KET For Schools: I. Key English Test (KET)

I.
Key English Test (KET)
KET is Cambridge ESOL's exam which recognises the ability to deal with everyday written and
spoken English at a basic level.
There are two versions of KET available: KET and KET for Schools. Both follow exactly the same
format and the level of the question papers is identical. The only difference is that the content and
treatment of topics in KET for Schools have been particularly targeted at the interests and
experience of school pupils.
1. Is KET for you?
 Do you have basic English skills?

 Can you understand simple written English?
 Can you communicate in familiar situations?
 Can you understand short notices and simple spoken directions?
If this describes your skills now, or describes the level of skills you are working towards, then KET
is the right exam for you.
2. What will KET do for you?
Cambridge ESOL is a department of the world-famous and historic University of Cambridge.

Attaining one of its certificates is an achievement and a reward in itself. However, there are many
other benefits to taking KET:
 a KET certificate is valid for life. You will not need to take the exam again
 KET is a truly international certificate, recognised around the world for business and study
purposes
 thousands of employers, universities and government departments officially recognise KET
as a basic qualification in English
 although KET is a basic exam, it offers a chance to find out your strengths and
weaknesses in using English, and gives you a pathway to higher qualifications such as the
Preliminary English Test (PET) and First Certificate in English (FCE)
 KET's 'Can Do' skills give you the confidence to use English in real situations.
'I decided to take the examination because Cambridge is a very famous university. After I took it,
my English skills improved and I have experience of taking an international exam. Thank you.'
Karan Ulhaka — KET candidate
3. What will taking KET help you do?
KET is at Level A2 of the Common European Framework of Reference for Languages (CEFR) —
an internationally recognised benchmark of language ability. The framework uses six levels to
describe language ability from A1 to C2. 'Can Do' statements have been used to describe these
levels in terms of real language skills.
At A2 level, typical users can be expected to:
 understand and use everyday expressions and basic phrases

 introduce themselves and answer basic questions about your personal details
 interact with English speakers who talk slowly and clearly.
Your preparation for KET will give you these kinds of practical language skills.
4. What is involved in taking the KET exam?
KET has three papers:
Reading and Writing: 1 hour 10 minutes

You will need to be able to understand simple written information such as signs, brochures,
newspapers and magazines. You will also have to fill gaps in simple sentences and write a short
piece of around 25 words.
Listening: 30 minutes
You need to show your ability to understand announcements and other spoken material when
spoken reasonably slowly.
Speaking: up to 10 minutes
You will need to demonstrate you can take part in a conversation by answering and asking simple
questions. Speaking tests are normally held with two candidates.
5. Supporting you
As with all of Cambridge ESOL's certificates, there is a wide range of support to help you prepare
for your exam.
While you can choose to prepare for KET on your own, many candidates prefer to take the
preparation courses run by private language schools and universities in many countries.
You can access a variety of support materials from the Resources area of our website. These
include a short booklet, Information for Candidates, and sample exam papers, which include
sound files for the Listening test materials.
Many publishers have produced a wide choice of books and other aids to help you prepare for
taking KET. Ask your local bookshop for details.
To help you prepare for KET, we provide your teachers with their own website so they can
download sample exam papers, handbooks, and other teaching support material.
6. Resources available
 Computer-based KET Practice Tests

 KET Vocabulary List
 KET sample papers, (ZIP 17.9Mb)
 KET Information for Candidates, (PDF 763.6Kb)
 Order past papers
 Books for study
 KET Exam details and timetables for 2010
 Summary regulations for candidates (PDF 59Kb)
 Exam FAQs
 KET Teaching Resource and KET teacher downloads (including exam handbook and
exam reports)
 Understanding your Statement of Results and Certificate (PDF 1.53Mb)
7. A world of opportunities — worldwide recognition
 KET is a truly international certificate, recognised by administrative, industrial, and service-

based employers as a qualification in intermediate English.
 It is also accepted by many educational institutions for study purposes.
 Companies such as Epson, Nestlé, Motorola and KPMG all recognise the value of KET in
their overseas offices.
Find more details on the organisations and universities that recognise KET.
'I took [KET]... because it provided an assessment of practical skills, and encouraged the
development of my abilities which can be used in study. After I took the KET exam, I can see my
English skills improving. This year, I will take PET exam.'
Thanarak Srijaroensuk — KET candidate
8. English for your future
 KET offers an easy to understand pathway to other, higher qualifications such as the
Preliminary English Test (PET) and First Certificate in English (FCE).
 KET's 'Can Do' skills enable you to use English in real situations with confidence. KET
exams use real-life situations and are especially designed to help you communicate more
effectively in your own life and to focus your language learning on the skills you will actually
need.
 Because KET exams focus on all four communication skills — Reading, Writing, Listening
and Speaking — you increase your confidence in using English in everyday situations.
9. Your results
Reading and Writing carries 50% of the total marks for KET, while Listening and Speaking both
carry 25% of the marks each.
Candidates can access their results through the Cambridge ESOL Results Online website.
There are two Pass grades, Pass and Pass with Merit.
Candidates judged not to have reached the required standard for KET receive the grades Narrow
Fail or Fail.
All candidates are given an exam report explaining how they performed in each of the papers.
Certificates are awarded to candidates who achieve Pass grades. Once awarded, Cambridge
ESOL KET certificates are valid for life.
Exam scripts are sent to Cambridge ESOL for marking and grading and the results are sent back
to the centres. If you have any questions about your results, you should contact the centre where
you took the exam.
10. Exam dates

11. Next steps
a) Register
If you are studying English at the moment, speak to your teacher about how to enrol.
If you are not studying at the moment, your nearest Cambridge ESOL exam centre will be able to
advise you about how to register, fees, the dates of the exam and other arrangements. We have
more than 2,000 centres in 130 countries. Please note that centres may set registration deadlines
that are earlier than those published.
Entries cannot be made directly to Cambridge ESOL.
Already registered? Visit the Candidate Support site for exam preparation help.
If you have a disability or a specific learning difficulty (such as dyslexia) it may be possible to ask
for Special Arrangements to be made when taking the exam.
II. Certificate in English Language Teaching to Adults (CELTA)
Teaching English to speakers of other languages can be a highly rewarding career, offering you
the chance to live and work abroad. You will need an internationally recognised teaching
qualification, and CELTA — highly regarded throughout the world — gives you the skills you need
and will make it easier to get a teaching job anywhere.
III. What is CELTA?
CELTA is an initial qualification for people with little or no previous teaching experience and
opens up a whole world of exciting teaching opportunities. Because it is awarded by Cambridge
ESOL, part of the world-famous University of Cambridge, you can rely on its quality and
recognition.
Over 10,000 people successfully complete a CELTA course each year.
IV. How does CELTA relate to TEFL/TESOL?
'TEFL' or 'TESOL' are terms often used to describe qualifications for English Language teachers.
CELTA, the most widely taken initial TESOL/TEFL qualification of its kind in the world, was
previously known as CTEFLA and the 'RSA certificate'.
V. Who is CELTA for?
People who want to work in Further, Adult and Community Education in England. CELTA forms
the first stage of the Cambridge ESOL DTE(E)LLS and ADTE(E)LLS programmes. The
DTE(E)LLS and ADTE(E)LLS qualifications meet the government's teacher training requirements
for people who want to work in this sector.
VI. What does CELTA involve?
You can take CELTA full time (typically four to five weeks), or part time (from a few months to
over a year). Your chosen course:
 teaches you the principles of effective teaching

 provides a range of practical skills for teaching English to adult learners
 gives you hands-on teaching practice.
There are five main units of learning:
 Learners and teachers, and the teaching and learning context

 Language analysis and awareness
 Language skills: reading, listening, speaking and writing
 Planning and resources for different contexts
 Developing teaching skills and professionalism.
You will be assessed throughout the course, with no final examination. An external assessor,
appointed by Cambridge ESOL, moderates each course. There are two components of
assessment:
1. Teaching practice
You will teach for a total of 6 hours, working with classes at two levels of ability.
Assessment is based on your overall performance at the end of the 6 hours.
2. Written assignments
You will complete four written assignments: one focusing on adult learning; one on the
language system of English; one on language skills; and one on classroom teaching.
To be awarded the certificate you must pass both components. There are three grades — Pass,
Pass 'B' and Pass 'A'.
VII. Who recognises CELTA?
CELTA is accepted throughout the world by organisations which employ English Language
teachers. The Cambridge CELTA has been accredited by the Qualifications and Curriculum
Authority (QCA) at Level 5 on the National Qualifications Framework. Cambridge ESOL also
works with international ELT organisations to ensure the acceptance of CELTA globally.
VIII. Am I eligible to apply?
Ideally you should:
 have a standard of education equivalent to that required for entry into higher education
 be aged 20 or over
 have a standard of English which will enable you to teach at a range of levels.
Centres may still accept you if you do not have formal qualifications at this level but can
demonstrate that you would be likely to complete the course successfully. Some centres may, at
their discretion, accept applicants aged between 18 and 20.
IX. How do I apply?
CELTA courses are designed by individual centres, based on specifications produced by

Cambridge ESOL. They are available at over 286 approved centres in 54 countries, providing
almost 900 CELTA courses every year.
Contact your chosen centre directly for detailed course information.

Apply to become a CELTA centre, using our online application form.
Please note that the following US centres are no longer authorised to run CELTA or DELTA
courses:
IH Portland (US034)
IH Santa Monica (US033)
X. Resources available
 CELTA syllabus, PDF (PDF 78Kb)

 Teaching Awards FAQs
XI. What Is the TOEFL Test?
Nearly all colleges and universities across the United States use the TOEFL Test in their
admissions process. TOEFL stands for Test of English as a Foreign Language. Read on to find
out more information about the TOEFL Test.
The TOEFL test (Test of English as a Foreign Language™) is a test that measures the ability of
non-native English speakers to use and understand the English language as it’s read, written,
heard and spoken in the university classroom. The TOEFL Test is used by over 7,000 learning
institutions around the world, according to the Educational Testing Service (ETS), www.ets.org.
TOEFL Test results are used in many areas of higher education, including admissions, graduation
requirements and scholarship eligibility.
Preparing for the TOEFL Test

There are many online tools to help students prepare for the TOEFL Test. Study guides, practice
tests, flash cards and test question examples are provided on study-aid websites. Online and live
courses that offer an instructor and practice in reading and writing are also available. Some of
these courses and online tools are provided by colleges and universities. Students may also
choose to employ other preparatory tools such as books and CD-ROMs.
Taking the TOEFL Test

The TOEFL Test is designed to evaluate a student's ability to not only write and read the English
language, but to demonstrate English speaking skills as well. The test has two parts, the TWE®
(Test of Written English?) and the TSE® (Test of Spoken English?).The TOEFL Test is given in
one of two formats--on paper or through the Internet.
Paper-based TOEFL Test (PBT)

There are over 4,500 testing centers around the world for those seeking to take the paper-based
TOEFL Test. Students can register online or by mail after finding a local testing center. Valid
identification and a registration number must be provided on the day of the test.
Internet-based TOEFL Test (iBT)

Students can register online, by phone, by mail or in person at a local testing center to take the
Internet-based TOEFL Test. Test takers must take the iBT at one of these testing centers. The
iBT is offered between 30 and 40 times per year.
What is the TOEIC test?
"TOEIC" stands for the Test of English for International Communication. The TOEIC test is an
English language proficiency test for people whose native language is not English. TOEIC test
scores indicate how well people can communicate in English with others in the global workplace.
The test does not require specialized knowledge or vocabulary; it measures only the kind of
English used in everyday activities.
The TOEIC test is the world's leading test of English language proficiency in a workplace context.
More than 4,000 corporations worldwide use the TOEIC test and more than I.4 million people take
the test every year.
What is the format of the TOEIC test?
The TOEIC test is a two-hour, paper-and-pencil, multiple-choice test that consists of 200
questions divided into two separately timed sections:
 Section I: Listening Comprehension
This section consists of 100 questions and is delivered by audiocassette or CD. It is divided into
four parts. Candidates listen to a variety of statements, questions, short conversations, and short
talks recorded in English, then answer questions based on the listening segments. The entire
Listening Comprehension Section takes approximately 45 minutes.
Part 1: Photographs 20 items (4-choice)
Part 2: Question and Response 30 items (3-choice)
Part 3: Short Conversations 30 items (4 choice)
Part 4: Short Talks 20 items (4-choice)
 Section II: Reading
The Reading Section consists of 100 questions presented in written format in the test booklet.
Candidates read a variety of materials and respond at their own pace to questions based on the
materials. The entire Reading Section takes 75 minutes.
Part 5: Incomplete Sentences 40 items (4 choice)
Part 6: Error Recognition 20 items (4choice)
Part 7: Reading Comprehension 40 items (4 choice)
Candidates respond to test questions by marking one of the letters (A), (B), (C), or (D) with a
pencil on a separate answer sheet. Although the actual testing time is approximately two hours,
additional time is needed to allow candidates to complete the biographical questions on the
answer sheet and to respond to a brief questionnaire about their educational and work history.
What is the content of the TOEIC test?
The TOEIC test was designed to meet the needs of the working world. The test questions are
developed from samples of spoken and written language collected from various countries around
the world where English is used in the workplace. Test questions include many different settings
and situations, such as:
General business - contracts, negotiations, marketing, sales, business planning, conferences
Manufacturing - plant management, assembly lines, quality control
Finance and budgeting - banking, investments, taxes, accounting, billing
Corporate development - research, product development

Offices - board meetings, committees, Ietters, memoranda, telephone, fax and e-mail messages,
office equipment and furniture, office procedures
Personnel - recruiting, hiring, retiring, salaries, promotions, job applications and advertisements
Purchasing - shopping, ordering supplies, shipping, invoices
Technical areas - electronics, technology, computers, laboratories and related equipment,

technical specifications
Housing/corporate property - construction, specifications, buying and renting, electric and gas
services
Travel - trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport
announcements, car rentals, hotels, reservations, delays and cancellations
Dining out - business and informal lunches, banquets, receptions, restaurant reservations
Entertainment - cinema, theater, music, art, media
Health - medical insurance, visiting doctors, dentists, clinics, hospitals
While the language from these settings provides the context of the test questions, candidates are
not required to know specialized business and technical vocabulary. The TOEIC test is suitable
for use in all environments where English is used by native speakers of other languages.
Who takes the TOEIC test?
TOEIC test takers include:
people who use English in everyday work settings, such as businesses, hotels, hospitals,
restaurants, airline industries, international meetings, conventions, and sports events
managerial, sales, and technical employees in international business, commerce, and industry
where English language skills are necessary
people whose professional training will be conducted in English
people who want to have an internationally recognized measure of English proficiency for their
résumé or curriculum vitae
Who uses the TOEIC test and how is it used?
0rganizations The TOEIC test has become a recognized standard for many organizations
around the world that need to evaluate the English proficiency of prospective or existing
employees. Appropriate uses of the TOEIC test in organizations may include:
Recruiting, promoting, and placing employees - organizations may use the TOEIC test to
establish score standards, or benchmarks, based on the levels of English necessary to carry out
particular responsibilities. These benchmarks are then used in making personnel decisions .
Technical training - TOEIC test scores can be used to determine whether an individual has
sufficient English proficiency to participate in and benefit from training that is conducted in
English.
Overseas assignments - TOEIC test scores can indicate whether an employee will be able to
work and interact successfully if posted to an English-speaking country.
Language training - TOEIC test scores can be used to identify employees who require further
English language training, to set learning goals for them, and to check their progress.
Intensive English Programs - Administrators of language programs find that the TOEIC test is
an excellent placement tool and a valuable measure of post-training proficiency.
Schools - Many universities and institutions of higher education require that their students take
the TOEIC test prior to graduation.
Who developed the TOEIC test?
Educational Testing Service (ETS), an organization devoted to educational measurement and

research in psychometrics and educational policy, designed and created the TOEIC test in I 979
at the request of a group of business leaders in Japan. Over the years, the TOEIC test was
adopted in many other countries and quickly became the global standard for assessing English in
work-related contexts.
Who makes the TOEIC test?
The Chauncey Group International Ltd., a subsidiary of ETS, develops and publishes the TOEIC
test. The Chauncey Group International is a testing company that specializes in professional
licensing exams and in the certification of workplace skills and achievement. The Chauncey
Group
International headquarters are located in Princeton, New Jersey, USA; the European office
(Chauncey Group Europe SA) is in Paris, France.
What is the difference between the TOEIC test and the TOEFL test?
The TOEIC and TOEFL tests were developed to serve different purposes. Therefore, the design,
content, context, and ranges of proficiency that each test measures are also different. The TOEFL
test was created by Educational Testing Service for foreign students seeking admission to
colleges and universities in North America. Students planning to pursue undergraduate or
graduate degrees in North America will wish to take the TOEFL test. Organizations that document
employees' English proficiency and individuals who want to demonstrate their ability to use
English in the workplace will prefer to use the TOEIC test.
How is the TOEIC test scored?
Each candidate uses a pencil to mark answers on the answer sheet. The scores are determined
by the number of questions answered correctly. The number of correct responses in each section
- Listening Comprehension and Reading - is converted to a number on a scale of 5 to 495. Adding
the two section scores together gives a total score on a scale ranging from 10 to 990. There is no
penalty for wrong answers.
What do TOEIC test scores mean?
When you register to take the TOEIC test, you will receive the TOEIC Examinee Handbook. This
handbook provides information about TOEIC test scores and how they are used in various
international settings.
How can I register to take the TOEIC test or get information about taking the test?
The TOEIC test is available throughout the world. TOEIC testing is most often arranged through
corporations or other organizations that ask employees or job applicants to take the TOEIC test. If
testing has not been arranged through your organization, please contact [email protected] to find
out when and where you can take the test.
How can I do interactive TOEIC practice on my computer?

 MINDSTORM® - TOEIC CD-ROM is suitable for testing and has word games for general
EFL, ESL, TOEFL and other English learning study. With Japanese, Korean, Indonesian,
French, English, and Spanish help screens. Available on Mac and Windows.
 Keep in touch with [email protected] to find out what interactive pages are available, or
are under development.
XII. Academic and General English
A. IELTS — English for International Opportunity
Educational institutions, along with employers and government immigration agencies, require
proof of English language skills as part of their recruitment or admittance procedures.
Increasingly, these organisations are using IELTS.
1. Worldwide recognition for study, work and immigration
IELTS is owned by Cambridge ESOL, the British Council and IDP: IELTS Australia. More than
one million people a year are now using IELTS to open doors throughout the English-speaking
world and beyond. IELTS is recognised by more than 6,000 organisations worldwide. The tests
are available in more than 120 countries in over 500 locations, with test dates available up to four
times a month.
2. Academic or General Training
The IELTS test come in two modules:
 Academic – this module is for people wishing to study in English at undergraduate or

postgraduate levels, and for those seeking professional registration
 General Training – this module is for people wishing to migrate to an English–speaking
country (Australia, Canada, New Zealand, UK), and for those wishing to train or study in
English at below degree level
3. The test
Candidates are tested in Listening, Reading, Writing and Speaking. All candidates take the same
Listening and Speaking tests. There is a choice between Academic and General Training in the
Reading and Writing tests.
The total test time is around 2 hours 45 minutes. The first three tests – Listening, Reading and
Writing – must be completed in one day. The Speaking test may be taken, at the discretion of the
test centre, in the period seven days before or after the other tests.
4. IELTS scores
The tests are designed to cover the full range of ability from non–user to expert user. Test takers
receive a score of 0–9, with 0 being for those who did not attempt the test, and 9 being for the
most proficient users. Most universities accept scores between 6–7 as being suitable for
undergraduate study in English.
NEW Top Tips for IELTS

Top Tips for IELTS Academic and Top Tips for IELTS General Training is the essential revision
guide before you take the IELTS test. It can be bought from IELTS centres, bookshops and the
Cambridge ESOL eShop.
5. Official IELTS Practice Materials
Official IELTS Practice Materials will give you an idea of what the test is like and whether your
English is at the level required to take the IELTS test. It can be bought from IELTS centres,
bookshops and the Cambridge ESOL eShop.
6. IELTS – frequently asked questions from researchers
We frequently receive questions from researchers about IELTS with regard to its development
and validation. Here are some of the more common questions with regard to the two variants of
IELTS (General Training and Academic), how IELTS maps with the CEFR, IELTS use for
immigration purposes and other subjects. Many of the questions have suggestions for further
reading and research.
Download the frequently asked questions from researchers (PDF 68Kb)

7. Support for you
IELTS cares about you, your teachers and the people and organisations which will use your
results. We demonstrate this through test availability and accessibility, practical support and
responsive customer service. Our highly trained test centre administrators and examiners are the
human face of IELTS and are there to help.
Sample and practice materials can be downloaded free of charge to help you prepare for your
test, and there are additional materials you can order to help you prepare. You can trust IELTS to
provide security in test delivery, test administration and test results.
Visit the IELTS website — you can find out more about IELTS and how to apply to take the test.
About CASAS
Help improve basic skills for education and workplace success...
Focus on Learners
 Save time! One seamless CASAS

eTests event combines locator
and pre-test
 Questions are appropriate for
ability level – eliminate testing
that is too easy or too difficult
 Learners receive feedback
immediately with CASAS eTests
Focus on Instructors
 Automatic, local scoring provides immediate results

 Detailed reports show specific instructional needs
 Free, unlimited access to QuickSearch Online helps teachers find instructional materials
Focus on Your Program
 Assess for as little as $1.50 per learner

 NRS approved
 Export results to your state or local MIS system
CASAS —Comprehensive Adult Student Assessment Systems —is the most widely used system
for assessing adult basic reading, math, listening, writing, and speaking skills within a functional
context. CASAS is the only adult assessment system of its kind to be approved and validated by
the U.S. Department of Education and the U.S. Department of Labor to assess both native and
non-native speakers of English.
Backed by more than 30 years of research and development in adult assessment, instruction, and
evaluation, CASAS provides programs with the resources and expertise to establish a
comprehensive performance accountability system, address core indicators of performance,
integrate literacy and occupational skill instruction, and evaluate the effectiveness of adult
education and literacy programs.
CASAS assessment, training, and evaluation are based on the critical competencies and skill
areas required for success in the workplace, community, and family. With the implementation of
the CASAS system, programs can establish measurable goals, document learner outcomes, and
report program impact to students, staff, local boards, and policy makers.
"The CASAS assessment has greatly improved the accuracy when placing students at the
appropriate level of instruction. Other tests that we have used have not been as accurate." - June
Ansell, Chesapeake Public Schools - Adult Education, Virginia
As part of the 1993 revalidation process by the U.S.

Department of Education Program Effectiveness Panel,
CASAS submitted data supporting its effectiveness for
both learners and programs. The findings document
that learners enrolled in adult and alternative education
programs that have implemented key elements of the
CASAS system demonstrate significant learning gains,
demonstrate increased hours of participation, and
achieve increased goal attainment. This unique system
includes more than 180 standardized assessments.
Additionally, CASAS can develop customized
assessment instruments to measure specific
competencies based on program needs. Instructors can
use the system to place learners in programs, diagnose
learners’ instructional needs, monitor progress, and
certify mastery of functional basic skills. A variety of
assessment instruments measure functional reading,
math, listening, writing, speaking, and critical thinking
skills in everyday life and work contexts for youth and
adult learners. CASAS field tests and validates its
assessments with both native and non-native speakers
of English.
The CASAS Mission Statement
The mission of CASAS is to assist adults functioning at or below a high school level in attaining
the basic literacy skills to function effectively on the job, in the community, and in the family. We
accomplish this by assisting state and local education, training, social service programs and
businesses in the design and delivery of quality education and training programs that meet the
needs of the participants by providing products and services in curriculum management,
assessment, and evaluation systems.
The CASAS National Consortium is a national field-based consortium that identifies priority needs
based on extensive feedback from adult education program providers, employment and training
professionals, and business and industry representatives. The Consortium promotes the role of
quality, learner-centered assessment as an essential component of an integrated learning system
by addressing and developing assessment policy, products, and standards, and by identifying and
disseminating exemplary practices. It provides a forum for leadership and advocacy for quality
lifelong learning for family, work, and community.
The Purpose of the National Consortium:
 establish interagency collaboration strategies

 determine developmental needs for adult education throughout the country
 coordinate national field testing procedures for new assessment instruments
 collect and use data for different policymakers and funding sources
 plan for the CASAS National Summer Institute
 share effective implementation strategies
The Consortium provides members with ongoing opportunities to discuss innovations, trends, and
policies related to learner assessment, curriculum and data management, and program
evaluation. The National Consortium facilitates communication and networking among programs
and states that are currently implementing CASAS in a variety of programs including ABE, ESL,
employment training, workplace literacy, WIA, TANF/welfare reform, special needs, high school,
and corrections. Participants include state level representatives, business and industry
specialists, and CASAS certified trainers from 29 states, the District of Columbia, the Pacific Rim,
and Singapore. The consortium meets each year in February and during the CASAS National
Summer Institute in June.
CASAS helps meet the requirements of state and national initiatives and legislation that
are influencing education, training and welfare systems:
 Workforce Investment Act

 Welfare reform initiatives
 School-to-Work efforts
 National Skills Standards Board
Initiatives
 National Reporting System for
Adult Education
 National Education Goals 2000
 Individuals with Disabilities
Education Act (IDEA)
 SCANS (Secretary's
Commission on Achieving
Necessary Skills)
 Equipped for the Future
(National Institute for Literacy)
CASAS systems are used extensively throughout the country in programs such as:
 Workforce development
 Employment preparation, School-to-Work
 Employment training
 Welfare reform (TANF)
 Adult Basic Education (ABE)
 English as a Second Language (ESL)
 Corrections
 Even Start/Family Literacy
 Special education
 Secondary level programs
 Private Industries
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XIII. Preliminary English Test (PET)
PET is an exam for people who can use everyday written and spoken English at an intermediate
level. It covers all four language skills — reading, writing, listening and speaking. Preparing for the
exam is a popular way to develop and improve your language skills because it provides practical
language practice in a variety of everyday work, study and leisure situations.
PET reflects the use of language in real life, such as understanding signs and announcements,
and is accepted by many employers as proof of ability to use English in clerical, secretarial or
managerial jobs. It is also widely accepted for use in jobs where spoken English is necessary
such as tourism, retail, construction, manufacturing and engineering.
There are two versions of PET available: PET and PET for Schools. Both follow exactly the same
format and the level of the question papers is identical. The only difference is that the content and
treatment of topics in PET for Schools have been particularly targeted at the interests and
experience of school pupils.
It’s revision time! Top Tips for PET answers all your last-minute questions.
Find out more.
1. Is PET for you?
Can you use English to:
 deal with everyday events?

 read simple textbooks or magazine articles?
 write letters on familiar subjects?
 take notes in a meeting?
If this describes your skills now, or describes the level of skills you are working towards, then PET
2. What will PET do for you?

other benefits to taking PET:
 a PET certificate is valid for life. You will not need to take the exam again
 PET is a truly international certificate, recognised around the world for business and study
purposes
 thousands of employers, universities and government departments officially recognise PET
as an intermediate qualification in English
 although PET is a basic exam, it offers a chance to find out your strengths and
weaknesses in using English, and gives you a pathway to higher qualifications such as the
First Certificate in English (FCE)
 PET's 'Can Do' skills give you the confidence to use English in real situations.
'Progressing along the proficiency ladder makes me feel confident in myself. I know where I'm
going, what I have to do to achieve the English level I want. It makes me highly motivated.
Preparing for the exams helped me discover the beauties of English.'
Nguyen Thi Ky Binh — PET candidate
3. What will taking PET help you do?
PET is at Level B1 of the Common European Framework of Reference for Languages (CEFR) —
levels in terms of real language skills.
At B1 level, typical users can be expected to:
 understand the main points of straightforward instructions or public announcements

 deal with most of the situations you might meet when travelling as a tourist in an English-
speaking country
 ask simple questions and take part in factual conversations in a work environment
 write letters or make notes on familiar matters.
Your preparation for PET will give you these kinds of practical language skills.
4. What is involved in taking the PET exam?
PET has three papers:
Reading and Writing: 1 hour 30 minutes

You need to be able to read texts from signs, journals, newspapers and magazines and
understand the main points. You will need to show you can use vocabulary and structure by
completing tasks such as writing a short message, and a story or letter of around 100 words. You
will also need to complete an exercise involving changing the meaning of sentences.
Listening: 30 minutes (approx)

You will need to show you can understand the meaning of a range of recorded spoken material,
including announcements and discussions about everyday life. You need to be able to follow the
attitudes and intentions of the speakers.
Speaking: 10-12 minutes

Candidates take the Speaking test in pairs. You have to show your spoken English by taking part
in conversation, asking and answering questions, and talking freely about your likes and dislikes.
5. Supporting you
As with all of Cambridge ESOL's certificates, there is a wide range of support to help you prepare
for your exam.
While you can choose to prepare for PET on your own, many candidates prefer to take the
preparation courses run by private language schools and universities in many countries.
taking PET. Ask your local bookshop for details.
To help you prepare for PET, we provide your teachers with their own website so they can
download sample exam papers, handbooks, and other teaching support material.
 Top Tips for PET, a new revision guide is now available for candidates to buy from centres,
bookshops and the Cambridge ESOL eShop.
 PET Vocabulary list
 Computer-based PET Practice Tests
 PET Handbook for Teachers (PDF 278Kb)
 PET sample papers (ZIP 24.9Mb)
 PET Information for Candidates, (PDF 775Kb)
 Books for study
 PET Exam details and timetables for 2010
 Exam FAQs
 PET Teaching Resource and PET teacher downloads (including exam handbook and
exam reports)
 Understanding your Statement of Results and Certificate (PDF 1.53Mb)
 PET is a truly international certificate, recognised by administrative, industrial, and service-

based employers as a qualification in intermediate English.
 It is also accepted by a large number of educational institutions for study purposes.
 Companies such as Coca-Cola, Nestlé, Gillette and KPMG all recognise the value of PET
in their overseas offices.
Find more details on the organisations and universities that recognise PET.
'I took the exam because I wanted to find out how good I am at English. The day of the exam I felt
very nervous because I've never had a similar experience before. But when I saw the tasks I felt
safer and became calm. Every task was explained well and I'm just glad that I had the chance to
do the exam.'
Bernd Koch — PET candidate
 PET offers an easy to understand pathway to other, higher qualifications such as the First
Certificate in English (FCE), and the Certificate in Advanced English (CAE).
 PET's 'Can Do' skills enable you to use English in real situations with confidence. PET
need.
 Because PET exams focus on all four communication skills — Reading, Writing, Listening
9. Your results
Each skill carries 25% of the total marks. There are two Pass grades (Pass with Merit and Pass)
and certificates are awarded to candidates who achieve these grades. Candidates who achieve a
grade Narrow Fail or Fail are judged not to have reached the required standard for PET.
to the centres. Candidates can also see them over the internet. If you have any questions about
your results, you should contact the centre where you took the exam.
Once awarded Cambridge ESOL PET certificates are valid for life.
Candidates can access their results through the Results Online website.
10. Exam dates

11. Next steps
a) Register
Cambridge English: Advanced, also known as Certificate in Advanced English (CAE) is a high-
level qualification that is officially recognised by universities, employers and governments around
the world.
Candidates Teachers
 Cambridge English: Advanced at a
 Download the free handbook
glance
 Download sample papers
 Recognition
 More resources for teachers
 Exam format
 Exam Bulletins
 Your results
 Set texts
 What to do next
 Exam Dates
 Support
12. Cambridge English: Advanced at a glance
Cambridge English: Advanced is set at C1 level – the second highest on the CEFR scale. C1 is
the level of English required for demanding academic and professional settings. It shows that you
are highly proficient in English.
Cambridge English: Advanced:
 is developed by Cambridge ESOL - one of three major exam boards which form
Cambridge Assessment Group (Cambridge Assessment). Cambridge Assessment, a not-
for-profit department of the University of Cambridge, is Europe’s largest assessment
agency. Cambridge Assessment sends out more than 20 million exams papers to over 150
countries around the world every year.
 gives an in-depth assessment of your ability and fluency at level C1/C2. This is the
unparalleled qualification to prove that you have mastered English. You are well-placed in
dealing with complicated academic and professional tasks in English.
 empowers you to:
 follow any academic course at university level
 communicate effectively at managerial and professional level
 participate with confidence in workplace meetings or academic tutorials and
seminars
 carry out complex and challenging research
 stand out and differentiate yourself
Top
13. World-class recognition
The following are only a few of the international institutions which recognise Cambridge English:
Advanced:
University of Cambridge, UK Hewlett-Packard (HP)

University of Oxford, UK Microsoft
King's College London (University of KPMG
London), UK IBM
California Institute of Technology ACNielsen
(CALTECH), USA Sony
University of Pennsylvania, The Bosch
Wharton School, USA DHL
McGill University, Canada Credit Suisse
University of Toronto, Canada Nokia
Monash University, Australia
University of New South Wales,
Australia
Hong Kong University of Science and
Technology, Hong Kong
View the full recognition list.
Top
14. Format of the exam
Cambridge English: Advanced has five papers – each carries 20% of the total marks.
Reading: 1 hour 15 minutes

Shows you can deal confidently with different types of text.
Writing: 1 hour 30 minutes

Requires you to be able to write a variety of different items; such as essays, proposals, reports
and reviews.
Use of English: 1 hour

Tests your ability to use the right words, tenses and idioms in the right situation, at the right time.
Requires being able to follow and understand a range of spoken materials; such as lectures,
speeches and interviews.
Speaking: 15 minutes
Tests your ability to communicate effectively in face-to-face situations. You will take the test with
one or two other candidates.
Top
15. Supporting you
Access a wide range of support and preparation tips.
Cambridge ESOL is here to help you every step of the way.
Download sample papers and get advice online to help your exam preparation.
Top Tips for CAE answers all your last-minute questions.
Many other international publishers have also produced a variety of books and materials to
support Cambridge English: Advanced.
Online verification will be available soon.
Top
16. Your results
Cambridge English: Advanced is a high-level exam for those who need to combine their
knowledge of the English language with fluency and sophistication. Candidates receive a
Statement of Results showing how they performed in each of the 5 papers: Reading, Writing, Use
of English, Listening and Speaking.
Exceptional candidates taking Cambridge English: Advanced sometimes display ability beyond
the C1 level. To recognise this, candidates achieving Grade A will receive a Cambridge English:
Advanced certificate at Level C2. Candidates achieving Grades B and C at Cambridge English:
Advanced will receive certificates at Level C1. Reaching this level reflects your commitment to
high standards and your passion for English.
This qualification is accredited by Ofqual, the regulator of qualifications, examinations and

assessments in England.
Top
17. What to do next
Step 1
Test your level
Take our free online test - Test your current level and see if Cambridge English: Advanced is
the right exam for you.
You may be interested in our other Level C1 qualifications:
 Business English Certificate Higher (BEC Higher)

 International Legal English Certificate (ILEC)
 International Certificate in Financial English (ICFE)
Step 2
Contact your nearest exam centre
Contact your nearest Cambridge ESOL exam centre for information about:
 how to register
 exam dates
 practice materials
 preparation courses.
Step 3
Take the challenge!
Once you have decided to take Cambridge English: Advanced, you are one step closer to
achieving your dreams and ambitions.
Step 4
Pass the exam with flying colours!
Top
18. Resources for teachers
 Past Paper Pack for Certificate in Advanced English (CAE)

Specially designed to provide teachers with everything they need to give students
authentic practice for the Certificate in Advanced English examination
 Top Tips for CAE, a new revision guide which is available for candidates to buy from
centres, bookshops and the Cambridge ESOL eShop.
 Speaking Test Preparation Pack for CAE – Preparation pack for teacher/classroom
use containing teachers' notes, photocopiable worksheets, candidate visuals and a DVD of
students taking the Speaking test
 Computer-based CAE Practice Tests
 CAE Information for Candidates (PDF 964Kb)
 Books for study
 Information on changes to the CAE Statement of Results (PDF 329Kb)
 Exam FAQs
 CAE Teaching Resources and CAE teacher downloads (including exam handbook and
exam reports)
Download the CAE Handbook for Teachers (PDF 3Mb) for the updated CAE.
Download sample papers – www.candidates.cambridgeesol.org
Top
Latest exam information for teachers
Bulletin 5, (PDF 134Kb) contains a summary of the updated FCE and CAE specifications together
with an overview of the review process.
Bulletin 6, (PDF 117Kb) provides a more detailed description of the Reading papers, along with a
rationale for the changes and advice on preparing students for the exams.
Bulletin 7, (PDF 121Kb) provides a more detailed description of the Writing papers, along with a
Bulletin 8, (PDF 121Kb) provides a more detailed description of the English in Use papers, along
with a rationale for the changes, and advice on preparing students for the exams.
Bulletin 9, (PDF 934Kb) provides a more detailed description of the Listening papers, along with a
Bulletin 10, (PDF 938Kb) provides a more detailed description of the Speaking papers, along with
a rationale for the changes and advice on preparing students for the exams.
19. Set texts
In the updated CAE exam, questions on two set texts are included on the writing paper with one
text specific question on each.
20. Exam dates
Cambridge English: Advanced can be taken 11 times a year from March to December 2010.
 CAE Exam details and timetables for 2010
 CAE Exam details and timetables for 2011
XIV. First Certificate in English (FCE)
FCE is an exam for people who can use everyday written and spoken English at an upper-
intermediate level. It is an ideal exam for people who want to use English for work or study
purposes.
1. Updated FCE and CAE
In order to ensure our exams meet the needs of users, FCE and CAE have recently undergone a
review and the examinations have been updated. The first session of the updated FCE and CAE
exams took place in December 2008.
Download the Handbook for Teachers for the updated FCE.
It’s revision time! Top Tips for FCE answers all your last-minute questions.
Find out more.
Bulletin 5, (PDF 134Kb) contains a summary of the updated FCE and CAE specifications together
with an overview of the review process.
Bulletin 6, (PDF 116Kb) provides a more detailed description of the Reading papers, along with a
Bulletin 7, (PDF 121Kb) provides a more detailed description of the Writing papers, along with a
Bulletin 8, (PDF 121Kb) provides a more detailed description of the Use of English papers, along
with a rationale for the changes, and advice on preparing students for the exams.
Bulletin 9, (PDF 934Kb) provides a more detailed description of the Listening papers, along with a
Bulletin 10, (PDF 938Kb) provides a more detailed description of the Speaking papers, along with
a rationale for the changes and advice on preparing students for the exams.
2. Is FCE for you?
Can you...
 understand texts from a wide variety of sources?

 use English to make notes while someone is speaking in English?
 talk to people about a wide variety of topics?
 understand people talking in English on radio or television programmes?
If this describes your skills now, or describes the level of skills you are working towards, then FCE
3. What will FCE do for you?

other benefits to taking FCE:
 an FCE certificate is valid for life

 FCE is truly international, recognised around the world for business and study purposes
 thousands of employers, universities and government departments officially recognise FCE
as a qualification in upper-intermediate English.
 FCE gives you a pathway to higher qualifications such as the Certificate in Advanced
English (CAE) and Certificate of Proficiency in English (CPE)
 FCE's 'Can Do' skills give you the confidence to use English in real situations.
'I am working in an international environment which requires me to continuously improve my

English. To pass the FCE at Grade B is certainly a commitment to that. After the exam I got the
motivation to study more English and then decided to enrol in an MBA conducted in English.'
Phan Hoang Hoa — FCE candidate
'The course was so useful for me. My English writing and reading is much better and when I go
back to my country it will be helpful for getting a new job.'
Maria Fernandez Rechsteiner — FCE Candidate
4. What will taking FCE help you do?
FCE is at Level B2 of the Common European Framework of Reference for Languages (CEFR) —
levels in terms of real skills with language.
For example, at B2 level, typical users can be expected to:
 understand the main ideas of complex pieces of writing

 keep up a conversation on a fairly wide range of topics, expressing opinions and
presenting arguments
 produce clear, detailed writing, expressing opinions and explaining the advantages and
disadvantages of different points of view.
Your preparation for FCE will give you these kinds of practical language skills.
5. What does FCE involve?
FCE has five papers:
Reading: 1 hour
You will need to be able to understand information in fiction and non-fiction books, journals,
newspapers and magazines.
Writing: 1 hour 20 minutes

You will have to show you can produce two different pieces of writing such as a short story, a
letter, an article, a report, a review or an essay.
Use of English: 45 minutes

Your use of English will be tested by tasks which show how well you control your grammar and
vocabulary.
You need to show you can understand the meaning of a range of spoken material, including news
programmes, speeches, stories and anecdotes and public announcements.
You will take the Speaking test with another candidate or in a group of three, and you will be
tested on your ability to take part in different types of interaction: with the examiner, with the other
candidates and by yourself.
6. Supporting you
As with all of Cambridge ESOL's certificates, there is a lot of support to help you prepare for your
exam.
Most candidates prefer to take the preparation courses run by language schools and universities.
taking FCE. Ask your local bookshop for details.
To help you prepare for FCE, we provide teachers with their own website so they can download
sample exam papers, handbooks, and other teaching support material.
 Past Paper Pack for First Certificate in English (FCE)

authentic practice for the First Certificate in English examination
 FCE Information for Candidates (PDF 717Kb)
 Top Tips for FCE, a new revision guide which is now available for candidates to buy from
the Cambridge ESOL Shop
 Speaking Test Preparation Pack for FCE – Preparation pack for teacher/classroom
use containing teacher's notes, photocopiable worksheets, candidate visuals and
DVD of students taking the Speaking test.
 Computer-based FCE Practice Tests
 FCE Handbook for Teachers (PDF 2.8Mb)
 Books for study
 FCE Exam details and timetables for 2010
 Information on changes to the FCE Statement of Results (PDF 331Kb)
 Exam FAQs
 FCE Teaching Resource and FCE teacher downloads (including exam handbook and
exam reports)
 FCE is a truly international exam, recognised by thousands of industrial, administrative and

service-based employers as a qualification in intermediate English.
 It is also accepted by a wide range of educational institutions for study purposes.
 Companies such as American Express, Agfa-Gevaert GmbH, Siemens and Procter &
Gamble all recognise the value of FCE in their overseas offices.
Find more details on the organisations and universities that recognise FCE.
 FCE offers a clear pathway to higher qualifications such as the Certificate in Advanced
English (CAE) and Certificate of Proficiency in English (CPE).
 FCE's 'Can Do' skills enable you to use English in real situations with confidence. FCE
need.
 Because FCE exams focus on all four communication skills (Reading, Writing, Listening
and Speaking) plus the use of English, you increase your confidence in using English in
everyday situations.
10. Marking
to the test centres.
11. Your results
Each component of the exam carries 20% of the total marks.
There are three Pass grades, A, B and C — candidates reaching these grades are awarded a
certificate. Candidates achieving grades D or E do not receive a certificate.
Information on changes to the FCE Statement of Results (PDF 331Kb)
If you have any questions about your results, you should contact the centre where you took the
exam.
12. Exam dates
FCE can be taken in March, June and December.

13. Next steps
a) Register
XV. Certificate of Proficiency in English (CPE)
CPE is Cambridge ESOL's most advanced exam. It is aimed at people who use English for
professional or study purposes.
1. Is CPE for you?
Can you...
 use English to advise on, or talk about complex or sensitive issues?
 understand the finer points of documents, correspondence and reports?
If this describes your skills now, or describes the level of skills you are working towards, then CPE
2. What will CPE do for you?

other benefits to taking CPE:
 a CPE certificate is valid for life, you never need to take the exam again
 CPE is truly international, recognised around the world for business and study purposes
 hundreds of employers, universities and government departments officially recognise CPE
as proof of proficiency in English
 CPE's 'Can Do' skills give you the confidence to use English in real situations.
3. What will taking CPE help you do?
CPE is at Level C2 of the Common European Framework of Reference for Languages (CEFR) —
levels in terms of real skills with language.
For example, at C2 level, typical users can be expected to:
 understand with ease virtually everything they hear and read

 make accurate and complete notes during a presentation
 understand colloquial asides
 talk about complex and sensitive issues without awkwardness
 express themselves precisely and fluently.
Your preparation for CPE will give you these kinds of practical language skills.
4. What does CPE involve?
CPE has five papers:

Reading 1 hour 30 minutes
You will need to be able to understand the meaning of written English at word, sentence,
paragraph and whole text level.
Writing 2 hours
You will have to show you can produce a number of different items such as a short story, a letter,
an article, a report or a composition, each of about 300—350 words.
Use of English 1 hour 30 minutes

Your use of English will be tested by tasks which show how well you can control your grammar
and vocabulary and how well you can summarise information.
Listening: 40 minutes (approx)

You need to show you can understand the meaning of a range of spoken material, including
lectures, news programmes and public announcements.
You will take the Speaking test with another candidate or in groups of three, and you will be
tested on your ability to take part in different types of interaction: with the examiner, with the other
candidates and by yourself.
5. Supporting you
As with all of Cambridge ESOL's certificates, there is a lot of support to help you prepare for your
exam.
Most candidates prefer to take the preparation courses run by language schools and universities.
You can access a variety of support materials from the Resources area of our website. This
includes a short booklet, Information for Candidates, and sample exam papers, which includes
taking CPE. Ask your local bookshop for details.
To help you prepare for CPE, we provide teachers with their own website so they can download
sample exam papers, handbooks, and other teaching support material.
 Past Paper Pack for Certificate of Proficiency in English (CPE)

authentic practice for the Certificate of Proficiency in English examination
 CPE sample papers, (ZIP 23.9Mb)
 Speaking Test Preparation Pack for CPE – Preparation pack for teacher/classroom
use containing teacher's notes, photocopiable worksheets, candidate visuals and
DVD of students taking the Speaking test
 CPE Information for Candidates, (PDF 2.3Mb)
 Books for study
 CPE Exam details and timetables for 2010
 Information on changes to the CPE Statement of Results (PDF 333Kb)
 Exam FAQs
 CPE Teaching Resource and CPE teacher downloads (including exam handbook and
exam reports)
 CPE is a truly international exam, recognised by hundreds of employers as proof of

proficiency in English and also by universities and colleges as proof of ability to study in
English to undergraduate level.
 Companies such as Coca-Cola, IBM, Nestlé, Sony, Procter & Gamble and Nokia recognise
the value of CPE in their overseas offices.
Find more details on the organisations and universities that recognise CPE.
 CPE's 'Can Do' skills enable you to use English in real situations with confidence. CPE
effectively in your own life.
 Because CPE exams focus on all four communication skills - Reading, Writing, Listening
9. Marking
to the test centres.
10. Your results
Each component of the exam carries 20% of the total marks.
There are three Pass grades, A, B and C — candidates reaching these grades are awarded a
certificate. Candidates achieving grades D or E do not receive a certificate.
Information on changes to the CPE Statement of Results (PDF 333Kb)
If you have any questions about your results, you should contact the centre where you took the
exam.
11. Exam dates
CPE can be taken in June and December.

12. Next steps
a) Register
13. English for your future: Cambridge ESOL certificates for the world of
work
The Business English Certificates
The Business English Certificates (BEC) are internationally recognised qualifications that show
employers your skills for using English in the workplace.
BEC is an ideal English language exam if you are preparing for a career in business. There are
three different levels of BEC: BEC Preliminary, BEC Vantage and BEC Higher.
14. Is BEC for you?
If your English language ability is sufficient for most simple communications, such as shopping,
you may consider progressing towards BEC. You should have an understanding of, or interest in,
the world of work, business and commerce.
15. Why take BEC?
More than ever, a good knowledge of English is needed to succeed in international business and
commerce. If you can show you have relevant language skills, you'll have a great advantage in
the jobs market and much greater flexibility if you want to work abroad.
BEC can help you show that you have learned English to an appropriate standard and can use it
in a business context.
The BEC exams are aligned with Levels B1 to C1 of the Common European Framework of
Reference for Languages — an internationally recognised benchmark of language ability. The
framework uses six levels to describe language ability, from A1 to C2. 'Can Do' statements have
been used to describe these levels in terms of real skills with language, such as being able to
write a report, or take a telephone message. This means that preparing for BEC will help you
develop real-life skills and the confidence to use them.
BEC is also linked with the UK Qualifications and Curriculum Authority's National Standards for
Literacy, within the National Qualifications Framework (NQF).
'BEC has helped develop cross-cultural communication skills and overall development of the
students. It has had an impact on confidence levels through international certification. It has also
introduced unfamiliar situations and helped stimulate creative thinking and analysis'
Laura Cirello, Head Learning and Development, JP Morgan Treasury and Securities Services,
Mumbai
16. Recognition
BEC is officially recognised by more than a thousand educational organisations, employers,

ministries, government bodies and professional organisations throughout the world as a suitable
qualification for business use.
Leading international companies such as Sony Ericsson, Shell, Vodafone, Bayer, Coca-Cola and
HSBC have all recognised BEC in their offices around the world.
To find out how recognising BEC can benefit your business please visit
www.CambridgeESOL.org/WoW
Search our recognition database.

Will a pre-2002 BEC certificate still be recognised?
'Working in a marketing department of a foreign company requires very good business

communication skills in English, both in written and oral form. BEC has helped me to standardise
my Business English and reach to an international business communication level.'
Phan Thu Ha — BEC candidate
17. Exam dates
 BEC Exam details and timetables for 2010

o BEC Preliminary
o BEC Vantage
o BEC Higher
o BEC Preliminary
o BEC Vantage
o BEC Higher
18. Next steps
a) Register
To register for the exam, you need to contact an exam centre authorised by us to run BEC at
least 10 weeks before the exam. Entries cannot be made directly to Cambridge ESOL. The centre
will give you full information about the fees for taking BEC, the dates of the tests and other
arrangements. Please note that centres may set registration deadlines that are earlier than those
published.
Many candidates take a preparation course before entering for BEC. If you are studying English
at the moment, speak to your teacher about preparing for BEC. If you are not studying at the
moment, your nearest Cambridge ESOL exam centre will be able to advise you. Find a centre.
b) Computer based BEC
The BEC examination is now available as a computer based test. You can take the reading,
writing and listening parts of the test on a computer using an attractive and easy to understand
interface, while the speaking test is conducted face to face. With Computer-Based BEC you also
have the flexibility of more test dates and registration much nearer to the exam date. The
standard pen and paper version will continue to be available.
c) Results
A single, overall grade is awarded, based on the aggregate of marks gained in the four
components (Reading, Writing, Listening and Speaking). There are no Pass/Fail marks for
individual papers, so you do not need to reach a particular level in any component in order to
achieve a Pass in the examination. You will also receive a Statement of Results which shows
your performance in each paper against the scale Exceptional — Good — Borderline — Weak.
The report will indicate your relative performance in each skill. If you pass, you will be awarded a
certificate from University of Cambridge ESOL Examinations.
Once awarded, Cambridge ESOL BEC certificates are valid for life.
 Past Paper Pack for BEC Preliminary, BEC Vantage and BEC Higher
authentic practice for the BEC Preliminary examination
 Speaking Test Preparation Pack for BEC Preliminary . Preparation pack for
teacher/classroom use containing teacher's notes,
photocopiable worksheets, candidate visuals and DVD of students taking the
Speaking test.
o Sample worksheet
 Speaking Test Preparation Pack for BEC Vantage . Preparation pack for teacher/classroom
use containing teacher's notes,
photocopiable worksheets, candidate visuals and DVD of students taking the
Speaking test.
o Sample worksheet
 Speaking Test Preparation Pack for BEC Higher . Preparation pack for teacher/classroom
use containing teacher's notes, photocopiable worksheets, candidate visuals and DVD of
students taking the
Speaking test.
o Sample worksheet
 Sample papers
o BEC Preliminary sample papers (ZIP 11.9Mb)
o BEC Vantage sample papers (ZIP 15.6Mb)
o BEC Higher sample papers (ZIP 15.6Mb)
o Order CB BEC Practice Tests
 Information for Candidates
o BEC Preliminary information (PDF 677Kb)
o BEC Vantage information (PDF 548Kb)
o BEC Higher information (PDF 574Kb)
 Books for study
o BEC Preliminary
o BEC Vantage
o BEC Higher
o BEC Preliminary
o BEC Vantage
o BEC Higher
 Understanding your Statement of Results
o BEC Preliminary (PDF 1.40Mb)
o BEC Vantage (PDF 348Kb)
o BEC Higher (PDF 349 Kb)
XVI. Teaching Knowledge Test (TKT)
1. 'An important stepping stone in your career'
2. What is TKT?
The Teaching Knowledge Test (TKT) is a test from Cambridge ESOL about teaching English to
speakers of other languages. It aims to increase teachers' confidence and enhance job prospects
by focusing on the core teaching knowledge needed by teachers of primary, secondary or adult
learners, anywhere in the world. This flexible and accessible award will help you to understand:
 different methodologies for teaching

 the 'language of teaching'
 the ways in which resources can be used
 the key aspects of lesson planning
 classroom management methods for different needs.
After taking TKT, teachers who want to develop their knowledge further can progress to
Cambridge ESOL's well-established Teaching Awards, such as ICELT and CELTA.
3. Who is TKT for?
TKT gives teachers a strong foundation in the core areas of teaching knowledge needed in the
English language teaching classroom. It is ideal for all teachers, whatever their background and
teaching experience, and is also suitable for people who would like to teach English but do not yet
have a teaching position.
There are no formal entry requirements. However, anyone wishing to take TKT is strongly advised
to have at least an intermediate level of English — Level B1 of the Council of Europe's Common
European Framework of Reference for Languages (CEFR) — e.g. PET, IELTS band score of 4.
4. What does TKT involve?
Most teachers are likely to follow a preparation course before taking the test but you can also
prepare yourself through your own reading and study, if you prefer.
TKT has three core modules. These can be taken together in one exam session or separately, in
any order, over three sessions. Each module consists of a test of 80 objective questions, lasting
80 minutes, which require you to select the correct answer and mark this on a computerised
answer sheet.
Module 1 — Language and background to language learning and teaching:
 describing language and language skills

 background to language learning
 background to language teaching
Module 2 — Planning lessons and use of resources for language teaching:
 planning and preparing a lesson or sequence of lessons

 selection and use of resources and materials.
Module 3 — Managing the teaching and learning process:
 teachers' and learners' language in the classroom

 classroom management.
TKT uses an indicative glossary of english language teaching terminology that is regularly
reviewed and revised to ensure that all modules reflect continuing developments in core area of
teaching knowledge. The current glossary, released in August 2009, can be downloaded from the
link on this page.
a) Results
Results for TKT are described as being in one of four band scores, 1-4.
TKT band descriptors (PDF 17Kb)

This document outlines what each of the four band scores means in terms of ability for each of
the three core TKT modules.
There is no Pass/Fail. Every candidate receives a certificate for each module taken.
TKT results are issued through centres approximately two weeks after receipt of answer sheets
by Cambridge ESOL.
 TKT handbook and sample papers (PDF 930Kb)

 TKT Information for Candidates (PDF 408Kb)
 TKT Glossary (PDF 349Kb)
 Online Teacher Resources
6. Three optional modules of TKT are available - these can be added to the
three core modules above, or can each be taken completely independently
TKT: Practical - NEW

This award offers teachers the opportunity to gain certification for their practical teaching abilities,
and can be taken at any stage in their career.
TKT: Content and Language Integrated Learning

TKT: Content and Language Integrated Learning tests a candidate’s knowledge of Content
and Language Integrated Learning (CLIL) and the practice of planning, teaching and assessing
curriculum subjects taught in English.
CLIL describes an evolving approach to teaching and learning where subjects are taught and
studied through the medium of a non-native language. In CLIL, learning a curricular subject in a
second, third or sometimes fourth language involves best practice from a range of different
educational contexts.
TKT: Knowledge About Language

English teachers need to be both linguistically aware and able to understand the difficulties
students may encounter in the language learning process. To help meet this need, TKT:
Knowledge About Language tests a candidate’s knowledge of the language systems needed by
teachers for planning and teaching their lessons.
Entries for TKT: Practical; TKT: Content and Language Integrated Learning and TKT:
Knowledge about Language can be made at approved centres.
Please note: existing TKT centres do not need to re-apply to become TKT: Practical or CLIL/KAL
centres.
TECHNOLOGICAL UNIVERSITY OF EL SALVADOR

LANGUAGES SCHOOL
ENGLISH DEPARTMENT
MODULE V:
ENGLISH STANDARDIZED TESTS AND CERTIFICATIONS
The most widely accepted tests at the scenarios
Professor: Edgar Ayala
Student: Arturo Sigüenza
Due: March 3rd/2011
The certificate is the most marketable qualification to have, though requirements vary in different
countries and teaching institutions.
Courses for Cambridge CELTA are given under license by centers all over the world, 286 places
as of mid-2007. The CELTA course is generally both more difficult and more expensive than other
courses, but of similar duration anywhere from four weeks of intensive studies to several months
of part-time classes. Job ads routinely ask for "CELTA or equivalent" rather than just wanting a
"TEFL certificate".
Trinity College London has a Cert TESOL that is also taught in many places and also widely
accepted. It is "or equivalent" for those ads.
If you plan to make a career in the field, consider more advanced training such as a diploma
course (Cambridge DELTA or Trinity Dip TESOL) or a Masters degree. These are required for
most teacher training or head of school jobs and for some of the best teaching jobs.
Quite a few universities offer ESL/EFL training, often both a Certificate program and a Master's
degree. A few offer a Master's program designed for teachers working overseas, with most work
done by correspondence.
One way to travel--or to pay for your travels--is to get a job overseas teaching English. If you want
to spend several years in a destination, this is a popular way to earn a living.
Jobs worth considering as a long-term prospect--or even as a career--are widely available. They
generally require qualifications and experience; see Certificates below. In some positions, the
benefits include airfare and housing. Other jobs might do to supplement a backpacker's income,
or even let you live somewhere interesting for a year. For some of these types of jobs, especially
in remote areas, anyone who looks foreign and speaks some English can get work. However this
varies greatly from country to country and type of institution.
Speaking the local language is not generally required, though it may be quite useful in beginner
classes and may make your stay more pleasant in other ways.
The students are learning ESL (English as a Second Language) or EFL (English as a Foreign
Language) or ESOL (English for Speakers of Other Languages). For the teacher, add a T for
teaching to get TESL, TEFL or TESOL, or just call the field ELT (English Language Teaching).
A recent trend in the field is to do a lot of ESP (English for Specific Purposes), designing custom
courses depending on what the learners need to use the language for. One branch of this is EAP
(English for Academic Purposes), preparing students for study abroad.
These are more commonly used in the US than elsewhere

TOEFL: for admission to US universities
The TOEFL test is the most widely respected English-language test in the world, recognized by
more than 7,500 colleges, universities and agencies in more than 130 countries. Wherever you
want to study, the TOEFL test can help you get there. The TOEFL iBT™ test, administered in an
internet-based format, is an important part of your journey to study in an English-speaking
country. In addition to the test, the ETS TOEFL Program provides tools and guides to help you
prepare for the test and improve your English-language skills.
IELTS :for British, Australian and NZ universities

(Canadian universities might use either)
IELTS is the world’s proven English test. Over 1.4 million candidates take the test each year to
start their journeys into international education and employment. You can rely on IELTS - the test
that sets the standard. IELTS is recognized by more than 6000 institutions in over 135 countries.
TOEIC: a business English test from the TOEFL people
Since 1979, organizations around the world have used the TOEIC® test to hire, place and
promote employees.
BULATS: a business English test from the IELTS people

BULATS is an economical and easy-to-use testing and reporting system for individuals and
companies seeking a quick and reliable way of assessing language skills for the workplace.
BEC: Business English Certificates are from Cambridge. There are three exams at different
levels.
The Business English Certificates (BEC) is internationally recognized qualifications that show
employers your skills for using English in the workplace.
BEC is an ideal English language exam if you are preparing for a career in business. There are
three different levels of BEC: BEC Preliminary, BEC Vantage and BEC Higher.
CPE: is also from Cambridge; it is their highest level exam.

Cambridge English: Proficiency, commonly known as Certificate of Proficiency in English (CPE) is
our most advanced exam, and is for learners who have achieved an extremely high level of skill in
the English language.
Some ESL students may also need or want to take other tests to get into foreign universities.
These are not ESL tests, but pre-admission tests designed for native English speakers. They
include:
SAT: and ACT: for undergraduate admissions
The SAT and SAT Subject Tests are a suite of tools designed to assess your academic readiness
for college. These exams provide a path to opportunities, financial support and scholarships, in a
way that's fair to all students. The SAT and SAT Subject Tests keep pace with what colleges are
looking for today, measuring the skills required for success in the 21st century.
GRE: for graduate programs If you are taking the GRE General Test soon, or need your score
reports before November 2011, you should take the current GRE General Test. Register early to
get your preferred test date and location.
Important News:
The GRE revised General Test is coming August 2011. There are a lot of exciting changes in the
works. New question types. New test-taker friendly format. And many more benefits.
Proficiency Guidelines
ACTFL PROFICIENCY GUIDELINES
The 1986 proficiency guidelines represent a hierarchy of global characterizations

of integrated performance in speaking, listening, reading and writing. Each
description is a representative, not an exhaustive, sample of a particular range of
ability, and each level subsumes all previous levels, moving from simple to
complex in an "all-before-and-more" fashion.
Because these guidelines identify stages of proficiency, as opposed to
achievement, they are not intended to measure what an individual has achieved
through specific classroom instruction but rather to allow assessment of what an
individual can and cannot do, regardless of where, when, or how the language
has been learned or acquired; thus, the words "learned" and "acquired" are used
in the broadest sense. These guidelines are not based on a particular linguistic
theory or pedagogical method, since the guidelines are proficiency-based, as
opposed to achievement-based, and are intended to be used for global
assessment.
The 1986 guidelines should not be considered the definitive version, since the
construction and utilization of language proficiency guidelines is a dynamic,
interactive process. The academic sector, like the government sector, will
continue to refine and update the criteria periodically to reflect the needs of the
users and the advances of the profession. In this vein, ACTFL owes a continuing
debt to the creators of the 1982 provisional proficiency guidelines and, of course,
to the members of the Interagency Language Roundtable Testing Committee, the
creators of the government's Language Skill Level Descriptions.
ACTFL would like to thank the following individuals for their contributions on this current
guidelines project:
Heidi Byrnes
James Child
Nina Levinson
Pardee Lowe,
Jr. Seiichi
Makino Irene
Thompson A.
Ronald Walton
These proficiency guidelines are the product of grants from the U.S. Department of
Education.
ACTFL, Inc., February 1989

Generic Descriptions-Speaking
Novice The Novice level is characterized by the ability to communicate minimally with
learned material.
Novice-Low Oral production consists of isolated words and perhaps a few high-frequency
phrases. Essentially no functional communicative ability.
Novice-Mid Oral production continues to consist of isolated words and learned phrases within
very predictable areas of need, although quantity is increased. Vocabulary is
sufficient only for handling simple, elementary needs and expressing basic
courtesies. Utterances rarely consist of more than two or three words and show
frequent long pauses and repetition of interlocutor's words. Speaker may have
some difficulty producing even the simplest utterances. Some Novice-Mid
speakers will be understood only with great difficulty.
Novice-High
Able to satisfy partially the requirements of basic communicative exchanges by
relying heavily on learned utterances but occasionally expanding these through
simple recombinations of their elements. Can ask questions or make statements
involving learned material. Shows signs of spontaneity although this falls short of
real autonomy of expression. Speech continues to consist of learned utterances
rather than of personalised, situa-tionally adapted ones. Vocabulary centers on
areas such as basic objects, places, and most common kinship terms.
Intermediate Pronunciation may still be strongly influenced by first language. Errors are
frequent and, in spite of repetition, some Novice-High speakers will have difficulty
being understood even by sympathetic interlocutors.
The Intermediate level is characterized by the speaker's ability to:
Intermediate- —create with the language by combining and recombining learned elements, though
Low primarily in a reactive mode;
—initiate, minimally sustain, and close in a simple way basic communicative
tasks; and
—ask and answer questions.
Able to handle successfully a limited number of interactive, task-oriented and
social situations. Can ask and answer questions, initiate and respond to simple
statements and maintain face-to-face conversation, although in a highly restricted
manner and with much linguistic inaccuracy. Within these limitations, can perform
Intermediate- such tasks as introducing self, ordering a meal, asking directions, and making
Mid purchases. Vocabulary is adequate to express only the most elementary needs.
Strong interference from native language may occur. Misunderstandings frequently
arise, but with repetition, the Intermediate-Low speaker can generally be
understood by sympathetic interlocutors.
Able to handle successfully a variety of uncomplicated, basic and communicative
tasks and social situations. Can talk simply about self and family members. Can
ask and answer questions and participate in simple conversations on topics
beyond the most immediate needs; e.g., personal history and leisure time
Intermediate- activities. Utterance length increases slightly, but speech may continue to be
High characterized by frequent long pauses, since the smooth incorporation of even
basic conversational strategies is often hindered as the speaker struggles to
create appropriate language forms. Pronunciation may continue to be strongly
influenced by first language and fluency may still be strained. Although
misunderstandings still arise, the Intermediate-Mid speaker can generally be
understood by sympathetic interlocutors.
Able to handle successfully most uncomplicated communicative tasks and social
Advanced situations. Can initiate, sustain, and close a general conversation with a number
of strategies appropriate to a range of circumstances and topics, but errors are
evident. Limited vocabulary still necessitates hesitation and may bring about slightly
unexpected circumlocution. There is emerging evidence of connected discourse,
particularly interlocutors not accustomed to dealing with speakers at this level, but repetition
for simple may still be required.
narration
and/or The Advanced level is characterized by the speaker's ability to:
description. —converse in a clearly participatory fashion;
The —initiate, sustain, and bring to closure a wide variety of communicative tasks,
Intermediate- including those that require
High speaker an increased ability to convey meaning with diverse language strategies due to a
can complication or an unforeseen
generally by turn of events;
understood —satisfy the requirements of school and work situations; and
even by —narrate and describe with paragraph-length connected discourse.
© ACTFL, Inc., February 1989

Advanced- Able to satisfy the requirements of everyday situations and routine school and
High work requirements. Can handle with confidence but not with facility
complicated tasks and social situations, such as elaborating, complaining,
and apologizing. Can narrate and describe with some details, linking
sentences together smoothly. Can communicate facts and talk casually about
topics of current public and personal interest, using general vocabulary.
Shortcomings can often be smoothed over by communicative strategies,
such as pause fillers, stalling devices, and different rates of speech.
Circumlocution which arises from vocabulary or syntactic limitations very
often is quite successful, though some groping for words may still be evident.
The Advanced-level speaker can be understood without difficulty by native
Superior interlocutors.
Able to satisfy the requirements of a broad variety of everyday, school, and
work situations. Can discuss concrete topics relating to particular interests
a$d special Melds of competence. There is emerging evidence of ability to
Superior support opinions, explain in detail, and hypothesize.,The Advanced-Plus
speaker often shows a well developed ability to compensate for an
imperfect grasp of some forms with confident use of communicative
strategies, such as paraphrasing and circumlocution. Differentiated
vocabulary and intonation are effectively used to communicate fine shades
of meaning. The Advanced-Pius speaker often shows remarkable fluency
and ease of speech but under the demands of Superior-level, complex tasks,
language may break down or prove inadequate.
The Superior level is characterized by the speaker's ability to:
•^participate effectively in most formal and informal conversations on
practical, social, professional, and
abstract topics; and
—support opinions and hypothesize using native-like discourse strategies.
Able to speak the language with.sufficient accuracy to participate effectively
in most formal and informal conversations on practical, social, professional,
and abstract topics. Can discuss special fields of competence and interest
with ease. Can support opinions and hypothesize, but may not be able to
tailor language to audience or discuss in depth highly abstract or unfamiliar
topics. Usually the Superior level speaker is only partially familiar wjth
regional or other dialectical variants. The Superior level speaker commands
a wide variety of interactive strategies and shows good awareness of
discourse strategies. The latter involves the ability to distinguish main ideas
from supporting information through syntactic. lexical and suprasegmental
features (pitch, stress, intonation). Sporadic errors may occur, particularly in
low-frequency structures and some complex high-frequency structures more
common to formal writing, but no patterns of error are evident. Errors do not
disturb the native speaker or interfere with communication.
Generic Descriptions-Listening
These guidelines assume that all listening tasks take place in an authentic
environment at a normal rate of speech using standard
Novice- or near-standard norms. •' '*
Low
Understanding is limited to occasional isolated words, such as
cognates, borrowed words, and high-frequency social conventions.
Essentially no ability to comprehend-even short utterances.
Able to understand some short, learned utterances, particularly
where context strongly supports understanding and speech is clearly audible.
Comprehends some words and phrases from simple questions, statements,
high-frequency commands and courtesy formulae about topics that refer to
basic personal information or the immediate physical setting. The listener
requires long pauses for assimilation and periodically requests repetition
and/or a slower rate of speech.
Novice-High Able to understand short. learned utterances and some sentence-
length utterances, particularly where context strongly supports
understanding and speech is clearly audible. Comprehends words and
phrases from simple questions, statements, high-frequency commands and
courtesy formulae. May require repetition, rephrasing and/or a slowed rate
of speech for comprehension.
Intermediate-Low Able to understand sentence-length utterances which consist of
recombinations of learned elements in a limited number of content areas,
particularly if strongly supported by the situational context. Content refers to
basic personal background and needs, social conventions and routine tasks,
such as getting meals and receiving simple instructions and directions.
Listening tasks pertain primarily to spontaneous face-to-face conversations.
Understanding is often uneven; repetition and rewording may be necessary.
Misunderstandings in both main ideas and details arise frequently.
©*ACTFL» Inc., February

1989
Intermediate- Able to understand sentence-length utterances which consist of recombinations

Mid of learned utterances on a variety of topics. Content continues to refer primarily
to basic personal background and needs, social conventions and somewhat
more complex tasks, such as lodging, transportation,, and shopping. Additional
content areas include some personal interests and activities, and a greater
diversity of instructions and directions. I faming tasks not only pertain to
spontaneous face-to-face conversations but also to short routine telephone
couveisa-tions and some deliberate speech, such as simple announcements
and reports over the media. Understanding continues to be uneven.
Intermediate- Able to sustain understanding over longer stretches of connected discourse on
High a number of topics pertaining to different times and places; .however,
understanding is inconsistent due to failure to grasp main ideas and/or details.
Thus, while topics do not differ significantly from those of an Advanced level
listener, comprehension is less in quantity and poorer in quality.
Advanced Able to understand main ideas and most details of connected discourse on a
variety of topics beyond the immediacy of the situation. Comprehension may
be uneven due to a variety of linguistic and extralinguistic factors, among which
topic familiarity is very prominent. These texts frequently involve description
and narration in different time frames or aspects, such as present, nonpast,
habitual, or imperfective. Texts may include interviews, short lectures on
familiar topics, and news items and reports primarily dealing with factual infor -
mation. Listener is aware of cohesive devices but may not be able to use them
to follow the sequence of thought in an oral text.
Advanced-
High Able to understand the main ideas of most speech in a standard dialect;
however, the listener may not be able to sustain comprehension in extended
discourse which is propositionally and linguistically complex. Listener shows an
emerging awareness of culturally implied meanings beyond the surface
meanings of the text but may fail to grasp sociocultural nuances of the
Superior message.
Able to understand the main ideas of all speech in a standard dialect, including
technical discussion in a field of specialization. Can'follow the essentials of
extended discourse which is propositionally and linguistically complex, as in
academic/professional settings, in lectures, speeches, and reports. Listener
shows some appreciation of aesthetic norms of target language, of idioms,
colloquialisms, and register shifting. Able to make inferences within the cultural
framework of the target language. Understanding is aided by an awareness of
Distinguished the underiying organizational structure of the oral text and includes sensitivity for
its social and cultural references and its affective overtones. Rarely
misunderstands but may not understand excessively rapid, highly colloquial
speech or speech that has strong cultural references.
Able to understand all forms and styles of speech pertinent to personal, social
and professional needs tailored to different audiences. Shows strong sensitivity
to social and cultural references and aesthetic norms by processing language
from within the cultural framework. Texts, include theater plays, screen
productions, editorials, symposia, academic debates, public policy statements,
literary readings, and most jokes and puns. May have difficulty with some,
dialects and slang.
Generic Descriptions-Reading
These guidelines assume all reading texts to be authentic and legible.

Novice-Low Novice-Mid
Novice-
High Able occasionally to identify isolated words and/or major phrases when
strongly supported by context.
" (." .. "
Able to recognize the symbols of an alphabetic and/or syllabic writing system
and/or a limited number of characters in a system that uses characters. The
reader can identify an increasing number of highly contex-tualized words
and/or phrases including cognates and borrowed words, where appropriate.
Material understood rarely exceeds a single phrase at a time, and rereading
may be required.
Has sufficient control of the writing system to interpret written language in
areas of practical need. Where vocabulary has been learned, can read for
instructional and directional purposes standardized messages, phrases or
expressions, such as some items on menus, schedules, timetables, maps,
and signs. At times, but not on a consistent basis, the Novice-High level
reader may be able to derive meaning from material at a slightly higher level
where context and/or extralinguistic background knowledge are supportive.
© ACTFL, Int., February 1989

Intermediate-Low Able to understand main ideas and/or some facts from the simplest
connected texts dealing with basic per-
sonal and social needs. Such texts are linguistically noncomplex and have
a clear underlying internal structure, for example chronological
sequencing. They, impart basic information about which the reader has
to make only minimal suppositions or to which the reader brings personal
interest and/or knowledge. Examples include messages with social
purposes or information for t$e*widest possible audience, such as public
announcements and short, straightforward instructions dealing with public
fife. Some misunderstandings wffl occur.
Intermediate-MidAble to read consistently with increased understanding simple connected
texts dealing with a variety of basic
and social needs. Such texts are still linguistically noncomplexand have a
clear underlying internal structure. They impart bask information about
which the»|bader has to make minimal suppositions and to which the
reader brings personal interest and/or knowledge. Examples may include
short, straightforward descriptions of persons, places, and things written
for a wide audience.
Intermediate—High Able to read consistently with full understanding
simple connected texts dealing with basic personal
and social needs about which the reader has
personal interest and/or knowledge. Can get some main ideas and
information from texts at the next higher level featuring description and
narration. Structural complexity may interfere with comprehension; for
example, basic grammatical relations may be misinterpreted and temporal
references may rely primarily on lexical items. Has some difficulty with
the cohesive factors in discourse, such as matching pronouns with
referents. While texts do not differ significantly from those at the
Advanced level, comprehension is less consistent. May have to read
material several times for understanding.
Advanced Able to read somewhat longer prose of several paragraphs
in length, particularly if presented with a dear
underlying structure. The prose is predominantly in familar sentence
patterns. Reader gets the main ideas and facts and misses some details.
Comprehension derives not only from situational and subject matter
knowledge but from increasing control of the language. Texts at this level
include descriptions and narrations such as simple short stories, news
hems, bibliographical information, social notices, personal correspondence,
routinized business tetters and simple technical material written for the
general reader.
Advanced-High Able to follow essential points of written discourse at the Superior level in
areas of special interest or knowledge.
Able to understand parts of texts which are conceptually abstract and
linguistically complex, and/or texts which treat unfamiliar topics and
situations, as well as some texts which involve aspects of target-language
culture. Able to comprehend die facts to make appropriate inferences. An
emerging awareness of the aesthetic properties of language and of its
literary styles permits comprehension of a wider variety of texts, including
literary. Misunderstandings may occur.
Superior Able to read with almost complete comprehension and at
normal speed expository prose on unfamiliar subjects and
a variety of literary texts. Reading ability is not dependent on subject
matter knowledge, although the reader is not expected to comprehend
thoroughly texts which are highly dependent on knowledge of the target
culture. Reads easily for pleasure. Superior-level texts feature hypotheses,
argumentation and supported opinions and include grammatical patterns
and vocabulary ordinarily encountered in academic/professional reading.
At this level, due to the control of general vocabulary and structure, the
reader is almost always abte to match the meanings derived from
extralinguistic knowledge with meanings derived from knowledge of the
language, allowing for smooth and efficient reading of diverse texts.
Occasional misunderstandings may still occur; for example, the reader
may experience some difficulty with unusually complex structures and
low-frequency idioms. At the Superior level the reader can match
strategies, top-down or bottom-up, which are most appropriate to the text.
(Top-down strategies rely on real-world knowledge and prediction based on
genre and organizational scheme of the text. Bottom-up strategies rely on
actual linguistic knowledge.) Material at this level will include a variety of
literary texts, editorials, correspondence, general reports and technical
material in professional fields. Rereading is rarely necessary, and
misreading is rare.
Distinguished Able to read fluently and accurately most styles and forms of the language
pertinent to academic and profes-
sional needs. Able to relate inferences in the text to real-world
knowledge and understand almost aD socio-linguistic and cultural
references by processing language front within the cultural framework.
Abte to understand a writer's use of nuance and subtlety. Can readily
follow unpredictable turns of thought and author intent in such materials
as sophisticated editorials, specialized journal articles, and literary texts
such as novels, plays, poems, as well as in any subject matter area
directed to the general reader.
Generic Descriptions-Writing
Novice- Able to form some letters in an alphabetic system, in languages whose
writing systems use syllabaries or characters, writer is able to both copy
Low and produce the basic strokes. Can produce romanization of isolated
characters, where applicable.
© ACTFL, Inc., February

1989
Intermediate-High
Novice-
Mid
Novice-
Advanced
High
Intermediate-
Low
Advanced-High
Intermediate-
Mid
Superior
Able to copy Able to meet limited practical writing needs. Can write short messages, postcards, and
or transcribe take down simple notes, such as telephone messages. Can create statements or
familiar words questions within the scope of limited language experience. Material produced consists of
or phrases recombinations of learned vocabulary and structures into simple sentences on very
and familiar topics. Language is inadequate to express in writing anything but elementary
reproduce needs. Frequent errors in grammar, vocabulary, punctuation, spelling and in formation
some from of nonalphabetic symbols, but writing can be understood by natives used to the
memory . No writing of nonnatives.
practical com-
municative Able to meet a number of practical writing needs. Can write short, simple letters.
writing skills. Content involves personal preferences, daily routine, everyday events, and other
topics grounded in personal experience. Can express present time or at least one other
Able to write time frame or aspect consistently, e.g., nonpast, habitual, imperfective. Evidence of
simple fixed control of the syntax of noncomplex sentences and basic inflectional morphology,
expressions such as declensions and conjugation. Writing tends to be a loose collection of
and limited sentences or sentence fragments on a given topic and provides little evidence of
memorized conscious organization. Can be understood by natives used to the writing of nonnatives.
material and
some Able to meet most practical writing needs and limited social demands. Can take notes in
recombination some detafl on familiar topics and respond in writing to personal questions. Can write
s thereof. Can simple letters, brief synopses and paraphrases, summaries of biographical data, work
supply and school experience. In those languages relying primarily on content words and time
information expressions to express time, tense, or aspect, some precision is displayed; where
on simple tense and/or aspect is expressed through verbal inflection, forms are produced rather
forms and consistently, but not always accurately. An ability to describe and narrate in
documents. paragraphs is emerging. Rarely uses basic cohesive elements, such as pronominal
Can write substitutions or synonyms in written discourse. Writing, though faulty, is generally
names, comprehensible to natives used to the writing of nonnatives.
numbers,
dates, own
nationality,
and other Able to write routine social correspondence and join sentences in simple discourse of at
simple least several paragraphs in length on familiar topics. Can write simple social
autobiographi correspondence, take notes, write cohesive summaries and resumes, as well as
cal narratives and descriptions of a factual nature. Has sufficient writing vocabulary to
information express self simply with some circumlocution. May still make errors in punctuation,
as well as spelling, or the formation of nonalphabetic symbols. Good control of the morphology
some short and the most frequently used syntactic structures. e.g., common word order patterns,
phrases and coordination, subordination, but makes frequent errors in producing complex sentences.
Uses a limited number of cohesive devices, such as pronouns, accurately. Writing
simple fists. may resemble literal translations from the native language, but a sense of organization
Can write an (rhetorical structure) is emerging. Writing is understandable to natives not used to
the symbols the writing of nonnatives.
in an
alphabetic or Able to write about a variety of topics with significant precision and in detail. Can write
syllabic most social and informal business correspondence. Can describe and narrate personal
system or 50- experiences fully but has difficulty supporting points of view in written discourse. Can
100 write about the concrete aspects of topics relating to particular interests and special
characters or fields of competence. Often shows remarkable fluency and ease of expression, but
compounds in under time constraints and pressure writing may be inaccurate. Generally strong in
a character either grammar or vocabulary, but not in both. Weakness and unevenness in one of
writing the foregoing or in spelling or character writing formation may result in occasional
system. miscommunication. Some misuse of vocabulary may still be evident. Style may still be
Spelling and obviously foreign.
representation
Able to express self effectively in most formal and informal writing on practical, social
of symbols and professional topics. Can write most types of correspondence, such as memos as
(letters, well as social and business letters, and short research papers and statements of
syllables, position in areas of special interest or in special fields. Good control of a full range of
characters) structures, spelling or nonalphabetic symbol production, and a wide general
vocabulary allow the writer to hypothesize and present arguments or points of view
may be accurately and effectively. An underlying organization, such as chronological ordering,
partially logical ordering, cause and effect, comparison, and thematic development is strongly
correct. evident, although not thoroughly executed and/or not totally reflecting target language
patterns. Although sensitive to differences in formal and informal style, still may not
« tailor writing precisely to a variety of purposes and/or readers. Errors in writing rarely
disturb natives or cause miscommunication.
O ACTFL, Inc., February 1989

KET For Schools: I. Key English Test (KET)

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I.

Key English Test (KET)

1. Is KET for you?

 Do you have basic English skills?

2. What will KET do for you?

Cambridge ESOL is a department of the world-famous and historic University of Cambridge.

3. What will taking KET help you do?

At A2 level, typical users can be expected to:

 understand and use everyday expressions and basic phrases

4. What is involved in taking the KET exam?

KET has three papers:

Reading and Writing: 1 hour 10 minutes

 Computer-based KET Practice Tests

7. A world of opportunities — worldwide recognition

 KET is a truly international certificate, recognised by administrative, industrial, and service-

8. English for your future

10. Exam dates

 KET Exam details and timetables for 2010

11. Next steps

Entries cannot be made directly to Cambridge ESOL.

II. Certificate in English Language Teaching to Adults (CELTA)

III. What is CELTA?

Over 10,000 people successfully complete a CELTA course each year.

IV. How does CELTA relate to TEFL/TESOL?

V. Who is CELTA for?

VI. What does CELTA involve?

 teaches you the principles of effective teaching

There are five main units of learning:

 Learners and teachers, and the teaching and learning context

VII. Who recognises CELTA?

VIII. Am I eligible to apply?

Ideally you should:

IX. How do I apply?

CELTA courses are designed by individual centres, based on specifications produced by

Contact your chosen centre directly for detailed course information.

 CELTA syllabus, PDF (PDF 78Kb)

XI. What Is the TOEFL Test?

Preparing for the TOEFL Test

Taking the TOEFL Test

Paper-based TOEFL Test (PBT)

Internet-based TOEFL Test (iBT)

What is the TOEIC test?

What is the format of the TOEIC test?

 Section I: Listening Comprehension

Part 2: Question and Response 30 items (3-choice)

Part 3: Short Conversations 30 items (4 choice)

Part 4: Short Talks 20 items (4-choice)

 Section II: Reading

Part 5: Incomplete Sentences 40 items (4 choice)

Part 6: Error Recognition 20 items (4choice)

Part 7: Reading Comprehension 40 items (4 choice)

What is the content of the TOEIC test?

General business - contracts, negotiations, marketing, sales, business planning, conferences

Manufacturing - plant management, assembly lines, quality control

Finance and budgeting - banking, investments, taxes, accounting, billing

Corporate development - research, product development

Purchasing - shopping, ordering supplies, shipping, invoices

Technical areas - electronics, technology, computers, laboratories and related equipment,

Entertainment - cinema, theater, music, art, media