3

1 A instead B rather C except D sooner

2 A cause B mean C result D lead

3 A accomplish B access C approach D admit

4 A fee B price C charge D expense

5 A describe B define C remark D regard

6 A reveals B opens C begins D arises

7 A older B greater C higher D further

8 A attended B participated C included D associated

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 4

Part 2

For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only
one word in each gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 A S

Motorbike stunt rider

I work (0) .......... a motorbike stunt rider – that is, I do tricks on my motorbike at shows. The Le Mans

race track in France was (9) …….. I first saw some guys doing motorbike stunts. I’d never seen

anyone riding a motorbike using just the back wheel before and I was (10) …….. impressed I went

straight home and taught (11) …….. to do the same. It wasn’t very long before I began to earn my

living at shows performing my own motorbike stunts.

I have a degree (12) …….. mechanical engineering; this helps me to look at the physics (13) ……..

lies behind each stunt. In addition to being responsible for design changes to the motorbike, I have to

work (14) …….. every stunt I do. People often think that my work is very dangerous, but, apart

(15)........... some minor mechanical problem happening occasionally during a stunt, nothing ever goes

wrong. I never feel in (16) .......... kind of danger because I’m very experienced.
 5

Part 3

For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 C O MM O N L Y

An incredible vegetable

Garlic, a member of the Liliacaea family which also includes onions, is

(0) …….... used in cooking all around the world. China is currently the COMMON

largest (17) …….... of garlic, which is particularly associated with the PRODUCT

dishes of northern Africa and southern Europe. It is native to central

Asia and has long had a history as a health-giving food, used both to

prevent and cure (18) ................ In Ancient Egypt, workers building the ILL

pyramids were given garlic to keep them strong, while Olympic

athletes in Greece ate it to increase their resistance to infection.

The forefather of antibiotic medicine, Louis Pasteur, claimed garlic

was as (19) …….... as penicillin in treating infections. Modern-day EFFECT

(20)............. have proved that garlic can indeed kill bacteria and even SCIENCE

some viruses, so it can be very useful for people who have coughs

and colds. In (21) …….... , some doctors believe that garlic can ADD

reduce blood (22) …….... . PRESS

The only (23)............. to this truly amazing food is that the strong and ADVANTAGE

rather (24) ............ smell of garlic is not the most pleasant! SPICE

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 6

Part 4

For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between two and
five words, including the word given. Here is an example (0).

Example:

0 A very friendly taxi driver drove us into town.

DRIVEN

We ................................................................................. a very friendly taxi driver.

The gap can be filled by the words ‘were driven into town by’, so you write:

Example: 0 WERE DRIVEN INTO TOWN BY

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25 Joan was in favour of visiting the museum.

IDEA

Joan thought it would be ................................................................................. to the museum.

26 Arthur has the talent to become a concert pianist.

THAT

Arthur is so ................................................................................. could become a concert pianist.

27 ‘Do you know when the match starts, Sally?’ asked Mary.

IF

Mary asked Sally ................................................................................. time the match started.

 7

28 I knocked for ages at Ruth’s door but I got no reply.

LONG

I ................................................................................. knocking at Ruth’s door but I got no reply.

29 Everyone says that the band is planning to go on a world tour next year.

SAID

The band ................................................................................. planning to go on a world tour next year.

30 I’d prefer not to cancel the meeting.

CALL

I’d rather ................................................................................. the meeting.

Turn over ►
 8

Part 5

You are going to read an extract from a novel in which a young woman called Caitlin talks about her
life on an island. For questions 31 – 36, choose the answer (A, B, C or D) which you think fits best
according to the text.

Mark your answers on the separate answer sheet.

We live on the island of Hale. It's about four kilometres long and two kilometres wide at its broadest
point, and it's joined to the mainland by a causeway called the Stand - a narrow road built across the
mouth of the river which separates us from the rest of the country. Most of the time you wouldn't know
we're on an island because the river mouth between us and the mainland is just a vast stretch of tall
grasses and brown mud. But when there's a high tide and the water rises a half a metre or so above
the road and nothing can pass until the tide goes out again a few hours later, then you know it's an
island.

We were on our way back from the mainland. My older brother, Dominic, had just finished his first year
at university in a town 150 km away. Dominic's train was due in at five and he'd asked for a lift back
from the station. Now, Dad normally hates being disturbed when he's writing (which is just about all the
time), and he also hates having to go anywhere, but despite the typical sighs and moans – why can't he
get a taxi? what's wrong with the bus? – I could tell by the sparkle in his eyes that he was really looking
forward to seeing Dominic.

So, anyway, Dad and I had driven to the mainland and picked up Dominic from the station. He had
been talking non-stop from the moment he'd slung his rucksack in the boot and got in the car.
University this, university that, writers, books, parties, people, money, gigs. .... And when I say talking, I
don't mean talking as in having a conversation, I mean talking as in jabbering like a mad thing. I didn't
like it ..... the way he spoke and waved his hands around as if he was some kind of intellectual or
something. It was embarrassing. It made me feel uncomfortable – that kind of discomfort you feel when
someone you like, someone close to you, suddenly starts acting like a complete idiot. And I didn't like
the way he was ignoring me, either. For all the attention I was getting I might as well not have been
there. I felt a stranger in my own car.

As we approached the island on that Friday afternoon, the tide was low and the Stand welcomed us
home, stretched out before us, clear and dry, beautifully hazy in the heat – a raised strip of grey
concrete bound by white railings and a low footpath on either side, with rough cobbled banks leading
down to the water. Beyond the railings, the water was glinting with that wonderful silver light we
sometimes get here in the late afternoon which lazes through to the early evening.

We were about halfway across when I saw the boy. My first thought was how odd it was to see
someone walking on the Stand. You don't often see people walking around here. Between Hale and
Moulton (the nearest town about thirty kilometres away on the mainland), there's nothing but small
line 31 cottages, farmland, heathland and a couple of hills. So islanders don't walk because of that. If they're
going to Moulton they tend to take the bus. So the only pedestrians you're likely to see around here are
walkers or bird-watchers. But even from a distance I could tell that the figure ahead didn't fit into either
of these categories. I wasn't sure how I knew, I just did.

As we drew closer, he became clearer. He was actually a young man rather than a boy. Although he
was on the small side, he wasn't as slight as I'd first thought. He wasn't exactly muscular, but he wasn't
weedy-looking either. It's hard to explain. There was a sense of strength about him, a graceful strength
that showed in his balance, the way he held himself, the way he walked....
 9

31 In the first paragraph, what is Caitlin's main point about the island?

A It can be dangerous to try to cross from the mainland.

B It is much smaller than it looks from the mainland.
C It is only completely cut off at certain times.
D It can be a difficult place for people to live in.

32 What does Caitlin suggest about her father?

A His writing prevents him from doing things he wants to with his family.
B His initial reaction to his son's request is different from usual.
C His true feelings are easily hidden from his daughter.
D His son's arrival is one event he will take time off for.

33 Caitlin emphasises her feelings of discomfort because she

A is embarrassed that she doesn't understand what her brother is talking about.
B feels confused about why she can't relate to her brother any more.
C is upset by the unexpected change in her brother's behaviour.
D feels foolish that her brother's attention is so important to her.

34 In the fourth paragraph, what is Caitlin's purpose in describing the island?

A to express her positive feelings about it

B to explain how the road was built
C to illustrate what kind of weather was usual
D to describe her journey home

35 In 'because of that' in line 31, 'that' refers to the fact that

A locals think it is odd to walk anywhere.

B it is easier for people to take the bus than walk.
C people have everything they need on the island.
D there is nowhere in particular to walk to from the island.

36 What do we learn about Caitlin's reactions to the boy?

A She felt his air of confidence contrasted with his physical appearance.
B She was able to come up with a reason for him being there.
C She realised her first impression of him was inaccurate.
D She thought she had seen him somewhere before.

Turn over ►
 10

Part 6

You are going to read a newspaper article in which a former ballet dancer talks about the physical
demands of the job. Six sentences have been removed from the article. Choose from the sentences
A – G the one which fits each gap (37 – 42). There is one extra sentence which you do not need to
use.
Mark your answers on the separate answer sheet.

Good preparation leads to success in ballet dancing

A former classical ballet dancer explains what ballet training actually involves.
What we ballet dancers do is instinctive, but Those first classes I took were remarkably similar
instinct learnt through a decade of training. A to the last. In fact, taking into account the
dancer’s life is hard to understand, and easy to occasional new idea, ballet classes have
misinterpret. Many a poet and novelist has tried changed little since 1820, when the details of
to do so, but even they have chosen to interpret ballet technique were first written down, and are
all the hard work and physical discipline as easily recognised in any country. Starting with
obsessive. And so the idea persists that dancers the left hand on the barre, the routine unrolls over
spend every waking hour in pain, bodies at some 75 minutes. 39 Even the leading
breaking point, their smiles a pretence. dancers have to do it.

As a former dancer in the Royal Ballet Company These classes serve two distinct purposes: they
here in Britain, I would beg to question this. are the way we warm our bodies and the
37 With expert teaching and daily mechanism by which we improve basic
practice, its various demands are easily within technique. In class after class, we prove the old
the capacity of the healthy human body. Contrary saying that ‘practice makes perfect’. 40
to popular belief, there is no need to break bones And it is also this daily repetition which enables
or tear muscles to achieve ballet positions. It is us to strengthen the muscles required in jumping,
simply a question of sufficient conditioning of the spinning or lifting our legs to angles impossible to
muscular system. the average person.

Over the course of my dancing life I worked my The human body is designed to adapt to the
way through at least 10,000 ballet classes. I took demands we make of it, provided we make them
my first at a school of dance at the age of seven carefully and over time. 41 In the same
and my last 36 years later at the Royal Opera way, all those years of classes add up to a fit-for-
House in London. In the years between, ballet purpose dancing machine. This level of physical
class was the first thing I did every day. It starts fluency doesn’t hurt; it feels good.
at an early age, this daily ritual, because it has to.
38 But for a ballet dancer in particular, 42 But they should not be misled: there is
this lengthy period has to come before the effects a difference between hard work and hardship.
of adolescence set in, while maximum flexibility Dancers have an everyday familiarity with the
can still be achieved. first. Hardship it isn’t.
 11

A Through endless tries at the usual exercises E The principle is identical in the gym – pushing
and frequent failures, ballet dancers develop yourself to the limit, but not beyond, will
the neural pathways in the brain necessary to eventually bring the desired result.
control accurate, fast and smooth movement.

B The ballet shoe offers some support, but the F No one avoids this: it is ballet’s great
real strength is in the muscles, built up through democratiser, the well established members of
training. the company working alongside the newest
recruits.

C As technology takes away activity from the G It takes at least a decade of high-quality,
lives of many, perhaps the ballet dancer’s regular practice to become an expert in any
physicality is ever more difficult for most people physical discipline.
to imagine.

D Ballet technique is certainly extreme but it is

not, in itself, dangerous.

Turn over ►
 12

Part 7

You are going to read a newspaper article about a young professional footballer. For questions 43 –
52, choose from the sections (A – D). The sections may be chosen more than once.

Mark your answers on the separate answer sheet.

Which paragraph

states how surprised the writer was at Duncan’s early difficulties? 43

says that Duncan sometimes seems much more mature than he really is? 44

describes the frustration felt by Duncan’s father? 45

says that Duncan is on course to reach a high point in his profession? 46

suggests that Duncan caught up with his team-mates in terms of physical development? 47

explains how Duncan was a good all-round sportsperson? 48

gives an example of how Gavin reassured his son? 49

mentions Duncan’s current club’s low opinion of him at one time? 50

mentions a personal success despite a failure for the team? 51

explains how Duncan and his father are fulfilling a similar role? 52
 13

Rising Star
Margaret Garelly goes to meet Duncan Williams, who plays for Chelsea Football Club.

A It’s my first time driving to Chelsea’s training C Duncan takes up the story: ‘The first half of that
ground and I turn off slightly too early at the season I played in the youth team. I got lucky –
London University playing fields. Had he the first-team manager came to watch us play
accepted football’s rejections in his early QPR, and though we lost 3-1, I had a really
teenage years, it is exactly the sort of ground good game. I moved up to the first team after
Duncan Williams would have found himself that performance.’ Gavin points out that it can
running around on at weekends. At his current be beneficial to be smaller and weaker when
age of 18, he would have been a bright first-year you are developing – it forces you to learn how
undergraduate mixing his academic studies with to keep the ball better, how to use ‘quick feet’ to
a bit of football, rugby and cricket, given his get out of tight spaces. ‘A couple of years ago,
early talent in all these sports. However, Duncan would run past an opponent as if he
Duncan undoubtedly took the right path. Instead wasn’t there but then the other guy would close
of studying, he is sitting with his father Gavin in in on him. I used to say to him, “Look, if you can
one of the interview rooms at Chelsea’s training do that now, imagine what you’ll be like when
base reflecting on Saturday’s match against you’re 17, 18 and you’re big and quick and they
Manchester City. Such has been his rise to won’t be able to get near you.” If you’re a
fame that it is with some disbelief that you listen smaller player, you have to use your brain a lot
to him describing how his career was nearly all more.’
over before it began.

B Gavin, himself a fine footballer – a member of D Not every kid gets advice from an ex-England
the national team in his time – and now a player over dinner, nor their own private training
professional coach, sent Duncan to three sessions. Now Duncan is following in Gavin’s
professional clubs as a 14 year-old, but all three footsteps. He has joined a national scheme
turned him down. ‘I worked with him a lot when where people like him give advice to ambitious
he was around 12, and it was clear he had young teenagers who are hoping to become
fantastic technique and skill. But then the other professionals. He is an old head on young
boys shot up in height and he didn’t. But I was shoulders. Yet he’s also like a young kid in his
still upset and surprised that no team seemed to enthusiasm. And fame has clearly not gone to
want him, that they couldn’t see what he might his head; it would be hard to meet a more
develop into in time. When Chelsea accepted likeable, humble young man. So will he get to
him as a junior, it was made clear to him that play for the national team? ‘One day I’d love to,
this was more of a last chance than a new but when that is, is for somebody else to
beginning. They told him he had a lot of hard decide.’ The way he is playing, that won’t be
work to do and wasn’t part of their plans. long.
Fortunately, that summer he just grew and grew,
and got much stronger as well.’
READING AND USE OF ENGLISH | ANSWER KEY

READING AND USE OF ENGLISH | SAMPLE PAPER 1

Answer key

Q Part 1 Q Part 2 Q Part 3

1 B 9 where 17 producer
2 C 10 so 18 illness(es)
3 B 11 myself 19 effective
4 D 12 in 20 scientists
5 C 13 which/that 21 addition
6 A 14 out/on/at 22 pressure
7 D 15 from 23 disadvantage
8 B 16 any 24 spicy

Q Part 4 Q Part 5 Q Part 6

25 a good idea | to go 31 C 37 D
26 talented | that he/she 32 D 38 G
27 if he/she knew |what/the 33 C 39 F
28 spent/took/was | a long time 34 A 40 A
are/is said | to be OR it is said | 35 D 41 E
29
are/is 36 C 42 C
not | call off OR you/we didn’t/
30
did not| call off

Q Part 7
43 A
44 D
45 B
46 D
47 B
48 A
49 C
50 B
51 C
52 D

18 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

 LISTENING | ANSWER KEY

EXAM | LEVEL
LISTENING | SAMPLE
| PAPER
PAPER 1 SAMPLE PAPER

Answer key

Q Part 1 Q Part 2 Q Part 3 Q Part 4

1 B 9 (great) name 19 G 24 C
2 B 10 chest 20 B 25 B
3 A 11 northern 21 A 26 C
4 C 12 forests 22 H 27 A
5 C 13 (the) winter 23 F 28 A
6 A 14 (the/some) human(s) 29 A
7 A 15 berries 30 B
8 A 16 (a) platform
17 (small/little) mice
18 (funny) diary

In Part 2, bracketed words/letters/characters do not have to appear in the answer.

CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 61

WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

WRITING | SAMPLE PAPER 1

Question 1
Candidate A

To begin with pollution and damage to the environment is the most serious and difficult problem for countries
of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change
their attitude to our planet.
First of all a huge damage to the environment brings a transport. People can’t imagine their living without
cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed
things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save
atmosphere from pollution.
In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that
numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water
helps to avoid extinction of ocean residents.
Apart from this I’m inclined to believe that every person can and must contribute to solving this important
problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And
it’s a task of each of us.

Examiner comments
Subscale Mark Commentary
Content 4 All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed.
Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused (harmful
exhaust; factories which pour off their waste to ponds) and some limited mention of solutions.
No tangible 3rd aspect of environmental damage is discussed.
While the writer does conclude with a strong statement of opinion (every person can and must) the reader is not fully
informed on the solutions proposed (Doing a little steps for protection our environment every day we will be able to save our
Earth).
Communicative 3 The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using
Achievement more formal language to introduce the ideas within the text (To begin with; First of all; It’s a fact of common knowledge).
There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the
writer’s point of view.
Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are
sometimes not as successful (Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents).
Organisation 3 The text is generally well organised and coherent using a variety of linking words and cohesive devices, particularly to
introduce the ideas throughout the text (To begin with; In addition to this; Needless to say; Apart from this).
The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the follow-up examples are
not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then offer a
solution which would help ocean residents.
Language 3 There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis (a global
ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving).
There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not
impede communication (a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger
situation).

36 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

WRITING | SAMPLE PAPER 1

Question 1
Candidate C

DEVELOPMENT VS ENVIRONMENT
If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in
the world suffers them. This is a natural consequence of the struggle between development and environment.
If a country decided to live isolated from the rest of the world, living on what it can naturally grow and
produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over
the world, so we have to pay the price.
Investing on electrical transport would benefit the environment a lot. Even more if this electricity came
from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol
companies will fight against these actions.
We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic
substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine
these factories and make them change their policy.
But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be
producing less rubbish. And this is only an example!

Examiner comments
Subscale Mark Commentary
Content 5 All content is relevant to the task and the target reader is fully informed.
Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing
on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to
achieve this …).
Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The
writer’s opinion is clear in the choice of modal should.
A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If,
when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!).
Communicative 5 The conventions of the essay format are used effectively to hold the target reader’s attention.
Achievement There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in
more concrete terms, what we, the readers can do to help.
The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing
on electrical transport; If a country decided.
Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against
these actions).
Organisation 4 The essay is well organised and coherent using a variety of cohesive devices.
The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we
surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the
paragraphs, to make them less independent, but the overall effect is of a cohesive text.
Language 5 There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly
polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy).
There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey
certain ideas succinctly, for example, This is a natural consequence of the struggle between development and environment; we
all want exotic food and technological items from all over the world, so we have to pay the price.
There are minimal errors which do not impede communication.

38 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

WRITING | SAMPLE PAPER 1

Question 2
Candidate D

“Life of Buddah”: A Book Review

What would you do if you were born as a prince with all the exclusive fasilities to enjoy this material world? yes,
most of people will celebrate and enjoy every single right that they have as a son of a king. Beautiful women,
money, parties and all senses’ gratification stuff. Surprisingly, it didn’t work that way for little Gautama who
in the future would be a Buddah.
In the book “Life of Buddha”, it is told that Gautama was born as a prince. He got all the facilities to make
him being comfortable staying in the palace. The king didn’t allow him to get out from the palace for outside of
the palace is the place of real life happened.
One day, the king asked him to get married but the prince rejected it and decided to leave the palace instead.
There, he started his spiritual journey and later on had self realization and became a buddha.
This book is suitable for you who like to read about someone’s autobiography and life’s lesson. As a reader I
can say that I learn a lot from this book. High recommended as something to read before going to bed!

Examiner comments
Subscale Mark Commentary
Content 5 All the content is relevant and the target reader is fully informed.
The review gives details about a book which contains a character who does something surprising (Gautama was born as a
prince; (he) decided to leave the palace instead; (he) had self realization and became a buddha).
The candidate recommends the book by explaining what they liked about it and saying who would find it enjoyable.
Communicative 3 The review uses the conventions of the communicative task to hold the reader’s attention. The candidate introduces the
Achievement topic of the book and the subject matter in an engaging way, using a rhetorical question, then summarises some of the
events in the narrative (In the book; it is told that; One day; the king; later on).
Straightforward ideas are communicated. Information is given about some of the characters and main events, and the
writer concludes with their opinions of the book (This book is suitable for; I can say that; High recommended as …).
Organisation 3 The text is generally well organised and coherent. It moves from general information in the introduction, to more specific
details about the story in the next two paragraphs and concludes with an appropriate summary and opinion about the
book. A variety of linking words and cohesive devices are used in the text, including reference pronouns (it didn’t work
that way for little Gautama; he; him; One day; and; there; later on; This book).
Language 3 A range of everyday vocabulary is used appropriately, and although there are some errors (fasilities; all senses’ gratification
stuff) there is also some good use of less common lexis (started his spiritual journey).
Both simple and more complex grammatical forms are used with a good degree of control (What would you do if you were
born; who in the future would be a Buddah; before going to bed).
Errors do not impede communication.

CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 39

 WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

WRITING | SAMPLE PAPER 1

Question 4
Candidate F

Dear David,
I’m glad your friends are visiting my area soon for a week’s touring holiday. I have many ideas what I can show
them and tell about.
In my opinion the best way to travel around will be by bike because of small distances between the places and
views are amazing.
My area includes also beautiful Baltic Sea which many tourist visit especially in summer. Your friends could
sunbath or swim if they would like but the water is quite cold in this season. Beautiful sightseeing of sunrise is
the best memorise!
You wrote that they are intrested in history of my local area. That’s great! We have museum of our local
history where I can go with them. Tickets are not so expensive and I can think about some discount.
What do you think about it? Would you mind send me some your ideas?
I look forward to hearing from you soon.
Best wishes,
Sam

Examiner comments
Subscale Mark Commentary
Content 5 All content is relevant and the target reader is fully informed.
The candidate responds to the questions that have been asked and gives details about the places David’s friends can visit
(Baltic Sea; museum of our local history).
The email explains that the best mode of transport is bike, because of small distances between the places and views are
amazing.
Communicative 3 The conventions of the task are used to hold the reader’s attention. The response is written in an informal, friendly but
Achievement polite tone, which is appropriate for the task. The conventions for opening and closing an email of this type are used
appropriately, as well as standard phrases for communication to a friend (You wrote that; What do you think about it; I look
forward to hearing from you soon; Best wishes).
Straightforward ideas are communicated. Information and advice are given and the overall tone is enthusiastic and
positive.
Organisation 4 The text is well organised and coherent and uses the input email well to structure the response (I’m glad your friends are
visiting; I have many ideas; In my opinion; My area includes also; which many; Your friends could; You wrote that; That’s great).
A variety of linking words (because of) and cohesive devices, such as substitution and referencing, are used across some
sentences and to connect simple ideas.
Language 3 There is a range of everyday vocabulary used which is relevant to the topic (beautiful Baltic Sea; many tourist visit; in this
season; Tickets are not so expensive).
There is a range of simple and some complex grammatical forms used with a good degree of control, e.g. modals, present
and past forms of verbs.
There are some errors (My area includes also; send me some your ideas) and some spelling mistakes (sunbath; memorise;
intrested) but these do not impede communication.

CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS 41

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Part 1

You must answer this question. Write your answer in 140 – 190 words in an appropriate style on the
separate answer sheet.

1 In your English class you have been talking about the environment. Now, your English
teacher has asked you to write an essay.

Write an essay using all the notes and giving reasons for your point of view.

Every country in the world has problems with pollution and damage to the environment.
Do you think these problems can be solved?

Notes

Write about:

1. transport
2. rivers and seas
3. ...................................... (your own idea)
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Part 2

Write an answer to one of the questions 2 – 4 in this part. Write your answer in 140 – 190 words in
an appropriate style on the separate answer sheet. Put the question number in the box at the top of
the answer sheet.

2 You see this announcement in your college English-language magazine.

Book reviews wanted

Have you read a book in which the main character behaved in a surprising way?

Write us a review of the book, explaining what the main character did and why it was surprising.
Tell us whether or not you would recommend this book to other people.

The best reviews will be published in the magazine.

Write your review.

3 You see this announcement on an English-language website.

Articles wanted

The most useful thing I have ever learned.

What is the most useful thing you have learned?

Who did you learn it from? Why is it useful?

Write us an article answering these questions.

We will publish the best articles on our website.

Write your article.

4 You have received this email from your English-speaking friend David.

From: David
Subject: touring holiday

Some college friends of mine are visiting your area soon for a week’s touring holiday. They would
like to travel around and learn about your local area and its history.

Can you tell me about some of the places they could visit? What’s the best way to travel around –
car, bike or coach?

Thanks,

David

Write your email.

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Part 1

For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example:

0 A band B set C branch D series

0 A B C D

What is genealogy?

Genealogy is a (0) …..... of history. It concerns family history, (1) …..... than the national or world

history studied at school. It doesn’t merely involve drawing a family tree, however – tracing your

family history can also (2) …..... in learning about your roots and your identity. The internet enables

millions of people worldwide to (3) ...….. information about their family history, without great (4) ...….. .

People who research their family history often (5) ...….. that it’s a fascinating hobby which (6) …........

a lot about where they come from and whether they have famous ancestors. According to a survey

involving 900 people who had researched their family history, the chances of discovering a celebrity in

your past are one in ten. The survey also concluded that the (7) …..... back you follow your family

line, the more likely you are to find a relation who was much wealthier than you are. However, the

vast majority of people who (8) …..... in the survey discovered they were better off than their

ancestors.