Cambridge English Qualifications

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Cambridge English Qualifications

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https://www.cambridgeenglish.org/

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3 main aspects of exam teaching
Task Awareness
• 1. What is the task?
• 2. Should I write a number or a letter or put a tick or a cross?
• 3. How many words or letters or numbers should I write?
Time limit and other regulations
• 4. Where should I write?
• 1. How much time do I have for each component?
• 2. How much time should I allocate to each part in Reading and Writing?
• 3. What should I use for each part ( pencils or pens)
• 4. All the regulations on the exam day
How will the student benefit from all these?
• 5. Should I do the Reading and Writing exam component in the correct
order (Part 1, Part 2, Part 3 and so on) or should I change it?
• 1. He will be aware of what he’s doing.
• 2. The result will be higher.
• 3. He’ll be more confident.
• 4. The next exam won’t be so difficult for him.

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What are the differences between General
English teaching and exam preparation?
Exam preparation is not about the language, it’s about the
strategy:
1. You don’t have to know all the words to succeed in the exam.
2. You need to be familiar with the types of exercises in the exam,
otherwise you are likely to fail.
3. There’s a time limit
4. You need to know certain strategies (how to do these tasks
effectively in terms of time and the result)

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Key strengths of existing YLE
• Colorful and fun activities that motivate
learners
• There is no PASS or FAIL
• Testing 4 skills
• Step-by-step progression through the
levels
• Wide choice of material for preparation

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How could taking Cambridge YLE
tests benefit a child?
• a clear, motivating measure of progress
• a pleasant introduction to external tests
• a good foundation for later studies
• a first step to gaining a skill which is useful in
adult life

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CAN DO Summary Starters (pre-A1)
• CAN read and understand some simple sentences,
including questions (Part 1, 2, 5)
• CAN follow some very short stories written in very
simple language (Part 4)
• CAN write the letters of the English alphabet
• CAN write name using the English alphabet
• CAN copy words, phrases and short sentences ( Part 4)
• CAN spell some very simple words correctly (Part 3, 5)

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CAN DO Summary Movers (A1)
• CAN understand some simple signs and notices
• CAN read and understand some short factual texts with
the help of pictures (Part 1)
• CAN read and understand some short, simple stories
about familiar topics with the help of pictures (Part 2,3, 5)
• CAN write short, simple phrases and sentences about
pictures and familiar topics (Part 5, 6)
• CAN write simple sentences giving personal details
• CAN write short, simple sentences about likes and dislikes

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CAN DO Summary Flyers (A2)
• CAN understand simple written descriptions of objects, people and
events (Part 1)
• CAN understand simple, short stories containing narrative tenses
(Part 3 – 6)
• CAN read and understand short texts, even if some words are
unknown (Part 2-6)
• CAN link phrases or sentences with connectors like ‘and’, ‘because’
and ‘then’ (Part 5, 7)
• CAN write simple descriptions of objects, pictures and actions
• CAN write a short, simple story using pictures or own ideas (Part 7)

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YLE Listening

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Grace

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Nick
Grace

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Alice
Grace
Nick

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Hugo
Grace
Alice
Nick

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Alex
Grace
Anna
Alice
Jill
Ann
Lucy
Nick
Bill
Hugo
Matt
May
Eva
Sue
Tom
Dan
Ben
Mark

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Kim
Grace
Anna
Alice
Jill
Ann
Lucy
Nick
Bill
Hugo
Matt
May
Eva
Sue
Tom
Dan
Alex
Ben
Mark

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Pat
Grace
Anna
Alice
Jill
Ann
Lucy
Nick
Bill
Hugo
Matt
May
Eva
Sue
Tom
Dan
Alex
Kim
Ben
Mark

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Sam
Grace
Anna
Alice
Jill
Ann
Lucy
Nick
Bill
Hugo
Matt
May
Eva
Sue
Tom
Dan
Alex
Kim
Pat
Ben
Mark

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Grace
Anna
Alice
Jill
Ann
Lucy
Nick
Bill
Hugo
Matt
May
Eva
Sue
Tom
Dan
Alex
Kim
Pat
Sam
Ben
Mark

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2 teams
What do you see
What are they doing

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Part 1 Teaching tips
Ss listen twice
Ss differentiate female /male names
Draw straight lines
Be aware that one name is extra
See the difference between the same objects or people(Flyers)
Practise English names
Practise vocabulary (colours,appearance,clothes…)
Practise action verbs
Practise prepositions of place
Learn and revise vocabulary list

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J G E A
c i e g j
s u w va r p
Pat
4 9 18 15
five 12vs20

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Wall
Sun
Starters
Listening
part 2
15
Tiger
7

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Teach to predict the answers
Going by…
Kinds of
Learn about
It’s next to
Lemonade and
Look at
Watch
Mr/Mrs
Bring

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Part 2 Teaching Tips
Name or Number (Starters)
Word or number (Movers /Flyers) One word!!!!
Capital letters
Numbers as digits
>Practise Spelling
Capitals/Lower case
Numbers – 1-20 (Starters) 1-100 (Movers /Flyers)
Word collocations
Guessing and predicting
Vocabulary list

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Part 3 Teaching tips
Ss put one tick in the box, NO crosses!
Be aware that the answer may be in any part of a dialogue
Word List
Describe each picture beforehand
Predict the question

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? ??
?
?
?
? ?
?
?
?

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Part 4 Teaching tips
>Ss find 7 similar objects,but colour only 5!(Starters)
Write a simple word(Movers) 2 simple words (Flyers)
Shouldn’t colour anything else
Distinguish two similar objects (Flyers)
Learn and revise Vocabulary List
Practise spelling (Movers /Flyers)
Prepositions of place
Comparatives (Flyers)

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Movers/Flyers part 3 Teaching tips
Ss read the introductory sentence
Random order
8 pictures provided and described but 2 are odd
Learn and revise Vocabulary list
Matching/Unscrambling
Practise past Tense

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YLE Reading and Writing

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Starters

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Starters RW Teaching Tips
Give students practice in marking sentences with ticks or
crosses to indicate whether they are true or false.
Make sure that students are very familiar with action verbs that
they are likely to come across in part 2 (run, ride, walk, play,
throw, sing, etc.).
Children should have practice in writing all the words in
the Pre A1 Starters vocabulary list.
Give children plenty of spelling exercises, using words from the list.
Provide students with plenty of practice matching pictures and
words and mixing up plurals and singulars to encourage them
to be alert to these distinctions. Also, help them to identify
words or grammatical forms that will indicate whether an
answer should be plural or not, e.g. if a gap is preceded by
a/an.
Frequent question words like where and when are often
misinterpreted or confused in Part 5, so do exercises which
encourage quick, accurate reading so that question words are
correctly identified and understood.

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Movers

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Movers RW Teaching Tips
Give children practice in reading and writing definitions of
items from the Pre A1 Starters and A1 Movers vocabulary list.
Give plenty of practice with the use of set (formulaic)
expressions and with short ‘yes’ or ‘no’ answers.
Candidates should practise accurate copying, but remind them
to copy the whole option and not to add anything extra. This
means including the article if there is one, and not adding one
if there isn’t one. Once they have written the answer, they
should check that they have spelled the word correctly.
Remind candidates that the pictures in Part 5 are there to
support the story, although they do not provide the answers to
the questions.
Give candidates practice in finding synonyms/alternatives for
nouns, identifying what is being referred to in a text, how
nouns can be replaced with pronouns, and how sentences can
be turned around whilst retaining their meaning (e.g. On Friday
the family ate breakfast in the garden can become The family
ate breakfast in the garden on Friday). Children do not have to
produce vocabulary or grammatical structures that are not in
the text, but must ensure that the words they choose to
complete the sentence frames are grammatically correct.

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Flyers

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Flyers RW Teaching Tips
Give candidates plenty of practice in using the set (formulaic)
expressions in the vocabulary lists, and with short ‘yes’ or ‘no’
answers.
Practice in guessing which word, and which kind of word, could
go into each gap before looking at the options is extremely
useful.
Make sure candidates are familiar with past forms of regular
and irregular verbs in the A2 Flyers vocabulary list.
Give candidates plenty of practice in using common
collocations such as ask a question, do some homework, etc
Practise writing stories using past tenses or present continuous.

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YLE Speaking

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Starters
Movers
Flyers

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Speaking assessment

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Practical advice
1.Provide lots of practice of prepositions
- picture dictation ( SS dictate pictures to each other, then compare)
- Say things about a picture: Teacher gives a picture with lots of things in it.
Teacher gives 2 min and says: Say as many things as you can about the picture in 2
min using prepositions of place. ( with weak groups T might write prepositions on
the board.)
One student in the group is a secretary. He/She notes down a tick for each suggested
idea.
After 2 min the secretary announces the number of ticks.
Students then do the same task again with another picture and try to break their
previous record.

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Describe pictures

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Sarah and her mum have come home
from the shops. Mum is looking for
the front door key.
She is opening the door.
Mum puts her hand into her pocket.
She can’t find her keys. Sarah is saying:
“Look! That window is open.”
Sarah is climbing into the window.
The key was in her pocket.
Sarah and her mum
are laughing.

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find
come look
open put
say
climb
be
laugh

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Listen and act
• Give students name labels
• Students tell the class their
name and introduce
themselves
• Teacher says a statement,
e.g. Tom’s talking on the
phone
• Student/Students mime

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Movers Reading and Writing
Part 6
• Cut up words on different topics
• 5 or 6 per a student
• Mix of nouns, adjectives and verbs
• Make as many sentences as possible
• !timed activity
• !understandable to the rest of
the class

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My family holiday
• Students bring in a
photograph of a family
holiday
• In pairs brainstorm
vocabulary (might require
help)
• Write some sentences
• ! as an option: Draw,
describe your partner’s
photo

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Jump the gap
• The whole class or small groups
look at a picture, the teacher
elicits the vocabulary
• Teacher reads some prepared
sentences about a scene with
“gap”
• Students jump if they can supply
the missing word

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http://worldoffun.cambridge.org/

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A2 Key

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A2 Key for Schools preparation | Cambridge English
Resources for English teachers | Cambridge English

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Cambridge English examiners consider these points when marking a piece of work:
Content
✔ The candidate answered the question. They have done what they were asked to do.
✘ The candidate did not include everything they were asked to. They have written
something irrelevant.
Organisation
✔ The structure of the writing is clear. The order of the ideas is logical.
✘ It is difficult for the reader to follow. It is organised in a way which is not suitable for
the task, like beginning an email with a title.
Language
✔ There is a good range of vocabulary and grammar. Language is used accurately.
✘ Check the mistakes. Do these mistakes make it difficult for the reader to understand?

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Resources
• www.cambridgeenglish.org (a sample test, a
computer-based sample test, free English
activities, vocabulary list, exam day tips, official
preparation materials)
• Common mistakes at KET
• Activate A2/KEY for schools/etc.
• Exam Booster for Key and Key for schools
• KET practice test books
• New KET version is a bit more difficult! Use
only updated books

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https://www.cambridgeenglish.org/exa
ms-and-tests/key-forschools/preparation/

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B1 Preliminary

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Preliminary Writing - Part 2

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Resources for teachers
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Handbook for teachers
Paper-based and computer-based sample tests
Speaking test videos with examiner comments
Assessment scales for Speaking
Assessment scales for Writing
Word lists
Lesson plans
Teaching tips on Cambridge English TV
Regular global webinars
Information for candidates
Online activities and games
www.cambridgeenglish.org