PAPER ao * READING AND WRITING GENERAL DESCRIPTION STRUCTURE AND TASKS ~ READING — Paper format The Reading component PART 1 eearmeae —— corns ea Task ype Threcopdon mule choice Paar oe ee ‘and format Five very short discrete texts: signs and messages, ——— postcards, notes, emails, labels ‘Timing hour 30 minutes. _ Task focus Reading real-world notices and other shor texts for the No. of Reading has 35 questions; main message. questions Writing has 7 questions No.of Task types Matching, multiple choice, true/false, transformational PART 2 —— sentences, guided writing Sack paler umcaing and extended writing and format Five items in the form of descriptions of people to match to aaa eae ‘ight short adapted-authentic texts ‘authentic real-world ‘Tusk focus Reading multiple texts for specific information and detailed notices; newspapers and comprehension. ‘magazines; simplified ee : . ‘ No.ofQs 5. cencyclopaedias; brochures and leaflets; websites. ‘Answering Candidates indicate PART 3 answers by shading Tara lozenges (Reading), or and format Ten items with an adapted-authentic long text writing answers (Writing) ea ee en a a ae ee onan anewer sheet. “Tusk focus Processing a factual text. Scanning for specific information Incomputer based PET, while cieegarding redundant material candidates mark or type aera ———— their answers directly onto the computer, There are no examples in computer: PARTS based PET, but candidates are shown a short tutorial before the test Tusk type Four option multiple choice. and format Five items with an adapted-authentic long text. ‘Task focus Reading for detailed comprehension; understanding, ee attitude, opinion and writer purpose. Reading for gist, ‘questions carries one Eee ‘mark. This is weighted so ee ‘that this comprises 25% of 5 ‘total marks for the whole ‘examination, Writing: Questions 1-5, carry one mark each. Fouroption multiple-choice eloze. Question 6 is marked out Ten items, with an adapted-authentic text drawn from a of S; and question 7/8 is variety of sources, The text is of a factual or narrative marked out of 15. This gives a total of 25 which represents 25% of total ‘marks for the whole examination, No.of Qs 10, Understanding of vocabulary and grammar in a short text, and understanding the lexico-structural patterns inthe text. PET FOR SCHOOLS HANDBOOK FOR TEACHERS | PAPER 1: READING AND WRITINGPreparation Paper 1 lasts 1 hour 30 minutes and contains two components, Reading and Writing. READING General ‘The Reading component consists of 35 questions, with five separate reading tasks in al, Parts 1-5, Together, these parts ‘are designed to test a broad range of reading skills. Texts are drawn wherever possible from the real world and are adapted ‘as necessary to the level ofthe PET examination. To this end, item writers work with a grammatical syllabus and a ‘vocabulary list, which is updated annually to reflect common usage. ‘The topics of the texts fall within thelist of topics given on. page & Every effort is made to ensure that all texts used in PET. {or Schools are accessible worldwide and of general interest to ‘the 11-14 age group. Each exam task is pretested on large ‘numbers of students before going lve, to monitor its suitability and level “To prepare for the Reading component, students should be exposed to 2 variety of authentic texts, drawn from newsletters and magazines, non-fiction books, and other sources of factual material, such as leaflets, brochures and websites. Itis also recommended that students practise reading (and writing) short communicative messages, ‘including notes, cards and emails. ‘As the Reading component places some emphasis on ‘skimming and scanning skils its important for students to be given practice in these skills, working with texts of different lengths. It should be stressed to students that they donot need to process every word of the text: they may read. ‘an article on history purely to find particular dates or a brochure to check on different locations. {tis essential that students familiarise themselves with the instructions on the front page of the question paper and read the individual instructions for each part very carefully. Where ‘an example i given, its advisable to study it before ‘embarking on the task. Students should also know how to ‘mark their answers on the separate answer sheet, so that in the examination they can do this quickly and accurately. No extra time is allowed forthe transfer of answers on Paper 1 and students may prefer to transfer their answers at the end of each part ‘When doing final preparation for the examination, itis ‘helpful to discuss timing with students and to get them to consider how to divide up the time between the various parts of the paper. Broadly speaking, itis envisaged that candidates will spend approximately 50 minutes on the Reading component and 40 mninutes on the Writing component. PEY Fok SCHOOLS HANOBOOK FoR TEACHERS | PAPER 11 By part wm Para, Part 1 tests the candidate's understanding of various kinds| of short texts: authentic notices and signs, packaging information (for example, instructions on a food package), and communicative messages (notes, emails, cards and postcards}. Accompanying the text is one multiple-choice question with three options, A, B and ‘When candidates attempt a question in this part, they should first read the text carefully and think about the situation in which it would appear. A text is oftén accompanied by visual information as to its context, for ‘example showing its location, and this may also help candidates to guess the purpose of the text. After thinking bout the general meaning in this way, candidates should read all chree options and compare each one with the text before choosing their answer. Asa final check, candidates should re- read both the text and their choice of answer, to decide whether the chosen option is really ‘what the text says’ wm PART 2 art 2 tests the candidate's detailed comprehension of {factual material. Candidates are presented with five short descriptions of people and have to match this content to five of eight short texts on a particular topic. The topic is usually to 4o with goods and services of some kind, for example purchasing books, visiting museums, or choosing activities. Candidates should begin Part 2 by reading through the five descriptions of the people. They should then read through all, ight texts carefully, underlining any matches within them. In order to choose the correct text, candidates will need to check, ‘that all the requirements given in the description are met by it Candidates should be warned against ‘wordspotting’ - that is, they should avoid making quick matches at word level and instead read euch text carefully, thinking about alternative ‘ways of saying the same thing, ie. paraphrasing wm PARTS Part 3 tests the ability to work with a longer, factual text, looking for precise information. The information to be found is ‘usually practical in nature, resembling the type of task with ‘which people are often confronted in rea life. Frequently, these texts take the form of brochure extracts, advertisements in magazines and website information. ‘There are 10 questions, which are single-sentence statements about the text. The task is made more authentic by putting these questions before the text, in order to encourage ‘candidates to read them first and then scan the text to find ‘each answer. The information given in the text follows the same order as the content of the questions. In this part, candidates may well meet some unfamiliar vocabulary, However, they will not be required to understand such vocabulary in order to answer a question correctly. Whenthey meet an unfamiliar word or phrase, therefore, they should not be put off, and should concentrate on obtaining the | specific information required from the text m PARTS. Part 4 presents candidates with a text which goes beyond ‘the provision of factual information, and expresses an opinion or attitude. There are five multiple-choice questions with four options, A, 3, Cand D. In answering these questions, candidates will demonstrate whether they have understood the writer's purpose, the writer's attitude or opinion, or an. opinion quoted by the writer, and both the detailed and global ‘meaning of the text ‘This part requires candidates to read the text very carefully, After a frst fairly quick reading, to find out the topic and general meaning ofthe text, candidates should think about the writer's purpose and the meaning of the text as a whole. Having established this, candidates should read the text once ‘again, this time much more carefully. After this second reading of the text, candidates should deal with the questions one by cone, checking their choice of answer each time with the text. It ray be more practical for candidates to consider the first and last questions together, n that the first focuses on writer ‘purpose and the last on global meaning. The other three ‘questions follow the order of information given in the text and cone of the three will focus on attitude or opinion, m PARTS. 1m Part5, candidates read a short text containing 10 ‘numbered spaces and an example. There isa 4-option ‘multiple-choice question for each numbered space, given after the text. The spaces are designed to test mainly vocabulary, ‘but also grammatical points such as pronouns, modal verbs, ‘connectives and prepositions Before attempting to answer the 10 questions, candidates should read through the whole text to establish its topic and general meaning. After this, they should go back to the beginning of the text and consider the example. Then they should work through the 10 questions, trying to select the correct word to tin each space. It may often be necessary to read a complete sentence before settling on their choice of| ‘answer. Once candidates have decided on an answer, they should check that the remaining three options do not fit inthe space, Having completed all 10 questions, candidates should read the whole text again with their answers to check that it makes sence.‘STRUCTURE AND TASKS - WRITING PART1 Task type Sentence transformations and format Five items that are theme-related, Candidates are given sentences and then asked to complete similar sentences using a different structural pattern so that the sentence still has the same meaning. Candidates should use no more than three words. Tuskfocus Control and understanding of ‘Threshol4/PET grammatical structures, Rephrasing and reformulating. information, No.of 5. PART 2 Task type Short communicative message. and format Candidates are prompted to write a short message inthe form of a postcard, note, email etc, The prompt takes the {form of a rubric or short input text to respond to, Task focus A short piece of writing of 35-45 words focusing on communication of three specific content points. Neofes 2 PART 3 Task type ATlongerpiece of continuous writing. and format Candidates are presented with a choice of two questions, an informal letter or & story, Candidates are primarily assessed on their ability to use and control @ range of Threshold-level language, Coherent organisation, spelling and punetuation are also assessed. Task focus Writing about 100 words focusing on control and range of language. NoefQs 2 Preparation WRITING General Itis important that candidates leave themselves enough time to answer all three parts of the Writing component as this carries the same weighting as the Reading component ie. 25% of the total exam. I is also important that candidates realise that Writing Part 3 carries 15 marks out of the total of 25, Ibis suggested that candidates spend at least 40 minutes fon the Writing component, Parts 2 and 3 of the Writing component focus on extended ‘writing and candidates need to think carefully about who the target reader is for each task and try to write in an appropriate style end tone It is important to write clearly 60 that the answers are easy to read. However, itis not important if candidates write in upper or lower case, or if their writing is joined up or not. By part wm PART 1 art 1 focuses on grammatical precision and requires candidates to complete five sentences, all sharing a common, ‘theme or topie, There is an example, showing exactly what the task involves. For each question, candidates are given a complete sentence, together with a gapped’ sentence below it Candidates should write between one and three words to fill, this gap. The second sentence, when complete, must mean the same as the first sentence. Both eentences are written within the range of grammar and structures listed on pages 6-8. ‘There may be more than one correct answer in some cases. ‘As stated shove, itis essential for candidates to spell coneetly and no marks will be given if word is misspelled Candidates will azo lose the mark if they produce an answer of more than three words, even if their writing includes the correct answer. m PART 2 Candidates are asked to produce a short communicative rmeseage of between 35 and 45 words in length. They are told ‘whom they are writing to and why, and must include three content points, which are lad out with bullets in the question, ‘To gain top marks, all three points must be present in the candidate's answer, 90 it s important that candidates read the question carefully and plan what they will include. Their ‘answer should relate to the context provided in the question. Candidates are also assessed on the clarity of the message they produce; minor, non-impeding errors are not penalised. Candidates will need practice in writing to the word length requited. They will lose marks f their answers fall outside the limits: a short answer is likely to be missing at least one content point, an overlong one will lack clarity, by containing superfluous information, Practice should be given in class, ‘with students comparing answers with each other and. redrafting what they have written as a result. The General Mark Scheme is used in conjunction with a Task Specific Mark Scheme. m PART3 Part 3 offers candidates a choice of task either a story or an informal letter may be written. Both tasks require an answer of about 100 words. For answers that are below length (fewer than 80 words), the examiner adjusts the maximum mark and the mark given proportionately. Longer answers are not automatically penalised, but may contain some irrelevant PET FOR SCHOOLS HANDBOOK FOR TEACHERS | PAPER 1: READING AND WRITINGGeneral Mark Scheme for Writing Part 2 5 Aicontent elements covered appropriately. Message clealy communicated to reader Aj Alcomtent elements adequately deat with Message communicated successful, onthe whole J Alcontent elements attempted Message requires some effort by the reader ‘One content element omitted but others clearly communicate, 2. wocontent elements omitted, or unsuccessfully deat wth ‘Message only partly communicated to reader ‘Script may be slightly shor (20~25 words) L__iteretevant content and/or message requires excessive effort by the reader, or short (10-19 word). © oralyinetevant or total incomprehensbie or too short (under so words) ‘material. Candidates should be advised to keep to the task set, rather than include ‘pre-leamed! text, which may well not ft ‘as partof their answer, Answers that do not fulfil the task will not receive top marks. ‘Candidates should be encouraged to choose the task which best suits their interests. They should consider the context eg topic, as well as the range of language, e.g. lexis, that « good. answer would require, For the story, candidates are given either a short ttle or the first sentence. The answer must be recognisably linked in content to the question and candidates should pay particular attention to any names or pronouns given in the title or sentence. If, for example, the sentence is written in the third person, the candidate wil need to construct his or her story ‘To gain practice and confidence in story-writing, candidates should be encouraged to write short pieces for homework on @ regular basis They will also benefit from reading simplified readers in English, which will give them ideas for how to develop and end a story, For the informal letter, candidates are given an extract of letter from a friend of theirs, which provides the topic they ‘must write about: for example, a couple of questions may be {ineluded, to focus their ideas, Candidates must keep to the topic or they will lose marks, ‘To practise their letter-writing, candidates should be encouraged to write to penfriends or'e-pals' on a regular ‘basis. In addition, they should have opportunities in class to think about the language and organisation of such a letter, ‘with examples of appropriate opening and closing formulae provided, as well as useful phrases of greeting and leave- taking, ‘As already stressed, it s important for candidates to show ambition. They could gain top marks by including a range of tenses, appropriate expressions and different vocabulary, even, if their answer is not flawless, Non-impeding errors, whether in spelling, grammar or punctuation, will not necessarily affect a candidate's mark, whereas errors which interfere with ‘communication or cause a breakdown in communication are tweated more seriously. ‘In order to help teachers to assess the standards required, there are several sample answers to the Writing Part 3 questions on pages 23-25, with marks and examiner comments, Marks for Part 3 are given according to the Mark ‘Scheme below. Bands 1 to $ are subdivided into three further points, giving a total of 15 available marks. Examiners work with a more detailed version, which is subject to updating. BAND The candidate's witing fully achieves the desired effect onthe 1B targetreader The use of anguage willbe concent nd ambitious forthe level, including a wide enge of structures and vocabulary within the task set. Coherence, within the constants af the level wil be achieved by the use of simple linking devices, and the response willbe wel organised, 1rocs which do accur willbe minor and non Impeding, perhaps du to ambitious attempts at more complex language. Overall, no effort vill be required ofthe reader. BAMD The candidate's witngwilacleve the desired effect on the A tarztreader. The use of language wile faity ambitious forthe level, Including a range of structures and vacabulay within the task set, There wil be some linking of sentences and evidence of organisation. Some eros will occu, although these wil be reneraly non impeding, Overal only alte effort wil be required ofthe reader BAND The candidate's writing may struggle at times to achieve the 33 desire efect onthe target reader. The use of angvase, including the range of stucture and vocebuary, willbe unambitous, or, ifambitious, til be Mawed. There wil be some attempt at organisation but the inking of sentences wil not abways be maintained. A numberof errs may be present, although these willbe mostly non-impeding. Overall, some flor wil be required ofthe reader. BAND The candidate's writing strugles to achieve the desired eect 2 onthe target reader Te use of language, including the range of structure and vocabulary, wil tendto be simplistic, limite, repetitive, The response maybe Incoherent, and include erratic use of punctuation Theze willbe numerous ertars which will sometimes impede communication, veal considerable effort willbe required ofthe reader. BAND The candidate's writing has a negative effet onthe target 1 reader. The use ofanguage wil be severely restricted, and there wil beno evidence of range of structures and vocabulary. The response wile seriously incoherent, anc may include an absence of punctuation. Language wll be very pooty controled land the response wil be dificult to understand, Overall, excessive effr willbe required ofthe reader. ‘BAND There may be too litle anguage for assessment, orthe response © raybetotay legible: the content may be impossible to understand, r completely ielevantto the tsk ER A: READING AND WRITINGUNIVERSITY of CAMBRIDGE SOL Examinations PRELIMINARY ENGLISH TEST for Schools PAPER1 Reading and Writing ‘Sample Paper Time 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so, Write your name, Centre number and candidate number on your answer sheet if they are not already there. Read ALL the instructions carefully. Answer all the questions. Read the instructions on the answer sheets. | Write your answers on the answer sheets, Use pencil. You must complete the answer sheets within the time limit. : INFORMATION FOR CANDIDATES READING (Questions 1 ~ 35 carry one mark. | WRITING Questions 1-5 carry one mark, Part 2 (Question 6) carries flve marks, Part 3 (Question 7 or 8) carves fifteen marks. © veres 2009 —eREADING AND WRITING PAPER 1: Reading Part 1 (questions 1-5) <2m9 win sxgow Anu wos seep aouep a4 sy sth J D> 09 suey a 012m) anoM SAU EY 8 sane ago sh 21070 sp souEp 24 0221 2D 209 907 sn EUM, sym voedo> ‘ap aug uns 0 unedeo wes! aul > ‘epines 054 ier aves 8 prays SUNS NY “oy 290 2035 ond Gus Sul Y 2 2p 2 ge ewy puss cy > 2g wo sexe 09 wy 8, Ga vo fue s euny ype OW enews 249 waRM eUOH Seu AM Buy 0h sseuous pi Apo@. 04 9820.5 1g 22 rok 436)29 04 ans ‘55a 94 090.0110 2424 ‘3802 sougp 94 rok 2504 94 aus 3209 29 SoM “porary Acs 220) sey eusEN opetuojr ng 00D as ado eS > ‘euseey wy yonauoy hers au 0ge Show aus sou ay eeduc> oye eu yuna 539 se oRawoy AY 24 OP 6: Blobs ese 4 ct OM RY eur au asus 10 Ye ‘prem on sue a wy YP URS FD Falepp say ys womuess 9) ¥ 0p 9404 pnoys eum ‘shed Ja8uroh 2) ae AOS) > “anda samp voRIN DU OP ang san apiry venpuopendupiewousouns y | aor ‘ues seandunes axa shes wanpe su, \_ oydweeg "a8 U8 nok Uo 90g "Yo 291009 98H es usa san ype yay a 8 $- 1 suonsen T Hed « Gupeoy PET FOR SCHOOLS HANDBOOK FOR TEACHERS | PAPER 1: READING AND WRITING | SAMPLE PAPER<29%9 win, saeusen a Aq uenm spe eas 0 uoay oaks) 24 spueg aunona, so wr fdoad au JPoge aiow va puy oy Sue pue Syanums cy Bue ua or soxnuncn 40 son) ai anowe ay i az sate pes! cb 2 aus "paow erieu aut pue Kyee090 ws paws 225 or ey vo suoudo weauD pea 0534 Prom pue euou aip uo do ose 5 HSH cui ae a Page v0 Buea pa Oa AMD WRITING | SAMPLE PAPER 220 A UO svREPLBLEDD > ROM pu SLOP posi one 5 ous, Sno a) seco Arby Oe ‘dood snow; Jo Sou but oge BW MODY Ch SEH EE vats 1 spueg 59 Uo suocepUREUOO, READING AND WRITING orp suonsond souzeBew uaa. 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But my. journey home was awful, = had to stay in « plane for twenty hours. Hey! Why don't you come to visit my place next summer? T look forward for it Tho EXAMINER COMMENTS 5 marks ‘All three content elements are covered appropriately - picking ‘out one good experience answers ‘what you enjoyed most’ Enos are present but do not affect the clarity of the ‘communication, Candidate B Hi gam, The,journey back home was so boring. T didnt want to come back to my house. T really fove the time with you, but my favourite time was when we went to the lake. The next holidays you have to come to my house. Love, Femanda, EXAMINER COMMENTS 4marks All three content elements are included, although we do not, learn enough about the journey home, Despite one tense error, the meseage is communicated successfully, on the whole, Candidate ¢ Hi, Sam. 00d journey home. T journey home on the bus. Th next year you mast to visit me. Te was enjoyed about visit you How are you? Tim happy, very happy! London is a. beavteful citti = will phoning By; Lora . EXAMINER COMMENTS 3 marks ‘All three content elements have been attempted, but the ‘amount of error means that some effort is requized by the reader to understand the message. Candidate D Dear Sar, Twanted to say that Tm weil. T had very nice holidays. This holidays were super Z want to go to you again. T want to cee places of interest again. I want to see you too! ‘Please Write me how are you. What is the wether in London. Tim waiting to your answer valeria. EXAMINER COMMENTS 2marks The candidate has said enough about the holiday with Sam to cover that point, but has not mentioned the journey home or offered an invitation. Part 3 - Story Candidate A. To looked at the map and decided to 30 left. He realised he was alone in the desert. He couldn't imagine what wovld happen to him. A pair of poisonus snakes were in front of him, and he decided to eecape, but the two creatures were always opposite him. suddenly he saw @ person walking on the sand, which shouted to 0, who was very frightened. To ran as fast as he could and he reached the man. They stopped walking after two minutes because they saw a car, but the snakes reached Jo, they bit, him and ... Jo woke up. Tt was only a dream. EXAMINER COMMENTS Band 5 ‘This is a very good attempt with confident and ambitious writing and a wide range of structures, for example ‘He coulde’t imagine what would happen to him’ and ‘as fast as he could’. Well organised narrative with chronological linking, for example ‘Suddenly’ and ‘ ‘minor and non-impeding; ‘poisonus’ and ‘which shouted ter two minutes’. Errors areCandidate B To looked at the map and decided to 50 left: She wasn't sore about her decision. As she was walking across the street, she saw & tiny light on front of her face. She followed it. Though she waik with the ligkt, she can't see anything, &he began to fell scared and ‘then, she felt that someone was following her. She ‘turned her head to the left and saw a. big, black ... bag he started to laugh of herself and thinking how ‘etupid ehe felt. suddenly, she took the map again and decided to go left again. Now; everything was tuminated with the buiding lights. She felt secure. Now, she knew that there were few steps to arrived to the place she was looking for, but immideatiy realised that she was at the game point when she saw for the first time the map. EXAMINER COMMENTS Band 4 ‘This is a good attempt, with fairly ambitious use of language, ‘The range of vocabulary and structures used is more than adequate forthe task set, for example ‘She wasn’t sure about her decision’ and ‘thinking how stupid she feltThe narrative is orgenised chronologically, with ‘As... then ... Suddenly Now... Now .. immideatly’.There are some errors which generally do not impede, for example ‘laugh of herself and "few steps to arrived to the place’ Candidate ¢ 30 looked at the map and decided to 50 left. He wanted to 50 to the Karpats on foot: Jo liked to 50 ¢0 the rivers, forests and mountains on foot: He alwais ‘took map With he. But one day he lost! Jo was very worried and scared He was inthe forest one week. He was could at night, he was very kot in the afternoon. He ate mushroomes and berries. But he found & way from the forest: And from that: day he never came to “the forest on foot. He always go to the rivers, forests and mountains on ships, by trains, by plantes. But he ever go to the unknows places on foot: EXAMINER COMMENTS Band 3 This is an adequate attempt; the language is unambitious with an adequate range of structures and vocabulary for example ‘Jo lked to goto the... forests’ and ‘He ate mushroomes and berries’ Linking of sentences is not maintained. There are a number of mostly non-impeding errors, for example ‘one day he lost, He always go to.” and ‘the unknows places Candidate D Jo looked at the map and decided 30 left: When Jo decide went to the forest with hie friend they give with you amap. once they not find a ground to the city. Jo decide to look at the map and went left. They see a city: And they go to the home, Then they come to the park. They play and listen birds. But they lose the map, and don't came the house. Then they find @ map anc went to the home. EXAMINER COMMENTS Band2 ‘The language inthis inadequate attempt is simplistic and repetitive. The lack of tense control and numerous other cerors, mean that considerable effort is required by the read {for example 'When Jo decide went to the forest with his friend ‘they give with you a map. Once they not find a ground to the iy! Part 3 - Letter Candidate A aoe, “In my country, there are many holidays thoughout ‘the year, but the traditional holiday is Tet holiday. Tes also the most important holiday. Tt occurs in tate Tanvary, early in Pebroary. At that time, every family clean and decorate their houses. Tt's also an occasion for people who live far away from their home to gather and enjoy the exciting atmosphere with their family. They prepare go rnuch food, especially is sticky-rice, fg made from sticky rice with meatand peas, Vietnamese people call “bark chung’ At Tet, yours children receive many red envelopes with lucky money inside. People wish best wishes to their relatives and friends. Vietnamese people lave it too much. Do you like HP Ts it interesting and exciting? write me soon. ‘Your friend Hoa EXAMINER COMMENTS Band “This is a very good attempt, requiring no effort by the reader. ‘The writing is confident and ambitious with a wide range of structures and vocabulary within the task set, for example t's also an occasion for people who live far away from their home to gather and enjoy the exciting atmosphere with their family’ ‘Simple linking devices are used, for example ‘At that time’, ‘thoughout’ and ‘also’, ’AtTet. Errors are minor, for exam PET FOR SCHOOLS HANDBOOK FOR TEACHERS | PAPER 1: READING AND WRITING | SAMPLE ANSWERS FOR SAMPLE PAPER‘too much’, or caused by ambition, for example ‘especially is sticky-rice’, and do not impede. Candidate B Dear Jamie, Tive received your letter and Tim going to hefp you. well, in my country, every year ig celebrated the 24st of May. This day ig the ‘Combate Naval de Tqvique’ which was 4 naval battle occured in Tavique, in the north of Chile. Tn this battle, died « big hero of my country called Arturo Prat. This battle is conmernorated with parades and ceremonies in his honor Yeu could include that thie battle was part of a war among Chile, Perv and Bolivia. hope that this help you anc gooct luck! All ny love, Barbara, EXAMINER COMMENTS. Band 4 ‘This is @ good attempt, with fairly ambitious use of language. Te range of structures and vocabulary is more than ‘adequate for the task set, for example This battle is ‘conmemorated with parades and ceremonies in his honor ‘You could include that this battle was .”. The leter is organised and the sentences are linked: "This day is “This battle... The errors do not impede understanding. "Tn this battle Candidate ¢ i Friend! E thing the most important national holiday in Poland is Caster On Gaster Saturday we're going to church and we're santing 0396, butter, sausage, salt, bread. Than we have got Easter Dinner and we're eat: Sant Meal Tn my house the smallest child get Lind’s chocolate rabit. All chidren get sugarsheep, oF chicken. Tes @ (ot of fon when we are tidy from table. My grandma never say that it’s too late and we shovid 50 to bed. Tike Easter in my house. Love, Ate | EXAMINER COMMENTS Band 3 Thisis an adequate attempt, The writing s unambitious, with aan adequate range of structures and vocabulary, for example “tn my house the smallest child get Lind’s chocolate abit” Linking of sentences is not always maintained. There are a number of mostly non-impeding errors, for example thing’ and My grandma never say’ Candidate D im write you at the about national hotidey. Zn Okraine nationals haldaye Day Winner, New Year and. others. can speck at New Year New Year spend 34 December. Symvol New Year is Christmas string Some children think, Did Moroz. came in the evening. He usually have surprise children, aecond national holiday Day winner National holiday spend 9 May, because SER winner Germany 9 May 4946 year: Holiday began spend ¢0 year ago. Day Winner epend in Russia, Ukraine and others. Tn Ukraine usually grand nationcly hotidaye EXAMINER COMMENTS Band 2 “This attempt i inadequate and requires considerable effort by the reader. The language is limited and numerous errors ‘sometimes impede communication, for example ‘Symvol New ‘Year is Christmas string, Some children think, Did Moroz came in the evening’ PET FOR SCHOOLS HANOBOOK FOR TEACHERS | PAPER 1: READING AND WRITING | SAMPLE ANSWERS FOR SAMPLE PAPERPAPER 1: READING AND WRITING Answer sheet em 210 1y Ue ¢ Hee BURA 01 tomsue ANOK sng SuSE TIES ‘mayee Tease wBk Toye Saas woananv PLUSHIAINAa) |B PAPER 1: READING AND WRITING ¥ __Answersheet =| ™ 2 & é LO UU PET Fox SchOOLs HANDBOOK FoR TEACHERS | PAPER 1: READING AND WaiTiNg | answer sucer [ETI