Study guide
3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words
Cambridge English A2 Key for Schools KET for Schools
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1 Chapter 1: Exam Structure, Formats & the Cambridge English Scale
1.1 A2 Key for Schools Structure & Test Delivery 1.2 Cambridge English Scale Scoring & Results 1.3 Study Planning, Guided Learning Hours & Test Day Logistics
2 Chapter 2: Reading Comprehension – Notices, Matching & Articles (Parts 1–3)
2.1 Reading Part 1: Notices, Signs, Text Messages & Main Ideas 2.2 Reading Part 2: Multiple Matching Across Teen Profiles 2.3 Reading Part 3: Long Text Comprehension, Detail & Opinion
3 Chapter 3: Reading Paper – Use of English & Cloze Tasks (Parts 4 & 5)
3.1 Reading Part 4: Multiple-Choice Vocabulary Cloze & Lexical Sets 3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words 3.3 Cloze Task Strategies, Collocations & Distractor Traps
4 Chapter 4: Writing Paper – Functional Emails & Picture Stories (Parts 6 & 7)
4.1 Writing Part 6: Guided Short Messages & Emails 4.2 Writing Part 7: Picture Story Narratives 4.3 Cambridge Writing Assessment Criteria & Error Prevention
5 Chapter 5: Listening Paper – Key Facts, Notes & Dialogues (Parts 1 to 5)
5.1 Listening Part 1: Short Dialogues & Factual Details 5.2 Listening Part 2: Monologue Note-Taking 5.3 Listening Part 3: Informal Conversations, Details & Opinions 5.4 Listening Part 4: Short Recordings for Gist, Purpose & Attitude 5.5 Listening Part 5: Conversation Matching & Distractor Elimination
6 Chapter 6: Speaking Paper – Personal Interview & Picture Discussion (Parts 1 & 2)
6.1 Speaking Part 1: Personal Facts, Routines & Extended Responses 6.2 Speaking Part 2: Picture-Prompt Discussion & Follow-up Questions 6.3 Speaking Assessment Scales & Test-Day Communication Strategies
7 Chapter 7: Essential A2 Grammar, Vocabulary & Functional Language
7.1 High-Frequency A2 Grammar Structures & Usage 7.2 Core Lexical Domains for School-Age Learners 7.3 Connectors, Prepositions & High-Frequency Collocations 7.4 Functional Language: Requests, Offers, Opinions & Everyday Exchanges
3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words
Key Takeaways Explain This Topic AI
Reading Part 5 requires candidates to supply exactly ONE structural grammar word per gap across six gaps in a short personal email or message.
Open cloze items mainly target grammar words such as prepositions, pronouns, auxiliary verbs, determiners and conjunctions, although a word in a fixed phrase (for example, 'lot' in 'a lot of') can also be tested.
Each gap takes exactly one word; a contraction such as 'don't' joins two words (do + not), so write one full word instead.
Spelling accuracy is strictly penalized in Part 5: even minor phonetic misspellings result in zero credit for the item.
Determining the missing part of speech through syntactic analysis reveals whether the clause lacks a connecting link, an auxiliary verb, or a reference pronoun.
Last updated: September 2026
3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words
Independent Prep Note: ExamFinch is an independent preparation resource designed to help learners and teachers prepare for the Cambridge A2 Key for Schools examination. This guide provides objective linguistic analysis, pedagogical strategies, and practical exercises.
Task Overview and Format
Reading Part 5 is the concluding section of the Reading paper. In this open cloze task, candidates read a short email and sometimes the reply to it. In Cambridge's sample, one friend writes to another who has just moved to Canada, asking about the weather, languages and the new school.
The passage features six numbered gaps , plus an unnumbered example gap (Gap 0). Unlike Part 4, no options are provided . Candidates must produce and write down exactly ONE word for each gap directly onto their answer sheet. Each gap is worth one mark, giving Part 5 a total of six marks.
While Part 4 assesses vocabulary and collocations, Part 5 assesses structural grammar. Cambridge test writers select gaps that test function words —the grammatical words that hold clauses and sentences together. Most answers are these grammar words, but not all: in Cambridge's sample, one answer is lot in the fixed phrase a lot of . So if no grammar word fits, look for a fixed phrase.
The Five Core Function Word Families
Understanding that Part 5 targets closed grammatical classes enables candidates to narrow their choices quickly. Five word classes account for most Part 5 items:
1. Prepositions
Prepositions establish relationships of time, place, direction, or grammar:
Time: at (at 6 o'clock, at night); on (on Saturday, on my birthday); in (in July, in 2026); for (for three days); since (since Monday); until (until five).
Place and Direction: to (go to school); at (at home, at school); in (in Spain, in the kitchen); from (travel from London); into (walk into the room).
Dependent: with (play with friends); about (tell me about your trip); of (a cup of tea).
2. Pronouns
Pronouns provide cohesion and avoid repetitive noun phrases:
Subject Pronouns: I, you, he, she, it, we, they .
Object Pronouns: me, you, him, her, it, us, them (e.g., Please email me soon ).
Relative Pronouns: who (people), which (things/animals), where (places), that (people or things).
Possessive Words: my, your, his, her, its, our, their (determiners) and mine, yours, hers, ours, theirs (pronouns).
3. Auxiliary and Modal Verbs
Auxiliary verbs help form tenses, questions, negatives, and passive forms:
Primary Auxiliaries: Forms of be ( am, is, are, was, were ); forms of have ( have, has, had ); forms of do ( do, does, did ).
Modal Auxiliaries: can, could, will, would, should, may, must .
Infinitive Marker: to (used with want to , decide to , going to , have to ).
4. Determiners and Quantifiers
Determiners specify reference and quantity before nouns:
Articles: a, an, the (e.g., a new phone , the park near our house ).
Quantifiers: some (affirmative sentences and offers); any (negatives and questions); many (countable nouns); much (uncountable nouns); all, every, each, both .
5. Conjunctions and Connectors
Conjunctions join clauses and clarify logical relationships:
Coordinating: and (addition); but (contrast); so (result); or (choice).
Subordinating: because (reason); if (condition); when / while (time); than (comparatives: older than me ); as (equatives: as tall as ).
High-Frequency Function Words Classification Table
Category High-Frequency Words Tested Example Sentence Context
Prepositions to, at, in, on, for, with, by, from, about, into Let's meet at five outside the sports hall.
Pronouns me, him, her, us, them, it, who, which, that That is the boy who won the race.
Auxiliary Verbs is, are, was, were, have, has, do, does, can, will We have just finished our art project.
Determiners a, an, the, some, any, much, many, every, all Do you have any tickets left for the show?
Conjunctions and, but, so, because, if, when, than, as My sister is older than my brother.
Critical Examination Rules and Scoring
Candidates must follow strict examination rules in Part 5 to protect their marks:
1. Exactly ONE Word
The instruction states: "Write ONE word for each gap." An answer of two words does not follow the instruction and earns no mark, even if one of the words is correct. For instance, writing in front when only front was missing receives no credit.
2. Avoid Contractions
A contraction joins two words, so it does not fit the instruction to write one word:
- don't = do + not
- it's = it + is or it + has
- I'm = I + am
The gaps are designed so that a single word fits, so write one full word. Note that cannot is normally written as one word, while can't is a contraction.
3. Absolute Spelling Accuracy
Part 5 has zero tolerance for spelling mistakes. A misspelled function word receives zero marks . Frequent errors include:
- becuase (correct: because )
- whitch (correct: which )
- untill (correct: until )
then written instead of than after comparative adjectives.
Five-Step Diagnostic Protocol for Open Cloze
Read for Gist: Read the entire email or note to identify the writer, recipient, and main purpose.
Diagnose the Missing Role: Look at the clause around the gap. Is it missing a verb auxiliary, a connector, a relative pronoun, or a preposition?
Check Subject-Verb Concord: Ensure verbs agree with singular or plural subjects ( he has vs. they have ; it was vs. they were ).
Apply the Single-Word Check: Confirm your answer is one word, not a contraction, and spelled correctly.
Re-Read the Whole Text: Read the complete passage with your answers inserted to confirm that the text flows naturally and communicates clearly.