A2 Key for Schools common mistakes
A2 Key for Schools · Understand the traps and how to avoid them.
In Reading Part 1 (short messages and signs), the candidate reads only the three answer options and picks one that repeats a word from the notice, without reading the notice itself.
The notices are short and look familiar, so candidates jump straight to the options and fall for the distractor that copies a visible word (for example a sign saying 'No food in the library' and an option saying 'You can eat in the library'). They have not worked out what the notice actually tells the reader to do.
What to do instead
Practise a fixed routine: read the notice and the question first, decide in one sentence what it means ('this tells students they must not...'), then read the options and eliminate the two that are wrong. Train on sets of notices that share vocabulary but have opposite meanings (allowed/not allowed, open/closed, must/need not).
In Reading Part 2 (matching three short texts to seven questions), the candidate matches on a single shared word instead of reading the whole sentence.
With three similar texts about the same topic (three clubs, three shops, three people's weekends), each text contains overlapping vocabulary, so a word-matching strategy produces confident but wrong matches. Candidates also stop after finding one match instead of checking the remaining options.
What to do instead
Teach candidates to underline the key idea in each question (who, what, when, how much) and then read all three texts fully before matching. Practise explaining in one sentence why a distractor text is wrong. Do timed drills where they must justify each match with a quote from the text.
In Reading Part 3 (a longer text with multiple-choice questions), the candidate answers from general knowledge or personal opinion rather than from the text.
The text is about a familiar school-age topic (a trip, a hobby, a new student), so candidates feel they already know the answer. They also choose an option because it sounds true in real life, even though the passage says something different.
What to do instead
Insist on locating the answer: for every question, find and underline the sentence in the text that supports the choice, and write the question number next to it. Do exercises where one option is 'true in real life but not in the text' so candidates learn to reject it.
In Reading Part 5 (a short text with six gaps, no options), the candidate writes a word that fits the meaning but not the grammar, or leaves gaps blank.
This part tests grammar and fixed expressions (prepositions, articles, verb forms, collocations), and candidates rely on translating from their first language. They also spend too long on one gap and run out of time, leaving blanks that could have earned marks.
What to do instead
Build a checklist of what to check at each gap: verb tense, singular/plural, preposition, article, pronoun. Drill high-frequency collocations (interested in, good at, look after, on Saturday, in the morning). Set a rule of 30 seconds per gap, mark a guess and move on, then return.
In Writing Part 6 (a short message of about 25 words from three notes), the candidate writes far more than required and misses one of the three content points.
Candidates try to write a 'good' piece of writing and add extra sentences, which increases errors and eats time. Under pressure they address the easiest two notes and forget the third, losing marks for content.
What to do instead
Practise a template: greeting, one sentence per note, closing. Tick off each of the three notes before starting to write. Do three-minute timed writes and count the words; anything over about 35 words should be cut.
In Writing Part 7 (a short story or email from a picture or prompt, about 35 words), the candidate writes a list of unconnected sentences instead of a linked text, and ignores the given words.
Candidates focus on using every word they know rather than on structure, so the text lacks linking words and tense consistency. They also forget that the prompt supplies words that must be used, or write about the picture in the wrong tense.
What to do instead
Teach three linking words (and, but, because) and one time phrase (Last weekend...) and require them in every practice answer. Check the prompt for required words and underline them in the answer. Use a two-step plan: one sentence to say what happened, one to say how it felt.
In Listening, the candidate writes an answer for one question and then misses the next two because they are still writing.
Each recording is played twice and moves on regardless. Candidates try to write full words or correct spelling while the audio continues, so they lose their place in the recording.
What to do instead
Train the write-then-look-up habit: write the shortest possible form (a number, one word, an abbreviation), then immediately return attention to the audio. Use the pause before each part to read the questions and predict the type of answer (time, place, name, number).
In Listening, the candidate hears a number, price, time or spelling and writes the first version heard, missing a correction later in the recording.
A2 Key recordings often include self-correction ('It's at half past four - no, sorry, five o'clock') or a distractor mentioned first and replaced later. Candidates write the first number and stop listening.
What to do instead
Do focused dictation drills on numbers, prices, times, dates and spelled names. Teach candidates to listen for correction signals (actually, no, sorry, I mean) and to cross out and rewrite. Practise whole items where the first figure is always wrong.
In Speaking, the candidate gives one-word or one-line answers to the examiner's questions and does not interact with the other candidate in the pair task.
Candidates are nervous and treat the test as a question-and-answer interview. They do not realise that Part 2 requires asking and answering questions with a partner, and they wait passively for the examiner to lead.
What to do instead
Rehearse extended answers with a reason or extra detail ('Yes, I like football because I play every Saturday'). Role-play Part 2 with a partner using prompt cards, practising both asking ('What's your favourite...?') and responding ('Me too - I prefer...'). Practise three follow-up questions per topic.
In Speaking, the candidate reads the prompt card word by word, speaks in a flat monotone, or stops completely when they cannot remember a word.
Candidates have not practised the task format, so they treat the card as a reading exercise. When a word is missing they freeze rather than using simple repairs, and unclear pronunciation costs marks even when the language is correct.
What to do instead
Practise the routine: look at the card, look up, say the question in your own words. Teach repair phrases ('I don't know the word - it's a thing you use for...', 'Can you say that again?'). Record short answers and check stress and clear final sounds, especially -s and -ed endings.