This Presentation gives details about the Key English Test from Cambridge University

1. Cambridge English
KEY
Key English Test
(KET)

2. What do you know about
the KEY ENGLISH TEST (KET)?

3.  Cambridge ESOL exams are aligned to the Council of Europe
Common European Framework of Reference (CEFR) levels. Cambridge English:
Key is at Level A2.
The candidates' grades are based on their overall score in all the papers.
A pass mark in the whole test is approximately 70% of all the available marks
over the three papers, Reading & Writing, Listening and Speaking. A 'Pass with
Merit' is approximately 85% of the total marks. There are no pass/fail levels in
individual papers.
Reading and Writing: 1 hour 10 minutes
Candidates 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
Candidates need to show your ability to understand announcements and other
spoken material when spoken reasonably slowly.
Speaking: up to 10 minutes
Candidates will need to demonstrate they can take part in a conversation by
answering and asking simple questions. Speaking tests are normally held with two
candidates.

4. Candidates must use pencil in all papers.
Cambridge English: Key certificates do not expire.
The three papers: Reading & Writing, Listening and Speaking are
usually applied on the same day.
Both Cambridge English: KEY and Cambridge English: KEY FOR
SCHOOLS 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 Cambridge English: Key for Schools have been
particularly targeted at the interests and experience of school pupils.
Candidates are not penalised for writing in capital letters in
Cambridge English: Key.
The majority of accents used in Cambridge English: Key are British,
but other varieties of English accent may be used, for example
American or Australian.

5. Paper 1
Reading and Writing

13. Paper 2
Listening

19. Paper 3
Speaking

20. Taken from www.teachers.cambridgeesol.org

21. Say whether you agree or disagree with the following statements:
Teaching an exam class is easier than teaching a non-exam class
because the learners are more motivated.
Learners on exam classes make more demands on the teacher than
learners in non-exam classes.
You will be a better exam class teacher if you liked taking exams
yourself when you were at school.
In an exam class, all the work should be exam-focussed.
If a student fails an exam, it is the teacher’s fault.
Sally Burgess & Katie Head How to teach for exams Pearson Education Limited 2005
Agree
Agree
Disagree
Disagree
Disagree

22. Which of the following activities are “teaching” and which are “testing” ?
Filling in gaps in a written text.
Organizing vocabulary into meaning groups.
Predicting the content of a reading text.
Answering T/F questions about some listening material.
Writing a timed essay.
Reading a piece of dialogue aloud.
A multiple choice exercise on prepositions.
Brainstorming ideas for an essay.
Sally Burgess & Katie Head How to teach for exams Pearson Education Limited 2005
Testing
Teaching
Testing
Testing
Testing
Teaching
Testing
Teaching

23. Which of the following pieces of advice is, in your opinion, Good or Bad
Advice:
You can safely ignore the title of a text. It is only there for decoration.
Always start by reading the text slowly and carefully all the way through.
Don’t worry about difficult words when reading a text for the first time.
If a word seems to be important, always stop and look it up in a dictionary.
In multiple choice questions, start by trying to think of the answers yourself
before you look at the options.
In a text with gaps, make sure that the word you put into each gap is in the
right form.
It is important to do plenty of timed practice so that you learn how to read
fast.
Sally Burgess & Katie Head How to teach for exams Pearson Education Limited 2005
Bad
Bad
Good
Bad
Good
Good
Good