3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words
Key Takeaways
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.
3.2 Reading Part 5: Open Cloze Structural Grammar & Function Words
Independent Prep Note: OpenExamPrep 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.
In Reading Part 5, a student wants to write 'don't' in a gap. Why is this a bad idea?
Because informal words are never accepted in an email.
Because the apostrophe counts as a separate answer.
Because contractions are banned in every part of the Reading and Writing paper.
Because 'don't' joins two words (do + not), and the instruction is to write ONE word in each gap.
Consider this sentence from a Part 5 email: 'I am writing to invite you to my birthday party, ______ is going to be held at the skate park next Saturday.' Which word must fill the gap?
which
where
what
who
Complete this line from a teenage student's message: 'My sister is much taller ______ my brother, even though she is two years younger.' Which function word correctly completes the comparative structure?
that
than
then
as
Sections you finish are checked off in the contents.