Ket for Schools

Integrantes:







Content and overview
Paper Timing Content Test Focus Weighting
1. –Reading and
Writing
 Nine parts








!"#
$

%
&ability to
understand the
meaning of written
English '(
((


%
candidates’ ability to
produce simple
written English

(

)
*+Listening ,-
.
/
Five parts



%
candidates’ ability to
understand dialogues
and monologues in
both informal and
neutral settings 
(
*)
3. – Speaking .(( Two parts;
0

*0


%
&ability to
answer questions
about themselves and
tu ask/answer
questions about
factual non-personal
information.
*)
What level is the exam? A2
Cambridge English: Key (KET) for
Schools is targeted at Level A2 of the
CEFR.
Achieving a certificate at this level
proves that a person can use
English to communicate in simple
situations.
2 Versions:
Key (KET)
Key (KET) for Schools
They are identical in test format, level
of question papers. The only
difference is that the contents in Key
(KET) for Schools have been
particularly targeted at the interests of
school children
What can candidates do at Level A2?
A student A2 has:
an ability to deal with simple,
straightforward information and

begin to express oneself in
familiar contexts.
Example: Can take part in a
routine conversation on simple
predictable topics.
The Association of Language
Testers in Europe (ALTE) has
carried out research to determine
what language learners can
typically do at each CEFR level.
It has described these abilities in
a series of Can Do statements
using examples taken from real-
life situations.
General descripons


READING & WRITING (70 minutes)
It has nine parts with different types of texts and questions. Parts
1–5 are about reading and Parts 6–9 are mainly about writing.

LISTENING (25 minutes)
It has five parts. For each part students have to listen to a
recorded text or texts and answer some questions. Recordings
are played twice.

SPEAKING (8-10 minutes)
It has two parts and each student takes it with another
candidate. There are two examiners. One examiner talks to the
candidates and the other examiner listens and takes notes.

STRUCTURE AND TASK TYPES
READING AND WRITING (50%)
STRUCTURE AND TASK TYPES
LISTENING (25%)
STRUCTURE AND TASK TYPES
SPEAKING (25%)
What KET candidates CAN DO at this level

 !"#$#%
&$'#
!"#"!""#"
%

What KET candidates CAN DO at this level
 !"#$%
 !! ! "
%
&$#"$'
%
(!)*+
+%
Preparaon Strategies
&
 ,-./01102! 
& $113 
( 4-5$
6 75-7*-
Preparaon Strategies
 !&
 8,7*-

& ,-.! 
( 4-5$!#"9

 4-5$
Preparaon Strategies
'#$%&
 8,7*-
& 1*:7-! 
( :8-5!#"
6 :5#!#
; 7,<:2-,3 
ASSESSMENT
()


,
$ 
#$9-$""
!"$%
#!$9-"=$
$!! 
&
1
(
:
#
>##!
#
>##!
Sample papers


8=;! !#
8?=@! !#$ 
.*.7-:2-,:4 7
$ @
*+,- .
 
;
6
(
&

!#!!%
0#!! !
%
!!%
:=$$
%
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Sample papers
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