CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Section 1: Reading
and writing
Unit 1.1: About the exam
1
Six. Each part is called an exercise in the Reading and Writing exam.
2
2 hours
3
Exercise 1
C
Exercise 4
B
Exercise 2
F
Exercise 5
A
Exercise 3
E
Exercise 6
D
4
60 marks. 30 marks for the reading part and 30 marks for the writing part.
5
Yes. You should attempt all the exercises on the question paper. You should also try and answer all the
questions in each exercise. However, if you do not know one or two answers in the reading section, this does
not mean that you will fail the whole Reading and Writing exam.
6
no
7
No. If you do not know a word in the reading section, try and guess it from the context. If you do not know
the word you want to use in English, in the writing section, use similar words that you know or paraphrase
the whole idea using different phrases.
8
No. You write your answers on the question paper. In the writing section, do not spend time redrafting
your answer. There is not time for this. First, plan your answer, and then write it straight away in the space
provided on the question paper.
Reading and Writing exam in more detail
Which exercises test your reading?
Ex. 1
Ex. 2
Ex.3
Ex. 4
✓
✓
✓
✓
Which exercises test your writing?
How many marks can you get in
each exercise?
What is the word limit for longer
written answers?
Do you:
• copy answers from the text?
1
•
write A, B, C or D?
•
tick boxes?
•
write your own answers?
Ex. 5
Ex. 6
✓
✓
8
9
7
6
15
15
n/a
n/a
n/a
n/a
120–
160
120–
160
✓
✓
✓
✓
✓
✓
Cambridge IGCSE™ English as a Second Language Exam Preparation and Practice – Carter & Carter
© Cambridge University Press & Assessment 2023
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Check your progress
1
False. There are six parts.
2
true
3
False. You will only be given two hours to complete the whole Reading and Writing exam.
4
False. You will receive 30 marks for the reading part and 30 marks for the writing part.
5
false
6
False. You have to provide an answer to both exercises: Exercise 5 and Exercise 6.
7
true
8
true
9
true
10 False. It is always at least two details per heading, the number of lines (and marks) will tell you how many
details you are expected to provide under each heading.
11 False. You should just lift the answer as it is written in the text. By paraphrasing the idea, you may change
the meaning and potentially lose marks.
12 False. Always tick one box only for each question. By ticking more than one box, you will lose marks for
that particular question.
13 True. You will receive 6 marks for content and 9 marks for language.
14 False. The word limit is between 120 and 160 words. If your answer is too short, you may lose marks as your
answer is likely to be incomplete. If you spend too much time writing too much, you may risk running out of
time at the end of the exam.
15 False. The email in Exercise 5 is always informal. The target audience is your friend.
16 true
17 False. Apart from a report, you may also be asked to write an article or a review. Occasionally, you may also
have to write an essay.
Unit 1.2: Exam strategies
Test 1
Exercise 1
2
1
1984 / nineteen eighty-four
2
(they were) controversial
3
4 / four
4
£25,000 / twenty-five thousand pounds
5
(in) Liverpool
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
6
absence of women (on the shortlist)
jury’s decision (about who the winner is)
the selection process (is not clear)
a lack of space (for the exhibits)
(any three details)
Learn from mistakes
1
Ineffective highlighting
This student used too many different ways of highlighting the important words in the question, which is
ineffective. Choose one way only – for example, circle the key words or use a highlighter pen. These key
words will help you to find the right answer in the text.
Also, the student selected some words that are not important. The words that should have been highlighted
are When, competition and first.
2
Wrong answer
The student included the distracting information, which is the wrong detail. The correct answer here is 1984.
The year can be written as a number 1984 or as words nineteen eighty-four.
3
Irrelevant information
The student included irrelevant information, which is not the answer. Question 2 asks for what the founders
found interesting about Turner’s paintings. The question does not ask for who Turner was or when he lived.
4
Paraphrased answer, change of meaning
The student chose to paraphrase the correct detail from the text, which is controversial, as unique. By doing
this, the student unintentionally changed the intended meaning and their answer is therefore wrong.
5
Spelling error, unclear meaning
In the Reading paper, you are not tested on spelling. However, this student misspelled their answer in a way
that makes the meaning of this answer unclear.
6
Correct answer – whole sentence copied
This answer is correct. However, the student copied the whole sentence, which makes the answer
unnecessarily long. If you copy whole sentences, you may waste your time. You also risk including
distracting, wrong, detail in your answer. You should only include the detail the question asks for.
In this case, just the number of artists would be enough: 4 or four.
7
Wrongly copied answer
The student selected the correct detail in the text, but included the wrong currency and too many zeros.
The answer is £25,000, not $250,000.
3
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
8
Wrong answer not crossed out clearly
The student changed the answer from £40,000 to £25,000, which is the correct detail. However, they put
brackets () around the wrong answer. Wrong answers should be clearly crossed out like this £40,000.
Otherwise, the examiner does not know which answer the student intends as their final choice.
9
Correct answer together with the wrong distracting details
The student selected all the cities mentioned in the text. Their answer includes one correct detail and two
incorrect details, which means that the whole answer is wrong. The student does not show the ability to find
the correct specific information the question asks for – ‘Where was the first Turner Prize competition held
outside London?’. The only correct answer, therefore, is ‘Liverpool’.
10 Wrong answer – does not match the question
Question 5 asks for a place – where. The student included the year, which is the wrong kind of detail. This is
why highlighting key words is very important. In this case the question asks for a location – where.
11 One answer per line
In questions where more than one detail is necessary, you should write one answer per line. This student
included two answers per line.
12 Incomplete answers that are not precise enough
The student only included one noun per answer. These answers are not precise enough and do not contain
the necessary specific detail to tell the reader what the criticism is about. For example, by including jury only,
we do not know what the exact criticism is. It could be the number of people on the jury, something the jury
did or how the jury is selected, etc. The answer is open to the reader’s interpretation.
Test 2
Exercise 1
1
1861 / eighteen sixty-one
2
first bird
3
(the fossils) showed marks that resembled feathers
4
a pigeon
5
small reptiles
6
body temperature control
communication (with each other)
to attract females
(to ensure) they remained hidden (when they needed to)
(any three details)
4
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1
Exercise 2
7a A
7f
7b B
7g C
7c D
7h D
7d C
7i
C
A
7e B
Learn from mistakes
1
Two answers included
Even though answer A is correct, the student also included C as their answer. Two answers together cannot
be given any marks as one of them is wrong. Only include one answer for each opinion in this type of
exercise.
2
Answer unclear
The student has written the correct answer B over their first choice A – which is the wrong answer. From this
attempt, it is not clear which answer the student intends as their final choice. The student should have clearly
crossed out the wrong answer and written the correct answer next to it.
3
No answer given – blank space
The student did not know the correct answer, so chose to leave the space blank. Instead, they should have
guessed the answer.
4
The name of the person used instead of a letter
The student has written the name of the person who wrote the article, Kinga. This answer would probably be
given a mark as the student identified the correct article. However, students should always include the letters
as their answers, as per instructions, for this part of the exam.
Test 2
Exercise 2
7a B
7f
7b C
7g A
7c D
7h D
7d C
7i
7e C
5
B
A
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1
Exercise 3
8
combine her two biggest passions in life (cycling and designing)
fill a gap in the market
improve road safety
(any two details)
9
attractive
the LED lighting is (well) hidden
the battery life (of this lighting) is about 14 hours (which is really impressive)
visible as far as 400 metres (away)
(the fabric that is used to make these clothes is) waterproof
(the fabric that is used to make these clothes is) machine washable
(any five details)
Learn from mistakes
1
Incomplete answers – change of meaning
The student identified two correct ideas, but did not include all the necessary detail. The incomplete answers
express slightly different ideas from the expected answers.
2
Unnecessarily long answer – copying out a long part of the text
The student has written out the whole first paragraph, which contains one of the reasons why Jessica
started designing clothing for cyclists. This answer may not receive any marks, as it is an ineffective way of
answering this type of question. The student is not sure which exact detail is needed and does not show the
skill of selecting specific information.
3
Correct detail under the wrong heading
This detail should go under the heading Reasons why Jessica started designing clothing for cyclists.
4
One wrong detail and one detail missing
The student included three correct details, but the fourth detail (stores power from the sun) is a wrong
distracting detail. This idea is something that Jessica is thinking of doing in the future, it is not one of the
current benefits of the clothing she designs. The student also left one blank space with no answer. This whole
attempt would, therefore, only receive 3 marks.
5
Wrong paraphrasing – change of meaning
The student selected the correct detail the LED lighting… is well hidden, but did not copy it as it is written
in the text. Instead, the student paraphrased the idea as the LED lighting cannot be accessed by other people.
The student’s wording does not match the meaning in the text and the attempt probably would not get
any marks.
6
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
6
More than one answer per line
The student included all the details on the same line. The student also put the first detail in brackets, so it
is not clear if this detail is intended as part of the answer, or not. Instead, the student should have put each
detail on a separate line and crossed out any details that are not meant to be part of the answer.
Test 2
Exercise 3
8
determination
previous experience in science and engineering
staying calm under pressure
spatial awareness
a good level of general physical health
(any four details)
9
scientific experiments
deal with zero gravity
predict in which direction the objects are likely to move
working together as a team
(any three details)
Test 1
Exercise 4
10 C
13 C
11 B
14 B
12 A
15 C
Learn from mistakes
1
More than one box ticked
The student ticked two boxes. Even though one of the ticks is more prominent than the other, it is not clear
which tick is intended as the student’s final choice. The student should have crossed out the tick that is wrong
and only included one tick to make it absolutely clear which option they intend as their final choice. Answers
like these may not get any marks.
2
Using a letter instead of a tick
The student put the letter of the option in the box instead of ticking the box. This attempt would probably
get the mark, but you should only use ticks to indicate your answers.
7
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Circling the letter of one of the options
3
The student circled the letter of the option in the box instead of ticking the box. This attempt would
probably get the mark, but you should only use ticks to indicate your answers.
No answer given – blank boxes
4
The student did not know the correct answer and decided not to tick any of the boxes or indicate elsewhere
what their answer is. If you do not know the correct answer, always try to guess and put a tick in one of the
boxes. You will not lose any marks for wrong answers.
Test 2
Exercise 4
10 C
13 C
11 A
14 A
12 B
15 B
What are the examiners looking for?
a
8
Content
Language
•
how well you complete the task
•
how well you organise ideas
•
the correct length
•
•
the appropriate format (e.g. an email, a review)
how accurate the language (i.e. grammar
and vocabulary) is
•
how well you develop ideas
•
a range of vocabulary
•
the appropriate register for the intended
audience (i.e. informal, formal or semi-formal)
•
paragraphs
•
a range of linking words and phrases
•
how relevant your ideas are
•
•
how well you achieve the intended
purpose of the task (e.g. to persuade,
to inform, to evaluate)
a range of grammatical structures (e.g. tenses,
conditionals, relative clauses)
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
b
Marks
How well it is done (Content)
5–6 (top
band)
B
3–4 (middle
band)
1–2 (low
band)
0
•
the task is fully completed
•
ideas are relevant
•
the format and register are appropriate throughout
•
the correct purpose is achieved
•
ideas are well developed
•
the answer is the correct length
D
•
the task is mainly completed
•
ideas are mainly relevant
•
the format and register are mostly appropriate
•
the correct purpose is mostly achieved
•
most ideas are developed
•
the answer is the correct length
C
•
the task is only partially completed
•
some ideas are irrelevant
•
the format and register are sometimes inappropriate
•
the correct purpose is not achieved
•
very little development of ideas
•
answer may be too short
A
•
9
very few words or nothing has been written
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
c
Marks
How well it is done (Language)
7–9 (top band) B
4–6 (middle
band)
•
a very good range of common and less common words
•
a very good range of simple and complex grammatical structures
•
very few errors
•
errors only appear in less common words and complex grammatical structures
•
the meaning is always clear despite errors
•
ideas are well organised into paragraphs
•
a very good range of linking words and phrases
A
•
a range of common words, only a few less common words
•
a range of simple grammatical structures, only a few complex structures
•
mostly accurate
•
most errors appear in less common words and more complex structures
•
the meaning is always clear despite all the errors
•
ideas are reasonably well organised into paragraphs
•
a range of linking words and phrases
1–3 (low band) D
0
•
a small range of only common words
•
a small range of only simple grammatical structures
•
frequent errors
•
errors appear in common words and simple grammatical structures
•
the meaning is sometimes unclear because of errors
•
very little attempt at organising ideas into paragraphs
•
a small range of only simple linking words
C
•
10
very few words or nothing has been written
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1
Exercise 5
Model answer
Hi there,
How are you getting on? Sorry, I haven’t been in touch, but I’ve been really busy.
Anyway, I’ve got to tell you the biggest news – I’ve got a pet! My parents have finally agreed and we got a hamster last
week. I call him Charlie. He’s got brown fur with black patches and a white tummy. He’s just a little creature, about ten
centimetres long, but he’s got so much character. My sister and I let him out of his cage every evening. We then sit and
let Charlie entertain us with his tricks. We even made him a slide from an ironing board and he really loves it. Every time we
watch him slide down, we just can’t stop laughing. However, having Charlie also means we have responsibilities – I feed him
with dry food, but also with fruit and veg. I also have to make sure he has fresh water in the bowl every day.
Talking of which, why don’t you come to visit us and meet Charlie? Let me know what you think.
Love,
Helena
(179 words)
Learn from mistakes
a
Student B’s email is more successful. The student completes the task more fully and develops their ideas better.
The email is divided into paragraphs more efficiently. The language used is more complex and accurate.
b
Student A’s email
Content mark: 4 (middle band)
Language mark: 6 (middle band)
Total mark: 10
Comments:
This student attempts the task relatively well and develops some of the ideas. However, they do not mention
anything about how they look after their pet. The point about how their pet makes them feel is only partially
developed. The register and format are appropriate throughout.
The student attempts to organise their ideas into paragraphs, but not always successfully. There are some linking
words (e.g. recently, which, who, ’cause, although), but the sentences and ideas could have been linked better. Most
of the sentences are simple with no linking words, which makes the email sound a bit unnatural in places. The
student attempts a range of grammatical structures, especially tenses (e.g. was rescued, was moving, he has been
following me), but not all of them are used consistently and correctly. There are a few less common words (e.g.
rescued, attach, cute), but most of the vocabulary is simple. There are a number of errors (e.g. an amazing thing
happened on my family, I am writting, He has slept with Elle until his eyes opened), but the reader would be able to
understand most of the text.
The email is slightly long – 189 words.
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CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Student B’s email
Content mark: 6 (top band)
Language mark: 8 (top band)
Total mark: 14
Comments:
This student develops their ideas really well and all the information given in the email is relevant to the task.
The format is consistently appropriate and the student makes a good attempt at informal register.
The ideas are well organised into paragraphs with a good range of linking words to link sentences together (e.g.
From the moment, as soon as, because). The email could be improved by adding a few more linking phrases to
introduce new ideas at the start of paragraphs (e.g. You’ll never believe this, but …, Actually, …). The student uses
a range of grammatical structures (e.g. we decided, finish playing, you’ll be able to), but the range could be wider.
However, the student includes more precise, high-level vocabulary when talking about the pet (e.g. brand new,
silky soft, squishy, endless energy). There are only minor errors (e.g. fourty-five minutes, as soon as I throw it away).
The email is over the word limit – 223 words.
Test 2
Exercise 5
Model answer
Hi Giuseppe,
You must think I’ve forgotten about you, but I’ve been busy with this project called Nature’s calling.
Anyway, let me tell you about it. It’s run by the local council and it encourages everybody to help the local wildlife. Our
teacher thought it’d be great if we took part as well. I decided to focus on birds. I wanted to keep the birds in our area well
fed so my father gave me a hand and we put up some bird feeders in our garden. At first, nothing happened, but once the
birds found the feeders so many came, so I’ve achieved my goal. Now I have to keep at it because the birds rely on this food.
This project made me realise that it’s our responsibility to give something back to nature. When I started, I didn’t know that
different birds need different seeds. I should’ve done more research, but I guess I’ve been learning as I go along.
That reminds me – didn’t you do something similar at your school? How did it go?
Cheers,
Vince
(179 words)
Test 1
Exercise 6
Model answer
Introduction
As requested, I have prepared a report on the class trip to London last Friday. The report highlights the positive and
negative points of the trip and suggests improvements for the future.
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CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
The trip
Our destination was the capital city – London. Despite the coach departing on time, the journey took longer than planned.
This was due to heavy traffic on the motorway during the rush hour. However, the coach was comfortable and well-equipped.
On arrival, the students visited the Science Museum in South Kensington. Unfortunately, the Robot exhibition was
temporarily closed to the public, which was a huge disappointment for some students. Nevertheless, the other parts of
the museum were extremely interesting and proved a very useful source of information for students’ science projects. The
‘Fly zone’ simulators and science films in 3D, however, were the students’ favourites.
Recommendations
On the whole, many students enjoyed the trip. However, I would suggest taking a train next time to avoid traffic congestion.
In addition, I feel that all opening times should be checked before departure to avoid disappointment.
(177 words)
Learn from mistakes
a
Student A’s report is more successful as it is well organised and the format is very appropriate for a report. Also, the
student developed their ideas well and uses a very good range of high-level vocabulary and grammatical structures.
There are quite a few errors, but they do not make the meaning unclear on the whole.
b
Student A’s report
Content mark: 5 (top band)
Language mark: 5 (middle band)
Total mark: 10
Comments:
This student completed the task fully. The format is very appropriate with subheadings throughout and bullet
points in the last paragraph. These features make the report very clear. The register is mostly appropriate. The ideas
from the speech bubbles are paraphrased in the student’s report and the student also added a few more examples
of their own (e.g. no toilet on the bus). Some ideas are really well developed (e.g. the coach), but some are only
partially developed with not much extra detail (e.g. the museum visit). However, the student provides a very clear
introduction and makes very good recommendations at the end of the report.
The ideas are well organised into clear paragraphs with a range of linkers (e.g. as well as, however, in addition,
in order to). The student attempts a range of complex, high-level grammatical structures (e.g. no sooner had we
arrived) and vocabulary (e.g. the principal aims for this report, in general, in light of the results above). However,
some of the more complex phrases are not used correctly and the reader may be slightly confused (e.g. we missed
the main square, next trips will be improved as well as the number of participants). There are also a few other basic
errors (e.g. explain how people enjoyed, we arrived to the first city, did not have toilet, frecuently).
The report is over the word limit – 210 words.
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CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Student B’s report
Content mark: 2 (low band)
Language mark: 4 (middle band)
Total mark: 6
Comments:
The student only partially completes the task. The introduction tells us what the report is about and there is a
lot of information about the trip. However, the student does not make any recommendations at the end. Also,
the ideas used from the bullet points are not paraphrased. The whole text feels more like a description of the
trip rather than a report that evaluates and provides recommendations. This makes the format very inconsistent.
The register is not always successful because of the simple language used. The report could be improved by
adding headings.
The ideas are organised into basic paragraphs and each paragraph begins with an appropriate linker
(i.e. First, Second, Finally). There is a range of other linkers too (e.g. also, but, however, what is more), but these
tend to be followed by simple structures only. The grammatical structures used are basic (e.g. we went, we ate, it
was) and the student mostly uses very common adjectives (e.g. beautiful, tasty, exciting, nice). There are very rare
attempts at less common vocabulary (e.g. we laid picnic mat on the grass, exotic, souvenir). There are several errors
but only a few that make it difficult for the reader to understand what the writer means (e.g. The Insa-dong was
closed to the palace, we rode a bycles).
The answer is over the word limit – 204.
Test 2
Exercise 6
Model answer
Introduction
In this report I will evaluate the current school library and provide suggestions for improvements.
Positive aspects
The school library is in a spacious room on the ground floor. It is popular with students thanks to the extensive range
of books and other resources, such as dictionaries and foreign language DVDs. The library staff are very knowledgeable
and always ready to help. Furthermore, the library offers after-school clubs where students meet and are offered help
with their schoolwork. For example, students can receive advice on how to improve their writing. Students are also given
information on interesting local projects.
Negative aspects
Due to its popularity, the library is sometimes overcrowded, with no available computers for all the students.
Some students also bring their lunch to the library while they are doing their homework. Consequently, some tables
have greasy stains and spills on them.
Suggestions
I believe the library provides an excellent service for students. Nevertheless, food and drinks should be banned
from the premises. I would also suggest purchasing more computers for students to use.
(176 words)
14
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Unit 1.3: Language focus
Test 3
Exercise 1
1
he could feel wind blowing (from an opening in a cliff)
2
(in) 2009
3
3 million years (old)
4
deer came to lick salt (off the rocks at the cave’s entrance)
5
(30 species of) bats
6
the structure (of the cave)
the rocks (to determine the cave’s age)
the unique ecosystem
the (various) living organisms
(any three details)
Language focus
1
he could feel wind blowing (from an opening in a cliff)
This suggested that the opening was not just a small hole, but something much bigger.
2
2009
experts – caving professionals
explore for the first time – initial research
3
3 million years – Son Doong
450 million years – the age of other caves in the national park
300,000 years – some hollow spaces created inside Son Doong
4
‘its appearance’, ‘a special feature inside it’ are preceded by the phrase ‘the name … didn’t come from’
5
are especially drawn to
6
to research something – looked at, studying, had been carefully examined, documented
experts – caving professionals, scientists
15
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 3
Exercise 2
7a A
7f
7b C
7g B
7c B
7h D
7d D
7i
A
A
7e C
Language focus
a
Distractors and why they are the wrong answers. The distractors are listed in the order they appear in the text
and some distractors appear more than once in the same text.
A
Abhay
g
prefers to do their exercises outdoors?
Abhay only gives two examples of outdoor activities he used to do occasionally during his holidays. He does
not say that he prefers doing sports outdoors.
b
regrets not starting exercising earlier in life?
It is Abhay’s wife who cannot understand why he did not start exercising earlier than he did.
B
e
Bibi
thinks a lot of people exercise too much these days?
Bibi talks about herself, not other people. She says that she tries to do as much as she can, which does not
mean the same as ‘too much’.
i
thinks going to the gym is a good way of meeting people?
It is her work colleagues who go to the gym to meet new people.
e
thinks a lot of people exercise too much these days?
It is her friend who thinks Bibi does too much jogging.
a
says they started working out after an injury?
It is her friend that worries that Bibi might injure herself while she is out jogging.
C
a
Conor
says they started working out after an injury?
It was his friend who started going swimming after an injury.
f
feels exercising positively affects their mood?
Conor only mentions how his friend felt about going swimming on his own.
c
claims it is more difficult to exercise on their own?
It was his friend who was nervous to exercise on his own, so he asked Conor to join him.
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CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
f
feels exercising positively affects their mood?
Swimming positively affected Conor’s stamina, not his mood.
D
f
Dana
feels exercising positively affects their mood?
Dana mentions she reads articles about how exercising affects people’s mood in general, but she does not
say anything about how exercising has affected her own moods.
g
prefers to do their exercises outdoors?
Dana mentions outdoor sports, but she does not say she prefers doing these sports to indoor ones.
c
claims it is more difficult to exercise on their own?
Dana only mentions that she has gone to the gym with a friend once. She does not say it is difficult for her
to exercise on her own.
b
regrets not starting exercising earlier in life?
Dana says that it is important to start exercising early in life, but she does not express any regret about when
she started exercising.
b
A
a
a skiing accident
b
my doctor suggested going to the gym, so I did
c
I don’t get so stressed out
d
my family noticed that … and I think they’re right
e
socialise / getting to know them
f
at work I don’t really have time to …, but at the gym it’s a different story
B
Bibi
a
it’s a real challenge
b
myself
c
I’ve found a good alternative
d
local park
e
gym
f
really high
C
17
Abhay
Conor
a
I should have taken up
b
swimming
c
ages ago
d
quite a few of my colleagues
e
workouts
f
are obsessed / extreme
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
D
Dana
a
it took me a while to find
b
a sports centre
c
close to my house
d
sadly / … which hasn’t been the case
e
I expect the best
Test 3
Exercise 3
8
Difficulties Harrison experienced on his trek
(there was still) too much snow in the mountains / (there was still) too much ice in the mountains
(the) thin air (at this high altitude)
impossible (for me) to breathe
(we) got lost (just before dusk)
heavy rain (pouring down)
(the) floodwater (from the river was getting dangerously close to the tent)
(any five details)
9
What Harrison is planning to do in the future
put a book together (with all the information I collected about the tribe)
come back (to this part of the world again)
raise awareness of all the endangered species (living here)
(any two details)
Language focus 8
a
could have been an issue
makes it extremely difficult to
they warned us
I was so relieved
this is not a good situation to find yourself in
was making me quite nervous
advised us not to
18
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
we took our chances
the danger came much later
I heard my friends shout: ‘Get out of the tent, quick!’
b
i
(there was still) too much snow in the mountains / (there was still) too much ice in the mountains
(the) thin air (at this high altitude)
impossible (for me) to breathe
(we) got lost (just before dusk)
heavy rain (pouring down)
(the) floodwater (from the river was getting dangerously close to the tent)
ii
communication with the locals
an encounter with a roaming bear or wolf
charging elephants
iii
to live in mountainous landscape
Language focus 9
I would love to, I want to, I decided that I needed to … once I …
Test 3
Exercise 4
10 C
13 B
11 A
14 A
12 A
15 B
Language focus 10
Option A: practising online – The writer could not practise listening, or any other skill online as there was no
internet at the time. (distractor)
Option B: reading and listening – The writer mentions both skills, but she does not say they are difficult to
improve. She says that listening was hard to practise because of limited resources, but she does not say this skill is
difficult to improve. She also mentions that she enjoyed reading and learnt it very quickly. (distractor)
Option C: aspects of languages – The information in the text matches the whole idea in this option:
• some aspects of languages – things like pronunciation
• children – I was very young
• adults – grown-ups
• harder for – I did not get anxious unlike some grown-ups.
19
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Language focus 11
Option A: determination – The information in the text matches the whole idea in this option:
•
I would not stop playing it until I understood it – it demonstrates how important this approach is if you
want to succeed in something.
Option B: quality – The writer mentions she could not understand, but this was not because of poor quality of
the record. Her listening skills just were not good enough at the time. (distractor)
Option C: artist – The writer says ‘I could not get enough of it’, but this refers to the record, not the artist.
(distractor)
Language focus 12
Option A: similar experience – The writer implies that after hearing her grandad’s story about living in London,
she decided to study abroad. The information in the text matches the whole idea in this option.
Option B: English lessons – The writer suggests her English lessons were boring because they only did a lot of
grammar and no speaking. However, this fact did not make her decide to study abroad. (distractor)
Option C: independent person – The writer claims that her parents did not think she was an independent person,
but she does not say this was the reason she went to study abroad. (distractor)
Language focus 13
The pronoun ‘it’ refers to an idea that comes before it. It is not the writer’s holiday as that came to an end. It is
the decision to stay and continue learning more languages.
Language focus 14
Option A: solving things – the information in the text matches the whole idea in this option:
• can speak more than one language – bilingual
• better at – much more quickly
• solving things – come up with solutions.
Option B: a lot of research – The writer says that she did a lot of research herself, but we do not know how much
research is being done at the moment in general. Also, the tense used in the option (i.e. is being done) does not
match the tenses used in the text (e.g. done a few years ago, carried out). (distractor)
Option C: starting to learn / earlier in life – The writer implies that she regrets not being able to grow up in a
bilingual family. She does not express any regret about when she started to learn her first foreign language.
(distractor)
Language focus 15
Option A: the importance of having a good teacher – The idea of a good teacher is mentioned or implied
in paragraphs 1, 2 and 3, but this was not the writer’s main reason for writing this blog. (distractor)
20
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Option B: the importance of learning foreign languages – This idea is implied all the way through the text:
• paragraph 1: it can help children and young people feel they have achieved something
• paragraph 2: it can open up new possibilities (e.g. living and studying abroad)
• paragraph 3: it can broaden young people’s horizons through meeting people from other countries
• paragraph 4: the writer highlights the importance here with the reference to some studies about the benefits
of being bilingual
• paragraph 5: the writer summarises the message of how important it is to learn languages by providing an
example from her own life and how she benefited.
Option C: the importance of being bilingual for people’s careers – This idea is only mentioned in the
last paragraph and it was not the writer’s main reason for writing this blog. (distractor)
Language focus
Exercise A: Opening and closing greetings
Opening greetings
Closing greetings
•
Hi there,
•
Love, (e.g. used with family members or very close female friends)
•
Hi Fiona,
•
All the best, (e.g. used between friends)
•
Best wishes, (e.g. used between friends)
•
Cheers, (e.g. used between male friends)
Opening greetings
Closing greetings
•
•
Regards,
•
Kind regards,
Opening greetings
Closing greetings
•
Dear Ms Henderson,
•
•
To whom it may
concern:
Yours sincerely, (used when we know the name of the person we are
writing to)
•
Yours faithfully, (used when we do not know the name of the person we
are writing to)
•
21
Dear John, (e.g.
used between work
colleagues)
Dear Sir/Madam,
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Exercise B: Fixed expressions commonly used in opening and closing paragraphs
a
Functions
Common fixed expressions
ATo ask someone how they
are or how they are coping
with something (used in the
opening paragraph)
2
How are you doing?
7
How are things with you and your family?
13
How are you getting on with your exams?
(used in the opening paragraph)
BTo apologise for something
and give an explanation (used
in the opening paragraph)
3
I’ve got to apologise about last time. The reason why I
didn’t phone was that I’d lost your number. Sorry about that.
5
Sorry about last time. I didn’t mean to upset you.
8
Hope you’re not angry with me for not writing to you for so
long.
11
Sorry for taking so long with my answer, but I’ve been very
busy at school.
(usually used in the opening paragraph)
CTo invite somebody to meet
you or to do something with
you (used in the closing
paragraph)
1
Hope to see you soon.
4
How about coming with me to see the new movie
tomorrow?
9
Fancy coming to my party on Saturday?
(used in the closing paragraph)
DTo say that you are excited
about something that is going
to happen (used in the closing
paragraph)
6
Can’t wait to see you again.
10
Looking forward to going skating with you next week.
ETo ask what your friend thinks
about something (used in the
closing paragraph)
12
What do you reckon?
14
Let me know which one you prefer.
(used in the closing paragraph)
(used in the closing paragraph)
Exercise C: Language structures
a
Describe how you met:
• I got lost
• if it hadn’t been for this girl
• who helped me get back
• I don’t know what I’d (would) have done
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CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
• while she was walking me back
• we got talking
Explain why you like him/her:
• she’s so easy to get on with
• very funny
• we have so much in common
Say what you’re looking forward to doing with him/her next:
• I think it’d be really nice if you could get to meet her as well …
• And guess what! She’s coming to see me next month
• I can’t wait to show her my city
• I think it’d be really nice if … all three of us could do something together
Exercise D: Phrasal verbs and other fixed expressions
A
3
F
9
B
8
G
4
C
1
H
6
D
7
I
5
E
2
Exercise E: Linking ideas together using appropriate linking words and phrases
a
Adding information:
• Hope all is going well and you’re settling in OK. (Please note that there are more examples of sentences with
‘and’ in the email.)
• if it hadn’t been for this girl who helped me get back to my grandma’s house, I don’t know what I’d have done.
(Only used to add extra information about a person.)
• She’s so easy to get on with and very funny as well.
• Plus, we have so much in common
Saying when something happens/happened:
• while she was walking me back, we got talking
• After that first meeting, she came round to grandma’s a few times
• since I left Shanghai, we’ve kept in touch
• Let me know when you break up for the summer
23
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Giving an example:
• we have so much in common, like music, films and nature.
Changing the topic / starting a new topic:
• Anyway, I’m sure I’ve already told you
Giving surprising news:
• And guess what!
Learn from mistakes
a
How well did the student do
in the following areas?
Very well
All points from the question
are covered
The included ideas are
relevant
OK, some improvement still needed
✓ Point 3 is only partially covered.
✓
All three points from the
question are well developed
✓ Point 1 is very well developed.
Point 2 is reasonably well developed.
Point 3 the student only mentions
planned activities, but does not
provide any more detail about these.
The reader would not be fully
informed about what the student is
looking forward to.
This point needs to be improved.
The format is appropriate (i.e.
email)
✓
The register is appropriate
(i.e. informal)
24
✓ The email is mostly informal, but
there are a few words (especially
linkers) that are too formal for this type
of email (e.g. in particular).
The email is of the correct
length
✓
The ideas are organised into
paragraphs
✓
The ideas are linked with a
range of linking words and
phrases
✓
Poorly, a lot of
improvement
needed
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
How well did the student do
in the following areas?
Very well
OK, some improvement still needed
There’s a wide range of
vocabulary
✓ There is a reasonable range of
vocabulary, e.g. have something in
common, keep in touch, this may
surprise you. However, the range is
not varied enough. The student could
have included a few more phrasal
verbs, or adjectives to describe the
friend, for example.
There’s a wide range of
grammatical structures
✓ There is a reasonable range of
grammatical structures, e.g. I have met,
we decided. However, the range is not
varied enough. The student could have
included the past continuous (while
I was standing in the queue), relative
clauses and the past perfect (I started
to talk with one girl, who I had not seen
here before).
There are very few mistakes
and the meaning is always
clear
✓ The email is mostly accurate. There
are a few errors, but the meaning
remains clear despite these errors.
See Exercise b for more detail on the
type of errors the student has made in
their email.
Poorly, a lot of
improvement
needed
This student would probably be awarded the following marks:
Content mark: 5 (top band)
Language mark: 6 (middle band)
Total mark: 11
b
25
1
the phrase is too formal for this type of email – use ‘especially’ or ‘really’ instead – I get on especially/really
well with one girl
2
a missing word – after that – ‘after’ should be used with another word or phrase, e.g. after a while,
after talking to her, etc.
3
wrong grammar – we use ‘lots’ or ‘a lot’ in phrases like ‘have lots in common’, we would only use ‘lots of’ or
‘a lot of’ before a noun – ‘lots of time’, ‘a lot of money’
4
wrong tense – And now we often go out together and we organise many activities – the tense of the second
example in the sentence ‘organise’ has to be the same as the tense of the first example ‘go out’ (please note
that in informal emails we can start a sentence with ‘and’)
5
wrongly used phrase – She / Meeting her reminds me of our friendship – the student confused the phrase
‘something reminds me of something else’ (used to say that two things are similar) with ‘That reminds me’
(used to show you want to change the topic)
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
6
wrong adjective form – ‘interested’ – She is like you – very easy-going and interested in everything
7
wrongly used article – till the end of August – we do not use articles before the names of months
8
wrong verb form – I have never done – we need the past participle form of the verb ‘do’
9
the phrase is too formal for this type of email – So, my diary has plenty of appointments /
That’s why my diary has plenty of appointments’ (please note that in informal emails we can start a
sentence with ‘so’)
10 wrong word – the student is trying to say ‘my diary’.
Language focus
Exercise A: Introductory information (opening paragraph)
1
It is set in America (place) during the 18th century (time). OR It is set in the 19th century
(time) during the revolution (more specific time/event).
2
It has received many awards / an Oscar for best picture (prizes/awards).
3
It was written / directed by Jeanne Boulle (name of a person).
4
It takes place on board a commercial plane / 20 March / in the distant future / in Beijing
(place or time).
5
It is about the relationship between two friends (general topic).
6
It is a science-fiction novel (genre).
Exercise B: Adjectives (middle and last paragraphs)
The plot
Positive
gripping, clever, original, touching, absorbing, imaginative, entertaining, believable,
witty, realistic
Negative
far-fetched, dull, slow-paced, confusing, dreadful
The characters
Positive
original, inspirational, likeable, believable, realistic
Negative
dull, deceitful
The author
Positive
clever, original, inspirational, creative, imaginative, talented, witty
Negative
dull, dreadful
Exercise C: Personal opinion and recommendations (final paragraph)
a
26
1
E (can be used for books or films)
2
F (only for films)
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
3
A (only for books)
4
H (only for books)
5
B (can be used for books or films)
6
C (can be used for books or films)
7
D (can be used for books or films)
8
G (can be used for books or films)
Learn from mistakes
a
How well did the student do
in the following areas?
Very well
The points from the
question are covered (i.e.
what the book is about, a
recommendation)
The included ideas are
relevant
OK, some improvement still
needed
✓ The student provides a lot
of information about the main
characters, but the recommendation
seems very minimal and sometimes
lacks clarity.
✓ The student
did not use any
of the prompts,
but, instead,
included their
own ideas, which
are all relevant to
the task.
All ideas are well developed
✓ The introduction in the first
paragraph only gives the name of
the book.
The recommendation seems
disjointed as it appears randomly in
three different places.
The format is appropriate (i.e.
a review)
✓
The register is appropriate
(i.e. semi-formal)
The review is of the correct
length
27
✓ Mostly appropriate, but there are
a few instances where the review
sounds a bit too formal because
of the vocabulary the student uses
(e.g. furthermore).
✓
Poorly, a lot of
improvement
needed
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
How well did the student do
in the following areas?
Very well
✓ There are three clear paragraphs
and some of the ideas are
reasonably organised. However, the
recommendations/opinions appear
in all three paragraphs. The review
would have been much better, and
easier to read, if the student had
planned what to write before they
started writing their review. The
student seems to jump from one
idea to another, which makes it very
confusing for the reader.
The ideas are organised into
paragraphs
The ideas are linked with a
range of linking words and
phrases
28
OK, some improvement still
needed
✓ e.g. Needless
to say, however,
also, which,
nowadays
There’s a wide range of
vocabulary
✓ There is a reasonable range
of common vocabulary (e.g.
exciting, smart, detective, gave
up). The student also uses a few
less common words (e.g. tense,
betrayed, captured, fooled, movie
adaptations), but most of the text is
relatively simple. The vocabulary is
very appropriate for a review.
There’s a wide range of
grammatical structures
✓ Most of the grammatical
structures are quite simple. The
student mostly uses the past
simple tense (e.g. he solved,
never gave up) but there are a
few passive structures too (e.g.
he was captured, he was fooled).
Please note that the present simple
tense is more common in reviews
when talking about the plot.
The student occasionally tries to
use more complex structures (e.g.
which is called).
Poorly, a lot of
improvement
needed
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
How well did the student do
in the following areas?
Very well
There are very few mistakes
and the meaning is always
clear
OK, some improvement still
needed
Poorly, a lot of
improvement
needed
✓ The student makes a few errors.
However, the meaning is mostly clear
despite the errors. There are only two
instances where the reader might be
confused about the meaning.
See Exercise b for more detail on
the type of errors the student has
made in their review.
This student would probably be awarded the following marks:
Content mark: 3 (middle band)
Language mark: 4 (middle band)
Total mark: 7
b
1
wrong word order – We can see how James Bond solves so many crises again and again.
2
wrong tense – solves
3
unclear meaning – will not be able to stop reading
4
wrong form – personalities
5
wrong word – ‘character’ instead of actor (the review discusses the characters not actors’ performances)
6
wrong tense – is
7
wrongly linked sentences, wrong tenses – Although James Bond is captured by the villain Goldfinger,
he never gives up or betrays his country. (notice how the punctuation has changed, too)
8
wrong register – ‘Plus’ – the meaning is the same as ‘furthermore’, but ‘plus’ is less formal and
therefore more appropriate for this type of writing
9
wrong tense – can
10 wrong tense – cannot
11 wrong tense – has
12 wrong tense – is
13 wrong tense – is
14 missing article – which is funny for the readers
15 missing article – we can find the 007 books more …
16 wrong word – the student was trying to say something like ‘interesting’ or another similar adjective
29
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
c
For example:
I would like to introduce a book called 007 Goldfinger. It was written by Ian Fleming and it was his
seventh James Bond novel. He wrote it in 1958, but it was not published until one year later, in 1959.
About the plot, the whole story is tense and exciting. We can see how James Bond solves so many crises
again and again. Needless to say, the characters’ personalities are also important for a story. The main
character, James Bond, is loyal and clever, in this book. Although James Bond is captured by the villain
Goldfinger, he never gives up or betrays his country. Plus, just like a detective, he can notice details that
normal people can’t. As for Goldfinger, he has a lot of resources to use to do lots of bad things. Also,
Goldfinger is not smart, he is fooled by James Bond many times, which is funny for the readers.
It was really entertaining. I believe that readers won’t be able to stop reading it!
Nowadays, audiences can see many modern 007 movie adaptations, but sometimes they are too commercial.
We can find the 007 books more interesting.
Unit 1.4
Test 4
Exercise 1
1
1896
2
30,000 / thirty thousand
3
boom towns
4
the boat (did not look very safe)
5
(the stunning) scenery
6
crossing (the) mountains (in Alaska)
((a) close) encounter with a (grizzly) bear
(a) sudden storm
climbing steep icy rocks
(any three details)
Exercise 2
7a C
7f
7b B
7g D
7c A
7h A
7d C
7i
7e B
30
D
B
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Exercise 3
8
95% of the air consists of carbon dioxide / the air is unbreathable (for humans) – either idea
for one mark
(high) levels of radiation
(much lower) gravity levels
low temperatures
(any three details)
9
(people’s) ability to cope with living in isolation
how isolation affects people’s stress levels
the impact of isolation on sleeping patterns
food supplements and their effectiveness
the ability to live together in a very limited space
(any four details)
Exercise 4
10 C
13 B
11 A
14 C
12 A
15 B
Exercise 5
Model answer
Hi Yumi,
I haven’t heard from you for a while. I really wanted to phone you and have a chat about my university plans. I had to decide
which one to go to.
Anyway, in the end I had a chat with my elder sister – she’s doing her first year in Maths at one of the universities in the
UK. I must say I fancy that too, so I thought I’d pick her brains to see if studying abroad is the right idea. If I could get into
the same university, I wouldn’t be so alone and she could help me. Plus, studying in the UK would give me a better chance of
getting a job back home. I also had a chat with Mum and she reckons it’s a brilliant idea, so I might go for it. I guess it’ll also
teach me to be more independent. Do you think I’ve made the right decision?
Speaking of which, I really hope you’re coming home for the half-term holidays. See you soon.
All the best,
Karina
(176 words)
31
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Exercise 6
Model answer
It’s generally believed that young people should do voluntary work to learn important skills. However, does this expectation
put too much pressure on them?
On the one hand, young people gain invaluable experience, which is extremely helpful for their résumé and future career.
However, it also helps them with things like people skills or becoming more independent. And, most importantly, they do
something to help their local community.
On the other hand, a lot of young people go to school and the school day is often very long. When they arrive home,
there’s homework to be done and other chores. This does not leave much time for any extra activities like volunteering.
Nevertheless, it’s crucial for young people to have enough free time for their own hobbies.
All in all, young people and their community benefit enormously from voluntary work, but the issue is finding enough time. I
think schools should consider making voluntary work part of their curriculum and enable students to do this work within
school hours.
(169 words)
32
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Section 2: Listening
Unit 2.1: About the exam
1
five parts
2
Exercise 1 E
Exercise 2 D
Exercise 3 A
Exercise 4 C
Exercise 5 B
3
The whole exam lasts for approximately 50 minutes, but the audio recording is only about 44 minutes long
(also see Question 12).
4
40 marks
5
twice
6
Yes. If you miss some of the answers, you should try to guess what the answers are. You should not leave any
blank spaces.
7
no
8
no
9
no
10 Yes. There is a short pause before each audio recording starts. You should use this time to read the questions
for the next part of the test. There is more guidance on this in Unit 2.2.
11 Yes. There is a short pause before each audio recording is repeated. You can use this time to check your
answers, if necessary. There is more guidance on this in Unit 2.2.
12 Yes. After the audio recording is finished, you are given six minutes to transfer your answers onto a
separate answer sheet. During the audio recording, you should write your answers in the spaces provided
on the question paper. You can also write your own notes on the question paper while you are listening to
individual questions. There is more guidance on this in Unit 2.2.
13 No. You should use a soft pencil to fill in the spaces on the answer sheet. However, you can use other types
of pens or pencils for your own notes on the question paper.
Check your progress
33
1
False. The audio recording must not be paused once it starts. If you have any questions about the exam, you
must ask the teacher before they start playing the audio recording.
2
true
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
3
False. There are four pictures to choose from for each of the questions.
4
False. There five short audio recordings in Exercise 2.
5
true
6
False. There are only eight gapped sentences. Sometimes there may be some extra text, but this text will not
have any gaps to complete.
7
true
8
False. There are eight statements to choose from and six audio recordings. This means there are two spare
statements you do not need to use.
9
False. There are only three options – A, B and C.
10 True. This is to test that you can understand English in both formal and informal situations.
11 true
12 True. You will be given six minutes to do that. You should not try and transfer your answers while you are
listening as you might make mistakes. Only transfer your answers when all the audio recordings are finished.
13 False. You should check your answers before each audio recording is repeated, or during the six-minute
transfer time. You will not be allowed any extra time.
14 False. Dictionaries are not allowed in the exam.
15 True. This is very important when you are filling in the separate answer sheet with your answers.
You must use a soft pencil to make sure you can erase any answers if you change your mind or make a
mistake. For this reason, you should also have an eraser with you.
Unit 2.2: Exam strategies
Test 1
Exercise 1
1
B
5
B
2
D
6
B
3
C
7
A
4
A
8
A
Test 2
Exercise 1
34
1
C
5
D
2
B
6
B
3
C
7
A
4
A
8
D
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1
Exercise 2
C
14 C
10 B
15 C
11 B
16 B
12 C
17 C
13 A
18 A
9
Test 2
Exercise 2
B
14 A
10 C
15 B
11 C
16 A
12 A
17 C
13 C
18 B
9
Test 1
Exercise 3
19 A
23 C
20 C
24 A
21 A
25 B
22 B
26 B
Test 2
Exercise 3
35
19 B
23 A
20 C
24 A
21 A
25 C
22 B
26 C
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1
Exercise 4
27 D
30 F
28 G
31 E
29 A
32 B
Spare statements: C, H
Test 2
Exercise 4
27 B
30 D
28 H
31 E
29 A
32 G
Spare statements: C, F
Test 1
Exercise 5
33 C
37 C
34 B
38 A
35 B
39 C
36 A
40 B
Test 2
Exercise 5
36
33 A
37 B
34 C
38 A
35 C
39 B
36 B
40 C
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Learn from mistakes
b
1
You should only fill in one answer for each question. If you provide two answers for the same question
instead of one, you may not get any marks for this question.
2
If you make a mistake on the answer sheet, do not cross it out, but erase it instead. For this reason, it is
important that you use a pencil, not a pen, to complete the answer sheet.
3
When you need to erase a wrong answer, make sure this is done properly. Here the student has left option C
partially shaded.
4
Fill in the answer sheet as per instructions. Most answer sheets have lozenges (or circles), which you have to
shade in with your pencil to indicate your answer.
5
Do not leave any blank spaces for any of the questions. If you do not know the answer, guess the letter and
shade it in.
Questions 6–8 have been filled in correctly.
Unit 2.3: Language focus
Test 3
Exercise 1
1
B
5
A
2
A
6
B
3
D
7
C
4
D
8
B
Language focus 1
sunglasses – I might do that
book – Now, why didn’t I think of that? Sorted then
Language focus 2
science lab – Hardly anybody thought the equipment was modern enough
Language focus 3
map – I mustn’t forget to get a map
37
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Language focus 4
the café – I was thinking more like … (suggestion given by the boy) / That makes sense (agreement with the
suggestion given by the girl)
Language focus 5
mum taking a photo of her baby – I loved all the photographs, especially the one where the mum was actually
taking a photo of her baby (the woman says which photograph she liked best) / So did I – that one also came top
for me (the man agrees with the woman and says that the same photograph was the one that he liked the best)
Language focus 6
headache – But out of nowhere I got this headache
Language focus 7
an art course – applying for a course / I thought I’d give it a go, too
Language focus 8
a basketball court – this time you’ll be able to enjoy a new basketball court, thanks to everybody’s generous
donations
Language focus
Exercise A: Identifying distractors
1
I was planning to do something, but then I did not – I was going to …
Two phrases that tell you the mother does not / did not like something
• you know what she thinks of (present)
• she wasn’t that thrilled with (past)
2
Most of you liked – most of you really appreciated
Some of you did not like – some of you also felt disappointed
It is OK for almost everybody – seems to suit almost everybody
3
Three phrases that tell you the man does not want to, or does not need to, buy the item before his trip
• this one will last another year
• I could, but I prefer
• if I forget those, I can always buy a new pair on the way
38
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
4
5
Two phrases that the boy uses to disagree with the girl
•
But if …, it’d make more sense to …
•
I’ll be taking the train, though.
I liked something more – I preferred
I liked something less – I didn’t like it as much as …
6
My grandparents decided not to come to the family dinner – my grandparents had cancelled the big family
dinner
My grandparents did not want to drive in the rain – they didn’t fancy driving … in that terrible rain
I am sure I got the headache because I studied hard in the morning – It must have been from all the studying
I’d done in the morning
7
I did not think it would be worth the time I would spend doing it and the money I would pay for it – I
thought it’d be a waste of time and money
Two phrases that tell you that the woman was thinking about another option
•
I did consider
•
I was tempted
I want to do them after this one – those two are next on my list
8
We previously achieved good results – our events have been very successful in the past
In the future, we would like to … – At the next charity event, we’re hoping to …
Test 3
Exercise 2
9
B
14 B
10 A
15 B
11 C
16 A
12 A
17 B
13 C
18 C
Language focus 9
I can’t see my charger / You can borrow mine.
Language focus 10
The students decide to do an activity that they find less exciting.
We should get it out of the way before anything else (a suggestion to do this activity first) / Sounds like a plan.
(agreement)
39
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Language focus 11
I don’t think it says this anywhere.
Language focus 12
But I always tell new people to watch some clips of our previous clean-up events and look at people’s posts on our
website first.
Language focus 13
I really thought I’d better make an effort to meet some new people.
Language focus 14
Sometimes we dance … all together, which I prefer – it’s so much fun.
Language focus 15
I started to wish I could’ve stayed longer to enjoy the mountains.
Language focus 16
I ate something bad and missed one of the walks.
Language focus 17
… like in my last session. But it was a shame that, at the same session, I couldn’t hear the tutor properly because of
his microphone.
Language focus 18
I’d rather put the clothes I don’t wear anymore up for sale.
Language focus
Exercise A: Identifying signals
9 and 10
Anyway, the teacher wants us to decide what we want to do on the first day …
11 and 12
It also says we should …
40
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
13 and 14
Sometimes we dance …
15 and 16
F: By the sound of it, you enjoyed yourself. / M: Oh totally. Apart from …
(The phrase apart from suggests that the man is going to talk about something negative as per the three options
A–C.)
17 and 18
And how are you doing for money?
Exercise B: Paraphrasing
10 A
B
go on a night walk – walk … after dark
C
try a surfing lesson – learning to surf
11 A
the meeting point – we’ll all meet at Damson Bay
B
the finishing time – We should finish by 1 p.m.
C
the necessary equipment – stuff to bring, like litter pickers
12 A
do more research – watch some clips … and look at people’s posts …
B
phone back later – then call me
C
fill out an application form – sign up
13 A
somebody’s recommendation – I can’t recommend the class enough
B
her fitness level – to get more active
C
a personal goal – I really thought I’d better …
14 A
the teaching style – The instructor has invented special names for all the steps to help us remember
B
the group dances – dance … all together
C
the timetable – the class is always in the evening
15 A
he had to change his plans – to get any more days off work
B
he regretted something – I started to wish I could’ve …
C
he was shocked by someone – which I found quite unusual
16 A
41
listen to a talk about dolphins – presentation about dolphins
he was not feeling very well – I ate something bad
B
the weather was really bad – there was a strong wind and fog
C
his alarm clock was not working – his alarm clock didn’t go off
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
17 A
embarrassed about a mistake – I’ve become less shy … asking the tutor questions
B
disappointed with the technology – it was a shame … I couldn’t hear the tutor properly because of his
microphone
C
worried about the difficulty – the lectures were really hard to follow … , but I’m getting used to the
teaching style now
18 A
giving private lessons – teach her kids some Italian
B
working in a supermarket – stocking shelves in our local shop
C
selling some of her possessions – put the clothes I don’t wear anymore up for sale
Exercise C: Understanding feelings and opinions
9 and 10
That is right! – You bet! (very informal, only use this phrase when talking to your friends)
I think this is the most exciting one – … couldn’t sound more exciting
I had the same idea as you – I was thinking the same
I am not as excited about this as about something else – I’m less thrilled
Can’t wait to do something / be really excited about something – look forward to (followed by -ing verb form)
11 and 12
There is no need to bring anything – everything will be provided
It might be a good idea for you to do this – why don’t you do that
13 and 14
I have started (used when talking about a new activity, like a hobby) – I’ve taken up (jogging)
I highly recommend this class – I can’t recommend the class enough
It is convenient for me – which suits me fine
15 and 16
To get some free time on days when you normally work – to get … days off work
The place was very busy – (the hotel) was packed
That surprised me – which I found quite unusual
I discovered / I heard – I found out
It probably wasn’t worth it – I don’t think I missed much
17 and 18
Difficult to understand – hard to follow
Initially, but not anymore – at first
42
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
I am starting to feel OK about something that was challenging at the start – I’m getting used to (followed by
a noun, e.g. the lessons, or by -ing verb form, e.g. learning)
Concerning something – when it comes to (followed by a noun or -ing verb form)
Searching for / Trying to find – looking for
Test 3
Exercise 3
19 B
21 C
20 A
22 B
23 C
25 C
24 A
26 B
Language focus
a
19 A and C are wrong – these two jobs are what people wrongly assumed, but they were not Sergio’s jobs.
20 B and C are wrong – Ocean Magic is the speaker’s suggestion for a name. Ocean Reef Group is the name of
Sergio’s company.
21 A and B are wrong – the structures are actual balloons. And it is not the speaker, but his daughter, who
thinks these balloons look like rain drops.
22 A and C are wrong – these two problems only affect crops in traditional farming on land, not underwater.
23 A and B are wrong – these two depths are how deep the underwater greenhouses are placed, not how deep
the red spectrum in light can reach.
24 B and C are wrong – Sergio has also grown beans, but the speaker wasn’t surprised by that. The speaker says
that Sergio was surprised by how well the beans grew. Wasabi is something Sergio is thinking of growing in
the future.
25 A and B are wrong – both fresh water and a power supply are needed to grow plants under the sea.
The speaker describes how Sergio gets these for his underwater greenhouses.
26 A and C are wrong – the speaker says that these two industries might benefit in the future, but he does not
say to what extent.
b
19 the idea of – the concept of
developed by – be behind it all
20 was given the name of – became … known as
21 compare something to something else – looked like / is similar to
enormous – huge/large/massive
43
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
22 at the start – initial
there were problems – difficulty/issues
sometimes – occasionally
23 is necessary for plants to grow – encourages growth
reach a depth of – filter down
maximum – as far as / no deeper than
24 was surprised – which I never thought would be possible
can also be grown – even had a good harvest of
25 is required – the need for / is needed
no – skipped altogether
26 benefit – huge possibilities for its use
most – above any other
Test 3
Exercise 4
27 B
30 D
28 H
31 C
29 G
32 E
Spare statements: A, F
Language focus
a
For answers, see above.
b
Speaker 1
calling – ringing up
friends – mates
abroad – foreign travel
expensive – running up a huge bill
Speaker 2
write – put … down on paper
I prefer – I … instead … I still think it’s quite nice
Speaker 3
receiving – get
photos – pictures
is better – I appreciate it more
44
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Speaker 4
social media sites – pictures and … posts online
see – try to follow
what my friends are doing – what they’re up to
Speaker 5
only – with the exception of
text from time to time – occasional message
Speaker 6
I feel nervous – it’s not always easy
call – ring each other up
I haven’t seen for a long time – we lost touch, so finding these friends again …
Test 3
Exercise 5
33 C
37 B
34 A
38 A
35 C
39 B
36 C
40 A
Language focus
a
33 Option C is correct – When I was a child, … we lived in different countries.
Option A is wrong because Fatima’s mother inspired her, she did not make her.
Option B is wrong because Fatima says she wants to travel now, as an adult, not when she was little.
34 Option A is correct – I handed in my notice and took some time out. That’s when I felt I wanted to do
something more creative.
Option B is wrong because, although Fatima talks about studying linguistics at university, she did that when
she was younger before getting her job.
Option C is wrong because we know she stopped working for a big company, but did not set up her school
straight away. She took some time out first.
35 Option C is correct – And in my son’s case, most tutors didn’t manage to motivate him – that got me thinking …
Option A is wrong because it only refers to a friend’s daughter not being happy with this aspect of her
course. However, this did not inspire Fatima.
45
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Option B is wrong because it talks about other people being disappointed with a language course, but this
did not inspire Fatima either.
36 Option C is correct – Nothing beats flying out to meet and speak to my potential teaching staff in person.
Option A is wrong because this is what Fatima has to do, but she does not say whether this is her preferred
way.
Option B is wrong because people sometimes try to do that, but Fatima does not pay much attention to this.
37 Option B is correct – The vast majority, though, value the fact that they can find out more about things like the
culture and traditions of the country …
Option A is wrong because, although Fatima mentions this aspect, she says it was an important factor for
her when she was starting her school, not something that most of her students like at the moment.
Option C is wrong because, although Fatima says that the students can have a video chat with the teacher
wherever they are and when it is convenient for them, she does not say what the students think about this
aspect.
38 Option A is correct – When running your own business, you need to believe in what you’re selling, so sorting out
any possible issues at the start was vital for me.
Option B is wrong because this was a coincidence, not a reason.
Option C is wrong because this wasn’t her intention. However, she was worried some teachers might wrongly
think that.
39 Option B is correct – Watching my business grow has been a boost to my self-belief, which must be the top gain
for me.
Option A is wrong because, although Fatima lists this as one of the advantages, it is not the biggest benefit.
Option C is wrong because, although Fatima talks about meeting a lot of international people, we are not
sure if she is necessarily working with them, too. She only states this as a fact, but she does not say this is the
biggest benefit for her.
40 Option A is correct – But I feel our classes should not stop with languages and that’s the aim of my upcoming
project.
Option B is wrong because Fatima’s school has already been asked by companies to provide courses for
them and their team have been busy doing just that.
Option C is wrong because Fatima’s school is already becoming a recognised name. Also, Fatima says a
dream come true, which means it must have already happened.
b
33 I could speak … very well – I was fluent in
In addition to something – on top of
I managed to learn something very well / I became very good at something – I mastered
I had no other choice / I had to do this – it was more of a necessity
46
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
34 As a child – when [I was] growing up
I did not really think / It did not cross my mind – it never occurred to me
I found myself in a particular situation – ended up
Very boring – tedious
35 Did not have a good relationship with – didn’t get on with
Left a course before it officially finished – dropped out
36 I have to do something else first – but, before I can do that, I first
To consider something – take [something] into account
37 Was the most important thing for me – was at the top of my priorities
Starting a new company – setting up the business
They really like that – they certainly appreciate that
38 In addition to my main intention, it was also convenient that I wanted to improve … – as it happened,
I needed to work on …
It was the logical thing to do – it just made sense
This was not what I had planned to do – which was never my intention
39 It is definitely / I must admit – there’s no denying
40 We are very happy because we have been able to realise our ambition – which is a dream come true
Unit 2.4: Test yourself
Test 4
Exercise 1
1
C
5
C
2
B
6
D
3
A
7
A
4
D
8
D
Exercise 2
C
14 B
10 A
15 A
11 A
16 C
12 A
17 B
13 B
18 A
9
47
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Exercise 3
19 B
23 C
20 A
24 B
21 C
25 A
22 B
26 A
Exercise 4
27 D
30 E
28 G
31 H
29 C
32 B
Spare statements: A, F
Exercise 5
48
33 A
37 C
34 C
38 A
35 C
39 B
36 B
40 A
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Section 3: Speaking
Unit 3.1: About the exam
1
Five parts, but only three parts are assessed.
2
One. All students are examined individually.
3
One. The examiner is often a teacher from the student’s school. The examiner conducts the whole exam.
4
Introduction
B
Warm-up D
Part 1: Interview
A
Part 2: Short talk
E
Part 3: Discussion
C
5
No. The introduction and warm-up are not assessed. Students are given marks for Parts 1–3 only.
6
No. Students are only given the topic card in Part 2 – the short talk. In Parts 1 and 3, the examiner reads out
the questions to the student.
7
40 marks: 10 marks for grammar, 10 marks for vocabulary, 10 marks for development and 10 marks for
pronunciation. (For more details on the mark scheme, go to Unit 3.2, What are the examiners looking for?)
8
10–15 minutes. This includes the introduction at the start of the exam provided by the examiner.
9
No. However, students can ask the examiner for clarification of any unknown vocabulary from the
questions. If a student cannot remember a word while answering a question, they should try to paraphrase it
(use similar words and phrases that express the same idea). They should not ask the examiner for the word in
their first language.
10 No. Students are only given preparation time before their short talk in Part 2. However, this is only thinking
time and students are not allowed to make any written notes.
11 No. The student and examiner must speak in English only throughout the exam.
12 Yes (also see question 9).
13 No. The recording of a student’s performance in the speaking exam is listened to again after the exam before
the final mark is awarded.
Check your progress
49
1
false
2
true
3
false
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
4
true
5
False. It is the examiner who chooses the topic cards for each part of the exam.
6
False. There are three questions in Part 1.
7
true
8
False. Students are given one minute preparation time.
9
False. Students should discuss the ideas from both of the bullet points and say which they would personally
prefer at the end of their short talk.
10 False. All four questions are opinion based only.
11 False. If a student gives well-developed answers, the examiner might not have time to ask all four questions
because of the time limit of 3–4 minutes.
12 true
13 False. Students can either agree or disagree when answering opinion-based questions. They should also
explain why they agree or disagree with the idea.
14 false
15 False. Students are only marked for their performance in Parts 1–3, not the warm-up.
16 False. The whole exam is recorded, including the introduction and the warm-up.
17 false
18 False. As this is a language exam, students should give well-developed answers and try to use a range of
grammatical structures and vocabulary in their answers.
19 False. The examiner may occasionally ask extra questions like Can you tell me a bit more? or Is there anything
else you’d like to say? to give the student an opportunity to expand their answers a bit more. This is also to
ensure that the student speaks for the required length of time.
20 False. Students should not talk off the topic. If they run out of things to say, the examiner will help them by
asking additional questions (e.g. Can you give more examples of such activities? Can you tell me why you felt
so disappointed after the trip?).
21 true
Topic card used in Video 1
Warm-up (1–2 minutes)
50
•
Can you tell me what you like to do at weekends?
•
Where did you go on your last holiday?
•
How do you get to school every day?
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Part 1: Interview (2–3 minutes)
Celebrations
•
Can you tell me about your favourite celebration of the year?
•
What did you do on your last birthday?
•
Do you think big national celebrations are just as enjoyable as small family celebrations?
Part 2: Short talk (3–4 minutes)
Our school
Your head teacher has asked every class to suggest some ideas on how your school could be improved. Your class
are considering the following options:
•
building a new football pitch
•
improving the school library.
Discuss the advantages and disadvantages of each option. Say which option you would prefer, and why.
Part 3: Discussion (3–4 minutes)
•
Do you think it is important for students to have a say in what happens at/to their school? Why? Why not?
•
Some people believe there is no need to have libraries in the future. Do you agree?
•
In some countries, there is no, or very little, physical education taught at schools. Do you think that is right?
•
There is an opinion that having classes online is not good for students. What do you think?
The student would probably be awarded the following marks:
Grammar 8, vocabulary 9, development 10 and pronunciation 8 [Total mark: 35]
Strengths: vocabulary and development
Weakness: grammar
51
•
The student uses a range of simple structures but also attempts more complex grammatical structures (e.g.
the money could be invested in – the passive voice; if … possible, I’d go for – conditionals; which would be more
beneficial – relative clauses). To gain more marks in this area, the student would need to use a wider range of
complex grammatical structures more consistently. The student would also need to work on their accuracy.
•
The student makes a few errors (e.g. near to the nature / living in democracy – misuse or omission of articles;
I don’t agree on that / nothing wrong about choosing – wrong use of prepositions; if it’s possible, I’d go for … –
wrong verb forms / tense). However, the meaning is always clear despite these errors and the listener would not
be confused by what the student is saying.
•
The student uses a wide range of vocabulary especially in Parts A and C (e.g. heavenly, cherishing family
values, being thankful, to regulate, there’s no room for improvement, open communication, have access to). This
vocabulary includes individual words that achieve precision, but also longer fixed expressions that make the
student sound more natural.
•
Development is one of the strongest areas for this student. She develops her ideas really well, especially in
Parts A and C. She provides examples, talks about personal experience, gives balanced opinions and supports
these with justifications.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
•
The student sounds clear throughout the test. However, she rarely uses any intonation patterns and tends to
sound a bit monotonous at times. This may have a slightly negative impact on the listener. The student could
use more intonation patterns to add emphasis to her opinions, rising and falling intonation / stress patterns
to indicate contrast or when adding more examples.
Unit 3.2: Exam strategies
What are the examiners looking for?
a
Grammar
Vocabulary
Development
Pronunciation
•
•
precise use of
words and phrases
•
maintaining
communication
•
intonation
•
the ability to
express opinions on
a range of issues
•
how well developed
the ideas are
•
speaking clearly
•
a range of words
and phrases
•
how relevant the
answers are
•
the ability to talk
about a range of
ideas
•
•
complex sentences
with linking words/
phrases
a range of
grammatical
structures
grammatical
accuracy
b
52
Marks
These marks are given to students who:
9–10
C
•
use a range of complex and simple grammatical structures with no, or very few, errors
•
use a wide range of vocabulary to express opinions and talk about different ideas with
some precision
•
discuss things without support and give relevant and well-developed answers
•
always have clear pronunciation and use rising and falling intonation.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Marks
These marks are given to students who:
7–8
E
5–6
3–4
1–2
0
•
use a range of simple grammatical structures with no, or very few, errors
•
try to use some complex grammatical structures, but not always correctly
•
use a good range of vocabulary correctly to express opinions and talk about different
ideas
•
discuss things with occasional support and give relevant and, mostly, developed answers
•
have a few pronunciation issues, but sound clear and sometimes use rising and falling
intonation.
F
•
use a range of simple grammatical structures, but with some errors that sometimes make
the meaning unclear
•
rarely try to use any complex grammatical structures
•
use a range of vocabulary, mostly correctly, to express simple opinions and talk about
simple ideas
•
discuss things with frequent support and give relevant and sometimes developed ideas
•
have pronunciation issues, but mostly sound clear and rarely use rising and falling
intonation.
A
•
use a very small range of simple grammatical structures with frequent errors, which often
make the meaning unclear
•
use a very small range of vocabulary to express very simple opinions and talk about very
simple ideas
•
find it difficult to discuss things, despite a lot of support, and rarely develop their ideas,
which are sometimes irrelevant
•
have a lot of pronunciation and intonation issues and are often unclear.
D
•
only use some words, or very short phrases, instead of grammatical structures and the
meaning is always unclear
•
only use a few words and find it difficult to express opinions or talk about any topic
•
cannot discuss things despite a lot of support and only occasionally give single words as
their answers
•
have serious pronunciation and intonation issues and cannot be understood.
B
•
53
do not give any answers.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 1 Part 1: Interview
Learn from mistakes
b
The student would probably be awarded the following marks:
Grammar 8, vocabulary 9, development 7 and pronunciation 8 [Total mark: 32]
Strength: vocabulary
Weakness: development
Comments
•
This student links his ideas with mostly simple linking words (e.g. because, but). He occasionally tries to use
more complex structures with higher-level linkers (e.g. other than that, therefore).
•
There are occasional errors, but these are in more complex structures and do not affect the meaning of the
student’s ideas.
•
Vocabulary is the strongest area of the student’s performance. He expresses his opinions with some more
precise vocabulary (e.g. with a twist, to judge someone). He also uses some phrasal verbs appropriately (e.g.
cheer up, look forward to, look back on).
•
Development is the student’s weakest area. Although he always gives relevant answers, his ideas are not
always fully developed. The examiner has to help him at times to make sure the conversation does not break
down. If the student had developed his answers more, he could have gained more marks for his performance.
•
The student sounds clear throughout the interview. He also uses natural pausing in his speech to break up his
delivery. This makes it very easy for the listener to follow what he is saying. The student uses some stress and
intonation patterns effectively to add emphasis to his expression.
Test 1 Part 2: Short talk
Learn from mistakes
b
The student would probably be awarded the following marks:
Grammar 8, vocabulary 7, development 8 and pronunciation 8 [Total mark: 31]
Strength: pronunciation
Weakness: vocabulary and development
Comments:
54
•
The student uses a range of simple structures and occasionally attempts to use more complex grammar (e.g.
If I had to choose, I’d go for). He links his ideas well using a wide range of linking words and phrases (e.g.
at the same time, on the other hand, for example, however), which makes it easier for the listener to follow the
student’s short talk.
•
There are minor errors (e.g. you’re not worry about, you can make cookie, it’s very good to be actively), but
these do not affect the meaning and the listener can understand what the student’s saying.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
•
The student can talk with ease about the topic using a good range of common vocabulary. This includes
topic-related words (e.g. healthy) and longer fixed phrases (e.g. the joy of eating, a variety of food, enjoy the
process). However, the student does not use more precise vocabulary and he does not have the range to score
higher marks. To get higher marks, the student could use vocabulary, such as mouth-watering, nutritious,
cooking with my family creates a strong bond.
•
The student seems to focus mainly on one part of the question (say which one you would prefer, and why) and
fails to compare the two options. He talks about the benefits of cooking in great detail and develops this
point quite well. He only briefly mentions what he thinks of playing volleyball. He also spends some time
talking about the benefits of having a hobby in general. However, he talks independently and does not need
any support from the examiner.
•
The student sounds generally clear. There is only one instance where his speech is slightly less clear, when he
starts talking about playing volleyball. The student also uses natural pauses to break up his delivery. This
makes it easy for the listener to follow the student’s speech. There are also some instances of intonation
patterns where the student uses rising intonation to break up longer sentences into shorter chunks, and
falling intonation to indicate the end of a sentence.
Test 1 Part 3: Discussion
Learn from mistakes
b
The student would probably be awarded the following marks:
Grammar 7, vocabulary 7, development 8 and pronunciation 8 [Total mark: 30]
Strength: pronunciation
Weakness: grammar and vocabulary
Comments:
55
•
The student uses a range of simple structures and attempts some more complex grammatical structures.
However, there are quite a few errors in both simple and complex structures (e.g. eat health – wrong form;
do as many sport as you want – wrong singular form; talking about what have you done – indirect/direct
questions; maybe some people enjoy much more than others – omission of words; what have you learning –
wrong verb form). The meaning remains clear despite these errors.
•
The student has enough vocabulary to talk about everyday topics as well as more complex ideas, mostly
with ease. However, his vocabulary tends to be common and is not precise enough to make it into the top
band. His range is occasionally limited, but there are a few good examples of words and phrases (e.g. life
expectancy, figure this out).
•
The student tries to develop most of his ideas, but there is some repetition and some points are only partially
developed. However, the student does not need any support from the examiner and maintains the conversation
quite well. He also manages to recover the conversation, when he runs out of things to say, by exploring other
related ideas. However, he could develop his answers better by providing examples, talking about both sides of
the argument (i.e. arguments for and against) and by providing explanations for his opinions.
•
The student’s pronunciation is generally clear, but he occasionally swallows the ending of some words
and this may lead to some difficulty for the listener. However, on the whole, pronunciation is the student’s
strength as he uses pauses to naturally break up his delivery. He also uses sentence stress effectively to add
emphasis to what he is saying. All these aspects make his delivery clear and easy to follow for the listener.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Unit 3.3: Language focus
Test 3 Part 1: Interview
Language focus 1
Exercise A: Adjectives and phrases used to describe a friend
b
Adjectives and phrases used to
describe a good friend
Student A: Lucy
Student B: Nawon
someone who likes food /
sharing the same interests
/ someone who has a lot in
common with me (the student
uses the wrong preposition ‘of’) /
somebody who makes me laugh
we can trust each other /
we have the same interests /
generous
c
Positive meaning
Negative meaning
generous / clever / reliable / easy-going /
somebody who has a good sense of humour / we
have a lot in common / they never let me down
/ honest / patient / somebody who can keep a
secret / humble / somebody I can look up to /
encouraging
moody / somebody who likes to gossip / bossy
/ greedy / judgemental / somebody who looks
down on people / stubborn / arrogant
Language focus 2
Exercise B: Narrative tenses
b
56
Student A: Begum
Student B: Harkomal
Narrative
tenses
met / was studying / didn’t love / looked
(the student uses the wrong form looks) /
discussed / were sitting (the student uses
the wrong form are sitting) / passed / got
to know (the student uses the wrong form
get to know) / became (the student uses
the wrong form become)
met / was / began to speak / talked /
introduced / became (the student uses the
wrong form become)
Comment
This student makes quite a few errors.
This student is mostly accurate.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
c
Narrative
tenses
When to use them
Examples
Past simple
B This tense is used to talk about events
that happened in the past.
started / didn’t know / asked / could /
asked / was / told / was / had / became
Past
continuous
C This tense is used to introduce or
describe a scene.
was doing
Past perfect
A This tense is used to say something
happened or started before another
event in the past.
hadn’t seen
d
1
was trying, was talking, had to
2
was, got, ’d/had passed
3
felt, ’d/had never worked
4
’d/had been, told, was
5
was walking, realised, ’d/had left
e
1past continuous (e.g. was waiting for the bus) OR past simple (e.g. got on the bus) / past perfect
(e.g. hadn’t switched off the TV)
2
past simple (e.g. loved listening to pop music)
3
past perfect (e.g. learnt to swim) / past simple (e.g. signed up for lessons)
4
past perfect (e.g. I’d just got some good news) OR past continuous (e.g. we were going to the seaside)
5
past simple (e.g. my phone started to ring)
6
past continuous (e.g. was watching TV) / past simple (e.g. came in) OR past continuous (e.g. was chatting
on the phone)
Language focus 3
Exercise C: Opinion, agreement, disagreement, linking words (reason and result)
b
Student A: Jacky
57
Opinion
seems to me
Agreement
I agree with that / I totally agree
with that
Student B: Harkomal
I agree with this
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Student A: Jacky
Student B: Harkomal
Disagreement
I would doubt that (the student
uses an extra preposition with,
which is wrong)
Linking words (reason and result)
so
because / that’s why / so
Opinion
Agree
Disagree
2
The way I see it, …
1
I feel the same way.
4
Definitely not.
3
For me, …
7
That is (absolutely) right.
6
5
I feel that …
10 I think so, too.
I agree to some extent, but
… (quite formal)
8
It seems to me that …
11 I couldn’t agree more.
9
I am not so sure about that.
c
12 Personally, I think that …
14 From my point of view, …
(quite formal )
13 I cannot support this
opinion, I’m afraid. (quite
formal)
Test 3 Part 2: Short talk
Language focus
Exercise A: Speculating, adding more information and contrasting ideas
b
In recording 32, the speaker's intonation is very flat. This makes it more difficult for the listener to follow the talk.
The flat intonation used also makes the speaker sound bored. The speaker in recording 33 has better delivery and
uses rising and falling intonation well.
Model answer: a good example of rising and falling intonation
I suppose the good thing about working in a supermarket is that it would give me a chance to meet new people.
It might even help me with my communication skills. On the other hand, it’s likely to be very tiring so I might feel
too tired afterwards to do my homework. Plus, I don’t think it pays much.
And just like the first option, helping somebody with their school work wouldn’t pay much either, but I guess the
experience would be very useful – explaining something clearly and being organised are important skills. But you’d
need to be much better at the subject than the person you’re supposed to teach – otherwise, there wouldn’t be much
point doing this work. Apart from that, people who do this work have to be very patient. I do think, though, that
it’s a very interesting idea to try out a few part-time jobs like these to see what you might like to do in the future as
your career.
58
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
c
Model answer: words that are stressed in the short talk to add emphasis
I suppose the good thing about working in a supermarket is that it would give me a chance to meet new people.
It might even help me with my communication skills. On the other hand, it’s likely to be very tiring so I might feel
too tired afterwards to do my homework. Plus, I don’t think it pays much.
And just like the first option, helping somebody with their school work wouldn’t pay much either, but I guess
the experience would be very useful – explaining something clearly and being organised are important skills.
But you’d need to be much better at the subject than the person you’re supposed to teach – otherwise, there
wouldn’t be much point doing this work. Apart from that, people who do this work have to be very patient. I do
think, though, that it’s a very interesting idea to try out a few part-time jobs like these to see what you might like
to do in the future as your career.
d
Model answer: a good example of rising and falling intonation and word stress to add emphasis
Neither of these two options would appeal to me though, but if I had to choose one, I’d probably go for helping
somebody with their homework. The reason for this is that I don’t like getting up early and this kind of work
would most likely be done in the afternoon after school, or in the evening. Also, I’d prefer to do a job where I
wouldn’t have to talk to many people because I’m rather shy.
e
Both students speak very clearly. Student A uses natural pausing and stresses certain words to emphasise
important details. Student A also uses rising and falling intonation, which makes it easier for the listener to
follow her short talk. Student B rarely uses rising or falling intonation, which results in a monotonous talk. This
might make it more difficult for the listener to follow the student’s short talk.
Modal verbs and phrases to
speculate about advantages and
disadvantages
Student A: Grey
Student B: Ihor
I might …
It might …
It could …
It would …
It would/wouldn’t …
Probably, the biggest advantage
of it is …
If it was maths, I wouldn’t be
interested in that.
Phrases to express a preference
I’d like to do that.
It wouldn’t be perfect for me.
The second option would be
better.
59
I think it might be quite suitable
for me.
It would be quite nice.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Student A: Grey
Student B: Ihor
Linking words/phrases to:
or even
also
•
Another good reason about this
is …
add information
also
and
•
contrast ideas
but
but then
on the other hand
•
explain your reasons
as
f
Very certain about something
Not very certain about
something
Extremely uncertain about
something
It is very likely that …
It might be the case that …
This would never …
It would most definitely …
This could be …
I really cannot see how/why …
It would certainly …
It would probably …
It is highly unlikely that …
I guess this may …
I suppose this would …
60
h
1
C
4
B
2
A
5
E
3
F
6
D
j
1
more
4
for
2
more
5
of
3
rather
6
to
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Test 3 Part 3: Discussion
Language focus 1
Exercise A: Giving yourself time to think
b
Phrases to give yourself time
to think
Student A: Pedro
Student B: Grey
That’s a very tricky question.
That’s an interesting question.
c
1
All in all, I would say that … (used to summarise ideas)
2
Well, let me think … I suppose we could say that …
3
What I meant to say was that … (used to clarify what you have said)
4
To be perfectly honest, this is not a topic I would normally talk about. But I guess …
5
Right, how can I put this …?
6
As I mentioned earlier, … (used to refer to something you have said earlier in your conversation)
7
Actually, it has never really crossed my mind …
8
Speaking of which, … (used to add another idea that is similar to what you have already said)
9
I know this has been discussed a lot recently, but, personally, I …
10 Let me put it another way … (used to clarify what you have said)
Language focus 2
Exercise B: Using phrasal verbs and other fixed phrases
b
Phrasal verbs
and other
fixed phrases
Student A: Polina
Student B: Ihor
It’s up to the child
It’s up to me …
… putting lots of pressure on …
c
61
A
B
C
1 Me and my parents get …
… on really well. I can speak to
them about anything.
to have a good relationship
2 My parents have brought
me …
… up to be an independent
person and think for myself.
to look after a child and to teach
them what is right
3 When I am older I want to work
for an international company and
settle …
… down in a big city.
to start to have a quieter way of
life when you become a mature
adult
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
A
B
C
4 I’m so grateful to my parents
that they let me work …
… out for myself what job I’d like
to do in the future.
to find the right answer or the
right way of doing things
5 I definitely want to do the
same job as my mum when I
grow …
… up. Not because she wants
me to but because I’d really love
to be a teacher.
to stop being a child and to
become an adult
6 Dad actually told me not to go
into business. People doing this
job often burn …
… out because they have so
many responsibilities and work
such long hours.
to become seriously exhausted
after a long period of hard work
Language focus 3
Exercise C: Giving examples
b
Phrases to give
examples
Student A: Pedro
Student B: Grey
This student does not use any phrases
as he does not provide any examples in
his answer.
like
c
1
such like as …
2
in for example …
3
likes like …
4
to show you why what I mean …
5
to illustrating illustrate this …
6
to give you the an idea what I mean …
7
as a proof of …
8
by for instance…
for example
Language focus 4
Exercise D: Clarifying what you have said
b
Ideas from the
video that could
be clarified
62
Student A: Polina
Student B: Ihor
Polina mentions physical activity and
beauty field. It would be useful to clarify
exactly what she means by these two
ideas.
Ihor talks about the past, when women
stayed at home. He could explain what
he means by this to clarify the idea a bit
more.
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Phrases you
could use to
clarify what the
student has said
Student A: Polina
Student B: Ihor
You can use one of the three underlined
phrases from the model answer in
Exercise a.
You can use one of the three underlined
phrases from the model answer in
Exercise a.
c
1
Let
4
to
2
another
5
In
3
here
6
by
Learn from mistakes
a
1
At first, we did not like each other, she looked so stubborn.
2
My best friend lives in Italy.
3
She was sitting at the desk next to me.
4
We can go to restaurants together.
5
I also like to go travelling, so I want someone who has lots in common with me.
6
It would be quite nice if I had more free time.
7
It might not get that interesting.
8
They don’t get paid as much as they should.
9
It’s up to the child to follow in their parents’ footsteps.
10 The woman was more likely to stay at home with the children, while the husband was working. / Women
were more likely to stay at home with the children, while husbands were working.
b
Part 1: Interview
Question 1
The students would probably be awarded the following marks:
Student A Lucy (Video 5) Grammar 6, vocabulary 6, development 7, pronunciation 7 [Total mark: 26]
Student B Nawon (Video 6) Grammar 6, vocabulary 6, development 5, pronunciation 7 [Total mark: 24]
Grammar
63
Student A
Student B
a range of complex structures
✗
✗
a range of simple structures
✓
✓
minimal errors
✓
✗
meaning is clear
✓
✓
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Vocabulary
Development
Pronunciation
Student A
Student B
vocabulary is used to express a range of facts/
ideas/opinions
✓
✗
a wide range of vocabulary
✗
✗
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✗
✗
communication is maintained with no, or very
little, support from the examiner
✓
✗
clear pronunciation
✓
✓
intonation is used
✗
✗
Question 2
The students would probably be awarded the following marks:
Student A Begum (Video 7) Grammar 5, vocabulary 5, development 8, pronunciation 6 [Total mark: 24]
Student B Harkomal (Video 8) Grammar 6, vocabulary 6, development 8, pronunciation 7 [Total mark: 27]
Grammar
Vocabulary
Development
Pronunciation
64
Student A
Student B
a range of complex structures
✗
✗
a range of simple structures
✓
✓
minimal errors
✗
✗
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✗
✓
a wide range of vocabulary
✗
✗
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✓
✓
communication is maintained with no, or very
little, support from the examiner
✓
✓
clear pronunciation
✗
✓
intonation is used
✗
✗
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Question 3
The students would probably be awarded the following marks:
Student A Jacky (Video 9) Grammar 7, vocabulary 7, development 8, pronunciation 6 [Total mark: 28]
Student B Harkomal (Video 10) Grammar 6, vocabulary 7, development 8, pronunciation 7 [Total mark: 28]
Grammar
Vocabulary
Development
Pronunciation
Student A
Student B
a range of complex structures
✗
✗
a range of simple structures
✓
✓
minimal errors
✓
✗
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✓
✓
a wide range of vocabulary
✓
✓
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✓
✓
communication is maintained with no, or very
little, support from the examiner
✓
✓
clear pronunciation
✗
✓
intonation is used
✗
✗
Part 2: Short talk
The students would probably be awarded the following marks:
Student A Grey (Video 11) Grammar 9, vocabulary 9, development 9, pronunciation 9 [Total mark: 36]
Student B Ihor (Video 12) Grammar 8, vocabulary 7, development 7, pronunciation 8 [Total mark: 30]
Grammar
Vocabulary
65
Student A
Student B
a range of complex structures
✓
✗
a range of simple structures
✓
✓
minimal errors
✓
✓
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✓
✓
a wide range of vocabulary
✓
✗
precise use of vocabulary
✗
✗
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Development
Pronunciation
Student A
Student B
answers are relevant
✓
✓
answers are well developed
✓
✗
communication is maintained with no or very little
support from the examiner
✓
✓
clear pronunciation
✓
✓
intonation is used
✓
✗
Part 3: Discussion
Question 1
The students would probably be awarded the following marks:
Student A Pedro (Video 13) Grammar 8, vocabulary 7, development 8, pronunciation 8 [Total mark: 31]
Student B Grey (Video 14) Grammar 9, vocabulary 9, development 10, pronunciation 10 [Total mark: 38]
Grammar
Vocabulary
Development
Pronunciation
66
Student A
Student B
a range of complex structures
✗
✓
a range of simple structures
✓
✓
minimal errors
✓
✓
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✓
✓
a wide range of vocabulary
✗
✓
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✓
✓
communication is maintained with no or very little
support from the examiner
✓
✓
clear pronunciation
✗
✓
intonation is used
✓
✓
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Question 2
The students would probably be awarded the following marks:
Student A Polina (Video 15) Grammar 8, vocabulary 8, development 9, pronunciation 8 [Total mark: 33]
Student B Ihor (Video 16) Grammar 8, vocabulary 7, development 7, pronunciation 8 [Total mark: 30]
Grammar
Vocabulary
Development
Pronunciation
Student A
Student B
a range of complex structures
✗
✗
a range of simple structures
✓
✓
minimal errors
✓
✓
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✓
✓
a wide range of vocabulary
✗
✗
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✓
✗
communication is maintained with no or very little
support from the examiner
✓
✓
clear pronunciation
✓
✓
intonation is used
✗
✗
Question 3
The students would probably be awarded the following marks:
Student A Pedro (Video 17) Grammar 8, vocabulary 6, development 7, pronunciation 8 [Total mark: 29]
Student B Grey (Video 18) Grammar 9, vocabulary 8, development 9, pronunciation 10 [Total mark: 36]
Grammar
Vocabulary
67
Student A
Student B
a range of complex structures
✗
✓
a range of simple structures
✓
✓
minimal errors
✓
✓
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✗
✓
a wide range of vocabulary
✗
✗
precise use of vocabulary
✗
✗
CAMBRIDGE IGCSETM ENGLISH AS A SECOND LANGUAGE: EXAM PREPARATION AND PRACTICE
Development
Pronunciation
Student A
Student B
answers are relevant
✓
✓
answers are well developed
✗
✓
communication is maintained with no or very little
support from the examiner
✓
✓
clear pronunciation
✗
✓
intonation is used
✓
✓
Question 4
The students would probably be awarded the following marks:
Student A Polina (Video 19) Grammar 8, vocabulary 9, development 9, pronunciation 8 [Total mark: 34]
Student B Ihor (Video 20) Grammar 7, vocabulary 7, development 7, pronunciation 8 [Total mark: 29]
Grammar
Vocabulary
Development
Pronunciation
Student A
Student B
a range of complex structures
✗
✗
a range of simple structures
✓
✓
minimal errors
✓
✓
meaning is clear
✓
✓
vocabulary is used to express a range of facts/
ideas/opinions
✓
✓
a wide range of vocabulary
✓
✗
precise use of vocabulary
✗
✗
answers are relevant
✓
✓
answers are well developed
✓
✗
communication is maintained with no or very little
support from the examiner
✓
✓
clear pronunciation
✓
✓
intonation is used
✗
✗
Please note: In the real exam, students are marked on their overall performance in all three parts of the speaking
exam, not just on individual questions.
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