CliffsTestPrep
CliffsTestPrep TOEFL CBTbyMichael A. PyleIDG Books Worldwide, Inc.An International Data Group CompanyFoster City, CA Chicago, IL Indianapolis, IN New York, NY
About the AuthorMichael A. Pyle earned a bachelor’s degree in English in 1977 anda master’s degree in Linguistics in 1979. He has been involved inthe field of English as a Second Language since he began work onhis master’s degree in 1977. The original TOEFL test preparationbook that he co-authored was created while Mike was teaching atthe University of Florida’s English Language Institute and Santa FeCommunity College in Gainesville, Florida in 1982. He also wroteCliffs Advanced Practice for the TOEFL in 1992. Although Mikeno longer actively teaches for any institution, he periodically makespresentations to individual classes at Daytona Beach CommunityCollege and Embry Riddle Aeronautical University in DaytonaBeach, Florida. He is a member of Teachers of English to Speakersof Other Languages (TESOL) and regularly attends its annualmeetings. He has made presentations on teaching techniques relatedto TOEFL at TESOL annual meetings from time to time.PublisherÕ s AcknowledgmentsEditorialProject Editor: Joan FriedmanCopy Editor: Billie A. WilliamsEditorial Assistant: Alison JeffersonSpecial Help: Constance Carlisle, audio CD producer; ripple FX,audio CD engineering; Voice Scouts, audio CD talent; BrianTalbot, Becky Wilmes, and Chuck Campbell, audio CD narrationProductionProofreader: Arielle Carole MennelleIDG Books Indianapolis Production DepartmentCliffsTestPrep TOEFL CBTPublished byIDG Books Worldwide, Inc.An International Data Group Company919 E. Hillsdale Blvd. Suite 400Foster City, CA 94404www.idgbooks.com (IDG Books Worldwide Web Site)www.cliffsnotes.com (CliffsNotes Web Site)Note: If you purchased this book without a cover,you should be aware that this book is stolen property. It was reported as “unsold and destroyed” to thepublisher, and neither the author nor the publisherhas received any payment for this “stripped book.”Copyright 2001 IDG Books Worldwide, Inc. All rights reserved. No part of this book, including interior design, cover design, and icons, may be reproduced ortransmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of the publisher.Library of Congress Control Number: 00-106743ISBN: 0-7645-8609-2Printed in the United States of America10 9 8 7 6 5 4 3 2 11B/RY/RQ/QQ/INDistributed in the United States by IDG Books Worldwide, Inc.Distributed by CDG Books Canada Inc. for Canada; by Transworld Publishers Limited in the United Kingdom; by IDG Norge Books for Norway; by IDG SwedenBooks for Sweden; by IDG Books Australia Publishing Corporation Pty. Ltd. for Australia and New Zealand; by TransQuest Publishers Pte Ltd. for Singapore,Malaysia, Thailand, Indonesia, and Hong Kong; by Gotop Information Inc. for Taiwan; by ICG Muse, Inc. for Japan; by Intersoft for South Africa; by Eyrollesfor France; by International Thomson Publishing for Germany, Austria and Switzerland; by Distribuidora Cuspide for Argentina; by LR International for Brazil;by Galileo Libros for Chile; by Ediciones ZETA S.C.R. Ltda. for Peru; by WS Computer Publishing Corporation, Inc., for the Philippines; by Contemporanea deEdiciones for Venezuela; by Express Computer Distributors for the Caribbean and West Indies; by Micronesia Media Distributor, Inc. for Micronesia; by ChipsComputadoras S.A. de C.V. for Mexico; by Editorial Norma de Panama S.A. for Panama; by American Bookshops for Finland.For general information on IDG Books Worldwide’s books in the U.S., please call our Consumer Customer Service department at 800-762-2974. For resellerinformation, including discounts and premium sales, please call our Reseller Customer Service department at 800-434-3422.For information on where to purchase IDG Books Worldwide’s books outside the U.S., please contact our International Sales department at 317-572-3993 or fax317-572-4002.For consumer information on foreign language translations, please contact our Customer Service department at 1-800-434-3422, fax 317-572-4002, or e-mailrights@idgbooks.com.For information on licensing foreign or domestic rights, please phone 1-650-653-7098.For sales inquiries and special prices for bulk quantities, please contact our Order Services department at 800-434-3422 or write to the address above.For information on using IDG Books Worldwide’s books in the classroom or for ordering examination copies, please contact our Educational Sales department at800-434-2086 or fax 317-572-4005.For press review copies, author interviews, or other publicity information, please contact our Public Relations department at 650-653-7000 or fax 650-653-7500.For authorization to photocopy items for corporate, personal, or educational use, please contact Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA01923, or fax 978-750-4470.LIMIT OF LIABILITY/DISCLAIMER OF WARRANTY: THE PUBLISHER AND AUTHOR HAVE USED THEIR BEST EFFORTS IN PREPARING THISBOOK. THE PUBLISHER AND AUTHOR MAKE NO REPRESENTATIONS OR WARRANTIES WITH RESPECT TO THE ACCURACY OR COMPLETENESS OF THE CONTENTS OF THIS BOOK AND SPECIFICALLY DISCLAIM ANY IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESSFOR A PARTICULAR PURPOSE. THERE ARE NO WARRANTIES WHICH EXTEND BEYOND THE DESCRIPTIONS CONTAINED IN THIS PARAGRAPH. NO WARRANTY MAY BE CREATED OR EXTENDED BY SALES REPRESENTATIVES OR WRITTEN SALES MATERIALS. THE ACCURACYAND COMPLETENESS OF THE INFORMATION PROVIDED HEREIN AND THE OPINIONS STATED HEREIN ARE NOT GUARANTEED OR WARRANTED TO PRODUCE ANY PARTICULAR RESULTS, AND THE ADVICE AND STRATEGIES CONTAINED HEREIN MAY NOT BE SUITABLE FOREVERY INDIVIDUAL. NEITHER THE PUBLISHER NOR AUTHOR SHALL BE LIABLE FOR ANY LOSS OF PROFIT OR ANY OTHER COMMERCIALDAMAGES, INCLUDING BUT NOT LIMITED TO SPECIAL, INCIDENTAL, CONSEQUENTIAL, OR OTHER DAMAGES.NOTE: THIS BOOK IS INTENDED TO OFFER GENERAL INFORMATION ON THE TOEFL CBT. THE AUTHOR AND PUBLISHER ARE NOT ENGAGEDIN RENDERING LEGAL, TAX, ACCOUNTING, INVESTMENT, REAL ESTATE, OR SIMILAR PROFESSIONAL SERVICES. ALTHOUGH LEGAL, TAX,ACCOUNTING, INVESTMENT, REAL ESTATE, AND SIMILAR ISSUES ADDRESSED BY THIS BOOK HAVE BEEN CHECKED WITH SOURCES BELIEVED TO BE RELIABLE, SOME MATERIAL MAY BE AFFECTED BY CHANGES IN THE LAWS AND/OR INTERPRETATION OF LAWS SINCE THEMANUSCRIPT IN THIS BOOK WAS COMPLETED. THEREFORE, THE ACCURACY AND COMPLETENESS OF THE INFORMATION PROVIDEDHEREIN AND THE OPINIONS THAT HAVE BEEN GENERATED ARE NOT GUARANTEED OR WARRANTED TO PRODUCE PARTICULAR RESULTS,AND THE STRATEGIES OUTLINED IN THIS BOOK MAY NOT BE SUITABLE FOR EVERY INDIVIDUAL. IF LEGAL, ACCOUNTING, TAX, INVESTMENT, REAL ESTATE, OR OTHER EXPERT ADVICE IS NEEDED OR APPROPRIATE, THE READER IS STRONGLY ENCOURAGED TO OBTAIN THESERVICES OF A PROFESSIONAL EXPERT.Trademarks: TOEFL is a registered trademark of Educational Testing Service. Cliffs, CliffsTestPrep, CliffsNote-a-Day, CliffsNotes, and all related logos andtrade dress are registered trademarks or trademarks of IDG Books Worldwide, Inc., in the United States and other countries. All other trademarks are the propertyof their respective owners. IDG Books Worldwide is not associated with any product or vendor mentioned in this book.is a registered trademark under exclusive licenseto IDG Books Worldwide, Inc., fromInternational Data Group, Inc.
Author’s AcknowledgmentsWriting a book requires a considerable amount of research and work, and once it iscompleted, it is natural to feel a great relief. I only hope that you find it as helpfulas students have found the two earlier texts I wrote. I very much appreciate thefeedback I have received from students and teachers over the years on the originaltexts. I am grateful to Joyce Pepple and Greg Tubach for asking me to write another Cliffs book. I am particularly thankful to Joan Friedman for all the work thatshe and her staff did in the actual production, revision, and completion of the textitself.My father-in-law, Dr. Manuel Lopez Figueras, of Merida, Venezuela, again helpedme write a new passage about his specialty, lichens. My friend Dr. Arnold Vera, aphysician specializing in endocrinology in Ormond Beach, Florida, assisted megreatly in writing the passage about diabetes. I also wish to thank Alejandro Muñozand his family for taking us all over Mexico, including on a tour of the Don JulioTequila processing plant in Atotonilco-Jalisco.Nowadays, I am a lawyer with a busy law office. I very much appreciate thosemembers of my staff who were sometimes affected by my work on the book, especially when they had to handle the legal work for clients because I was locked inmy room trying to meet a deadline. Those employees are Trisha Dellinger, StaceyRahm, Michelle Hall, Tracy Stafford, Kathy Strawn, and Sheila Semanisin. Sheilaregularly had to fax and overnight documents. Tracy even stepped in to draw figures for me on short notice. And Steve Rahm has done a magnificent job creatingour toeflcourse.com Web site.I appreciate Verna Londoño and the administrators of Daytona Beach CommunityCollege and Embry Riddle Aeronautical University for inviting me to speak to theirstudents from time to time so that I could gauge the quality of what I had written.I also appreciate how open and cooperative Gena Netten and others in the TOEFLoffice have been with me and other TOEFL authors. Without information fromthem, we would all be guessing about what to present to the readers.As always, I am grateful to my wife, Maria, and children, Michelle and Michael,Jr., for putting up with my working so many hours as well as providing ideas forsample items. I was even receiving and returning text via e-mail while on a cruisewith the family in the Carribean.And most of all, thanks to you, the reader, for choosing this book. I hope that youwill find it useful and I welcome your feedback. Visit the Web site and e-mail mewith your comments and questions.iii
Table of ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xivHow to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvTo the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvTo the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xixStudy Guide Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxPART I: INTRODUCTION TO THE TOEFLCOMPUTER-BASED TESTGENERAL DESCRIPTION OF THE TOEFL TEST . . . . . . . . . . . . . 3How Colleges and Universities Use TOEFL Scores . . . . . . . . . . . . . . . . . . . 3Computer-Based versus Paper-Based Testing . . . . . . . . . . . . . . . . . . . . . . . 4Computer Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Institutional Testing Program (ITP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5STRUCTURE OF THE TOEFL TEST . . . . . . . . . . . . . . . . . . . . . . . . 6Listening Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Structure Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Reading Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Writing Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8QUESTIONS COMMONLY ASKED ABOUTTHE TOEFL TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9COMPUTER BASICS FOR TAKING THE TOEFL TEST . . . . . . . 11TAKING THE TOEFL TEST: A SUCCESSFULOVERALL APPROACH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Preparing for the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13The Day of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13During the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14PART II: ANALYSIS OF EXAM AREASLISTENING SECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Basic Skills Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17What to Expect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Part A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Part B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Preparing for the Listening Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24A Patterned Plan of Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25STRUCTURE SECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Basic Skills Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26What to Expect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Incomplete Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Choosing the Incorrect Word or Phrase . . . . . . . . . . . . . . . . . . . . . . . . . . . 27How to Prepare for the Structure Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28A Patterned Plan of Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28v
CliffsTestPrep TOEFL CBTREADING SECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Basic Skills Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29What to Expect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Preparing for the Reading Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32A Patterned Plan of Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33WRITING SECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Ability Tested . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Basic Skills Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34What to Expect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34How to Prepare for the Writing Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35A Patterned Plan of Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36PART III: DETAILED REVIEW OF ITEMS TESTEDLISTENING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Tenses and Time Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Conditional Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Wish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Comparisons and Comparatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Equal Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Unequal Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Double Comparatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Limiting Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Already and Yet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Affirmative Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Negative Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Tag Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Because and Because Of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49So . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49The Reason . . . That . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Other Phrases Indicating Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 50Causatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Have and Get . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Make . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Words that Sound Alike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Idioms and Idiomatic Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Problem Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53No Sooner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Remember, Stop, and Forget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Let and Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Used To and Be Used To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Would Rather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55vi
Table of ContentsPhrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Idioms of Suggestion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Commands and Indirect Commands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Practice Exercise . .
Cliffs Advanced Practice for the TOEFL in 1992. Although Mike no longer actively teaches for any institution, he periodically makes presentations to individual classes at Daytona Beach Community College and Embry Riddle Aeronautical University in Daytona Beach, Florida. He is a member of Teachers of English to Speakers
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and hold an annual E-Safety Week. Our Citizenship Award. 4 Through discussion in all our history themes – the rule of law is a key feature. RE and citizenship/PSHEE lessons cover religious laws, commandments and practices. In RE we encourage pupils to debate and discuss the reasons for laws so that all pupils understand the importance of them for their own protection. As part of the .
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Organization consists of people who interact with each other to achieve a set of goals. 1.1.6 Colleges of Education as an Organization: College of Education is classified as an organization or a social system built to attain certain specific goals and defined by its own boundaries. It works as a social system in its own right. Colleges of Education like other organizations are unique in their .
NOT FOR PUBLICATION UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT BRIGETTE TAYLOR, Plaintiff-Appellant, v. BOSCO CREDIT LLC; et al., Defendants-Appellees. No. 19-16727 D.C. No. 3:18-cv-06310-JSC MEMORANDUM* Appeal from the United States District Court for the Northern District of California Jacqueline Scott Corley, Magistrate Judge, Presiding Argued and Submitted September 14, 2020 San .
Botany Department Chaudhary Mahadeo Prasad Degree College, Prayagraj-U.P. 211002 Page 3 UV) and sheared using enzymatic digestion or sonication to yield 300-1000 bp fragments of DNA. The protein of interest, along with any associated DNA fragments, is immunoprecipitated from the cell debris using a specific antibody. The cross-link is then .
The IELTS Bridge, Dehradun 07302390901 46 D Pathribagh, near SGRR PG College Dehradun theieltsbridge@gmail.com 91-7302390901 A Depression is the third leading cause of illness and disability among adolescents, and suicide is the third leading cause of death in older adolescents (15–19 years). Violence, poverty, humiliation and feeling devalued can increase the risk of developing mental .
Cambridge English: Flyers (YLE Flyers) Cambridge English: Key (KET) for Schools Further information is available from www.CambridgeESOL.org Cambridge Primary Checkpoint – comprehensive feedback for learners, teachers and schools Introduction. 2 Cambridge Primary Checkpoint A guide to using the reports To review the parts of the curriculum where teaching has been most effective and the .
