Preview Cambridge IGCSE® English as a Second Language Exam Preparation and Practice

Cambridge IGCSE®

English as a Second Language Exam Preparation and Practice Katia Carter and Tim Carter

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Table of Contents Progress chart – tracking sheet How to use this book Assessment criteria for writing and speaking

iv vi viii

Section 1: Reading and writing Unit 1: About the exam Unit 2: Exam strategies Unit 3: Language focus Unit 4: Test yourself

1 1 5 48 82

Section 2: Listening Unit 1: About the exam Unit 2: Exam strategies Unit 3: Language focus Unit 4: Test yourself

93 93 96 117 134

Section 3: Speaking Unit 1: About the exam Unit 2: Exam strategies Unit 3: Language focus Unit 4: Test yourself

139 139 142 150 160

162 Answer key Exam at a glance and weighting of papers 202 Acknowledgements 205

iii

Progress chart – tracking sheet READING AND WRITING PAPER

Unit 2 – Test 1 Unit 2 – Test 2

Unit 3 – Test 3

Unit 4 – Test 4 What do you need to do next?* You’re ready to take the exam.

You need a bit more practice before you can take the exam.

You need a lot more practice before you can take the exam.

Exercise 1 – reading comprehension Exercise 2 – multiple matching Exercise 3 – note-making Exercise 4 – summary writing Exercise 5 – informal emails Exercise 6 – discursive writing (report/review/ article) LISTENING PAPER

Unit 2 – Test 1 Unit 2 – Test 2

Unit 3 – Test 3

Unit 4 – Test 4 What do you need to do next?* You’re ready to take the exam.

You need a bit more practice before you can take the exam.

You need a lot more practice before you can take the exam.

Questions 1– 4 – Question-Answer Question 5 – gap-fill Question 6 – multiple matching (talks) Question 7 – multiple choice (interviews) Extended Question 8A – gap-fill (formal talk) Extended Question 8B – gap-fill (informal conversation) SPEAKING PAPER

Unit 2 – Test 1 Unit 2 – Test 2

Unit 3 – Test 3

Unit 4 – Test 4 What do you need to do next?* You’re ready to take the exam.

You need a bit more practice before you can take the exam.

You need a lot more practice before you can take the exam.

Part D conversation

iv

SKILLS: READING

WRITING

LISTENING SPEAKING

You’re ready to take the exam.¹

You need a bit more practice before you can take the exam.² You score between 100% and 80% You score between 80% and 60% in all reading exercises. You can also in all reading exercises. You find it manage this within the time limit. difficult to complete some of the exercises within the time limit.

You write at the correct length, You write at the correct length, within the time limit. You but sometimes take longer always answer all the points than the time limit. You include all from the question. Your ideas the points from the question, are well developed and you but some are not always well use complex sentences with developed. You use some appropriate linking words complex sentences with some and phrases. You make very appropriate linkers. You still make few mistakes and the reader can mistakes, but the reader can always understand what you write understand what you write about. about. You also use a wide range You use a reasonable range of grammatical structures and of grammatical structures and vocabulary. vocabulary.

You score between 100% and 90% You score between 90% and 70% in all listening exercises. in all listening exercises.

You can speak fluently and You can speak fluently and clearly about a range of clearly about a range of everyday and abstract topics. everyday topics. You sometimes Other people can always struggle when the subjects are understand what you are saying. more abstract. Other people can You develop and link your mostly understand what you ideas well with a range of are saying. You develop and link appropriate linking words and your ideas reasonably well phrases. You can also use a wide with appropriate linking words range of grammatical structures and phrases. You use a range and precise vocabulary. of grammatical structures and vocabulary.

Progress chart – tracking sheet

*How do you know what to do next? Here’s a little help: You need a lot more practice before you can take the exam.³ You score less than 60% in all reading exercises. You take a very long time to complete these exercises.

Your answers are quite short and you take a long time to finish.

You don’t always include all the points from the question. You still make a lot of mistakes which make your writing difficult to understand. Your sentences are mostly short, but sometimes you use very simple linking words.

Your grammatical structures and vocabulary are very simple.

You score less than 70% in all listening exercises.

You sometimes have to pause and think how to say things in English. You can only talk about simple everyday topics. Other people sometimes don’t understand what you are saying.

You talk in simple sentences with some simple linking words and use easy vocabulary.

¹ Please note that the advice under ‘You’re ready to take the exam’ in the table above is for extended candidates only. ² Core candidates are ready for the core version of the exam when they reach the level of the advice under ‘You need a bit more practice before you can take the exam’. ³ It is not advisable to take the exam at this stage.

v

• look at question 1 • read the text

ExAMInER TIp 2

• find the answer to question 1

How to use this book

Highlight important words in the question to remind you what detail you are looking for (e.g. the year of the first discovery).

Most questions in Exercise 1 require one detail. However, in some questions you may have to find more than one detail.

Make sure you know how many details are required before you start reading.

• write your answer on the line provided.

Then do the same for question 2 and so on.

2

Did you highlight the important words in each question?

ExAMInER TIp 3 Did you notice how many details are required for each question?

Examiner useful some techniques and advice put to help you improve your to these If you tips are provide unsure about of your answers, a question mark next performance exams.

While reading andyou havewere ainlook at them again once you have completed the whole exercise.

However, don’t spend too longwhen on questions you don’t how to answer. If you 4 Did you underline the answers you found them in know the text? do, you might not have enough time to complete other exercises in the rest of the paper.

ExAMInER TIp 4 When youyou have finished doing this partafter of the go to the answer key2. for Section You will notice these Did each part of Test 1 have in Unit Sometimes need to you…? look at features the text again totest, check that you selected the 1, Unit 2 and check your answers.

They telldetail. you how answer each exam-style question most successfully. correct It is to easier to check your answers if you underline them in the text. If you don’t underline you might have toYour readscore some(Extended): parts of the text /13 Your score (Core): your answers, /9 again and waste your time during the exam.

DID yOu…?

5 Now Did you transfer answers from the1,text onto 1, theand lineanswer provided the think about your the way you did Test Exercise theon following opposite page? questions.

Unit 3 Language focus on the reading and writing exam

Before youfrom started reading Learn mistakes

1 Assess Did you the readsample the questions first before reading the text? answer Learn from mistakes 7/29/2017 sections show Before you work on your second draft of the summary, look at the following exercise. common errors real It includes one Core answer and one Extended candidate’s answer to ExAMInER TIp candidate’s 1 Test 3, Exercise 4. candidates make in listening, reading, Read questions You need to knowcan what to look for before you Corethe candidates readfirst. the ‘How many languages youdetails speak?’ summary. writing and speaking start reading.

You should: Extended candidates read the ‘Photography in the wild’ summary. exams. These the tick • Then lookcomplete at question 1 sheet below. sections also contain Whatthe did text the candidate do well? realExAMInER students’ sample • • read TIp 2 • What do they still need to improve? answers.

• find the answer to question 1 • What are their weakest areas?

Highlight important • highlight the answer in the text words in the question The first tick has been done for you as an example. to remind you what • write your answer on the line provided. detail you are looking How well did the candidate ok, some improvement Poorly, a lot of Focus on the language do well the same for question and so on. the following areas? ThenVery still 2needed improvement needed for (e.g. do theinyear of There is the correct number discovery).

Findthe thefirst paragraph where Harrison talks about his companions.✓Find the verbs of content points (Core 2 6 Did you highlight the important words in each question? which tell you what his companions points / Extended 8 points) were expected to do.

3 Did you notice how many details are required for each question?

There is no irrelevant ExAMInER TIp 3 information 12 Difficulties Harrison on his trek The content points arehad well While you reading These Focus on were the language boxes identify key vocabulary and grammar. You will Most questions in organised • ……………………………………………………………………………… also hints tothe help you answer questions.

ExerciseThere 1 require 4 find Didlanguage you underline answers when exam you found them in the text? are appropriate linking • one ……………………………………………………………………………… detail.

However, words Icons candidate uses own some The questions • in ………………………………………………………………………………

ExAMInER TIp 4 you maywords/phrases have to findas much as possible ………………………………………………………………………………

C• more 1: Video Core Audio CD1 Track 3: Audio E ExtendedSometimes you need than one detail. to look at the text again to check Video that you have selected the The grammar and vocabulary (You will need to play each recording twice.) [5] sure you know • Make …………………………………………………………………………… correct detail. It is easier to check your answers if you underline them in the text. If are used accurately how many details are you don’t underline your answers, you might have to read some parts of the text required before you again and waste your time during the exam.

C How many languages can you speak?

Focus the language starton reading.

IGCSE_ESL_Section.indb 7

vi

This woman is keen on languages since she was a child. When she started learning Russian

5 she Didwas you transfer your answers from the text onto the line provided on the young, so she didn’t careIgnore about the Look for examples of difficult situations thatreally Harrison experienced. thehard pronunciation. Then she started

7

3:06:48 PM

Unit 2 Exam strategies for the reading and writing exam

ExAMInER TIp 3

• highlight the answer in the text

/8

going to do to improve

How to use this book Unit 2 Exam strategies for the listening exam

Unit 2 Exam strategies for the listening exam

Make your vocabulary grow Focus on the language Complete these Make your vocabulary When you finish writing Track 14 your summary, read the model answer below. What grow sections content points can you find? Look at the answer key to check that you found the Now listen correct content points. again to this part of the listening test.You are going to focus on the vocabulary. to practise the vocabulary you will Then look at the tips in the boxes. These tips give you information about important witha summary. a similar meaning features to and includephrases when you write Check that you have ExAMInER need to answer TIp language Words included all the suggestions from the tips in your summary. If not, or if you find any questions in exams of the things Thementioned words and phrases listed below are taken from the questions. Find the words, in the tips difficult, go to the appropriate exercise in this The words and or ideas recording most effectively.

‘Focus onphrases the language’ sectionintothe practise them. that have the same or very similar meaning. Write phrases in questions these in the spaces provided. don’t appear in the Question 2 transcript. Instead you Use linking words and phrases to join ideas together. (See Exercise A for more practice.) a win an award – ………………………… hear other words and C Model answer (Core) phrases which have b awas photo …………………………

When the writer learning– Russian, she had difficulty understanding songs because The the ideas insame your summary or very the resources to practise listening were very3 limited How muchtime. is theThat admission the museumModel for students? answers at that is why fee shetowas a differentmuch order 3 can b be inHow is the admission fee to the museum forb students? meaning.

Thisexcited is fromsimilar the order they appear whenc she the was given a record with–songs sung………………………………………………………………………………. in Russian and used it repeatedly photo shows ………………………… provide good [1] in the original text. called paraphrasing. to practise her listening. What is more, the writer loved her teacher and enjoyed the ……………………………………………………………………………….

[1] examples of student lessons veryQuestion much. However, herare English lessons, whichtowere 3 this wasn’t the 4case a with Who the couple going visit? all work that you can about grammar. Consequently, she didn’t find them very exciting. ……………………………………………………………………………….

[1] 4 a Who are the couple going to visit? a I enjoyed – ………………………… use to construct (83 words, 6 content points) your own answers.

4 b How does travel? the ideas in your summary as much as youthe can.woman This meansprefer to [1] b mostParaphrase – ………………………… ………………………………………………………………………………. you should express the same idea, but use different words/phrases in your Each tip links to at ……………………………………………………………………………….

[1] summary from the words/phrases used in the original text. (See Exercise B least one assessment Question 4 for more practice.)

4 b How does the woman prefer to travel?

[Total: 8] objective. a the new course – …………………………

When you have finished doing this part[1] of the test, go to the answer key for Section 2, ……………………………………………………………………………….

Unit 2 and check your answers.

E Model answer (Extended) b have to – …………………………

Your /8 Working with animals brings a lot of challenges forscore: wildlife photographers.

The writer8] [Total: problems not only with animals running angrily towards his car, but also, ExAMInER TIphas experienced other useful phrases Track 14 key animals running because they were disturbed by afor noise.

In addition, When you have finishedtimid doing this partaway of from the him test, go to the answer Section 2, Self-assessment The ideas in your summary Unit 2in aand check your time.your Write down phrases with similar questions: meaning.

Some phrases in theanswers.Listen to the recordings one Nowmore think about progress so far and answer theafollowing can be different order Use linking words and phrases to join ideas from the order they appear recording will tell/8 • Was score in Test 2, Exercise 1 (Questions 1–4), higher Your score: Question 1 together. (See Exercise A for your more practice.) in the original text.

Look forthan in Test 1, or not?

Why do you think this is? you which answer is Self-assessment a I wanted to do something, but then I didn’t – ………………………… correct and which • After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier features which offer to do Test 2? What tips did you find helpful? answer is wrong. For Self-assessment b my choice was – ………………………… an opportunity to 61 you going to do to improve this?

• Is there anything that you still find difficult? What are example, ‘above all’ check your progress Now think about your progresscso itfarwas andalmost answer the following questions: necessary to do this – ………………………… tells you that what is as you work through EXAMINER TIP IGCSE_ESL_Section.indb • 61Was youris score in Test 2, Exercise 1 (Questions 1–4), higher than in Test 1, or not? 7/29/2017 3:07:04 PMeach coming the most unit. d it seemed it might happen, but it wasn’t actually happening at the time – important Why do youthing. think this is?

It is important to reflect on your own progress as you learn.

This will help you decide ………………………… which areas are your strengths or weaknesses. If you can identify your weaknesses, you • After doing the ‘Did you … ?’ section for this part of the didwhat youyoufind willexam, then know needittoeasier revise more before the exam. The self-assessment boxes, and the progress chart at the beginning of this book, will help you to do that. to do Test 2? What tips did you find helpful?

e listening exam

this?

Your score for language (Extended):

ocus on the reading and writing exam

are the examiners looking for?’ section and try to guess what mark you might get for • Is there anything that you still find difficult? What are you your summary.

After you have checked your answers, look at your mistakes. Listen again to the • Is there anything that you still find difficult? What are you going to do to improve this? part of the test where you made a mistake and think why you made it. Try to avoid IGCSE_ESL_Section.indb 119

making this type of mistake in the future. You can also read the transcript to see why you made that mistake.

7/29/2017

EXAMINER TIP If you would like practice,to reflect on your own progress as you learn. This will help you decide Itextra is important Develop your skills - what next?

Develop your skills which areas are your strengths or Inweaknesses.

If you can youronweaknesses, you detail when listening to short dialogues, Exercise 1 (Questions 1–4) identify you are tested selecting the correct – what next? boxes announcements, will then know what you need to monologues, revise more before theetc. exam.The self-assessment contain a list of Try beginning the following of to improve your will skills help in listening boxes, and the progress chart at the this book, youfor todetail: do that. activities you can • Make a list of question words (e.g. who, when, what, what time, how much, etc.). do onyou your own to After have checked your answers, look at your mistakes. Listen again to the • Listen online to a range of audio recordings of different situations (e.g. news headlines, short interviews, improve skills part of thethetest where you made apublic mistake and thinkTVwhy you made it. Try to search avoidfor these online. announcements, advertisements, songs).

You can you have making thiscovered type of inmistake in the• future.

You can also read the transcript to see Write down correct answers to your question words (e.g. who – the prime minister / when – yesterday / eachyou section. why made that mistake. what – a meeting, etc.).

p your skills - what next?

1 (Questions 1–4) you are tested on selecting the correct detail when listening to short dialogues,

119

3:07:13 PM

99

vii

Assessment criteria for writing and speaking The following criteria are designed to help you and your students when grading oral and written work. We have simplified the grading criteria used by Cambridge Assessment International Education in the Cambridge IGCSE English as a Second Language exam so that they are accessible for students to understand.

If you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the Cambridge Assessment International Education website.

Writing marking criteria (Exercise 4 – Summary writing)* Mark Content (maximum 8 marks) 7–8 • Includes 7-8 content points • All content in the summary is relevant to the task

Mark Language (maximum 8 marks) 7–8 • Content points in the summary are organised very well.

• Appropriate linking words/phrases are used clearly to connect ideas.

• The summary is written using own words as much as possible

5–6

• Includes 5-6 content points

5–6

• Most content in the summary is relevant to the task

• Almost no errors in vocabulary and grammar • Content points in the summary are well organised • Appropriate linking words/phrases are used to connect ideas • The summary is written using mostly own words

3–4

• Includes 3-4 content points

3–4

• Only some content in the summary is relevant to the task

• Very few errors in vocabulary and grammar • Content points in the summary are partially organised • Appropriate linking words/phrases are sometimes used to connect ideas • The summary is written using some own words and some words taken from the original text

1–2

• Includes 1-2 content points

1–2

• Very little content in the summary is relevant to the task

• Some errors in vocabulary and grammar, but the content of the summary can be understood.

• Content points in the summary are poorly organised • Linking words/phrases are rarely used or used incorrectly • The summary is written mostly using words taken from the original text

0

• No content in the summary is relevant to the task

0

Frequent errors in vocabulary and grammar • Very inaccurate language is used

OR

OR

• No attempt at the summary task

• No attempt at the summary task

* The top mark for extended candidates is 8 for both content and language. The top mark for core candidates is 6 for both content and language.

viii

Give a separate Content mark and Language mark by deciding which band is the best fit for each. (The Content and Language marks can be different if necessary.) If all of the criteria of the band are met, give the upper mark; if it meets some of the criteria, give the lower mark. If the writing is very short (below 105 words), deduct 1 or 2 marks.

Mark Content (maximum 8 marks) 7–8 Relevance

Mark Language (maximum 8 marks) 7–8 Range and complexity

• Question is answered fully

• Wide range of vocabulary

• Style and register are appropriate for the text type

• Wide range of simple and complex structures Accuracy

• Excellent understanding of purpose and audience

• Easy to understand • Errors are in less common vocabulary and complex structures

Development of ideas (detail) • Content is very well developed

Organisation

• Ideas are communicated clearly and effectively

5–6

Relevance

Assessment criteria for writing and speaking

Writing – Exercises 5 and 6

• Ideas are organised effectively in a logical order 5–6

• Question is answered fully

• Wide range of linking words Range and complexity • Range of common vocabulary. Some less common vocabulary

• Style and register are mostly appropriate for the text type

• Range of simple structures. Some complex structures

• Good understanding of purpose and audience

Accuracy

Development of ideas

• Mostly easy to understand

• Content is developed

• Errors are mostly in less common vocabulary and complex structures Organisation • Ideas are well organised

3–4

Relevance

3–4

• Range of linking words Range and complexity

• Most of the question is answered

• Mainly common vocabulary

• Style and register are quite appropriate for the text type most of the time

• Mainly simple structures

• Some understanding of purpose and audience Development of ideas • Some development of content, but with some gaps or repetition • Sometimes unclear

Accuracy • Sometimes difficult to understand • Some errors in common vocabulary and simple structures Organisation • Reasonably well organised • Some linking words. Not always used well

ix

Assessment criteria for writing and speaking

Mark Content (maximum 8 marks) 1–2 Relevance

Mark Language (maximum 8 marks) 1–2 Range and complexity

• Only some of the question is answered

• Limited vocabulary

• Style and register are inappropriate for the text type

• Limited structures Accuracy

• Limited understanding of purpose and audience

• Difficult to understand

Development of ideas

• Errors in common vocabulary and simple structures

• Missing content, irrelevance and/or repetition

Organisation

• Often unclear 0

No marks can be given

0

• Poor organisation. Few linking words No marks can be given

Speaking Give a mark out of 10 for each category (structure, vocabulary, development and fluency), and then add these marks to give a total out of 30.

Mark 9–10

7–8

5–6

Structure Uses a range of structures with accuracy and confidence

Uses a range of structures with accuracy and confidence, but there are errors when using complex sentences Uses simple structures with very few errors

3–4

Uses very simple, limited structures with errors. Communication is difficult

1–2

Rarely achieves communication

0

No response

Vocabulary Uses a range of vocabulary, to communicate sophisticated ideas with precision

Development and fluency Can hold a long conversation. Can expand and develop the topic with original ideas

Uses enough vocabulary to communicate well

Pronunciation is clear Can hold a conversation. Responds relevantly with original ideas Pronunciation is generally clear

Communicates simple ideas, not always successfully

Responds to questions and prompts, but sometimes needs help to continue with the conversation

Pronunciation is understandable Limited vocabulary makes it difficult Responses are brief with pauses. to communicate simple ideas, there is Conversation is difficult repetition and/or searching for words Pronunciation is not always understandable Cannot communicate simple ideas Very brief responses No response

Pronunciation difficult to understand No response

Disclaimer: Please note that these mark schemes have not been produced by Cambridge International Examinations. The grade descriptors are based on Cambridge’s descriptors but have been written by the authors of this resource.

If you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the Cambridge Assessment International Education website.

x

Unit 1

Section 1: Reading and writing How much do you already know about …?

the reading and writing exam

Examiner Tip If you are new to the reading and writing exam, first go to Unit 4 and look at the complete test to see what each section looks like.

How much do you already know about the format of the reading and writing exam and what happens during the exam? Can you answer the questions below?

1 How many parts are there in the reading and writing exam?

Core

/ Extended

[1]

2 How long does the whole reading and writing exam take?

Core

/ Extended

[1]

3 Look at the tables below. Can you draw a line to match each exercise (1–6) with the correct type of exam task?

[6] Extended paper

Exercise 1

Informal email

Exercise 2

You write an informal email to a friend. As part of the task, there are three bullet points with three ideas which you must include in your email. There are also two pictures which will help you think of some ideas for your own written answer.

Summary writing

Exercise 3

First you read a text. Then you write a summary about a certain aspect discussed in the text (e.g. benefits, difficulties, etc.). You should include eight examples of this aspect in your summary.

Reading comprehension / Question-answer

Exercise 4

You read a text and answer questions. Most questions require one detail (e.g. time, name, place, activity, etc.). The last question always requires four details, which appear throughout the text (e.g. problems, uses, aims, etc.).

Discursive writing (report/review/article)

Exercise 5

You write an article, a review or a report. Apart from the task, there are also two prompts connected to the task. These two prompts will help you think of some ideas for your own written answer.

Note-making

Exercise 6

You read a text and take notes under given headings. There will usually be two or three headings.

Each heading may require two or three ideas, which you will find in the text. You need to include nine ideas/examples in total.

Multiple matching You usually read four short articles on the same topic (e.g. about people’s hobbies) in which four different people express their opinions, feelings or attitudes. You then have to answer ten questions by selecting the correct article, A, B, C or D.

1

Unit 1 How much do you already know about ‌? the reading and writing exam

Core paper Exercise 1

Informal email

Exercise 2

You write an informal email to a friend. As part of the task, there are three bullet points with three ideas which you must include in your email. There are also two pictures which will help you think of some ideas for your own written answer.

Summary writing

Exercise 3

First you read a text. Then you write a summary about a certain aspect discussed in the text (e.g. reasons, advantages, etc.). You should include six examples of this aspect in your summary.

Reading comprehension / Question-Answer

Exercise 4

You read a text and answer questions. Most questions require one detail (e.g. time, name, place, activity, etc.). Sometimes there might be one question which requires two details.

Discursive writing (report/review/article)

Exercise 5

You write an article, a review or a report. Apart from the task, there are also four prompts connected to the task. These four prompts will help you think of some ideas for your own written answer.

Note-making

Exercise 6

You read a text and take notes under given headings. There will usually be two or three headings. Each heading may require two or three ideas, which you will find in the text. You need to include seven ideas/examples in total.

Multiple matching You usually read three short articles on the same topic (e.g. about people’s hobbies) in which three different people express their opinions, feelings or attitudes. You then have to answer eight questions by selecting the correct article A, B or C. 4 What is the total number of marks you can get?

Examiner Tip At the start of the exam, when the teacher says that you are allowed to open the question paper, always look quickly through the whole paper. It is important to know how many parts there are and how difficult each part is. This will allow you to plan how much time you should spend on each part/ exercise/question.

2

Core

/ Extended

[1]

5 Do you have to answer all the questions on the exam paper?

................................................................................................................................................................................ [1]

6 Do you lose marks if your answer is wrong?

................................................................................................................................................................................ [1]

7 Can you use a dictionary during the exam?

................................................................................................................................................................................ [1]

8 Do you have to transfer your answers onto a separate answer sheet at the end of the exam?

................................................................................................................................................................................ [1]

Now go to the answer key for Section 1, Unit 1 and check your answers.

Your score:

/13

Now look at the complete exam in Unit 4 of this reading and writing section and add the missing information to the table below.

Core paper What is tested: Do you: reading or writing? a find answers in the text and copy them?

Unit 1 How much do you already know about ‌? the reading and writing exam

Total mark

Word limits (writing parts of the exam only)

b fi nd answers in the text, but paraphrase the idea in your answer? (To paraphrase means to express the same idea but in your own words) c w rite your own answer?

Write a, b or c in the boxes below.

Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6

Total mark

Extended paper What is tested: Do you: reading or writing? a find answers in the text and copy them?

Word limits (writing parts of the exam only)

b find answers in the text, but paraphrase the idea in your answer? (To paraphrase means to express the same idea but in your own words) c write your own answer?

Write a, b or c in the boxes below.

Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6

3

Unit 1 How much do you already know about …? the reading and writing exam

Self-assessment Was there anything you didn’t know about the reading and writing exam? Now test yourself to see if you can remember everything mentioned in the previous exercises.

Are the following statements true (T) or false (F)? Circle the correct letter for each statement.

1 The Core paper has fewer parts than the Extended paper. T / F 2 Core candidates answer fewer questions than Extended candidates. T / F 3 I f you don’t understand a word in the reading part, you can use a dictionary to find the meaning. T / F 4 Y ou have to answer all the questions in the reading part, but you can choose which writing question – Exercise 5 or Exercise 6 – you want to answer. T / F 5 In Exercise 1, some questions may need more than one answer. T / F 6 I n Exercise 2, you have to match all the questions to the texts. There are no spare questions. T / F 7 In Exercise 3, there is only one example for each heading. T / F 8 In Exercise 3, you should paraphrase the answers that you find in the text. T / F 9 Exercise 4 is only for Extended candidates. T / F 10 Exercise 4 is only marked for content, but not for language. T / F 11 In Exercise 4, candidates should paraphrase their answers. T / F 12 In Exercises 4, 5 and 6, candidates receive more marks for the language they use than for the content of their writing. T / F 13 In Exercises 5 and 6, the word limit for Extended candidates is always higher than for Core candidates. T / F 14 In Exercise 5, candidates are sometimes asked to write a formal letter. T / F 15 In Exercise 6, candidates have to write their answers in a more formal tone than in Exercise 5. T / F 16 In Exercise 6, candidates always have to write a report. T / F Now go to the answer key for Section 1, Unit 1 and check your answers.

Your score:

4

/16

the reading and writing exam C

E

Unit 2

Exam strategies for

Test 1 Exercise 1 Read the article about a modern art competition called the Turner Prize and then answer the following questions.

The Turner Prize There are many arts competitions held globally, ranging from photography to sculpture. One of the most famous visual arts competitions in Europe is the Turner Prize, which has been held in Britain since 1984. It was originally the idea of a group called the Patrons of New Art. The group itself came together only two years before the first Turner Prize competition, in 1982. The founders wanted to make the public more interested in modern art. They disagreed with the critics who said that artists shouldn’t compete against one another. The competition was also set up with the intention of obtaining new artworks for the Tate Gallery in London, which now organises the contest.

The competition was named after William Turner, an English painter from London, who was born in 1775 and died in 1851. Like most artists of that time, Turner focused on painting landscapes, but his way of painting was seen as rather controversial by many of his contemporaries. This was something that did not go unnoticed by the founders of the competition when they were thinking about a name for the contest.

At the beginning of the competition anyone who made an impact in art could have been awarded the prize. This included managers of galleries, curators, or art critics. The only restriction was that these people had to be born, live or work in Britain, which is still valid today. In 1988 it was decided that the range of people who could get nominated would be limited to contemporary artists only. A further change, concerning the age limit, was introduced a few years later. All artists who are now interested in entering the competition have to be 50 years old or younger.

Each year a panel of judges chooses the winner from four shortlisted artists. After the competition was founded, people disapproved of the absence of women on the shortlist and it wasn’t until 1987 that the first two female artists were finally shortlisted.

Apart from the prestige that winning this competition carries, there is also a financial award of £40,000, which is divided among all the finalists. The artist that comes first receives £25,000 and the other shortlisted artists get £5,000 each. The jury’s decision about who the winner is has often been questioned by the public because not everybody sees the winning artwork as original or exciting. The critics also dislike the fact that the selection process isn’t clear. The public’s divided opinion over modern art led a group called the ‘K foundation’ to award an anti-Turner prize to the worst artist in Britain. In 1994 this prize was given to an artist that also won the Turner prize in 1993 for her sculpture called ‘House’.

The finalists exhibit their artwork at an exhibition, which is traditionally hosted by the Tate Britain gallery in London. In the past it was pointed out that there was a lack of space for the exhibits. Since then a few galleries, situated in other British cities, have been selected to host the Turner Prize starting with the Tate Liverpool gallery in 2007. This gallery was once a warehouse and is situated in an area that used to be part of a busy harbour. It was the perfect setting for the finalists’ artwork.

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Unit 2 Exam strategies for the reading and writing exam

Examiner tip In Exercise 1, questions 1–8 come in the same order as the answers in the text.

In this reading exercise you get 1 mark for each correct detail you provide.

The marks at the end of each line tell you how many details are required.

1 When did the competition first take place?

................................................................................................................................................................................ [1]

2 What were the main aims of the competition? Give two details.

......................................................................................................................................................................................

................................................................................................................................................................................ [2]

3 What did the founders of the competition find interesting about Turner’s paintings?

................................................................................................................................................................................ [1]

4 What is the most recent requirement for artists who enter the competition?

................................................................................................................................................................................ [1]

5 How many artists are in the final stage of the competition?

............................................................................................................................................................................... [1]

6 How much money does the winner receive?

............................................................................................................................................................................... [1]

7 Who decided to give awards for poor artwork?

............................................................................................................................................................................... [1]

8 Where was the first Turner Prize competition held outside London?

............................................................................................................................................................................... [1]

Core [Total: 9]

E 9 What has the competition been criticised for? Give four details. ....................................................................................................................................................................................... ....................................................................................................................................................................................... .......................................................................................................................................................................................

................................................................................................................................................................................ [4]

Extended [Total: 13] Examiner tip The last question in Exercise 1 for Extended candidates always asks for four details.The answers are found throughout the text. When you do Exercise 1, first answer questions 1–8, then read the text again and find the answers to question 9.

There might be more than four details in the text. However, you only need to include four in your answer. You won’t receive extra marks for giving any extra details.

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Unit 2 Exam strategies for the reading and writing exam

Examiner tip If you are unsure about some of your answers, put a question mark next to these and have a look at them again once you have completed the whole exercise.

However, don’t spend too long on questions you don’t know how to answer. If you do, you might not have enough time to complete other exercises in the rest of the paper.

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core):

/9

Your score (Extended):

/13

Did you…?

Now think about the way you did Test 1, Exercise 1, and answer the following questions.

Before you started reading 1 Did you read the questions first before reading the text?

Examiner tip 1 Read the questions first. You need to know what details to look for before you start reading. You should: • look at question 1 Examiner Tip 2

• read the text

Highlight important words in the question to remind you what detail you are looking for (e.g. the year of the first discovery).

• find the answer to question 1

Examiner Tip 3 Most questions in Exercise 1 require one detail. However, in some questions you may have to find more than one detail.

Make sure you know how many details are required before you start reading.

• highlight the answer in the text • write your answer on the line provided.

Then do the same for question 2 and so on.

2 Did you highlight the important words in each question?

3 Did you notice how many details are required for each question?

While you were reading 4 Did you underline the answers when you found them in the text?

Examiner tip 4 Sometimes you need to look at the text again to check that you have selected the correct detail. It is easier to check your answers if you underline them in the text. If you don’t underline your answers, you might have to read some parts of the text again and waste your time during the exam.

5 Did you transfer your answers from the text onto the line provided on the opposite page?

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Unit 2 Exam strategies for the reading and writing exam

Examiner Tip 6 Keep your answers short. Select only the correct phrase, not the whole sentence.

By writing a lot, you waste time in the exam.

Examiner Tip 8 If you include a distracting detail together with a correct detail, the whole answer would be wrong and wouldn’t be given any marks.

6 Did you transfer the necessary details only, not the whole sentence or irrelevant information?

7 Did you transfer the answer as it is written in the text?

Examiner tip 7 There is no need to paraphrase your answers in Exercise 1. Copy the answer as it is written in the text. By paraphrasing the answer, you might change the meaning and lose marks.

8 Did you check that you didn’t select any distracting information as part of your answer?

9 Extended candidates: Did you answer questions 1–8 first and then scan the text to find answers to question 9?

Examiner tip 9 It is very difficult to find answers to question 9 (Extended paper) while you are answering questions 1–8. It is easier to read the text again after you have answered questions 1–8. You can scan read the text much more quickly the second time and focus on the four details.

After you finished reading 10 Did you check that you included the correct number of details required for each question?

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 1.

Learn from mistakes Before you do Test 2, Exercise 1, look at the following exercise. It includes one candidate’s responses to Test 1, Exercise 1. What did the candidate do wrong?

1 Response to Question 1

When did the competition first take place?

2 Answer to Question 1

1982

3 Answer to Question 2

obtain new artworks

4 Answer to Question 3

Turner was an English painter from London.

5 Answer to Question 4

contemporary artists 50 years old or younger

6 Answer to Question 5 There are four artists in the final stage of the competition.

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$25,000

8 Answer to Question 7

(public) K foundation

9 Answer to Question 8

2007

10 Answer to Question 9 (Extended paper)

Unit 2 Exam strategies for the reading and writing exam

7 Answer to Question 6

artists shouldn’t compete absence of women jury’s decision selection process isn’t clear lack of space

Now do Test 2, Exercise 1, and remember to follow all the tips from the ‘Did you … ?’ section for Test 1.

C

E

Test 2 Exercise 1 Read the article about a dinosaur called the Archaeopteryx and then answer the following questions.

Is Archaeopteryx the birds’ direct ancestor?

We all learn at school that dinosaurs walked the Earth for 165 million years until they became extinct – something that scientists believe was the result of a huge asteroid crashing with our planet 65 million years ago. However, it is less known that one group of dinosaurs managed to survive, including the Archaeopteryx – a dinosaur which was half dinosaur, half bird.

In 1860 scientists found a fossilised feather which may have come from the Archaeopteryx dinosaur. The more exciting find was made in the following year, in 1861, when the first bones of Archaeopteryx were discovered. Just over a decade later, in 1874, another Archaeopteryx’s skeleton was found – this time even more complete than the first one.

All three finds were made in Germany and it is also where the complete skeleton of Archaeopteryx can be seen – in the Humbold Museum in Berlin. The first skeleton was used as payment and given to a doctor, but luckily the Natural History Museum in London managed to purchase it and it is here that it can be found to this day. The dinosaur was given the name Archaeopteryx, which means ‘ancient’ and ‘feather’ in Greek. It is also sometimes referred to by its German name ‘Urvogel’ which stands for ‘first bird’.

All the fossils of the Archaeopteryx dinosaur were invaluable to scientists. They noticed that, apart from the usual features

expected in these types of dinosaurs, like teeth in the jaw, claws or a long bony tail, the fossils also showed marks that resembled feathers, which was a real thrill for the scientific community. Many people refused to believe that these fossils were genuine, but scientists started to think that this dinosaur might have been a link between dinosaurs and birds. However, this dinosaur had a long way to go before it would look like the birds we know nowadays.

The question was, though, what Archaeopteryx needed feathers for if it wasn’t for flying. The most obvious reason would be for body temperature control. However, it is also possible that their feathers, which developed from scales, played a role in their communication with one another.

Archaeopteryx wasn’t a large dinosaur compared to other, much larger ones, which were as heavy as 14 African elephants put together. With its 1 kilogram of weight and body length of 50 centimetres, the Archaeopteryx wasn’t much bigger than a pigeon.

And just like these birds, Archaeopteryx probably exploited its

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Unit 2 Exam strategies for the reading and writing exam

plumage to attract females. It’s also possible that the feathers played an important role in providing shade for the eggs and young.

Scientists don’t know a lot about the Archaeopteryx’s diet, but they believe it mainly consisted of small reptiles. It is also believed to have occasionally substituted these for small mammals or even insects.

Despite having feathers, Archaeopteryx did not fly in the sky, but some scientists think that the dinosaur attempted very short flights near the ground, for example, to hunt more effectively. Another

C

reason would be to escape from danger and that is when their feathers must have been useful to help them blend into their surroundings.

It took a long time before dinosaurs could fly properly and had the same features as birds, like a beak without teeth. The change that helped them to become lighter, so that they could take off more easily, was a shorter tail. Once all the necessary changes had taken place, it was only a matter of time before dinosaurs took to the sky.

E 1 When was the first skeleton of the Archaeopteryx dinosaur found?

............................................................................................................................................................................... [1]

2 Who owns the first skeleton of the Archaeopteryx dinosaur nowadays?

............................................................................................................................................................................... [1]

3 What does the German name for this dinosaur mean?

............................................................................................................................................................................... [1]

4 What did scientists find exciting about the Archaeopteryx’s fossils?

............................................................................................................................................................................... [1]

5 What is the size of the Archaeopteryx’s body similar to?

............................................................................................................................................................................... [1]

6 What did the Archaeopteryx eat most of the time?

............................................................................................................................................................................... [1]

7 Why did the Archaeopteryx probably try to fly? Give two examples.

.....................................................................................................................................................................................

............................................................................................................................................................................... [2]

8 How did the bodies of some dinosaurs change before they started flying?

............................................................................................................................................................................... [1]

Core [Total: 9]

E 9 What did the Archaeopteryx dinosaur use feathers for? Give four details.

..................................................................................... .............................................................................................

..................................................................................... ..................................................................................... [4]

Extended [Total: 13]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core): 10

/9

Your score (Extended):

/13

Now think about your progress so far and answer the following questions: • Was your score in Test 2, Exercise 1 higher than in Test 1, or not? Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the test, did you find it easier to do Test 2? What tips did you find helpful?

• Is there anything you still find difficult? What are you going to do to improve this?

Examiner Tip It is important to reflect on your own progress as you learn. This will help you identify which areas are your strengths or weaknesses. If you can identify your weaknesses, you will then know what you need to revise more before the exam.

The self-assessment boxes, and the progress chart at the beginning of the book, will help you to do that.

Unit 2 Exam strategies for the reading and writing exam

Self-assessment

After you have checked your answers, look at your mistakes and think why you made them. Try to avoid making this type of mistake in the future.

Develop your skills – what next?

In Exercise 1 you are tested on whether you can select the correct details when reading a longer piece of text.

These texts can be taken from leaflets, magazine articles, or from a website, etc.

Try some of the following to improve your skills in reading for detail: •

Select a short piece of text (leaflets are the best for this activity) and make a list of some question words (e.g. who, when, what, how often, how much, etc.). Then scan read the text and see how many answers you can find.

•

Select an article and highlight random nouns, names or numbers in the text (e.g. 28%, John Burnes, Victoria Square, in January, etc.). Then read the text around these details and find out what they refer to (e.g. the price of houses has risen by 28%, etc.).

•

To practise your scan reading for detail, use materials like leaflets, TV guides, cinema programmes, the phone book, etc. For example, you could scan read a TV guide and find how many, and what, films are being shown on one evening. You can scan read cinema programmes and try and find out if there are any comedy films and what time they’re shown, etc.

•

In the exam you’re not allowed to use a dictionary. That is why it is important that you learn to guess the meaning of unknown vocabulary from the context when you are reading. Choose a short newspaper article, then scan it and underline all the words that you don’t understand. Then read the text around each word and look for clues which might help you guess the meaning. When you have finished, check the meaning in an English–English dictionary to see if you were right.

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Unit 2 Exam strategies for the reading and writing exam

C

Test 1 Exercise 2 Read the magazine article about three students (A–C) and their experience of studying. Then answer questions 9a – 9h.

Experience of studying Three students share their thoughts about studying

E

Test 1 Exercise 2 Read the magazine article about four students (A–D) and their experience of studying.

Then answer questions 10a – 10j.

Experience of studying Four students share their thoughts about studying

Examiner tip There are usually three articles for Core candidates to read and one extra article for Extended candidates. You have to match each correct opinion, from the list on the opposite page, to the correct article.

A Hoda Abdulahi My favourite subjects at school are languages. I’m studying French, Russian and English because I’m hoping to become an interpreter. However, I don’t have the same interest in subjects which involve practical experiments. This doesn’t mean, though, that I neglect my homework for these subjects. I always try my best at whatever I do. That’s why I like my tutor, who’s very experienced. He shows me how to do things properly so that I don’t pick up any bad habits, for example with my pronunciation.

When I started learning French the pronunciation was very tricky, but once I got the hang of it, everyone commented on how good my accent was. I’ve also learnt that there are more ways of studying things. This means that I can experiment to see what works for me, so I get the best results.

For example, now I know I can memorise new vocabulary better if I use pictures or put words into categories while my friend prefers to write down definitions. She says she finds that more useful.

B Kim Young I’ve recently changed schools, so I haven’t fully settled in yet. It takes some time to get to know a new place, but the teachers have been very welcoming. They say I’m doing rather well and won’t need any extra tuition to catch up with the others, as my parents had originally thought. I’m really happy that we’re encouraged to work in groups. Not only does this give me a chance to meet new classmates, but we also think of interesting ideas together, so it’s easier to complete the tasks our teacher sets us.

The only thing I find quite demanding is the timetable. Twice a week, we’re asked to study very long hours, which affects my concentration. Then, when I get home, doing homework is a real challenge, but I noticed that if I get up before everybody else does, I get a lot of schoolwork done then. I’ve even put together my own revision timetable to see what I need to do and when. It definitely works for me.

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I’m in my final year of college and planning to start a law degree at university next year. Getting ready for this involves a lot of research and I’d be lost if I couldn’t access all the resources available online. Our school also provides a lot of support for students. Some of my school friends go to study groups, which focus on different subjects, like science, history, or geography. I’ve tried this way of studying a few times because I’m rather behind with my maths. At first I thought it might work, but then I got frustrated with some of the people there who just turned it into a conversation club.

Others got distracted and we never got any work done. That’s when I realised I was better off doing some self-study. So, that’s what I like to do in the school library these days, straight after my classes finish in the afternoon. While I’m there, I can also read about other things that interest me.

E

D Miguel Perez When I was younger, I got into all sorts of trouble at school. I tended to disrupt the class a lot by making my school friends laugh or by asking silly questions. My parents didn’t know what to do with me, but I guess I was just a bit bored because I found everything rather easy. Then I started a new school and I began to get more involved in my studies. There was so much more to do and there still is, so, to cope with the amount of information, I take things down, which is really invaluable for my revision. Even some of my classmates have asked me if I could share my notes with them after their own approach to studying didn’t bring the expected results. Recently, I got into science thanks to all the experiments we do. Sometimes we go on trips and we learn about real science in everyday life. I just wish we could do more things like this in other subjects.

Unit 2 Exam strategies for the reading and writing exam

C Kinga Zibowska

C For questions 9a – 9h below, choose from the people (A–C). For each question write the correct letter A, B or C on the line provided.

Which person…

9 a thinks learning with a good teacher is important?

………. [1]

9 b prefers studying with other students?

………. [1]

9 c relies on the internet for information?

………. [1]

9 d finds it hard to focus sometimes?

………. [1]

9 e tends to study better early in the day?

………. [1]

9 f needs help with some aspects of their studies?

………. [1]

9 g enjoys doing extra work after school?

………. [1]

9 h tries different approaches to learning?

………. [1]

[Total: 8]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core):

E

/8

For questions 10a – 10j below, choose from the people (A–D). For each question write the correct letter A, B, C or D on the line provided.

Which person…

10 a

thinks learning with a good teacher is important?

………. [1]

10 b

prefers studying with other students?

………. [1] 13

Unit 2 Exam strategies for the reading and writing exam

10 c

says writing things down helps them?

………. [1]

10 d

relies on the internet for information?

………. [1]

10 e

finds it hard to focus sometimes?

………. [1]

10 f

tends to study better early in the day?

………. [1]

10 g

needs help with some aspects of their studies?

………. [1]

10 h

enjoys doing extra work after school?

………. [1]

10 i

would like more practical lessons?

………. [1]

10 j

tries different approaches to learning?

………. [1] [Total: 10]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Extended):

/10

Did you…?

Now think about the way you did Test 1, Exercise 2, and answer the following questions.

Before you started reading 1 Did you read the opinions before reading the articles?

Examiner tip • T he order of the opinions on the list is not always the same as the order they appear in the articles.

• T he vocabulary used in the opinions is not always the same as the vocabulary used in the text. The ideas are often paraphrased.

2 Did you highlight the important words in each opinion?

Examiner tip Highlight important words in the question to remind you what detail you are looking for (e.g. ‘good teacher’ and ‘important’).

While you were reading 3 Did you read each article one at a time?

Examiner tip Read one article at a time. Then select all the opinions from the list that this article expresses before you move on to the next article.

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Examiner tip Check that the opinion you find in the text matches the idea in the opinion from the list completely. If only part of the idea is the same, it might not be the correct answer, but a wrong distracting detail. If you underline the ideas in the text, it will be easier for you to check them against the opinions from the list.

After you finished reading 5 Did you match all the opinions from the list?

Examiner tip Don’t leave any spaces blank. If you don’t know the answer, guess it. There are no extra opinions on the list. All of the opinions are expressed in one of the articles.

Unit 2 Exam strategies for the reading and writing exam

4 Did you underline the answers when you found them in the text?

6 Did you use each article (and the appropriate letter) more than once?

Examiner tip There is usually more than one opinion expressed in each of the articles. This means that, for example, you may have to use article A twice or even three times as your answer.

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 2.

Learn from mistakes Before you do Test 2, Exercise 2, look at the following exercise. It includes one candidate’s answers to Test 1, Exercise 2. What did the candidate do wrong?

1 Which person thinks learning with a good teacher is important?

A/C [1] ……….

2 Which person prefers studying with other students?

A B ……….

[1]

3 Which person relies on the internet for information?

………. [1]

4 Which person finds it hard to focus sometimes?

Kim Young ………….………….………….………….………….………….…….…………[1]

Now do Test 2, Exercise 2, and remember to follow all the tips from the ‘Did you … ?’ section for Test 1.

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Unit 2 Exam strategies for the reading and writing exam

C

Test 2 Exercise 2 Read the magazine article about three people (A–C) and what they say about their jobs. Then answer questions 9a – 9h.

Are you happy in your job?

Three people share their thoughts about jobs

E

Test 2 Exercise 2 Read the magazine article about four people (A–D) and what they say about their jobs. Then answer questions 10a – 10j.

Are you happy in your job?

Four people share their thoughts about jobs

A Alice Finn I’ve been working for a major publishing company for over a decade now. When I started there, I had to work very hard to get noticed. I wasn’t necessarily trying to get a higher position, but I wanted my manager to see I could be relied on. With time I was asked if I’d be interested in being in charge of some projects. It’s all the opportunities I’m given that make my job so interesting. The only downside of my work is how long it takes to get there in the morning. Some days I get stuck in traffic, which wastes a lot of my valuable time. That’s why I recently requested if I could do some of my work from home and, to my surprise, my boss said yes. I actually get more things done at home compared to the days in the office. I suppose this is also a good way to avoid arguments with difficult colleagues.

Fortunately, that’s not an issue for me – I work with a team of people who are really friendly.

B Bruno Ferreira I teach history and geography at a local college near my house. In this respect I’m lucky – I can avoid the morning rush hour and traffic jams because I walk to school. The working week goes by very quickly for me because I really enjoy my job, but there is no denying that teaching doesn’t suit everybody. Without enough patience and love for this job, some people decide to leave and look for a completely different job in other areas after just a year or two. I admit it might have crossed my mind a few times when I was a newly qualified teacher, but not any more. What makes me sad though is when a good teacher leaves because of financial reasons. Teachers are hard-working people and deserve a pay rise. The school where I work is relatively modern and has a fantastic library and gym. However, the computer lab could do with some updating. Technology evolves so quickly that what may have been cutting-edge technology five years ago, now seems very dated.

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I trained as a chef five years ago. I’ve always enjoyed cooking and, as a small girl, when I had a birthday party, I’d insist on preparing the food for it. So, I thought this would be my ideal job, but I’ve come to the conclusion that while I enjoy cooking for my family, I don’t want to do this for a living. I had the wrong expectations of this kind of work. Plus, I can’t see myself being promoted any time soon either.

Having said that, the place where I work has the latest equipment, so this makes all the difference. I have no complaints about that, but the same can’t be said about the schedule. I’m an early bird so I tend to wind down in the evening, but that’s the time when the restaurant kitchen gets the busiest.

The team are very friendly on the whole and I’ve made quite a few friends there. I feel though that one of the supervisors often unfairly criticises me, which makes the job unnecessarily stressful.

E

D Daniel Valinski Two years ago I took on a job for a large company dealing with computers. I used to dream of running my own company, but I’ve come to realise that it’d take a lot of money to do this – something which I don’t have at the moment. I also feel I still have a lot to learn and that is why my new role was totally unexpected. I’m now managing a team of five people and couldn’t be happier.

My family often complains though that I’m not at home with them enough because quite a few meetings I have to attend are held abroad. My son thinks it’s quite exciting to stay in different hotels each time, but it’s not always as great at it may sound. Some of them are really outdated and could do with a bit of refurbishment. On the other hand, one of the perks is that I get quite long holidays, so I can make it up to my family then.

Unit 2 Exam strategies for the reading and writing exam

C Celine Pontaux

C For questions 9a – 9h below, choose from the people (A–C). For each question write the correct letter A, B or C on the line provided.

Which person…

9 a suggests that people in this job are underpaid?

………. [1]

9 b is thinking of a career change?

………. [1]

9 c doesn’t get on with one of the staff?

………. [1]

9 d feels that the working hours don’t suit them?

………. [1]

9 e thinks that people doing this job need to have certain qualities?

………. [1]

9 f

………. [1]

enjoys the variety of responsibilities this job offers?

9 g would like to have some facilities at their workplace improved?

………. [1]

9 h doesn’t have to commute to work every day?

………. [1]

[Total: 8]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core):

E

/8

For questions 10a – 10j below, choose from the people (A–D). For each question write the correct letter A, B, C or D on the line provided.

Which person…

10 a

suggests that people in this job are underpaid?

………. [1]

10 b

is thinking of a career change?

………. [1] 17

Unit 2 Exam strategies for the reading and writing exam

10 c

is surprised by their recent promotion?

………. [1]

10 d

doesn’t get on with one of the staff?

………. [1]

10 e

feels that the working hours don’t suit them?

………. [1]

10 f

thinks that people doing this job need to have certain qualities?

………. [1]

10 g

enjoys the variety of responsibilities this job offers?

………. [1]

10 h

would like to have some facilities at their workplace improved?

………. [1]

10 i

says the job involves a lot of travelling?

………. [1]

10 j

doesn’t have to commute to work every day?

………. [1]

[Total: 10]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Extended):

/10

Self-assessment Now think about your progress so far and answer the following questions: • Was your score in Test 2, Exercise 2, higher than in Test 1, or not? Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier to do Test 2? What tips did you find helpful?

• Is there anything you still find difficult? What are you going to do to improve this?

Develop your skills - what next?

In Exercise 2 you are tested on whether you can select the correct ideas/opinions and understand the connections between them. The ideas and opinions are either directly stated or implied, which means not stated directly.

Try the following activity to improve these reading skills:

18

•

Try to read a range of articles where the author expresses their opinions (e.g. film/play/video game reviews, customer reviews online about various products, blogs, etc.).

•

Find what the writer is writing about (e.g. a film review – acting, directing, screenplay, etc.) and what the writer’s opinion is (i.e. positive, negative or mixed).

•

Find the phrase that expresses this opinion (e.g. it was a complete let-down, it didn’t come up to our expectations, it is one of a kind, etc.).

•

Then think of different ways of saying the same thing – try to paraphrase the same idea by using similar phrases. This will also help you improve your writing skills.

E

Test 1 Exercise 3 Read the article about CYTECH, a company that designs wearable technology for cyclists, and then complete the notes on the following page.

CYTECH – wearable technology for cyclists CYTECH, which stands for cycling and technology, is a relatively young company.

It was only set up in 2015, but it has already found a place in the market of wearable technology. The founder, Jessica Curtis, is a keen cyclist, but is also a clothes designer. So, it came as no surprise to many when she founded this new company to combine her two biggest passions in life: cycling and designing.

In recent years we have seen a huge increase in people taking up cycling, not only for pleasure, but also as a more reliable and environmentally friendly means of transport. The rise in cyclists on the road has brought the need to improve road safety more into the spotlight. This was something that also played a vital role in Jessica’s decision to go into this business.

Unit 2 Exam strategies for the reading and writing exam

C

She was almost hit by a car herself a few years earlier, when cycling to work. After this, it was only a matter of time before the idea of visible clothing for cyclists was born. Jessica presented her plans to a friend who specialises in LED lighting, which is a type of low-energy lighting, and together they came up with a new clothing item for cyclists. It is surprising that in this day and age, most manufacturers of wearable technology don’t focus on clothing for cyclists, but on gadgets, like smart watches, instead. Jessica’s intention was to fill this gap in the market.

Since setting up her company, Jessica has been getting feedback from her friends, who are mostly young professionals. They tend to cycle to work and often complained that they couldn’t find a visibility jacket which would be both sleek and functional. And that is what Jessica has achieved with her latest clothing line for cyclists, which consists of jackets, hats and trousers. The LED lighting, which is used on these items, is hidden and this unique feature is proving a hit with the wearers who can switch it on or off whenever they need to. Most cyclists appreciate the fact that the battery life is about 14 hours. When tested, the clothing was visible as far as 400 metres. The fabric that is used to make the clothes is both waterproof and machine washable – two practical facts that can’t be overlooked.

Currently Jessica is looking into working with energy-harvesting fabrics. Energy harvesting is a way of storing power from external sources like wind or the sun and then using the small sources of energy to, for example, charge your phone. Jessica believes this will be possible in the next few years and is very excited by the prospect. In the meantime Jessica is playing with the idea of designing a similar clothing range for joggers or skiers.

Jessica has become a role model for other aspiring entrepreneurs and is often asked what the secret of her success is. She believes that there is no harm in aiming high, but urges anyone who wants to follow in her footsteps to invest in thorough market research. The bottom line is – the customer comes first.

C You are going to give a talk about the CYTECH company and their products to your class at school. Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

10 Reasons why Rebecca started designing clothing for cyclists •

………………………………………………………………………………

•

…………………………………………………………………………… [2]

19

Unit 2 Exam strategies for the reading and writing exam

11 Benefits of CYTECH products •

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [3]

12 Advice for success •

………………………………………………………………………………

•

…………………………………………………………………………… [2]

[Total: 7]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core):

E

/7

You are going to give a talk about the CYTECH company and their products to your class at school. Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

11 Reasons why Rebecca started designing clothing for cyclists •

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [3]

12 Benefits of CYTECH products •

………………………………………………………………………………

•

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [4]

13 Advice for success •

………………………………………………………………………………

•

…………………………………………………………………………… [2]

[Total: 9]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Extended):

20

/9

Now think about the way you did Test 1, Exercise 3, and answer the following questions.

Before you started reading 1 Did you read the instructions and the headings for your notes carefully?

Examiner tip 1 The order of the headings for your notes may not always be the same as the order they come in the text.

Examiner Tip 2

2 Did you highlight the important words in each heading?

Highlight important words in the question to remind you what detail you are looking for (e.g. ‘reasons’ and ‘starting’).

While you were reading

Examiner Tip 4

4 Did you transfer the answers as they are worded in the text?

Don’t paraphrase your answers. You are tested on whether you can find the correct details. By changing the answer, you might also change the meaning and lose marks. Use the same wording as in the text.

After you finished reading

3 Did you underline the details/answers in the text required for each heading?

Unit 2 Exam strategies for the reading and writing exam

Did you…?

Examiner tip 3 Read the text and underline all the examples required for the first heading. Then transfer the correct number of examples onto the lines provided under the first heading. Repeat the same for the second heading, and so on.

5 Did you include the correct number of details under each heading?

Examiner Tip 5 The number of marks shown under each heading tells you how many details are required. You get one mark for each correct detail. There are usually more details in the text than you need. Also make sure that each idea is written on a separate line.

6 Did you check that you didn’t include the same idea twice?

Examiner tip 6

Examiner Tip 7 If you include the correct detail, but write it under the wrong heading, this detail won’t receive a mark.

Sometimes there are two details that talk about the same idea. If you include both of these similar ideas, you will only get one mark. For example: ‘improve road safety’ and ‘almost hit by a car’ both express very similar reasons for starting to design clothing for cyclists.

7 Did you check that you included the details under the correct heading?

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 3.

21

Unit 2 Exam strategies for the reading and writing exam

Learn from mistakes Before you do Test 2, Exercise 3, look at the following exercise. It includes one candidate’s answers to Test 1, Exercise 3. What did the candidate do wrong?

1 Reasons why Rebecca started designing clothing for cyclists • she was almost hit by a car • to improve road safety

………… [2]

2 Reasons why Rebecca started designing clothing for cyclists • hit by a car • her biggest passions

………… [2]

3 Benefits of CYTECH products • it filled a gap in the market …………[4] 4 Benefits of CYTECH products • sleek • functional • waterproof • people can charge their phone

………… [4]

5 Advice for success • aim high • . .……………………………………………………………………………… [2] 6 Advice for success • be determined • be polite to your customers

………… [2]

7 Advice for success • Jessica has become a role model for other aspiring entrepreneurs and is often asked what the secret of her success is. She believes that there is no harm in aiming high, but urges anyone who wants to follow in her footsteps to invest in thorough market research. The bottom line is – the customer ………… [2] comes first.

Now do Test 2, Exercise 3, and remember to follow all the tips from the ‘Did you … ?’ section for Test 1.

C

E

Test 2 Exercise 3 Read the article about how to become an astronaut and then complete the notes on the following page.

22

In the past decade we have seen an increased interest in space and space exploration. However, humans have been looking to space for answers for over half a century. Becoming an astronaut has always been a dream of many young boys and girls. The question is though – how do you become an astronaut?

The NTV television channel is launching a reality series which may help to answer this question. It will offer people, who think they have what it takes to become an astronaut, the opportunity to try out what it is really like to go through a selection process and a space preparation programme. The TV channel has asked a former astronaut, who also used to be in charge of the International Space Station, to oversee this process to make sure it is as close to the real thing as possible. According to him, unless you are self-disciplined and good at making quick decisions, you shouldn’t even hand in your application. No one will argue with the fact that the real process is very physically demanding so good physical health is a must, but that alone wouldn’t be enough without determination as it’s a really tough process and each applicant has to compete with thousands of other hopefuls.

There are no universities which offer degree courses for astronauts, so people who have been selected to go to space and to work at the International Space Station have had varied backgrounds. At the beginning of space exploration, astronauts often came from an army background, for example army pilots. These days, successful applicants usually have a previous career in medicine, computing or maths.

However, people with degrees and experience in science and engineering have an advantage over others. During the preparation stage, future astronauts are quizzed on subjects like physics and their spatial awareness is tested too.

Unit 2 Exam strategies for the reading and writing exam

Could you be a future astronaut?

The space programme is also suited to people who can stay calm under pressure. Astronauts need to be able to rely on each other and somebody who gets easily stressed is not the kind of person that you need around you.

This gruelling process is absolutely necessary since the range of tasks performed by astronauts, once they are on board the International Space Station, is huge. In addition to the difficulty of the tasks, they have to deal with zero gravity, which is the lack of force which pulls objects to the ground, something we experience on Earth, but not in space. Astronauts in space need to be careful not to crash into flying objects. They should also be able to predict in which direction the objects are likely to move. It might sound like fun to float around in zero gravity, but one of the downsides is also the loss of muscle and bone mass. On return to Earth, it takes astronauts some time to get back to normal and to get their strength back.

Different space missions focus on different scientific experiments. The successful completion of these tasks is only possible through working as a team. Apart from all this, then there is everyday maintenance, sometimes informally called ‘the housework’, to make sure that all the technical equipment is functioning correctly.

The reality show starts on the 3rd March, but if you think you have what it takes already, you can try applying directly to the International Space Station.

C You are going to give a talk about how to become an astronaut to your science class at school. Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

10 Skills and personal qualities needed to become an astronaut •

………………………………………………………………………………

•

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [4]

23

Unit 2 Exam strategies for the reading and writing exam

11 What is expected of astronauts while they are in space •

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [3]

[Total: 7]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Core):

E

/7

You are going to give a talk about how to become an astronaut to your science class at school. Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

11 Skills and personal qualities needed to become an astronaut •

………………………………………………………………………………

•

………………………………………………………………………………

•

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [5]

12 What is expected of astronauts while they are in space •

………………………………………………………………………………

•

………………………………………………………………………………

•

………………………………………………………………………………

•

…………………………………………………………………………… [4]

[Total: 9]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check your answers.

Your score (Extended):

/9

Self-assessment Now think about your progress so far and answer the following questions: • Was your score in this test, higher than in Test 1 Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier to do Test 2? What tips did you find helpful?

• Is there anything you still find difficult? What are you going to do to improve this?

24

In Exercise 3 you are tested on whether you can select the correct details and ideas/opinions and understand the connections between these ideas.

Try the following activity to improve these reading skills: •

Try to read a range of articles where the author writes about advantages and disadvantages, success and failure, difficulties, etc. You might find these ideas in texts like travel blogs, online articles about various projects, magazine articles about history/nature/science. Don’t choose articles that are too long. The articles you choose should be of a similar length to the articles in the real exam – one A4 page.

•

First quickly skim the text to get the general idea and see whether it contains ideas like reasons, results, pros/cons, etc.

•

Select one of the ideas (e.g. reasons), scan read the text again and find examples of reasons. Ignore all the other information.

•

When you get better at these reading skills, time yourself each time you read a new article to see if your reading speed is improving too.

Unit 2 Exam strategies for the reading and writing exam

Develop your skills - what next?

Test 1 Exercise 4 What are the examiners looking for?

Examiner tip In Exercise 4 you are tested on note taking and then using these notes to write a summary. Both Core and Extended candidates’ summaries are marked for the language used as well as the content points.

The list below shows features that the examiners will be looking for in your summary.

Look at the list and decide whether the features are connected with content or language.

Then complete the table below by listing the features under the correct heading.

• how accurate the grammar is

• the amount of irrelevant information

• use of own words

• how many relevant points there are

• how well the points are organised

• accurate use of vocabulary

• use of linking words and phrases Content (include two points)

Language (include five points)

25

Unit 2 Exam strategies for the reading and writing exam

Look at the phrases below, which describe how well you can do things when you write your summary. Can you put them next to the correct marks in the following table? Use this table as a simplified mark scheme to mark your own summary in other units.

A a lot of irrelevant information / very little attempt at organising content points / linking words are used poorly or not at all / very few own words are used / poor grammar and vocabulary B very little irrelevant information / content points are well organised / appropriate linking words and phrases / own words are used / generally accurate grammar and vocabulary C no irrelevant information / content points are organised extremely well / appropriate linking words and phrases are used very well / own words are used extremely well / very accurate grammar and vocabulary D some irrelevant information / some attempt at organising content points / some linking words are used / some own words are used / reasonably accurate grammar and vocabulary

Marks

How well it is done

7–8 (Extended candidates only)* 5–6 3–4 1–2 *NB: The top marks for Core candidates are 5 and 6.

Test 1 Exercise 4 C Read the following blog written by one of the film crew who filmed penguins on the Zavodovski Island.

Examiner tip Core candidates have a different text to read for the summary task from Extended candidates.

26

Write a summary of the difficulties the film crew experienced during their expedition to Zavodovski Island.

Your summary should be about 80 words long (and no more than 90 words long).You should use your own words as far as possible.

You will receive up to 6 marks for the content of your summary and up to 6 marks for the style and accuracy of your language.

South Africa

South Atlantic Argentina

Today we’re leaving Zavodovski Island, where we’ve spent almost three weeks filming penguins.This island in the South Atlantic Ocean is uninhabited and hosts the largest penguin colony in the world.The species that lives on this island is called the Chinstrap penguin, named after the black line that runs from ear to ear underneath its beak.

Zavodovski Island

The island is located in such extreme conditions that life for the penguins here is very dangerous. While there are plenty of fish in the ocean surrounding the island, getting to it is not an easy task. The waves are huge and smash against the rocks with great power.

The rough sea was also one of the obstacles for our filming crew when we came to film the Chinstrap penguins here in their natural habitat. Getting the filming gear onto the island was hard enough, pulling it up a cliff to the exact location was even harder.

Antarctica

Unit 2 Exam strategies for the reading and writing exam

Filming penguins on Zavodovski Island

It’s been an amazing experience, but it is definitely not for the faint-hearted. The weather can change very quickly, which made filming rather tricky at times. Sometimes we had to walk through muddy land carrying the equipment on our shoulders. But you tend to forget all this when you see the penguins. They resemble funny little people in dinner jackets. And they’re very curious too, which meant they interfered with us setting up the filming equipment. We couldn’t stay on one spot for too long because of the strong biting winds. You have to admire how the little creatures can live in such harsh conditions.

When it was time to leave, the area was hit by a huge storm, which meant we had to extend our stay for a couple of days. Saying our goodbyes isn’t proving nearly as easy as we thought it would be because we’ve certainly grown close to the penguins. Our cameraman even has his favourite ones and has given each of them a name.

………………………………………………………………………………………… …………………………………………………………………………………………

Core [Total: 12]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check that you included the correct content points.

Your score for content (Core):

/6

Read the model answer in the answer key for Section 1, Unit 2 and compare the language used in this summary with the language in the original text. Focus on the paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What are the examiners looking for?’ section and try to guess what mark you might get for your summary.

Your score for language (Core):

/6

Test 1 Exercise 4 E

Read the following article written by a psychologist.

Write a summary of the benefits of being bilingual.

27

Unit 2 Exam strategies for the reading and writing exam

Your summary should be about 100 words long (and no more than 120 words long). You should use your own words as far as possible.

You will receive up to 8 marks for the content of your summary and up to 8 marks for the style and accuracy of your language.

Why we should all learn another language According to the statistics more than half of the world’s population is bilingual, which means they can speak two languages. In some cases people can speak more than two, which makes them multilingual. There are even countries with more than one official language, for instance India, South Africa, Switzerland or Canada, to name a few. Also, with more and more families moving and living abroad, children are often brought up in a multilingual environment. In fact, one American survey revealed that one in five children over the age of five speak another language at home in addition to English.

However, what are the actual advantages of such an up bringing? Are people who can only speak one language, their mother tongue, really losing out?

One obvious advantage for a bilingual child is the range of schools and universities they can choose from. If they can’t find a course they want to study in their area or country, they can easily relocate abroad. I, myself, chose to study a degree course abroad in a language that wasn’t my mother tongue. It was very hard at first, as this experience took me far out of my comfort zone, but I can say that being able to achieve something in a second language definitely makes you a stronger person. Needless to say, the more languages a person speaks as an adult, the greater the job opportunities.

Extensive research into bilingualism has shown that individuals who speak more than one language have better listening skills than people who only speak one language. One study carried out among young children in a nursery school has revealed that bilingual children can come up with solutions to problems much more quickly. And if that wasn’t enough, it has also highlighted the fact that they don’t find it as difficult to make new friends compared to other children.

Another study, which was carried out at various secondary schools, showed that students in bilingual classrooms found it easier to concentrate as opposed to monolingual classes. Many schools have used this outcome to their own advantage and included more foreign languages in their curriculum. In addition, students who were from a monolingual background were less successful in adapting to sudden changes – a skill that is becoming more and more invaluable thanks to the increasing pace of life we have nowadays. With our faster pace of life we are also becoming increasingly reliant on technology, something which is a cause of concern for many scientists. According to them, our ability to remember things may be affected by this reliance, something that can be improved by being able to speak more than one language. However, the pros don’t just apply to us at a younger age. In older generations scientists noticed that certain types of deterioration of the human brain can be avoided for longer in people who can speak another language on top of their mother tongue.

All this research into bilingualism is certainly very encouraging for scientists and all of us alike.

………………………………………………………………………………………… …………………………………………………………………………………………

Extended [Total: 16]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check that you included the correct content points.

Your score for content (Extended):

/8

Read the model answer in the answer key for Section 1, Unit 2 and compare the language used in this summary with the language in the original text. Focus on the paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What are the examiners looking for?’ section and try to guess what mark you might get for your summary.

Your score for language (Extended):

28

/8

Now think about the way you did Test 1, Exercise 4, and answer the following questions.

Before you started writing 1 Did you read the instructions carefully and highlight the important information?

Examiner tip 1 • P ay attention to the information in the instructions which tells you how many words you have to write, what you should write (e.g. a summary) and what you should focus on (e.g. difficulties, benefits, etc.).

• Y ou are usually asked to focus on one aspect in the summary (e.g. difficulties).

However, sometimes there might be two (e.g. advantages and disadvantages).

So, don’t forget to cover both in your summary.

Examiner Tip 2 Highlight the content points in the text so that you can look at them when you are planning in what order to use them in your summary.

There are usually more content points in the text than you need to include in the summary. Core candidates need to include six ideas and Extended candidates eight ideas.

2 Did you read the text and highlight the relevant content points?

Unit 2 Exam strategies for the reading and writing exam

Did you…?

3 Did you look at the content points you found in the text and plan in what order you wanted to include them in your summary?

Examiner tip 3 You are also marked on how well you organise the content points in your summary. This means that you don’t have to use them in the same order as they appear in the text. You can organise them in a way that you think is more logical and join the ideas with appropriate linking words and phrases (e.g. however, for example, what’s more, etc.).

While you were writing 4 Did you try to use your own words to paraphrase as much as you could?

Examiner tip 4 You won’t be able to paraphrase every single word or phrase used in the original text. However, you should try and use your own words as much as you can.

5 Did you use any linking words and phrases to link ideas in your summary more clearly?

Examiner tip 5 Use linking words and phrases to make your sentences more complex and show the links between ideas. A summary with linkers sounds more natural and is easier for the reader to follow the ideas.

29

Unit 2 Exam strategies for the reading and writing exam

6 Did you count the words as you were writing?

Examiner Tip 6 Keep an approximate count as you are writing. This will help you to see how many words you still have to write. It will also help you to see if you have enough words left to use for the remaining content points.

After you finished writing 7 Did you check that you have the correct number of content points in your summary?

Examiner tip 7 Core candidates should include six content points and Extended candidates should include eight. You can include more content points if you wish, but you won’t get any extra marks for these. Make sure that your content points don’t repeat the same idea. If you include the same idea twice, you will only be given one mark for these.

Examiner Tip 8

8 Did you check that your summary is within the word limit?

If your summary is not within the word limit and it’s either too short or too long, you may lose marks.

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 4.

Learn from mistakes Before you do Test 2, Exercise 4, look at the following exercise. It includes one Core candidate’s and one Extended candidate’s answer to Test 1, Exercise 4. Read the summaries carefully and count how many different content points the candidates included. Then read the summary again and look at the language. How many marks would you give the summary? Don’t forget to refer back to the simplified mark scheme for Exercise 4 in the ‘What are the examiners looking for?’ section.

C The crew filming penguins spent almost three weeks on the Zavodovski Island, which is

the largest penguin colony in the world. The life for the penguins is very dangerous there, because of the wild weather. Even crew had difficulties to get on the island. The weather changed very quickly which made filming rather tricky at times. But even through these hard circumstances it was great experience for all members of crew to see these funny and cute animals. The cameraman even named his favourite ones.

E

It has been proven that there are many benefits of being bilingual. First of all, knowing more than one language gives young people a broader choice at schools or universities they could potentially attend. Also, speaking different languages could increase the chances of getting a good job. Moreover, it has been proven that bilingual students are more flexible in adapting to different circumstances and that they tend to be more focused and memorise things better. Finally, another important aspect of being bilingual pertains to the older generations – a study has shown that speaking different languages is a factor in postponing age-related brain deterioration.

Now do Test 2, Exercise 4, and remember to follow all the tips from the ‘Did you … ?’ section for Test 1.

30

Exercise 4 C Read the following blog written by Tom Curtis, who participated in a reality TV show about life in 19th-century London.

Write a summary of the difficulties Tom experienced during the reality show.

Your summary should be about 80 words long (and no more than 90 words long).You should use your own words as far as possible.

You will receive up to 6 marks for the content of your summary and up to 6 marks for the style and accuracy of your language.

Life in 19th-century London When I agreed to take part in this reality show about life in 19th-century London, I thought it’d just be a bit of fun. I couldn’t have been more wrong.The producers of the series took great care to re-create every single detail of what life was like in 19th-century London.

Unit 2 Exam strategies for the reading and writing exam

Test 2

For three weeks we had to do everything that the people back then would have done.

The first days were really hard. We were a group of 21st-century people and looking back we took a lot of things, like running water, for granted. You don’t know what you’ve got until it’s taken away from you. We had to try hard to earn a living through selling things we made, for example clothes or candles. Learning the skills of tailoring and candle-making was quite a challenge, but earning enough money for food and rent was even more daunting.

The house we were staying in was built in 1877. At that time safety for the residents couldn’t be guaranteed but, obviously for us, the producers made sure that the house met 21st-century safety regulations. The house had a huge courtyard which was filled with 3 tons of mud specifically for this programme to re-create the living conditions of that time. This meant we were always dragging ourselves through the mud. This proved tough for me because I always like to look clean and presentable.

Inside the house there was no toilet – this was only available outside, which was okay during the day, in nice weather. When it was raining, or at night, this was a completely different matter. Space was also limited so the sleeping arrangements took some time to get used to – there were several families sleeping in the same room.

Free time was very precious and a working day started very early because things just had to be done. For someone like me who isn’t an early bird, this took some getting used to. When we did manage to have some time off, we made sure we didn’t waste a single minute of it.

I’m probably painting a very gloomy picture, but there were also happy moments. We all bonded really well and I think I made friends for life on this programme, which just goes to show that hardship brings people more closely together.

Core [Total: 12]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check that you included the correct content points.

Your score for content (Core):

/6

Read the model answer in the answer key for Section 1, Unit 2 and compare the language used in this summary with the language in the original text. Focus on the paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What are the examiners looking for?’ section and try to guess what mark you might get for your summary.

Your score for language (Core):

/6

31

Unit 2 Exam strategies for the reading and writing exam

Test 2 Exercise 4 E Read the following article from a webpage written by a sociology student.

Write a summary about the advantages of having a twin brother or sister.

Your summary should be about 100 words long (and no more than 120 words long).You should use your own words as far as possible.

You will receive up to 8 marks for the content of your summary and up to 8 marks for the style and accuracy of your language.

What is it like to have a twin?

The dictionary entry for ‘twins’ gives us the following definition – two children born to the same mother on the same occasion. And while 100 years ago families with twins may have been less common, over the last few decades there has been a 79% rise in the number of twins being born.

I have always been really fascinated by stories about twins, especially identical ones, who got separated at birth but later found each other only to realise they had been leading very similar lives. For example, the bizarre case of the twins who got adopted by different parents, but were given the same name. They then each got married to women with exactly the same name and also gave their sons the same names.

Of course many twins grow up together, which means they develop a very strong connection between each other and, in most cases, become best friends. Your twin is someone you can trust with your secrets. This is something that other children have to work very hard on while growing up – finding a best friend can take years and sometimes involves some disappointment too. The closeness between twins leads to less competition, especially during their early age. While you can see other siblings fighting over toys, or fighting with each other, this is less of a problem in twins. This may change, however, during their teenage years.

Having someone near you most of the time gives the other twin a sense of security, which also helps in developing the other twin’s confidence. Nevertheless, this also brings a few drawbacks. Twins are expected to share everything, even their special day and the birthday cake. The worst thing you can do, though, is to give twins the same presents.

Parents often make the mistake of looking at their twins as one person. They need to bear in mind that twins, no matter how similar they may seem, are two individuals and they should be treated that way. It is absolutely essential that parents spend enough time with each twin separately so that the twins don’t have to compete for their attention. Even though twins offer each other emotional support over failures, parents are warned not to compare the twins’ abilities and skills.

A study of twins’ lives that was carried out in Denmark recently has come up with very interesting results. The most fascinating one was regarding the connection between twins and life expectancy. Compared to other people, twins tend to live longer and this is even more apparent in identical twins.

When twins are asked what it is like to have a twin sibling, they often say they get tired of silly questions like ‘Can your parents tell you apart?’ or ‘Have you ever pretended to be your twin at school?’. However, they say it’s great to have a study buddy and prepare for a difficult exam together. It is also very practical to have someone to borrow clothes from when growing up.

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Extended [Total: 16]

Your score for content (Extended):

/8

Read the model answer in the answer key for Section 1, Unit 2 and compare the language used in this summary with the language in the original text. Focus on the paraphrased words and phrases. Then look at the simplified mark scheme in the ‘What are the examiners looking for?’ section and try to guess what mark you might get for your summary.

Your score for language (Extended):

/8

Self–assessment Now think about your progress so far and answer the following questions: • Was your score in Test 2, Exercise 4, higher than in Test 1, or not? Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier to do Test 2? What tips did you find helpful?

Unit 2 Exam strategies for the reading and writing exam

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2 and check that you included the correct content points.

• Is there anything you still find difficult? What are you going to do to improve this?

Develop your skills - what next?

In Exercise 4 you are tested on your note-taking reading skills and summary writing skills.

The note-taking reading skills include: • selecting the correct details and ideas/opinions from a text • understanding the connections between the ideas.

The summary writing skills include: • communicating the ideas from the text clearly in your own words • organising them and linking them logically • using accurate grammar, vocabulary, punctuation and spelling.

Try the following activities to improve these reading and writing skills: 1 • Read a range of articles or blogs about people’s experiences (e.g. travelling, doing a project, starting a new business, etc.). You can search for these online. Read the text quickly to see whether the writer mentions any aspects like difficulties, benefits, rewards, advantages, etc.

• Then read the text again and highlight examples of that aspect.

• Write a summary of the examples using your own words.

2 • Find a text online and print it out twice. Read the text and use correction fluid to delete all the linking words/phrases (e.g. for instance, whenever, which, however, for this reason, etc.).

• Then read the text again after a few days. Try to complete it with the correct linking words and phrases. Use the other copy to check your answers.

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Unit 2 Exam strategies for the reading and writing exam

• Finally, copy the linking words/phrases onto a blank piece of paper in the same order as they appear in the text. Try to write the text in between the linkers using your own words. When you have finished, read the original text to see if you used the linkers correctly.

3 • Find a short article and highlight the words that you think you can paraphrase (e.g. adjectives, verbs). Then use an online collocation dictionary, for example http://www.freecollocation.com, to see what words you could use instead of the words used in the original text. For example, to paraphrase ‘rough sea’, put ‘sea’ in the search box to find other adjectives that can describe ‘sea’ (e.g. choppy).

Test 1 Exercise 5 Examiner tip In Exercise 5 you are only tested on your writing skills. You will receive marks for the content of your email and also for the language that you use.

What are the examiners looking for?

The list below shows features that the examiners will be looking for in your writing.

Look at the list and decide whether the features are connected with content or language. Then complete the table below by listing the features under the correct heading.

• how well you organised ideas • how accurate the language (i.e. grammar and vocabulary) is • how well you completed the task • the range of vocabulary • paragraphs • the correct length • appropriate style (e.g. a letter, a review) Content (include five points)

• the range of linking words and phrases • how well you developed ideas • the range of grammatical structures (e.g. tenses, conditionals, relative clauses, etc.)

• appropriate register for the given audience (i.e. informal, formal and semi-formal)

Language (include six points)

Now look at the phrases below, which describe how well you can do things. Can you put them next to the correct marks in the following table? Use this table as a simplified mark scheme to mark your own writing in other units.

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Language: ideas are poorly organised, with no, or very limited, paragraphs / no, or very few simple, linking words are used / poor grammar and vocabulary are used / frequently inaccurate / it is often difficult for the reader to understand the text because of the number of errors B Content: the task is fully completed / the style and register is appropriate throughout the answer / well-developed ideas at correct length Language: ideas well organised into paragraphs / a wide range of linking words and phrases / a wide range of grammar and vocabulary / very accurate – there are only occasional errors in more difficult, high-level language C Content: the task is completed on the whole, but some small details may be missing / the appropriate style and register is only partially achieved / the ideas are developed, but there is some repetition Language: ideas mostly organised, paragraphs are attempted / some, mostly simple, linking words and phrases are used / mostly simple grammar and vocabulary are used / sometimes inaccurate / sometimes the reader may not understand the text because of the errors

Unit 2 Exam strategies for the reading and writing exam

A Content: the task may not be fully completed with some details missing / the appropriate style and register is rarely achieved / the ideas are rarely developed, some information is irrelevant and there is repetition

D Content: the task is fully completed / the style and register is appropriate in most of the answer / ideas are mostly developed at correct length Language: ideas are organised into paragraphs / a range of linking words and phrases / a range of simple grammar and vocabulary / some examples of more difficult language / mostly accurate / there are some errors in more difficult, highlevel language Marks

How well it is done

7–8 (Extended candidates only)* 5–6 3–4 1–2 *NB: The top marks for Core candidates are 5 and 6.

C

Test 1 Exercise 5 Your family has recently got a new pet.

Write an email to a friend telling them about the pet.

In your email, you should: • describe the new pet • explain how you look after your new pet • say how the pet makes you feel and why.

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Unit 2 Exam strategies for the reading and writing exam

The pictures above may give you some ideas, and you can also use some ideas of your own.

Your email should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your email, and up to 6 marks for the language.

E

Test 1 Exercise 5 Your family has recently got a new pet.

Write an email to a friend telling them about the pet.

In your email, you should: • describe the new pet • explain how you look after your new pet • say how the pet makes you feel and why.

The pictures above may give you some ideas, and you can also use some ideas of your own.

Your email should be between 150 and 200 words long.

You will receive up to 8 marks for the content of your email, and up to 8 marks for the language. ………………………………………………………………………………………… …………………………………………………………………………………………

Core [Total: 12]

Extended [Total: 16]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2. Read the model answer and compare the content and language used in this email with your email. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the examiners looking for?’ section. Try to guess what mark you might get for the content and language in your email.

Your score for content (Core):

/6

Your score for content (Extended): Your score for language (Core): Your score for language (Extended):

/8 /6 /8

Did you…?

Now think about the way you did Test 1, Exercise 5, and answer the following questions.

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1 Did you read the instructions carefully and highlight the important information?

Examiner Tip 2

Examiner tip 1

Spend a few moments thinking about how you are going to organise your email, how many paragraphs to include and what ideas you want in each paragraph. Only make quick notes of these ideas (e.g. cat/ rescue home, brown, feed and play/ happy, mischievous). Don’t spend too much time writing your notes in long sentences.

Pay attention to the information in the instructions which tells you what you have to do: • what style you should write (e.g. an email) • who you are writing to (e.g. a friend) • w hat points you need to include (e.g. describe your new pet). Remember – you need to cover all three points in your email • how many words you should write.

2 Did you plan your answer before you started writing?

While you were writing

Unit 2 Exam strategies for the reading and writing exam

Before you started writing

3 Did you refer to your notes from the planning stage?

Examiner tip 3 Your notes will save you time when you start writing your answer. You will already know what information you need to include and in which order.

4 Did you develop the ideas from the bullet points?

Examiner Tip 4 Don’t just include short answers to the bullet points. Develop your ideas by adding examples, comparing things that are happening now with something in the past, or comparing your situation with somebody else’s (e.g. a friend or family member).

Examiner Tip 6 Connect your ideas in sentences within paragraphs (e.g. when, but, that’s why, which).

You also need linkers to introduce a new idea at the start of a paragraph (e.g. anyway, that reminds me). Without any linkers your writing will sound very simple and unnatural.

5 Did you make sure you divided your email into paragraphs?

Examiner tip 5 Start with three paragraphs (1. introduction, 2. giving information, 3. conclusion). If you write about more topics, you can add more paragraphs in the middle.

6 Did you make sure you used linking words and phrases to connect ideas?

7 Did you make sure your email is informal?

Examiner tip 7 Always check who you are writing to before deciding what register you need. If you are writing to a friend, you need an informal register.

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Unit 2 Exam strategies for the reading and writing exam

8

Did you try to use a range of grammatical structures?

ExAMinER Tip 8 Use a range of structures – such as tenses (e.g. I was so happy because my parents had got me a pet.), or conditionals (e.g. If I hadn’t been asking every single day, my parents wouldn’t have agreed to getting me a pet.).

After you finished writing ExAMinER Tip 9 You might lose marks for content if you don’t cover all three points from the question.

9 Did you check that you covered all three points from the question?

10 Did you check that your email is within the word limit?

ExAMinER Tip 10 If you write too little, your answer won’t be developed enough and you might lose marks for content. If you spend too much time on your answer and it is too long, you might not have enough time for the other parts of the test.

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 5.

Learn from mistakes Before you do Test 2, Exercise 5, look at the following exercise. It includes one Core candidate’s and one Extended candidate’s answer to Test 1, Exercise 5. Read the emails carefully. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the examiners looking for?’ section. How many marks do you think the candidates would receive for the content and language of their email? Then check your suggestions for the marks in the answer key for Section 1, Unit 2.

C A Core candidate’s email

Dear Elein, How are you doing? I’m fine. Recently, an amazing thing happened on my family. So I’m writting to tell you about that. You know we have a cat which is named Elle.

Elle is a girl, 10 years old who has gray hair colour, who was rescued from pet shop.

One day, my father knocked my door. He said something was moving in Elle’s bed. It was a kitten.

I couldn’t believe it. We hadn’t realised about her pregnancy until she gave birth. So we’ve got a new kitten.

We named him Chopper ’cause I really like the name ‘Chopper’ who is a character of ‘One Piece’, which is famous Japanese manga. Chopper has light brown hair colour. I attach his pictures. It’s so funny and cute.

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Although we were surprised that new family increased suddenly, we are so happy to see Chopper growing up. I’d love you to see him! Let me know if you can come over here! Hope you’ll be happy.

See you soon.

Risa xxx

E

An Extended candidate’s email

Hello Mia, How are you? How is your family? I have very exciting news! Are you ready to hear it? You won’t believe it! My family has got a brand new member in it – a new pet!

Last weekend we decided to go to the pet shop to finally get a cat! I got inside the store and immediately saw the cutest kitten I had ever seen! From the moment I noticed her blue eyes and silky soft and shiny fur that was mostly black and white, I fell in love with her. The most goofy thing on her was her little black nose. I couldn’t resist her lovely face! I called her Trina.

Unit 2 Exam strategies for the reading and writing exam

He has slept with Elle until his eyes opened. But he has always been next to me and following me everywhere now.

I wake up every day at 5 o’clock, I play with her for fourty five minutes and I give her her breakfast as soon as we finish playing. I really miss her when I’m at school, but when I return in the afternoon, I can’t stop playing with her! Her favorite toy is a squishy plastic mouse. As soon as I throw it away, she starts chasing it and sometimes she brings it back. The most important thing is that she seems to have endless energy and never gets bored when it comes to playing. Tryna makes me feel happy and secure because she’s always enthusiastic. I love her so much.

I hope you’ll be able to come to my house and meet her, because I know you’ll definitely adore her!

Write back soon, love you, Despoina Now do Test 2, Exercise 5, and remember to follow all the tips from the ‘Did you … ?’ section for Test 1.

C

Test 2 Exercise 5 You have just finished working on a school project.

Write an email to a friend telling them about the project.

In your email, you should: • say what the project was and who helped you • say how successful the project was, and why • explain what you would have done differently.

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Unit 2 Exam strategies for the reading and writing exam

The pictures above may give you some ideas, and you can also use some ideas of your own. your email should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your email, and up to 6 marks for the language.

E

Test 2 Exercise 5 You have just finished working on a school project.

Write an email to a friend telling them about the project.

In your email, you should: • say what the project was and who helped you • say how successful the project was, and why • explain what you would have done differently.

The pictures above may give you some ideas, and you can also use some ideas of your own. your email should be between 150 and 200 words long.

You will receive up to 8 marks for the content of your email, and up to 8 marks for the language. ………………………………………………………………………………………… …………………………………………………………………………………………

Core [Total: 12] Extended [Total: 16] When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2.

Read the model answer and compare the content and language used in this email with your email. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the examiners looking for?’ section. Try to guess what mark you might get for the content and language in your email.

Your score for content (Core):

/6

Your score for content (Extended): Your score for language (Core): Your score for language (Extended):

/8 /6 /8

Self-assessment Now think about your progress so far and answer the following questions: • Was your score in Test 2, Exercise 5, higher than in Test 1, or not? Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier to do Test 2? What tips did you find helpful?

• Is there anything you still find difficult? What are you going to do to improve this?

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In Exercise 5 you are tested on your writing skills. These include: • communicating the ideas from the text clearly, in your own words • organising your ideas and linking them logically • using accurate grammar, vocabulary, punctuation and spelling • using appropriate style and register.

Try the following activities to improve your writing skills: •

Write in English as much as you can (e.g. emails to friends, text messages, keep a diary, your school notes, memos, etc.)

•

Find examples of different writing styles online (e.g. cover letters, essays, reports, customer reviews, blogs, complaint letters, etc.) and notice the different language they use. Also think whether this language sounds more formal (e.g. a cover letter, report), semi-formal (customer reviews), or informal (blogs). Then try to rewrite these texts using a different style and register. For example, rewriting a formal report as an informal email.

•

Find a text online. Cut and paste it as a document and remove all the paragraphs so that the text is not divided into sections at all. Then read the text and try to divide it into logical paragraphs.

•

Find a short text online and cut and paste it as a document. Then remove all the punctuation (e.g. commas, full stops). Then rewrite the text putting the correct punctuation back in. Compare your rewritten text with the original one to check your answers.

•

Keep a notebook with your own common spelling mistakes. Every time you misspell a word, write it down a few times. Then close your eyes, try to visualise the word spelt correctly and spell it out loud several times. Then write it down again and check the spelling. Test yourself each week on these words to see if you can spell them correctly.

•

You can also use some of the ideas about how to improve your writing skills in the ‘Develop your skills’ section for Exercise 4 summary writing.

C Examiner Tip The mark scheme for Exercise 6 is the same as the one for Exercise 5.

Unit 2 Exam strategies for the reading and writing exam

Develop your skills - what next?

Test 1 Exercise 6 Your class recently went on a trip to your capital city. Your teacher has now asked you to write a report about the trip and make some recommendations.

Here are some comments from other students: Taking a coach was a mistake.

I loved the visit to the museum.

Everyone was so relaxed. We had such a good time.

There wasn’t enough time to see everything.

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Unit 2 Exam strategies for the reading and writing exam

Write a report for your teacher.

Examiner tip The prompts in Exercise 6 give you ideas for your writing.

If you choose to use these ideas, you should paraphrase them and develop them in your answer.

However, you can use other ideas of your own, or a combination of both.

The comments above may give you some ideas, and you can also use some ideas of your own.

Your report should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your report, and up to 6 marks for the language.

E

Test 1 Exercise 6 Your class recently went on a trip to your capital city. Your teacher has now asked you to write a report about the trip and make some recommendations.

Here are some comments from other students: Taking a coach was a mistake.

Everyone was so relaxed. We had such a good time.

Write a report for your teacher.

The comments above may give you some ideas, and you can also use some ideas of your own.

Your report should be between 150 and 200 words long.

You will receive up to 8 marks for the content of your report, and up to 8 marks for the language. ………………………………………………………………………………………… …………………………………………………………………………………………

Core [Total: 12]

Extended [Total: 16]

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2. Read the model answer and compare the content and language used in this report with your report. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the examiners looking for?’ section. Try to guess what mark you might get for the content and language in your report.

Your score for content (Core):

/6

Your score for content (Extended): Your score for language (Core): Your score for language (Extended):

/8 /6 /8

Did you…?

Now think about the way you did Test 1, Exercise 6, and answer the following questions.

42

1 Did you read the instructions carefully and highlight the important information?

Examiner tip 1 Pay attention to the information in the instructions which tells you what you have to do: • what style you should write (e.g. a report) • who you are writing to (e.g. a teacher) • what you need to include (e.g. make some recommendations) • how many words you should write.

2 Did you plan your answer before you started writing?

Examiner tip 2

Unit 2 Exam strategies for the reading and writing exam

Before you started writing

Spend a few moments thinking about how you are going to organise your report, how many paragraphs to include and what ideas you want in each paragraph. Only make quick notes of these ideas (e.g. coach – bad traffic, delays / ran out of time to see more / museum – good, but guided tour would be better / recommendations – students vote on what to see, more careful planning next time, by train.)

While you were writing 3 Did you refer to your notes from the planning stage?

4 Did you paraphrase the ideas from the speech bubbles (if you used them)?

Examiner Tip 5

5 Did you develop your ideas?

Develop your ideas by adding examples, or writing about the positive and also the negative aspects (e.g. what was good about the museum and what wasn’t).

6 Did you divide your report into paragraphs?

7 Did you introduce the topic of the report in the first paragraph?

Examiner tip 7 To introduce your report, use phrases like ‘The aim of this report is to…’, or ‘This report provides information about…’.

8 Did you provide information about the trip in the middle paragraph?

9 Did you make recommendations for improvements in the last paragraph?

Examiner tip 9 To make recommendations in the final paragraph of your report, use phrases like ‘I therefore suggest (+ -ing form)’, or ‘I would like to recommend that…’.

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Unit 2 Exam strategies for the reading and writing exam

10 Did you label paragraphs/report sections with headings?

Examiner tip 10 To make it easier for the reader to find the necessary information in reports, we use headings for paragraphs (e.g. 1. Introduction, 2. The trip, 3. Conclusion / Recommendations).

11 Did you use linking words and phrases to connect ideas?

Examiner tip 11 In reports we often use linking words and phrases to add more examples (e.g. in addition to that), contrast (e.g. however) and result (e.g. therefore).

Examiner Tip 12

12 Did you make sure your report is semi-formal?

Always check who you are writing to before deciding on the register. If you are writing to your teacher, you need to use a semi-formal register.

13 Did you try to use a range of grammatical structures?

Examiner tip 13 • U se a range of structures, like tenses (e.g. We had been driving on the motorway for an hour when we experienced bad traffic and we were delayed as a result.), or conditionals (e.g. If we hadn’t taken a coach, we would have had more time to see the city centre properly.).

• I t is common to use the passive voice in reports. This makes them a bit more formal. For example, rather than writing ‘they were renovating one section of the museum’, you can write ‘one section of the museum was being renovated’.

After you finished writing 14 Did you check that your report is within the word limit?

If you answered ‘No’ to any of the questions in the ‘Did you … ?’ section, try to follow all the tips from this section when you do Test 2, Exercise 6.

Learn from mistakes Before you do Test 2, Exercise 6, look at the following exercise. It includes one Core candidate’s and one Extended candidate’s answer to Test 1, Exercise 6. Read the reports carefully. Then look at the simplified mark scheme in Exercise 5. How many marks do you think the candidates would receive for the content and language of their report?

Then check your suggestions for the marks in the answer key for Section 1, Unit 2.

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This report is about my class recently went on a trip to Seoul. Seoul is South Korea’s capital. We planned to visit three tourist attractions.

First, we visited Gyeong Bok Gung Palace. This traditional palace is located in centre of Seoul. The palace was really beautiful and exotic. I enjoyed the palace view. Also, we went to the National Palace museum. I love the visit to the museum.

Second place is Insa-dong. The Insa-dong is traditional culture area. The Insa-dong was closed to the palace. We moved to the Insa-dong by walk. There were many restaurants, shops, street shops. We ate Korean traditional foods, Bulgogi and Bibimhap. It was really tasty. Some students bought a Korean traditional souvenir here. We wanted to stay longer, but there wasn’t enough time to see everything.

Finally, we moved to Han-river Park. We took a coach to go there. However, we spent much time on the roads. There was a lot of traffic. Taking a coach was a mistake. After arrived the Han-river Park, we rode a bycles. It was really exciting. What is more, view of the Han-river Park is very nice. Also, we laid picnic mat on the grass. Everyone was so relaxed. We had a good time.

E

Unit 2 Exam strategies for the reading and writing exam

C A Core candidate’s report

An Extended candidate’s report Introduction The principal aims of this report are to describe how the school trip was and explain how people enjoyed as well as things they did not like.

Student’s opinions about the first moments Having made a survey with 30 students we could see many different opinions about the trip. No sooner had we arrived to the first city that a group of students were complaining about the coach. The fact that this did not have toilet, for a long trip, was a big issue. However, some students saw here a possibility to stop frecuently and chat with other student different than the ones around them.

The visit Most of them, nearly three quarters, enjoyed the trip in general. The best part was the museum, however some of them did not have enough time to visit everything because some roads were closed. In addition, we missed the main square of the city.

Recommendations In light of the results above, I recommend the following: • to check every road before leaving in order to know the route we should follow.

• to rent a coach with toilet and stop less frecuently using this time to visit the city.

Following these recommendations, next trips will be improved as well as the number of participants.

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Unit 2 Exam strategies for the reading and writing exam

C

Test 2 Exercise 6 In your lesson you were talking about libraries. Your teacher has asked you to write a report about your school library and suggest what improvements can be made.

Here are some comments from other students: The library gets noisy at certain times.

There are a lot of different books to choose from.

The library needs redecorating.

The library offers extra help to students with their studies.

Write a report for your teacher.

The comments above may give you some ideas, and you can also use some ideas of your own.

Your report should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your report, and up to 6 marks for the language.

E

Test 2 Exercise 6 In your lesson you were talking about libraries. Your teacher has asked you to write a report about your school library and suggest what improvements can be made.

Here are some comments from other students: The library needs redecorating.

The library offers extra help to students with their studies.

Write a report for your teacher.

The comments above may give you some ideas, and you can also use some ideas of your own.

Your report should be between 150 and 200 words long.

You will receive up to 8 marks for the content of your report, and up to 8 marks for the language. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

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Core [Total: 12]

Extended [Total: 16]

Your score for content (Core):

/6

Your score for content (Extended): Your score for language (Core): Your score for language (Extended):

/8 /6 /8

Self-assessment Now think about your progress so far and answer the following questions: • Was your score in Test 2, Exercise 6, higher than in Test 1, or not? Why do you think this is?

• After doing the ‘Did you … ?’ section for this part of the exam, did you find it easier to do Test 2? What tips did you find helpful?

Unit 2 Exam strategies for the reading and writing exam

When you have finished doing this part of the test, go to the answer key for Section 1, Unit 2. Read the model answer and compare the content and language used in this report with your report. Then look at the simplified mark scheme for Exercise 5 in the ‘What are the examiners looking for?’ section. Try to guess what mark you might get for the content and language in your report.

• Is there anything you still find difficult? What are you going to do to improve this?

Develop your skills - what next?

In Exercise 6 you are tested on the same writing skills as in Exercise 5. These include: • communicating the ideas from the text clearly, in your own words • organising your ideas and linking them logically • using accurate grammar, vocabulary, punctuation and spelling • using appropriate style and register.

Try the same activities as in the ‘Develop your skills – what next?’ section for Exercise 5 to improve these writing skills.

Examiner tip You learn most from your own mistakes! To improve your writing in general, always try to rewrite your first drafts after they have been corrected by your teacher.

47