VMBO KB Engels common mistakes
VMBO KB Engels · Understand the traps and how to avoid them.
Reading a multiple-choice question only after finishing the text, then hunting for the answer in the whole passage.
Candidates treat the text as the task and the questions as an afterthought, so they read without a purpose, run out of time, and re-read the same paragraphs repeatedly.
What to do instead
Read the question stems and options first, underline the key word in each (a name, a number, a place, a verb like 'advise' or 'complain'), then read the text once with those keywords in mind. Mark the sentence where each answer is found with the question number in the margin.
Choosing an option because it repeats words from the text, without checking whether it answers the question.
Distractor options are built by copying vocabulary from the passage while changing the relationship (who did what, when, how much). Candidates recognise the words and stop reading the option to the end.
What to do instead
Read all four options completely before deciding, and for each one ask 'does the text actually say this, in this way?'. Cross out options that only echo words. For the option you pick, point to the exact line in the text that supports it; if you cannot, it is probably wrong.
Answering open questions in Dutch or in a Dutch-English mix.
Under time pressure and uncertainty, candidates fall back on their first language, especially for explanations and opinions, and assume the marker will understand.
What to do instead
Train a small set of English answer frames ('Because the writer wants to...', 'The main reason is that...') and practise writing every open answer in a full English sentence, even a short one. Check before handing in that no Dutch words remain, including in the margins and corrections.
Writing a short writing task as one long block with no greeting, no paragraphs and no closing.
Candidates focus all their attention on vocabulary and grammar and forget that layout and conventions carry marks in the assessment criteria.
What to do instead
Before writing, note the required text type and its skeleton: for an email, greeting + opening line + two body paragraphs + closing + name; for a short message, opening + body + sign-off. Write the skeleton first, then fill it in, and check the greeting and closing are present and appropriate (formal vs informal).
Using only very short simple sentences and repeating the same linker ('and', 'but', 'also') throughout a writing task.
Candidates play it safe to avoid errors, so sentence variety and cohesive devices are never practised and the text scores low on range.
What to do instead
Memorise and actively insert a fixed set of linkers appropriate to the level: 'because', 'so', 'although', 'however', 'first', 'then', 'finally', 'in my opinion'. Aim for at least three different linkers and at least one sentence with 'because' or 'although' in every writing task, and practise combining two short sentences into one.
Ignoring the bullet points or content requirements in the writing prompt and writing about something else.
Candidates see a familiar topic and start writing from memory, or they misread how many points must be covered, so whole required elements are missing.
What to do instead
Number the requirements in the prompt, then write one short paragraph or sentence per numbered point and tick each one off. Before handing in, re-read the prompt and confirm every point is addressed; if a point is missing, add one sentence rather than rewriting.
Trying to understand every word of a listening fragment and losing the thread after an unknown word.
Candidates treat listening like reading and stop to translate mentally; while they do, the recording moves on and the next answer is missed.
What to do instead
Practise listening for gist first: before the questions, predict from the title or question what the fragment is about. During listening, let unknown words go and listen for the stressed content words and the answer to the specific question. If a word blocks you, note it and move on; the answer is usually repeated or paraphrased later.
Writing the answer to a listening question before the speaker has finished, then not correcting it.
Hearing a number or name early in the fragment feels like the answer, so candidates commit immediately, while the speaker later corrects, qualifies or changes it ('actually, make that...', 'no, on second thought').
What to do instead
Wait for the end of the relevant exchange before writing. Use the pause after each fragment to write, and treat early numbers, times and names as provisional until the speaker stops talking. If the recording is played twice, use the second play to confirm or correct, not to start from scratch.
Preparing speaking answers as full written sentences memorised word for word, then freezing when a question comes in a different form.
Candidates fear making mistakes and script everything, so the answer sounds recited, breaks down at the first unexpected follow-up question, and fluency marks suffer.
What to do instead
Prepare content, not scripts: for each common topic (school, hobbies, future plans, last weekend) learn 5-6 key words and one structure ('I'd like to... because...'), then practise saying it aloud in different versions. Record yourself, listen back, and practise answering follow-up questions like 'Why?', 'Can you give an example?'.
Giving one-word or one-sentence answers to speaking questions and waiting silently for the next question.
Candidates answer only what is literally asked and do not realise that in an interaction task they are expected to extend, give a reason and keep the conversation going.
What to do instead
Use an answer formula: direct answer + reason + extra detail or question back. For example, 'Yes, I do, because it's cheap and close to my house. What about you?'. Practise extending every answer to at least two sentences and adding one follow-up question of your own in each practice conversation.