: MANUAL ALCEDO 134, LIMA 9, PERU.
Spoken English and the Teacher
First of all I must mention that in my own experience, and especially due to the
fact that I am a shy person, I found it very difficult to start speaking in English.
Grammar lessons did not represent a big problem, but oral activities terrified me
because I did not want to make mistakes in front of the class, which was impossible
because as I found out later, making mistakes is a very important part of the
language learning process and once I was aware I could learn from my mistakes, I
felt more confident to express myself in English, not only in the classroom but also
outside of it.
I also found out that in order to develop my speaking skills I had to improve my
listening abilities and going to the school language laboratory to do aural practice
helped me a lot, especially to overcome my desire to understand each and every
word I heard.
My teachers played a very important role. Most of them provided us with
communicative activities and games which gave us the opportunity to develop our
speaking abilities. There was a lot of pair and group work, that is, a lot of
interaction in the classroom. Most activities were purposeful and very useful because
they resembled real life communication and we all had equal opportunities to use
the language.
Nowadays, I take advantage of all the strategies I learnt and try to speak English
whenever possible. Watching films in English (without subtitles), practising with
native speakers, reading magazines and newspapers, attending conferences and
seminars and writing letters in English are, in my opinion, very important and
useful activities for those who want to improve their abilities in a
Page 38
second language thus, I recommend them. Singing along to pop songs is an
activity which I also like because to helps me overcome pronunciation problems.
All these activities I have mentioned were part of the training programme I
received. How lucky I was to have such dedicated teachers who took into account
their students needs.
LEVEL II
PERFORMANCE LEVEL: EXCELLENT PASS
Comments:
This script is a very full, personalised, and authentic response to the task. The
requisite points concerning spoken English competence are well developed
and organised with good use of supporting detail. The candidate draws on a
good range of appropriate teaching-related vocabulary for the task. The
standard of grammatical accuracy is very high indeed; the writer uses strings
of co-ordinate and subordinate clauses to produce very long sentences which,
at points, one feels must crash into syntactic disorder, but in fact these
constructions survive intact without any serious errors. Rather than giving
blanket generalisations, the writer s own learning strategies to develop spoken
English are described with careful specificity. Overall the use of language is
appropriate to the context and purpose of the report format.
Page 39
SAMPLE 2
Name: CHRYSSOULA ANDRIANOPOULOS
Name of institution (if applicable):
Contact address: 12 RAGAVI STREET, 54623 THESSALONIKI
Dear Sir / Madam,
I am a novice teacher of English as a foreign language and yet a regular reader of
your magazine, which I have always found really useful and informative. On seeing
your announcement about  Spoken English and the Teacher I felt prompted to write
down some of my own experiences and thoughts regarding this matter.
To begin with, I learnt English at school and with a private teacher at the same
time. At school I did not have many opportunities to speak or communicate in the
target language. The lesson was mainly orientated towards the reading and writing
skills. Moreover the extremely large classes did not allow for peer interaction and
the student talking time was minimized as well. To compensate for that, my parents
hired a private teacher, who was a native speaker and with whom I enormously
enjoyed endless conversations about various matters of common interest.
My own learning experiences helped me a great deal to realise the value of
practising the target language in real situations. That is the reason for the fact that
I always seek for such situations to practise my spoken English. I must admit that
the opportunities I have, at least for the time being are not many. Apart from my
job as a teacher which involves inevitably association with native speakers, I have
also a few English speaking friends with whom I can always practise the language
in a most natural way.
As regards to what could help me to develop my spoken English, I think that
traveling to U.K. or even attending short summer courses could prove to be very
fruitful towards that purpose. Extensive reading is also an excellent means of
expanding your vocabulary and broadening your mind. Thus it helps to raise your
confidence when performing in the target language.
Page 40
I would like to take this opportunity to thank you for giving me the chance to
contribute something to your magazine.
Yours faithfully
Chryssoula Andrianopoulous
PERFORMANCE LEVEL: PASS
Comments:
Overall, this represents a reasonable standard for CEELT Level II with clear
evidence of achievement of the specified writing criteria. The content and
organisation of the report is clear and well developed in spite of the
inappropriate letter format. Perhaps, however, the candidate tends to make
generalisations through nominalisation of her learning strategies ( my .. learning
experiences ,  practising in real situations ,  extensive reading ) which could
have had more impact had they been described in more specific detail or
exemplified with concrete and personal cases. There are a few grammatical
errors in the areas of adverb placement and certain types of adverbial phrase
yet these are not confusing for the reader. The use of language is reasonably
appropriate to the function of the text although some lexical and grammatical
choices tend to give a somewhat stilted and perhaps over-formal tenor to the
response.
Page 41
SAMPLE 3
Name: KEIKO WEISS-NAKAMARA
Name of institution (if applicable):
Contact address:
Living in a non-English speaking country though, english is definately my every
day and the best foreign language. Since I have spoken English for a long time, I
might have to think back the days I learned  ABC , and it could be a good
opportunity to review how I have learned speaking as well as a corner stone for
further learning for future.
Firstly, despite my three-year course of English at school, I really could not
speak at all. This was partially due to the education system and my cultural
background: Worrying meticulously about grammatical mistakes and hesitation
make me even more difficult speak. Moreover, what I needed was self-confidence, a
very important psychological element, I believe.
Afterwards, I had an opportunity to be in an English-speaking environment,
where no one understood me unless I did not open my mouth. Under such
circumstances, I really pushed myself to say something whether it was
grammatically correct or not. In this way, it allayed, at least, my fear of speaking,
and I became gradually confident, not only about the language but also myself.
Secondly it is very important to keep up the language skill, especially speaking.
Becuase speaking requires spontaneous reaction and rather quick thinking and
understanding skills, a practice plays an essential role. Fortunately in Zurich, where
I live, there are a lot of opportunities to practise English such as cultural events,
social activities, schools and at work. For example, I am involved in an English-
speaking church community, working part-time at an international school, and I
enjoy going to art lectures, plays and so on. Chances are there, and it is up to me
to take advantage of them.
Thirdly, learning a language has no end. Occasionally I think how to improve
my English skills effectively. My biggest concern about speaking English is that I
tend to mix with German. A friend of mine (an American lady!)
Page 42
suggested that I should set a certain day on time to speak only English with my
partner or a friend. Furthermore, if the situation allows or a suitable person is
available, I would like to have a tutor, who could supervise my speaking all the time
so that I would be able to speak accurately with a proper pronunciation.
Although having taken CPE and CEELT, certainly it is not the end of my English
study program. I will try to set my own goal and keep on learning hopefully.
PERFORMANCE LEVEL: NARROW FAIL
Comments:
There is a patchy, uneven quality to this script. The writer provides a sincere and
reasonably full response to the difficulties of mastering and keeping up her
spoken English. She is able to draw on a good range of appropriate lexis and
idiomatic expressions ( I couldn t open my mouth ,  I pushed myself , etc...)
although some of these chunks are not yet fully grammaticalised and there are a
high number of errors, some of which are at a basic level (e.g. the use of
countable / uncountable nouns and article usage). Some constructions result in
difficulties for the reader in making sense of what is intended. The opening
sentence of the script is one example of this as is the illogicality of the phrase  ...
where no-one understood me unless I did not open my mouth ! Certain
statements require further detail and exemplification; what exactly is her point
about the education system and what exactly does she mean when referring to
her  cultural background ? More careful editing and checking for inaccuracies
might have tilted this script into a pass category. As it stands however, it falls
short of the language standard required.
Page 43
PAPER 3 LI STENI NG SAMPLE PAPER LEVEL I
TASK 1
You are going to listen to an extract from an EFL lesson.
You will hear the extract TWICE.
You have one minute to look at the questions below now before you listen.
As you listen, answer the questions as BRIEFLY as possible.
1 The teacher describes the structure of the lesson. What are the three main activities?
"
"
"
2 What is the topic of the lesson?
"
3 How does the teacher check that the students understand the topic of the lesson?
"
4 The teacher rejects Antonio s suggestion. What is the suggestion?
"
5 The teacher tries to elicit a verb from the students. What is it?
"
6 What exactly do the students have to do in the activity introduced last in the extract?
"
7 What does the teacher ask Antonio and Juan to do?
"
8 In what class format will the students work for the activity introduced last in the extract?
"
Page 44
TASK 2
You are going to listen to part of a talk on the subject of class size. You will hear the extract TWICE.
The notes below and on page 5 summarize the main points made by the speaker in the extract.
You have two minutes to look at the notes now before you listen.
As you listen, complete the notes as BRIEFLY as possible by writing in the numbered spaces.
The first part has been completed for you as an example.
The lecturer is going to deal with three questions.
What are they?
What is a small class?
e.g.
1
2
Complete the table showing different teachers views of the size of a small class.
Teachers normal class size Teachers estimate of small class
80 100 students 60 students
50 students 30 or 40 students
3 4
10 16 students
5
What is the lecturer s general definition of a small class?
6
0770/3 S97
Page 45
The lecturer gives a number of reasons for most teachers preferring smaller classes. What
are the reasons?
Complete the list below.
More time to give personal attention to students
e.g.
7
8
9
10
11
12
The lecturer goes on to discuss his own opinions about teaching small classes. He makes
five main points. What are the points?
Complete the list below.
Very small classes can be a problem because...
13
14
15
16
17
Page 46
TASK 3
You will hear part of a conversation between a (male) course leader Nigel and a (female) EFL teacher
Helen. Nigel is giving Helen some information about the placement tests given to new students on the
first day of the course.
You will hear their conversation ONCE only.
You now have one minute to look at the table below which summarizes the information Helen is
given.
As you listen, complete the numbered spaces in the table as BRIEFLY as possible.
Some parts have been done for you as examples.
Type of test Time needed Materials When marked
e.g. 1 2 3
Grammar
(multiple-choice)
4 5 e.g. 6
pictures from film
and holiday scene
7 8 9 10
11 e.g.
in student files
0770/3 S97
Page 47
10. easier (in monolingual classes) to ensure that English is
PAPER 3 LI STENI NG
used
MARKSCHEME LEVEL 1
11. able to help students more with written work (must
have written)
TASK 1
12. less time spent on marking written work / marking time
Award one mark for each bullet point correctly completed.
could be spent on other things
Allow appropriate paraphrases.
NB Items 13-17 may be given in any order
Do not penalise spelling or structural errors.
13. range of experience is limited
14. interactive activities may be (more) difficult
1. " vocabulary (work)
15. mood of one or two students can affect the whole of
" reading (activity)
(allow any order)
the class
" speaking (and discussion) / }
16. students are less tolerant of each other
discussion / oral activity
17. level of energy in the class is lower
2. sport
3. asks for examples (of sports) / elicits examples (allow
Total for Task 2 = 17 marks
by giving examples)
4. watching (the) TV
5. (to) do (a sport) / the verb which collocates with sport
TASK 3
6. match (written) descriptions of sports with pictures of
Award one mark for each numbered box correctly
the sport and decide what the sport is called (must
completed.
have 3 parts for a mark)
Allow appropriate paraphrases.
7. to repeat his instructions (for the activity) / to explain
what the students have to do in the next activity
Do not penalise spelling and structural errors.
8. in pairs / in twos
1. 40 minutes
Total for Task 1 = 10 marks
2. in pink files
3. after the test / during the time students are doing the
writing test
TASK 2
4. Writing
Award one mark for each numbered box correctly
completed. 5. 20 minutes
6. later (in the day)
Allow appropriate paraphrases.
7. Listening
8. 25 minutes
Do not penalise spelling or structural errors.
9. cassette in the folder (allow cassette / in the folder)
1. (the) advantages (of small classes)
10. while the students are doing the Reading Task / Test
2. (the) drawbacks / problems / disadvantages (of / with
11. Reading
small classes)
3. about 30
Total for Task 3 = 11 marks
4. (about) 20 / between 16 and 24
Total mark for paper = 10 +17 + 11 = 38
5. 6, 7 or 8 / 8 or fewer
6. (significantly) lower / less / fewer students than the
class size you re used to
NB Items 7-12 may be given in any order
7. more likely to be homogenous / less likely to have
spread of ability
8. easier to organise pair and group work (must have pair
and group)
9. easier to monitor and correct oral work (must have
2 of the 3 - monitor, correct, oral)
Page 48
Page 48
PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
TASK 1 (TAPESCRIPT) TASK 2 (TAPESCRIPT)
Teacher: Right, if you want to look at the board, you ll see There s been quite a lot of interest recently in the issue of
this is what we ll be doing today - I want us to do teaching large classes and in Applied Linguistics
some vocabulary work, a reading activity and Departments at various universities in Great Britain, there
then some speaking and discussion. So that s what has been ongoing research for quite a number of years now
we ll be working on today. about large classes and their implications for teaching, but
Now, the theme of today s lesson is  Sport . Right, what I d like to start by talking about today is in fact the
can you give me an example of some sports? opposite - it s small classes and the advantages and some of
Juan: Football the drawbacks of teaching small classes. So I ll begin by
Teacher: Good, lovely. Another one? looking at the question of what is a small class, then we ll go
Maria: Volleyball. on to look at some of the advantages of small classes and
Teacher: Good, well done I m sure that you can think of plenty of these, and we ll end
Antonio: Watching the TV up by looking at something which you may not have thought
Teacher: Oh, watching TV, well that s not actually a sport about quite so much, which is some of the problems
(pause) Er, you did say watching TV didn t you involved in teaching small classes.
Antonio? It isn t a sport exactly. Maybe you do it
So to begin with, what is a small class? Well, before I say
in your spare time, maybe you ...
any more I d like you just to talk to the person sitting next to
Antonio: Oh, okay, tennis.
you and each decide what a small class means to you...what
Teacher: Good. Right now, when we use the word  sport if
you would call a small class.
we use it with a verb, what do we say ... to ... a
sport , what s the verb? Which verb do we use?
(pause / background murmur)
Juan:  Make
Teacher: No ... oh!! sorry Maria what did you say?
Well, in fact I ve asked this same question to a large number
Maria: do ... do a sport
of language teachers from different backgrounds...I ve asked
Teacher: Good. To do a sport ... That s it. Good
this question - what is a small class - for example to teachers
Now, what do we call the person? There are
who had classes of 80 - 100, and these were language
different words we could use actually.
teachers, and I said to these teachers,  what is a small class?
Antonio: Player, Sports person
and these teachers said  Oh, a class of 60 that s a really nice,
Teacher: Good, Bravo
small class .
Teacher: Good, now I m going to ... I want to find out the
sports you know, okay. I ve got a sheet here and
(laughter)
it s got descriptions on it of different sports but the
sports aren t mentioned. And I ve got another
I ve also asked the same question to teachers who taught
sheet with pictures of people doing the sports.
classes of 50 - quite a lot of secondary teachers in different
What I want you to do is to match the
parts of the world have classes of about this size, and these
descriptions with the pictures and also to decide
teachers regarded a class of 30 or 40 as a small class. Now
what the sport is called in English. Okay? And I
what sort of numbers were you giving as a small class?
want you to do it in twos. Right, let s check that
you understand. Antonio, what am I going to give
(twenty / about twenty / no more than twenty / twenty-four /
you?
sixteen)
Antonio: A sheet - two sheets.
Teacher: And what s on them?
Yes - so most of you were saying that a class of around
Antonio: One has pictures, the other writing about the
twenty is a small class, and your normal class size I believe
pictures.
is about thirty - is that right?
Teacher: And what do the pictures show?
Antonio: Sports. And we say which writing is about which (yes)
picture, and the sport name.
But if you asked teachers in some language schools where
Teacher: Good, excellent. Juan, will I give you one each?
normally class sizes range from about 10 to 16 to tell you
(pause) Will I give everybody a set?
their idea of a small class, these teachers would say no more
Juan: No, one for two people.
than 8. So what s a small class to some is an enormous class
Teacher: Good. good, good. Now who s going to help me
to others. And it seems to me that the only way that you can
give out the . . . (fade)
define a small class is that it is significantly less - it has fewer
students than the class size you re used to teaching.
So most teachers, whatever their view of a small class, feel
that the classes they re teaching are on the large size and
that they could teach more effectively if their classes were
smaller. Why is this - what are the reasons they give?
Page 49
Page 49
Well one reason is that they feel that they could give more One quite important thing is that if you have a small class
personal attention to the students, they could give the the mood of one or two people will very easily affect the
students more help with their individual problems. whole class and if you take a class of six or eight students on
an average day, you re going to find that one or two of them
They also feel that if a class is smaller it s more likely to be
are probably not 100%, they re tired, they might be bored,
homogeneous - that is, to have students at a similar language
they might be just having an off day - however good a
level. So a small class is less likely to have a big spread of
student they are they re not going to be at full, peak
abilities, which can be a very big problem for the teacher.
performance every day. And in a small class one or two
students who are not functioning at 100%, or tired or bored
In addition, teachers feel that it would be easier to organise
can very easily affect the whole class - if you ve got a big
pair and group work with a smaller number of students, large
class they ll be hidden, they can be quiet for a lesson, they
class size is a very common reason teachers give for not
can be not working at 100% and probably people won t
doing this type of activity, and another reason related to this
notice too much. If you ve only got a few people in the class
is that clearly if you have a class of fifty or sixty it s very
it can really make a very very big difference and one person
difficult to monitor each student or even each group.
can spoil the mood of the whole class.
And teachers who work in monolingual classes as most
Similarly I find students are often much less tolerant of one
teachers throughout the world do, also feel that a smaller
another in smaller groups. They get impatient with one
class makes it easier for the teacher to check that the
another more easily. It s not always true in fact that a smaller
students are in fact using English during these activities and
group is more homogeneous and it s certainly much more
not their own first language.
obvious if you have individuals who don t really fit in, and
you often find that the other students get impatient with one
Er as far as written work goes they feel that they would be
another more easily. So you often find that if there is a
able to help students with individual problems with written
difference in levels or learning styles between individual
work in the class.
students this is more apparent in a smaller group and as I
said the other students are much less inclined to tolerate
Of course another benefit arising from this is that because
such differences.
there are fewer students in the class they wouldn t be
spending so long marking work, so that time spent marking
And finally, and this is specially true with young learners, but
could instead usefully be spent on other things. These are
also with adult classes as well, I think it s generally true that
just some of the advantages and I m sure that you can think
the level of energy in a small class is much lower - because
of others.
a big class in some way generates its own energy. This can
be exhausting, it can be noisy, but it can also be exhilarating
But is it possible for classes to be too small? Well I think it is
and it can lead to a very special sort of learning, a sort of
and I personally find very small classes quite difficult to
enjoyment that you don t get with a small class.
teach. That might seem paradoxical and even ridiculous to
teachers who are used to classes of 20, 30, or even 50 or
100, but I would like to discuss the other side of the coin TASK 3 (TAPESCRIPT)
and look at what might be some of the disadvantages of
Helen: Oh, er Nigel, could you tell me what goes on on
small classes.
Monday for the placement testing?
Nigel: Yes, it s quite straightforward actually. As you
One thing I find, especially with older students is that the
know there ll be quite a lot of students coming.
range of experience you can draw on in any class is a big
The first thing we want to know really is about
factor in the success of the class, the interest of the class,
their grammatical knowledge, so we give them a
and if you only have a small number of students, the range
multiple-choice grammar test.
of experience, or the ideas you can draw on, is
Helen: OK, and will I have materials for that?
correspondingly less, so activities which depend on content,
Nigel: Oh, yes, yes, it s all set out already - Those pink
on students bringing their own ideas and information from
files over there contain a set of materials that each
their own background, can be less successful. So that s one
teacher will be using when they conduct the test.
thing - that the range of experience you can draw on is
Helen: Uh... Huh... OK and er right, how long does it
limited.
take?
Nigel: It takes about forty minutes, er the beauty of it is
Another problem is that interactive activities can be more
that we get the students to put their answers on
difficult with a small number of people. So if you want to do
the answer sheet, not on the question paper and
for example something like a jigsaw activity where you have
then we ve got a transparent overlay, which you
several groups er each looking at a different piece of
just simply fit over the answer sheet, and you can
listening or reading and then reforming to share what they ve
see at a glance whether the answers are right or
found out about, this can be quite difficult with a small
wrong. Everybody - the teachers I mean, can
number and if then you have one or two students absent this
mark about 15 sheets in probably 5 or 6 minutes.
can really wreck everything the teacher s planned.
Page 50
Page 50
PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
Helen: Uh, huh. And do you want those marked straight Nigel: You could bring them to Room 15 which is our
after the test then? central room for the day, and er put them in a pile
Nigel: Well yes, it s a good idea. Er, what we do is to ask with your name on the top, and then I ll deal with
them to do the next part of the test which is a them as I work my way through.
little writing activity, and you could be doing the Helen: And when will you have them divided up into
marking while they re doing the writing. classes? When will they get the results?
Helen: Right, I mark the grammar test while they re doing Nigel: I m hoping to get them all done by about 3.30.
the writing test. Helen: Great. Thanks. (fade)
Nigel: Yes.
Helen: ... er what do I have to do for the writing?
Nigel: Well er, there s just a short lead-in with some
pictures. One s of a recent film - actually, it s
Robin Hood and one is of a nice place to go for
holidays - in this case it s Florida, and they have
to write either about a film they ve seen, or a
holiday they ve had. It doesn t have to be Robin
Hood or Florida - the pictures are just to get them
started.
Helen: Uh hum. And... how long do they have for that?
Nigel: We only need 20 minutes for that.
Helen: Oh, so it s quite a short writing test really. And,
er... marking?
Nigel: Well, we leave the marking of that until later on
in the day, and er then we have a coffee break
(laughs) and then after the coffee break, we get
them to do a listening test ...
Helen: mm
Nigel: That s a bit more complicated than the grammar
test because we haven t yet got it onto a one-
sheet answer paper with an overlay. So I m afraid
that it will take a bit longer to mark.
Helen: OK. And, er how long does the listening test last?
Nigel: That takes about 25 minutes.
Helen: OK. And the cassette s in that folder, is it?
Nigel: Oh yes, and it s at the right place, and you don t
need to replay anything, because if they need to
hear something twice, it s recorded twice on the
tape.
Helen: OK, fine, so that s after coffee. When do you want
that marked?
Nigel: Well, I think that the best thing then is ... well.,
we also have a little reading test, which is... we
don t use it for the placement, but it s to
encourage them to look in their student files and
find out important information about who they
have to see if they have a problem. So, if you get
them started on doing that, that should give you
time to mark the listening while they re doing it.
Helen: So I keep them in the classroom after the listening
and give them this reading task.
Nigel: That s right, and then hopefully, it should all be
completed just in time for lunch, so if you could
lead them off to the dining room and show them
where to queue up... as it s their first day, they
might not know the system.
Helen: And what should I do with the papers? With the
marks and things?
Page 51
Page 51
PAPER 3 LI STENI NG SAMPLE PAPER LEVEL I I
For
Examiner s
Use
TASK 1
You are going to hear an extract from an EFL lesson.
You will hear the extract TWICE.
You have one minute to look at the questions in Section A and Section B below now
before you listen.
Section A
As you listen, complete the extract from the teacher s lesson plan by writing in the
spaces.
Part of it has been done for you as an example.
LANGUAGE FOCUS: 1
2
STEPS: ACTIVITY CLASS FORMAT
(e.g. pair work, whole class,
group work etc.)
e.g. feedback on previous lesson whole class
34
56
78
910
11 12
Section B
The teacher often checks that his instructions have been understood.
Write down the phrases he uses.
One has been done for you as an example:
e.g. Any Questions?
1. 3.
2. 4.
Page 52
For
Examiner s
Use
TASK 2
You are going to hear an extract from a talk on Approaches to Language.
You will hear the extract TWICE.
The notes below and on page 5 summarize the main points made by the speaker in the extract.
You have two minutes to look at the notes now before you listen.
As you listen, complete the notes as BRIEFLY as possible.
The first part has been done for you as an example.
Many native speakers of English expect English teachers to tell them what is
"
e.g. the  correct language to use that is, what they should or should not say and write.
This is based on a 1 of language - ie the belief
"
that one variety of English has a 2 than others.
The variety:
"
 is usually a version of 3
 or of 4
 has 5
 is accepted as the language of 6
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For
Examiner s
Use
 is 7
 is a generally 8 of language.
An alternative approach aiming to give all varieties equal value is
"
9 .
This approach is associated with 10  doesn t
"
say what is right or wrong, but describes what is actually heard.
But there is variation among users of standard English e.g. speakers may say
"
11 .
In standard English now there is variation:
"
 12
 13
 within use by the same individual.
So linguists tend to talk about what is 14  
"
e.g. Use of 15 is acceptable in some
situations but not others.
But there is no clear line between the two approaches-
"
e.g. 16 may admire dialect speech.
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For
Examiner s
Use
TASK 3
You will hear two teachers discussing a point raised by the Course Co-ordinator in the English
Department at the institution where they work. The Course Co-ordinator has suggested
introducing more examination practice material into classes preparing students for international
examinations. She has asked the two teachers for their opinions.
You will hear the discussion ONCE only.
You have two minutes to read the opinions below now before you listen.
As you listen, you should note which teacher expresses the opinions listed by ticking the
appropriate box. If neither teacher expresses the opinion, put a tick in the third column.
One has been done for you as a example.
MALE FEMALE NEITHER
OPINION
TEACHER TEACHER TEACHER
Example: Parents focus too much attention on
exam and exam results.
1 Exam practice has a negative effect on
teaching.
2 Listening tasks in exams have encouraged
the use of audio recordings in class.
3 Listening skills can be assessed in
conversation.
4 Communicative tasks in exams are not
realistic.
5  Structure of English tests are only
concerned with filling in gaps.
6 Transformation exercises are often
meaningless.
7 The design of an exam is a crucial factor.
8 Examinations cannot provide change
and a range of tasks.
9 Good teachers use class time in a varied
way.
10 Students study more when preparing for
exams.
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8. authoritarian view (Do not award a mark if this has
PAPER 3 LI STENI NG
been given for Item 7)
MARKSCHEME LEVEL I I
9. (the) descriptive view of language (allow descriptive)
10. modern (applied) linguistics
TASK 1
11. Don t play the music so loud / Don t play the music so
Section A loudly / loud and loudly
12. over time
Award one mark for each section correctly completed.
(allow either order)
}
13. between individuals
Allow paraphrases if appropriate.
14. appropriate
15. contractions / contracted forms / informal register /
either order (not Advertising, not perhaps)
1. (It) could be
(Allow Modal Verbs of Probability as a combined answer
informal style / informal speech / informal
}
2. (It) might be for 1 and 2 and award 2 marks)
language (allow contractive forms)
3. Looking at / Talking about pictures / adverts
16. prescriptive linguists
4. Whole class
5. Talking about pictures / Practising  It could be / It Total for Task 2 = 16 marks
might be
TASK 3
6. Pairwork
Award one mark for each box ticked correctly.
7. Feedback from pairwork
8. Whole class
MALE FEMALE NEITHER
9. Writing exercise (from workbook)
TEACHER TEACHER TEACHER
10. Individual / Alone
Example:
11. Watching video / video activity
1.
12. Whole class
2.
NB Stages must be given in this order, but disregard
3.
irrelevant or omitted stages.
4.
Section B
5.
Award one mark for any four from the following phrases.
6.
(Any order possible).
7.
Do you understand?
8.
(OK,) have you got that?
9.
Does everyone understand?
10.
Is that clear?
Total for Task 1 = 12+ 4 = 16 marks Total for Task 3 = 10 marks
TASK 2 Total for Paper = 16 + 16 + 10 = 42 marks
Award one mark for each box correctly completed.
Accept appropriate paraphrases.
1. prescriptive view
2. greater value / higher value
(allow either order)
}
3. standard written English
4. formal spoken English
5. (social) prestige (allow influence)
6. the Court / the Royal Family / Parliament / the public
schools / the Law Courts
7. documented (in grammars, dictionaries) (allow
authoritarian view)
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PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
TASK 1 (TAPESCRIPT) (Background noise - sound of pairwork)
(fade out / fade in)
(Sound of students chattering together)
Right, everyone finished. OK, let s get some
Teacher: Hello, everyone. Right, good morning. Everyone
feedback on what you thought about the pictures.
here? Good, let s make a start. Now, I want us to
Right, this first one. Juan and Antonio, what did
think first about what we did last lesson. That was
you think it might be advertising?
the day before yesterday. Who remembers?
Juan: It could be advertising bread.
Anyone remember what we did?
Teacher: Yes, of course, good. Brigitte, you shook your
Juan: Advertising, we thought about advertising.
head, what did you and Ingrid think?
Teacher: Good, we talked about advertising. What sort of
Brigitte: It might be advertising butter or margarine
advertising?
(mispronounced)
Brigitte: Everywhere, on the TV, in the cinema, in the
Teacher: Margarine
magazine.
Brigitte: I think that we don t see an advert for bread in a
Teacher: Good, well done. Was it interesting?
magazine.
Students: Yes...Yes...
Teacher: (laughs) Well, sometimes we do.
Teacher: Good, because today we re going to continue on
Maria, what did you and Silvia think?
the same topic - still talking about advertising.
Maria: We think is advertising marmalade.
Right, first of all, I d like us all to look at these
Teacher: Ah...
pictures from adverts in magazines together. OK,
Maria: No, no... it might be advertising marmalade,
everyone see? Right, this picture here. What do
because here is marmalade in the corner.
you think it s advertising?
Teacher: OK, good. Well, actually, it is an advert for butter,
Maria: Cars.
as Brigitte said.
Teacher: Cars - why?
Right, let me collect the pictures. (shuffling sound)
Maria: Because is a picture of a big car.
Good. Now, I d like you to look at your
Teacher: Right, do you know - definitely - that it s
workbooks. Right everyone get out their
advertising cars?
workbooks. There s an exercise on page 41 - a
Students: No...No there s no writing.
writing exercise - practising these phrases, and I d
Teacher: That s right. I ve cut the captions and the text - the
like you all to do it on your own, OK. No, not in
writing off. So if you don t know definitely, what
pairs. Alone. Is that clear? It s not very long. I m
would you say?
going to collect your workbooks at the end of the
Brigitte: Perhaps... Perhaps it s advertising a car.
lesson. And after that we re going to watch a
Teacher: Good, perhaps. Other phrases we could use
video.
would be  It could be...!  It might be . When
(Sound of books opening - pens and pencils etc)
we re not sure, we can use phrases like that.
fade in - fade out
What else could it be advertising?
Juan: Gasoline - petrol.
Good. I think everyone s finished. Now what I m
Teacher: Good, could you say it with  might be .
going to do is to show you some television
Juan: It might be advertising petrol.
commercials which I ve recorded on video. We re
Teacher: Excellent, well done. Anyone else?
all going to watch this together, so get as close to
Maria: Tyres...Tyres.
the video as you can.
Teacher: Good - could you say it in a sentence with  could
be .
(Sound of moving chairs)
Maria: It could be advertising tyres.
Teacher: Excellent. Now, what I d like us to do is to work
Right now, we re going to watch the video
in pairs using these phrases.
without any sound. With the volume turned
Do you understand? So, everyone get into twos.
down. And as you re watching I want you to think
Now, I m going to give you more pictures, again
about what the advert might be for. Does
without captions, without writing and I want you
everyone understand? Remember, we won t know
to talk about what the pictures might be
definitely until we watch with the sound up, until
advertising, with your partner. OK, have you got
we can hear as well, so what will we say?
that? Any questions? No, good.
Students: (chorus) It might be advertising...
might be...
(Sound of shuffling paper as pictures are given
could be...
out)
(fade)
Right you can begin.
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TASK 2 (TAPESCRIPT) If we hear something like  them cats , this is non-standard,
and everyone would agree that it s non-standard, but it is
I ve often found that when I m out of the classroom, and
widely-used. You will hear it in a lot of different parts of the
people say to me  What do you do? and I say that I m an
United Kingdom, and therefore, a descriptive linguist would
English Language Teacher, the reaction is similar to one that
say - it should be described in a full description of the
a doctor must get. People think that you ve got all the
language, while still maybe noting that it is non-standard
answers, and they ask you all the little questions about the
use. If you hear something like  Don t play the music so
things that ve been bothering them, and they say things like
loud , this is a much greyer area.  Loud here, might be used
 Is it better to say  often or  often ? (in uptight over-anxious
by Standard English speakers, but there will be variation here
voice) or  Should I say  I didn t use to... or  I used not to... ? 
amongst Standard English speakers - some will use it, some
or  Which is best - British English or American English?
will not use it, some might use it in speech but not in
(non-native speaker accent).
writing. So this is an area where Standard English does
appear to have some variation, and where there appears to
And, actually, both in and out of the classroom, there is a
be some difference as to whether  loud is a correct use, or,
very widespread belief that one variety of language has a
according to prescriptive linguists an incorrect use. They
much higher value, is in some way  better or  more correct
would of course insist on  loudly .
than any other. And, furthermore, that this is the one that
everyone should be using - that it should, in some way, be
There is, in fact, even in Standard English, three types of
imposed on the speech community, and the fact that
variation - the first one is that, people now, don t use the
everybody isn t speaking this one variety of language means
language in the way that they did 30 years ago. There is
that things are in some way declining. This view of language
variation over time. Pronunciation has changed. Vocabulary
- that there is one correct version -erm, is known as the
has clearly changed, and even grammar, although more
 prescriptive , view, and the favoured variety for the people
slowly, has also changed. Er, for example, prepositions, there
who follow this view, have this view, is that this variety is a
are slightly different prepositions used now from those used
version usually of Standard Written English. When people
30 years ago, so, there s variation over time.
talk about  correct English , they think about written English.
If they talk about speech, they think then about spoken,
There s also variation between individuals. As we saw in the
formal language - very often with a sort of literary bent - the
example about  loud and  loudly different people at present
sort of language that is very close to written language.
use the language in slightly different ways. And, thirdly there
may even be variation in use by the same individual - one
Er, in addition, the version of language that is preferred is
person may vary in usage on different occasions - so the
usually socially prestigious. It tends to be - it used to be in
language that I m using now in this lecture is slightly
the past the language of the Court, or of the Royal Family.
different in sentence structure, in my vocabulary from the
Nowadays that s not quite so much the case, but it is still
language that I might use if I m talking to a friend about this
that of the Law Courts, the Houses of Parliament, and still in
same subject on a more informal occasion.
Britain, the language of Public Schools. It s the variety that is
documented in grammars, in dictionaries, and other official
Because of this type of variation, linguists - descriptive
manuals. It certainly is - for this reason - the variety we
linguists - tend to use the word  appropriate rather than
know most about.
 correct , and by this, they mean the suitability of the
language to a particular occasion. One example here, is in
This is, however, a very authoritarian view. It talks about
the use of contracted forms. So, we might hear  Is it correct
 what s right and  what s wrong -  what s correct and
to use  It s instead of  It is? . (over-anxious voice). The
 what s incorrect . It s heard especially with regard to
answer to that is  It depends . It s widely acceptable in
grammar, but also to vocabulary and to pronunciation.
informal speech and writing, and, in fact, speech sounds
However, it s not the only approach.
very jerky without it.  It is a lovely day would sound very
jerky, very unnatural, very much  speaking English for
The alternative approach aims to describe patterns found in
foreigners . (staccato, slow each word clearly, unnaturally
all varieties of language - whether written or spoken -
enunciated)
whether socially prestigious or not. And this second
approach is known as the  descriptive view of language -
Er, however, contracted forms like that are generally
and, it s very closely associated with Modern Linguistics.
unacceptable in writing, unless we re trying to replicate
With this approach, we re not saying what is right or wrong,
speech - for example in a novel, or if we re writing an
but what is actually heard. Now the two approaches may
informal letter. A greeting like,  Hi , again I might use in
follow the same lines. For example, if we see or read
informal situations the first time I meet somebody - with a
something like  a cats , the indefinite article with a plural
certain age group, or a certain relationship. But I would not
noun -  a cats , everyone, both prescriptive and descriptive
use it in a more formal situation.
linguists would agree that this is not acceptable.
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PAPER 2 READING AND WRITING SAMPLE PAPER LEVEL I
In pronunciation, young people all over England are tending
A: Right. But then students are asked to do different tasks
to use the glottal stop -  be er instead of  better with their
in writing after listening, aren t they? A much more
peers, but the same people in a more formal situation would
natural way of testing their listening skills would be to
probably use the form  better !
have a conversation, a discussion; or at least to test
their comprehension orally. This seldom happens
However, there s no clear division between prescriptive and
because it is not the way tests are devised.
descriptive attitudes. Prescriptive attitudes do run deep.
B: Well, listening skills do come into the oral, and the oral
They re related to ideas of social status, to  educated-ness .
component is an important part of the examination.
Descriptive linguists who are parents may still be unhappy if
A: Yes, but again, what is the effect of too much emphasis
their children use non-standard forms and may correct them.
on the examination? That we spend hours teaching
And, on the other hand, prescriptive linguists may admire
them all the tricks, how to pass the oral examination,
the sounds and words of some British dialects. So there isn t
not how to talk. if they are going to be asked to
a hard and fast line between them. However, more and
describe a picture. Probably the sort of thing they ll
more, linguistics itself is moving towards the descriptive
never be required to do in real life.
approach, although governments and the makers of
B: I m not sure about the oral component, but I do
syllabuses, as in the National Syllabus, may still be more on
remember now an occasion when something like that
the side of the prescriptive linguists.
happened in a Use of English class. The teacher had
devoted a lot of time to teaching students how to
OK, well what I d like us to do now, is for you to look at
transform a structure without altering the meaning.
some examples of non-standard English and... (fade)
Something like  he would have succeeded if he had
tried / had he tried, he would have succeeded .
Anyway, everyone was getting it right, but the problem
TASK 3 (TAPESCRIPT)
was nobody knew when that utterance might be used!
(Female and male voices, A - Female B - Male)
A: I think learners should be made aware of the fact that
examinations are only there to prove that they have
A: If so much time is taken up by practising for
reached a certain level of proficiency, that they have
examinations, when are we going to teach them to
mastered certain skills. If the practice they are getting in
communicate in the language? After all, that s what
class is developing those skills, then everything is fine.
most students come here for!
If they are mainly learning examination skills, then
B: Well, you mustn t forget that we are talking about the
something is wrong indeed.
year before the actual examination. Most students are
B: And of course we then come to the whole point of the
eager to do as much examination practice as possible.
quality and design of examinations. Backwash, quality
Above everything else, they want to pass. There s
and design of examinations. A good examination is
usually a lot of pressure from home, also. Actually, I
likely to encourage good practices. With a good
think parents are to blame for much of the anxiety
communicative exam, for example examination
surrounding examinations. They often don t care
practice should automatically guarantee practice in all
whether their children enjoy their classes, as long as
the skills needed for communication.
they pass examinations.
A: Yes, that s true, but don t forget, there is a limit to how
A: And we are encouraging that attitude by making the
much you can vary tasks in an examination.
course more and more exam-oriented, as if all that
Examinations can t change their formats from year to
matters is filling in gaps, doing transformation exercises,
year. There are usually a limited number of tasks, and
writing compositions.... Those are tasks they ll never be
they come year after year. The unimaginative teacher
asked to do in real life, even the so-called
will keep doing them over and over again, and making
 communicative tasks in modern examinations are far
students practise them until they are blue in the face!
removed from the kind of situations they ll encounter
B: Well, then, it boils down to teacher quality, doesn t it?
outside the classroom.
Even if examination practice material is plentiful, the
B: I think you are being slightly unfair. Examinations have
good teacher won t allow it to dominate class work.
had a very good effect on many aspects of teaching, in
A: Yes, I suppose the fact remains that focusing all
fact I think they have encouraged positive changes.
attention on passing an exam does have its advantages.
Take the listening skills, for example. More and more
Nothing concentrates students minds better than an
teachers are bringing cassette recordings into their
approaching exam date! Even the dullest practice
classes, and this is largely due to the fact that
exercises are eagerly absorbed!
examinations have very demanding listening skills
B: So, do you reckon we are for or against our Co-
sections.
ordinator s proposal?
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