cae-handbook-for-teachers.pdf

Preface This handbook is for anyone who is preparing candidates for the Certificate in Advanced English examination (CAE). The introduction gives an overview of CAE and its place within Cambridge ESOL. This is followed by a f ocus on each paper and includes content, advice on preparation and example papers. Further information on the examination will be issued in the form of: • regula regularr update update bullet bulletins ins • an extensive extensive progr programme amme of of seminars seminars and conference conference presenta presentations. tions. If you require additional CDs or further copies of this booklet, please email: [email protected]

Contents Inside front cover

OVERVIEW OF CAE

CAE content and overview Key features of Cambridge ESOL examinations

INTRODUCTION TO

3

Factors affecting the design of the examination

INTRODUCTION TO CAE

Content of CAE The level of CAE Varieties of English Recognition

4 4 4 5

Official accreditation in the UK The CAE candidature Marks and results Special circumstances

EXAMINATION CONTENT

6 6 6

Course materials Past papers and examination reports Online support

6 6 6

Seminars for teachers Administrative information Further information

7 7 8 9 11

General description Structure and tasks The four parts of the Reading paper Preparation Sample paper – test 1

16 16 21 21

Answer keys – test 1 Sample paper – test 2 Answer keys – test 2 Candidate answer sheet

22 22 23 24 26 28

General description Structure and tasks The two parts of the Writing paper Preparation Task types Sample paper – test 1

31 Sample paper – test 2 33 Assessment 34 Cambridge ESOL Common Scale for Writing 35 Sample scripts and mark schemes – tests 1 and 2

University of Cambridge ESOL Examinations

2

2 3

The purpose of the review project The process of the project

3 3 4 4

2

47 General description 47 Structure and tasks 48 The five parts of the Use of English paper 49 Preparation

AND PROCESSIN PROCESSING G

CAE SUPPORT

1 READING PAPER

51 55 56 60 61

Sample paper – test 1 Answer keys – test 1 Sample paper – test 2 Answer keys – test 2 Candidate answer sheet Answer keys – test 1 Sample paper – test 2 Sample tapescript – test 2 Answer keys – test 2 Candidate answer sheet

2 WRITING PAPER PAPER

3 USE OF ENGLISH PAPER

62 62 63 63 66 69

General description Structure and tasks The four parts of the Listening paper Preparation Sample paper – test 1 Sample tapescript – test 1

73 74 77 81 82

83 83 84 85 88

General description Structure and tasks The four parts of the Speaking test Preparation Sample paper – test 1

92 Sample paper – test 2 95 Assessment 96 Cambridge ESOL Common Scale for Speaking

Inside back cover

CAMBRIDGE ESOL

4 LISTENING PAPER

5 SPEAKING TEST

CAE Glossary and Acronyms cae handbook for teacher rs s |

contents

1

Introduction to Cambridge ESOL

• to relate relate the the examinatio examinations ns to the the teaching teaching curriculum curriculum in in


experiences, and to seek to achieve a positive impact



such a way that they encourage positive learning wherever possible

University of Cambridge ESOL Examinations (Cambridge ESOL)

• to endeavour endeavour to be be fair to all all candidates, candidates, whate whatever ver their their

is a part of the Cambridge Assessment Group, which is a department of the University of Cambridge*. It has a tradition

national, ethnic and linguistic background, gender or

of language assessment dating back to 1913, and is one of the

disability.

world’s world’s largest educational assessment agencies. Cambridge ESOL offers an extensive range of examinations, certificates

Cambridge ESOL examinations are designed around four

and diplomas for learners and teachers of English. In 2006,

essential qualities: validity, validity, reliability, reliability, impact and practicality.

over 2 million people took these examinations at centres in

Validity is normally taken to be the extent to which a test can

over 130 countries.

be shown to produce scores which are an accurate reflection

Cambridge ESOL’s ESOL’s systems and processes for designing, developing and delivering examinations and assessment services are certified as meeting the internationally recognised ISO9001:2000 standard for quality management. Cambridge ESOL examinations are suitable for learners of all nationalities, whatever their first language and cultural background, and there are examinations suitable for learners of almost any age. Although they are designed for n ative speakers of languages other than English, no language related restrictions apply. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young learners and a suite of certificates and diplomas for language teachers. The examinations cover all four language skills – reading, writing, listening and speaking. They include a range of tasks which assess candidates’ ability to use English, so that in preparing for the examinations, candidates develop the s kills they need to make practical use of the language in a variety of contexts. Above all, what the Cambridge ESOL examinations assess is the ability to communicate effectively in English. Cambridge ESOL is committed to providing examinations of the highest possible q uality. uality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers. 

of the candidate’s true level of language skills. Reliability concerns the extent to which test results are stable, consistent and accurate, and therefore the extent to which they can be depended on for making decisions about the candidate. Impact concerns the effects, beneficial or otherwise, which an examination has on the candidates and other users, whether these are educational, social, economic or p olitical, or various combinations of these. Practicality can be defined as the extent to which an examination is practicable in terms of the resources needed to produce and administer it. All these factors underpin the development and production of Cambridge ESOL examinations.

Introduction to CAE The Certificate in Advanced English (CAE) was originally offered in 1991. An update in 1999 allowed the examination to keep pace with changes in language teaching and testing. Following the successful revision of the Certificate of Proficiency in English (CPE) in 2002 and in light of feedback received, it was decided to review CAE and implement changes as appropriate. 

The purpose of the review project

The purpose of the project was to review CAE in order to ensure that it met the current needs of candidates, teachers, centres and other users in terms of content and length. The aims were to: • reflect developme developments nts in the the field field of language language teachi teaching ng and learning

Key features of Cambridge ESOL examinations

• reflect deve developme lopments nts in Cambridge Cambridge ESOL’s ESOL’s other other General General Cambridge ESOL undertakes:

English examinations, e.g. the revision of CPE

• to assess assess language language skills skills at a range range of levels, levels, each of of

• take account of informatio information n about about candidate candidatess gained gained

them having a clearly defined relevance to the needs of

through the Candidate Information Sheets completed by

language learners

all candidates at each administration of the examination

• to assess assess skills which which are are directly directly relev relevant ant to the the range of uses for which learners will need the language they have learned, and which cover the four language skills – reading, writing, listening and speaking – as well as

• ensure a thoroug thoroughly hly validated validated examination examination • define a specific specific test test focus focus for each part of each each paper paper • ensure the examina examination tion meets meets the needs needs of candidates candidates and other users.

knowledge of language structure and use • to provide provide accurat accurate e and consiste consistent nt assessment assessment of each each language skill at the appropriate level * Cambridge Assessment Assessment is the operating operating name for the University University of Cambridge Local Examinations Syndicate (UCLES). 2

cae handbook for teacher rs s |

introduction to cae

The outcome, in terms of benefits for the various areas and stakeholders, is the result of extensive research and several rounds of consultation with all users, both online and face-toface.

Introduction to Cambridge ESOL

• to relate relate the the examinatio examinations ns to the the teaching teaching curriculum curriculum in in


experiences, and to seek to achieve a positive impact



such a way that they encourage positive learning wherever possible

University of Cambridge ESOL Examinations (Cambridge ESOL)

• to endeavour endeavour to be be fair to all all candidates, candidates, whate whatever ver their their

is a part of the Cambridge Assessment Group, which is a department of the University of Cambridge*. It has a tradition

national, ethnic and linguistic background, gender or

of language assessment dating back to 1913, and is one of the

disability.

world’s world’s largest educational assessment agencies. Cambridge ESOL offers an extensive range of examinations, certificates

Cambridge ESOL examinations are designed around four

and diplomas for learners and teachers of English. In 2006,

essential qualities: validity, validity, reliability, reliability, impact and practicality.

over 2 million people took these examinations at centres in

Validity is normally taken to be the extent to which a test can

over 130 countries.

be shown to produce scores which are an accurate reflection

Cambridge ESOL’s ESOL’s systems and processes for designing, developing and delivering examinations and assessment services are certified as meeting the internationally recognised ISO9001:2000 standard for quality management. Cambridge ESOL examinations are suitable for learners of all nationalities, whatever their first language and cultural background, and there are examinations suitable for learners of almost any age. Although they are designed for n ative speakers of languages other than English, no language related restrictions apply. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young learners and a suite of certificates and diplomas for language teachers. The examinations cover all four language skills – reading, writing, listening and speaking. They include a range of tasks which assess candidates’ ability to use English, so that in preparing for the examinations, candidates develop the s kills they need to make practical use of the language in a variety of contexts. Above all, what the Cambridge ESOL examinations assess is the ability to communicate effectively in English. Cambridge ESOL is committed to providing examinations of the highest possible q uality. uality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers. 

of the candidate’s true level of language skills. Reliability concerns the extent to which test results are stable, consistent and accurate, and therefore the extent to which they can be depended on for making decisions about the candidate. Impact concerns the effects, beneficial or otherwise, which an examination has on the candidates and other users, whether these are educational, social, economic or p olitical, or various combinations of these. Practicality can be defined as the extent to which an examination is practicable in terms of the resources needed to produce and administer it. All these factors underpin the development and production of Cambridge ESOL examinations.

Introduction to CAE The Certificate in Advanced English (CAE) was originally offered in 1991. An update in 1999 allowed the examination to keep pace with changes in language teaching and testing. Following the successful revision of the Certificate of Proficiency in English (CPE) in 2002 and in light of feedback received, it was decided to review CAE and implement changes as appropriate. 

The purpose of the review project

The purpose of the project was to review CAE in order to ensure that it met the current needs of candidates, teachers, centres and other users in terms of content and length. The aims were to: • reflect developme developments nts in the the field field of language language teachi teaching ng and learning

Key features of Cambridge ESOL examinations

• reflect deve developme lopments nts in Cambridge Cambridge ESOL’s ESOL’s other other General General Cambridge ESOL undertakes:

English examinations, e.g. the revision of CPE

• to assess assess language language skills skills at a range range of levels, levels, each of of

• take account of informatio information n about about candidate candidatess gained gained

them having a clearly defined relevance to the needs of

through the Candidate Information Sheets completed by

language learners

all candidates at each administration of the examination

• to assess assess skills which which are are directly directly relev relevant ant to the the range of uses for which learners will need the language they have learned, and which cover the four language skills – reading, writing, listening and speaking – as well as

• ensure a thoroug thoroughly hly validated validated examination examination • define a specific specific test test focus focus for each part of each each paper paper • ensure the examina examination tion meets meets the needs needs of candidates candidates and other users.

knowledge of language structure and use • to provide provide accurat accurate e and consiste consistent nt assessment assessment of each each language skill at the appropriate level * Cambridge Assessment Assessment is the operating operating name for the University University of Cambridge Local Examinations Syndicate (UCLES). 2


introduction to cae

The outcome, in terms of benefits for the various areas and stakeholders, is the result of extensive research and several rounds of consultation with all users, both online and face-toface.



practical language assessment, the notion of overall ability is

The process of the project

subdivided into different skills and subskills. This ‘skills and

The project included the following main stages:

components’ view is well established in the language research

• Data collectio collection, n, e.g. e.g. market market informa information tion including including survey survey questionnaires sent to can didates, teachers, Oral Examiners and examination administrators; information on candidature collected on Candidate Information Sheets. • The deve developme lopment nt of of examina examination tion specifications, specifications, including the development of the test construct, test content and the definition of the test focuses; the

and teaching literature. Four main skills of reading, writing, listening and speaking are recognised, and each of these is assessed in a test component of the same name. Reading and listening are multidimensional skills involving the interaction of the reader/listener’s reader/listener’s mental processing c apacities with their language and content knowledge; further interaction takes place between the reader/listener and the external features of

production, editing and trialling of draft task types and

the text and task. Purpose and context for reading/listening

materials; the development and trialling of assessment

shape these interactions and this is reflected in the CAE

criteria; and research into the validity and reliability of

Reading and Listening components through the use of

the material and assessment procedures.

different text and task types which link to a relevant target

• The productio production n of examination examination support materials, materials, including public specifications, and training materials for examiners and writers of examination materials. Throughout the project, Cambridge ESOL has gathered feedback on its proposals for the examination by holding meetings with representatives of key ESOL organisations and English language specialists, and by holding consultative seminars with teachers and Directors of Studies. During

language use context beyond the test. Writing ability is also regarded as a linguistic, cognitive, social and cultural phenomenon that takes place in a specific context and for a particular purpose. Like Reading and Listening, CAE Writing involves involves a series of complex interactions between the task and the writers, who are required to draw on different aspects of their knowledge and experience to produce a written performance for evaluation.

trialling, teachers and students have been asked to complete

Like writing, speaking involves multiple competences

questionnaires on trial materials.

including vocabulary and grammatical knowledge, phonological control, knowledge of disc ourse, and pragmatic



Factors affecting the design of the examination

awareness, which are partially distinct from their equivalents

Analysis of CAE Candidate Information Sheets and CAE

in the written language. Since speaking generally involves

market survey questionnaires showed consistent agreement

reciprocal oral interaction with others, Speaking in CAE is

on the kind of candidate taking CAE, on how the examination should reflect candidates’ needs and interests, and on

assessed directly, through a face-to-face encounter between candidates and examiners.

administrative aspects of the examination. Extensive research

A fifth test component in CAE (Use of English) focuses on the

was also conducted into the current examination.

language knowledge structures or system(s) that underpin a

The design of the updated examination has incorporated the insights provided by this information and aims to provide: • coverage coverage of candidate candidates’ s’ needs needs and interests interests

user’s communicative language ability in the written medium; these are sometimes referred to as ‘enabling’ (sub)skills and include knowledge of vocabulary, morphology, morphology, syntax, punctuation, and discourse struc ture.

• coverage coverage of language language abilit abilities ies underlyin underlying g these needs and interests (in reading, writing, language systems, listening and speaking)

Each of these five test components in CAE provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can do at this level.

• reliable reliable assessme assessment nt (range (range of testing testing focuses broadened) broadened)

The level of CAE

• positiv positive e educa educatio tional nal impact impact



• ease ease of examin examinati ation on adminis administr trati ation on

CAE is at Level C1 of the Council of Europe Common European

• an examina examination tion which is more more user friendly friendly for

Framework Framework of Reference for Languages, and a description of this level is given below in terms of:

candidates in terms of its length.

• what what mater material ial lear learner nerss can hand handle le • what learne learners rs can be expected expected to be able to do. do.

Examination content and processing 

The type of material a CAE candidate can deal with At this level, learners are expected to be able to use the

Content of CAE

structures of the language with ease and fluency. They are

Cambridge ESOL examinations reflect a view of language

aware of the relationship between the language and the

proficiency in terms of a language user’s overall

culture it exists in, and of the significanc e of register. This

communicative ability; at the same time, for the purposes of

means that to some extent they are able to adapt their


examination content and processing

3

language use to a variety of social situations, and express

corporate bodies across the world. More information about

opinions and take part in discussions and arguments in a

recognition is available from centres, British Council offices,

culturally appropriate way. Learners at this level can develop

Cambridge ESOL and from www.CambridgeESOL.org

their own interests in reading both factual and fictional texts. They can also produce a variety of types of texts and utterances, such as letters of varying degrees of formality. They can use language in a creative and flexible way, with the ability to respond appropriately to unforeseen as well as predictable situations, producing, if required, extended and



Official accreditation in the UK

CAE has been accredited by the Qualifications and Curriculum Authority (QCA), the statutory regulatory authority for external qualifications in England, and its counterparts in Wales and Northern Ireland, at Level 2 in the National Qualifications

complex utterances.

Framework, under the title ‘Cambridge ESOL Level 2 Certificate The written and spoken texts encountered in most common

in ESOL International’.

everyday situations can be dealt with at a level below that reached by the C1 learner, but certain more difficult situations,



The CAE candidature

e.g. discussing abstract or cultural topics with a good degree of fluency, demand this level of language. Users at this level can

Information is collected about CAE candidates at each session,

enjoy a wide range of social contacts.

when candidates fill in a Candidate Information Sheet. The candidates for CAE come from a wide range of backgrounds and take the examination for a number of different reasons.

What a CAE candidate can do Examinations at Level C1 may be used as proof of the level of language necessary to work at a managerial or professional level or follow a course of academic study at university level.

The following points summarise the characteristics of the current CAE candidature.

Nationality

The ALTE ‘Can Do’ Project

CAE is taken by candidates throughout the world in about 80

The Association of Language Testers in Europe (ALTE) has

countries, although the total number of nationalities

developed a framework which covers five levels of language

represented in the candidature is over 190. The majority of

proficiency aligned to the Council of Europe Common

these candidates enter for CAE in European and South

European Framework of Reference for Languages. (See Table 1.)

American countries.

Research carried out by ALTE has shown what language

Age and Gender

learners can typically do at each level. Table 2 (overleaf) gives some examples at CAE level of typical general ability plus

The majority of cand idates are aged between 16 and 19. About

ability in each of the skill areas and in a range of contexts.

62% of the candidates are female.

Education

Table 1 Cambridge Main Suite

ALTE levels

CEF levels

Certificate of Proficiency in English

5

C2

Certificate in Advanced English

4

C1

First Certificate in English

3

B2

Preliminary English Test

2

B1

Key English Test

1

A2



Most candidates are students, although there are considerable differences in the proportion of students in different countries.

Preparation A large proportion of candidates (about 85%) undertake a preparatory course before taking the examination.

Reasons for taking CAE

Varieties of English

Candidates’ responses to tasks in the Cambridge ESOL

Candidates’ reasons for wanting an English language

examinations are acceptable in varieties of English which

qualification are roughly distributed as follows:

would enable candidates to function in the widest range of

• to gain employment (32%)

international contexts. Candidates are expected to use a

• for further study (24%)

particular variety with some degree of consistency in areas

• out of personal interest (12%)

such as spelling, and not for example switch from using a

• other (32%).

British spelling of a word to an American spelling of the same word in the same written response to a given task. 

Recognition



Marks and results • A candidate’s overall CAE grade is based on the total

CAE is recognised as fulfilling English language entrance

score gained by the candidate in all five papers. It is not

requirements by many higher education institutions and

necessary to achieve a satisfactory level in all five papers in order to pass the examination.

4

c a e h a n d b o o k f o r t e a c h e rs |


Table 2

‘Can Do’ summary Typical abilities

Listening and Speaking

Reading and Writing

Overall general ability

CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.

CAN read quickly enough to cope with an academic course, and CAN take reasonably accurate notes in meetings or write a piece of work which shows an ability to communicate.

Social & Tourist

CAN pick up nuances of meaning/opinion.

CAN understand complex opinions/arguments as expressed in serious newspapers.

CAN keep up conversations of a casual nature for an extended period of time and discuss abstract/cultural topics with a good degree of fluency and range of expression.

Work

CAN write most letters (s)he is likely to be asked to do; such errors as occur will not prevent understanding of the message.

CAN follow discussion and argument with only occasional need for clarification, employing good compensation strategies to overcome inadequacies.

CAN, given enough time, write a report that communicates the desired message.

CAN deal with unpredictable questions.

Study

CAN understand the general meaning of more complex articles without serious misunderstanding.

CAN follow up questions by probing for more detail.

CAN scan texts for relevant information, and grasp main topic of text.

CAN make critical remarks/express disagreement without causing offence.

CAN write a piece of work whose message can be followed throughout.

This means that the score a candidate needs to achieve

• All the papers are equally weighted, each contributing

a passing grade will always be 60.

40 marks to the examination’s overall total number of 200 marks.

• Certificates are issued to candidates gaining a passing

• Results are reported as three passing grades (A, B and C)

grade (A, B or C) approximately six weeks af ter the issue

and two failing grades (D and E) and are set according to

of statements of results.

the following information:

• Certificates are not issued to candidates awarded the

– statistics on the candidature

failing grades D and E.

– statistics on the overall candidate performance – statistics on individual items, for those parts of the



Special circumstances

examination for which this is appropriate (Papers 1, 3 Special circumstances covers three main areas: special

and 4) – advice, based on the performance of candidates and recommendations of examiners, where this is relevant (Papers 2 and 5)

arrangements, special consideration and malpractice. • Special arrangements: These are available for candidates with a permanent or

– comparison with statistics from previous years’ examination performance and candidature. • Candidates are issued with statements of results

long-term disability, such as a visual or hearing dif ficulty, or a temporary difficulty such as a broken hand, or ear infection affecting a candidate’s ability to hear clearly. They

approximately two months after the examination has

may include extra time, separate accommodation or

been taken. These include the grades awarded, a

equipment, Braille transcription, etc. Consult the

graphical display of the c andidate’s performance in each

Cambridge ESOL Local Secretary in your area for more

paper (shown against the scale Exceptional – Good –

details as soon as possible.

Borderline – Weak), and a standardised score out of 100 (which is converted from the aggregate mark of 200). This score allows candidates to see exactly how they performed. It has set values f or each grade, allowing comparison across sessions of the examination: Grade A = 80–100 marks Grade B = 75–79 marks Grade C = 60–74 marks Grade D = 55–59 marks Grade E = 54 marks or below.

• Special consideration: Cambridge ESOL will give special consideration to candidates affected by adverse circumstances immediately before or during an examination. Special consideration can be given where an application is sent through the centre and is made within 10 working days of the examination date. Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events.



5

• Malpractice:



Cambridge ESOL will consider cases where candidates are suspected of copying, collusion or breaking the examination regulations in some other way. Results may be withheld because further investigation is needed or because of infringement of regulations. Centres are notified if a candidate’s results have been investigated.

Seminars for teachers

Cambridge ESOL offers a wide range of seminars designed for teachers concerned with the examinations; some are also suitable as introductions for administrators, school directors, etc. Some seminars are intended to provide information and support for teachers who are familiar with the examinations, and others can be used to introduce teachers to established examinations and also to new or revised examinations.

CAE support 

Contact Cambridge ESOL Information for further details.

Course materials



Administrative information

A number of coursebooks and practice materials are available

The CAE examination will be offered three times a year in

from publishers. A list of UK publishers which produce

March, June and December.

material related to the examinations is available from Cambridge ESOL Information and is on the Cambridge ESOL website. CAE requires an all-round lan guage ability and this should be borne in mind when selecting course materials.

Candidates must enter through a recognised centre. 

Further information

Most coursebooks will need to be supplemented; care should

Copies of the regulations and details of entry procedure,

be taken to ensure that coursebooks and practice materials

current fees and further information about this and other

selected accurately reflect the content and format of the

Cambridge examinations can be obtained from the Cambridge

examination.

ESOL Local Secretary in your area, or from the address on the

N.B. Cambridge ESOL does not undertake to advise on textbooks or

back cover of this handbook. In some areas this information

courses of study. 

Past papers and examination reports

Cambridge ESOL produces past examination papers, which can be used for practice, and examination reports, which provide a general view of how candidates performed overall and on each paper, and offer guidance on the preparation of candidates. Details of how you can order past papers and examination reports, and a downloadable order form, are available from www.CambridgeESOL.org/support The sample question papers included in this handbook have been produced to reflect the format of the examination. However, candidates are strongly advised not to concentrate unduly on working through practice tests and examinations as this will not by itself make them more proficient in the different skills. 

Online support

Cambridge ESOL provides an online resource for teachers, designed to help them understand the examinations better and to prepare candidates more effectively. The Teaching Resources website can be found at www.CambridgeESOL.org/teach In some countries, a dedicated Cambridge ESOL website is available. These websites can be found at www.CambridgeESOL.(initials for country), e.g. www.CambridgeESOL.gr (Greece) www.CambridgeESOL.ch (Switzerland).

6


cae support

can also be obtained from the British Council.

PAPER 1 READING GENERAL DESCRIPTION

STRUCTURE AND TASKS

The paper contains four parts, with a range of texts accompanying comprehension tasks. A text may consist of several short pieces.

PART 1 Task type and focus

Multiple choice. Detail, opinion, tone, purpose, main idea, implication, attitude, text organisation features (exemplification, comparison, reference).

Timing

1 hour 15 minutes.

Format

No. of parts

4.

Three themed texts followed by two 4-option multiple-choice questions on each text.

No. of Qs

6.

Paper format

No. of questions 34. Task types

Multiple choice, gapped text, multiple matching.

Text types

From the following: newspapers, magazines, journals, books (fiction and non-fiction), promotional and informational materials.

Length of texts

Answer format

Marks

Approximately 550–850 words per text. Approximately 3,000 words overall. N.B. The total number of words of the three short texts in Part 1 is within the range of 550–850 words. For all parts of this paper, candidates indicate their answers by shading the correct lozenges on the separate answer sheet. Parts 1, 2 and 3: each c orrect answer receives 2 marks. Part 4: each correct answer receives 1 mark.


Gapped text. Text structure, cohesion and coherence.

Format

A text from which paragraphs have been removed and placed in jumbled order after the text. Candidates must decide from where in the text the paragraphs have been removed.

No. of Qs

6.


Multiple choice. Detail, opinion, tone, purpose, main idea, implication, attitude, text organisation features (exemplification, comparison, reference).

Format

A text followed by 4-option multiple-choice questions.

No. of Qs

7.


Multiple matching. Specific information, detail, opinion and attitude.

Format

A text or several short texts preceded by multiplematching questions. Candidates must match a prompt to elements in the text.

No. of Qs

15.


paper 1: reading

7

The four parts of the Reading paper 



PART 3 – MULTIPLE CHOICE

In this part, there is an emphasis on the understanding of a long text, including detail, opinion, tone, purpose, main idea, implication, attitude, and also text organisation features such as exemplification, comparison and reference.


In this part there is an emphasis on the understanding of a short text, including detail, opinion, tone, purpose, main idea, implication, attitude, and also text organisation features such as exemplification, comparison and reference. tasks and answer keys: pages 11–12, 16–17; 16  Sample and 21.

 Sample tasks and answer keys: pages 14, 16, 19 and 21. 

Each correct answer in Part 3 receives 2 marks.

Part 3 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by seven 4-option multiple-choice questions which are presented in the same order as the information in the text so that candidates




can follow the development of the text. This task tests detailed understanding, including opinions and

Part 1 consists of three short texts, from a variety of sources.

attitudes expressed; the ability to distinguish between, for

The texts share a broad theme and the linking theme is stated

example, apparently similar viewpoints, outcomes or reasons.

in the instructions. Each text is followed by two 4-option

Candidates should be able to deduce meaning from context

multiple-choice questions testing comprehension of text

and interpret the text for inference and style. They should also

content. Some questions will focus on detail in sections of the

be able to understand text organisation features such as

text, and there may be questions designed to test

exemplification, comparison and reference, including lexical

understanding of the whole short text and of text organisation.

reference. The final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or



PART 2 – GAPPED TEXT

opinion.

In this part, there is an emphasis on understanding how texts are structured and the ability to follow text development.

 



PART 4 – MULTIPLE MATCHING

Sample tasks and answer keys: pages 13, 16, 18 and 21.

In this part, there is an emphasis on locating specific information, detail, opinion and attitude in a text or a group of short texts.


 Sample tasks and answer keys: pages 15, 16, 20 and 21.

paragraphs of equal length have been removed and plac ed in



jumbled order after the text, together with a seventh

Part 4 consists of one or two sets of questions followed by a

paragraph which does not fit in any of the gaps. The text may

single page of text: the text may be continuous, or divided into

be drawn from a fiction or non-fiction source (including

sections, or consist of a group of short texts. In total, there are

journalism). This part tests comprehension of text structure,

15 questions and four to eight options.

Part 2 consists of one long gapped text from which six

cohesion, coherence and global meaning.

Each correct answer in Part 4 receives 1 mark.

Candidates are required to match the questions with the

Candidates are required to decide from where in the text each

relevant information from the text. To do this, they need to

paragraph has been removed. Each paragraph may be used

understand detail, attitude or opinion in the question, and

only once, and there is one paragraph that candidates do not

locate a section of text where that idea is expressed,

need to use.

discounting ideas in other sections which may appear similar,

Candidates need to read the gapped text first in order to gain an overall idea of the structure and the meaning of the text, and to notice carefully the information and ideas before and after each gap as well as throughout the whole of the gapped text. They should then decid e which paragraphs fit the gaps,

but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question and there may be more than one correct answer to some questions. If so, the instructions to candidates will say this.

remembering that each letter may only be used once and that

In addition to the use of letters, e.g. A–H, the range of possible

there is one paragraph which they will not need to use.

answers may be presented in the form of a list of, for example, names of people or places, titles of books or films or types of occupation.

8


paper 1: reading

Preparation

possible timings for each task. Your students need to be

General

question, while Part 4 is allocated 1 mark per question.

reminded that Parts 1, 2 and 3 are allocated 2 marks per Students at CAE level need to process large quantities of text



Your students should read as widely as possible both in

class and at home. This will enable them to become familiar

in a defined time-scale and therefore need practice in planning their time carefully.

with a wide range of language. In class encourage your students to interact fully with each text by focusing on prereading questions. This will help train them in prediction techniques. 

It is helpful to introduce a programme of reading at home.

By part 

PART 1



Your students should familiarise themselves with a wide

As part of the weekly homework assignments, an idea might

range of sources, registers, topics and lexical fields.

be to introduce a reading scheme which involves the students

Preparation should include practice in reading a text quickly

in providing verbal or written reviews on the texts they have

for a first overall impression, followed by close reading of the

read. These could include: unabridged short stories or novels,

text in order to prevent any misunderstanding.

newspaper and magazine articles, leaflets, non-fiction, etc. Where possible, your students should be encouraged to follow



Your students should read the question and underline the

up on their hobbies and interests by reading magazines or

part of the text which answers the question. They should then

looking on the internet for articles in English about sport,

look at the options and decide which one is the closest in

computers, fashion, etc. Research in these areas could also

answering the question. Students often make the mistake of

lead to a series of short class talks or articles for a class

only briefly referring to the text when answering a question,

project. A class or school magazine may also encourage

and just choosing an answer which sounds plausible or

interest in reading.

reflects their own ideas. It is often useful to ask each student to justify their answer to the rest of the class.



It is important to make sure your students are familiar with Ask your students to check the questions which take the

the format of the Reading paper. It will be helpful to spend



time going through sample papers. The Reading paper has a

form of incomplete sentences very carefully; the whole

standard structure and format so that students will know

sentence has to match what is written in the text and not just

what to expect in each part of the paper.

the phrase in option A, B, C or D.



Students should be encouraged to read a text without



Your students should be aware of the thematic link

thinking that they need to understand every word. They are

between the texts as this will help them in moving from one

not allowed to use a dictionary in the examination and they

text to the next.

should be trained to deduce the meaning of unknown words



from the context. Students often s pend time worrying about the text at word level rather than trying to get a more global view of what it is about. Focus your students’ attention on understanding the overall function and message of texts or sections of texts. 

Your students need to read the instructions, title and sub-

title of each reading text c arefully. This is meant to give them an idea of what to expect from the text; it will tell them where the pieces come from and/or what the text is about. If there is a visual, it is usually included to help with a reference in the text that the students may not be familiar with, for example, a photo of a certain animal or place. 

It is important that your students are familiar with the

instructions on the front page of the question paper, and for each part of the test. Your students should also be familiar with the technique of indicating their answer on the separate answer sheet so that they can do this quickly and accurately.

Make sure that your students read texts in which opinion,

attitudes and feelings are expressed, e.g. interviews with famous people talking about h ow they began their careers and what made them successful, or short stories about how characters feel about the situation they find themselves in. Activities which focus on recognising and evaluating attitude and opinion and which enhance your students’ abilities to infer underlying meaning will also be helpful. 

Your students should be given practice in text organisation

features. For example, there may be a question whi ch tests the ability to differentiate between a main idea and an example, or one which asks the students to connect an abstract argument with a concrete illustration. Items may test comparison and contrast, both literal and metaphorical or the understanding of cohesive devices and structures. 

It is important that your students avoid just matching

words in the text with words in the question or option.

Students need to be shown how to do this and have practice doing this in a timed exercise. They must record their answers on the answer sheet. 

When your students are familiar with the different task



PART 2



Your students should be encouraged to read the text as a

whole, and not to focus on each gap separately. They need to

types, it is a good idea to discuss which part(s) take them

understand that getting an idea of the structure and

longer to complete. Following this discussion you can suggest

understanding the development of the theme of the text are c a e h a n d b o o k f o r t e a c h e rs |

paper 1: reading

9

both important prerequisites to doing the task. Students

section as no surprise is expressed in that part. It is important

frequently make the wrong choices by selecting an option

that your students understand that they need to find a

which fits the text before the gap, and neglecting to check that

paraphrase of the whole question, not just one part.

the text after the gap follows on smoothly. 

Sometimes your students will need to choose carefully



Discourage your students from selecting an answer solely

on the basis of matching a word in the question with a word in

between two paragraphs as possible answers and will n eed

the text, since careful reading of a particular part of the text is

practice in making decisions about which is the most logical

required to ensure an accurate match in terms of meaning.

paragraph to fill the particular gap. Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, e.g. words and phrases indicating time, cause and eff ect, contrasting arguments, paraphrasing of vocabulary, use of pronouns, repetition and the use of verb tenses. 

You should alert your students to the dangers of

approaching the gapped-text task as an exercise requiring them merely to identify extracts from the text and sections in the text containing the same words, including names and dates. The task is designed to test understanding of the development of ideas, opinion and events rather than the recognition of individual words. 

PART 3



The advice on preparation for Part 1 also applies to Part 3.

Sources for texts in this part, however, will not include ephemera and candidates will need substantial practice in dealing with a relatively long and complex text. 

Candidates need to read the text closely in order to

distinguish between, for example, apparently similar viewpoints, outcomes, or reasons. 

Candidates should read each question very carefully, as

well as the four possible answers. The questions can be answered correctly only by close reference to the text. 

PART 4



Your students will need practice in skimming and scanning

texts in order to prepare for the multiple-matching task. They should practise scanning texts for the particular information required and not feel that they must read every word in the text. It is also important that they have enough practice in timing their reading. 

Remind your students that the questions for the multiple-

matching task are printed before the text so that the candidates know what to look for in the text. 

Draw your students’ attention to the particular wording of

questions, since these are intended to lead the reader to specific information, and to disregard irrelevant information. It can be helpful for students to underline key words in the questions as this helps when trying to find the information in the text which provides the answers. 

Sometimes a question may consist of two parts, for

example: a writer’s surprise at being confronted by a difficult situation. Students may find evidence of a difficult situation in a section of the text but fail to realise that it may be the wrong 10


paper 1: reading



Give your students plenty of opportunity to read articles

and reviews where different people discuss work, books, hobbies, etc. Ask your students to prepare their own questions, perhaps as a homework exercise to be used later in class. This will help them gain a better understanding of how the test is constructed and will also give them some insight into what clues they need to look for when doing this part.

PAPER 1: READING Test 1 Part 1 (questions 1–2)

1 t r a P

r _ o _ F _ . _ h . _ c t _ r x _ a t e _ e s e _ e _ r h t _ c o _ i f t _ i t _ g n n _ e i _ i _ c d r s o _ _ c h t _ i c _ a w t _ _ y s _ a e _ w b _ s e i t _ f _ m _ k o _ s i n _ h n t _ i _ d u _ e o _ y n _ r h _ e c _ c i n h . _ _ o c w t e _ _ l l ) e _ a D h _ r s _ e o r _ a C r e _ h , w _ c B s _ i h , n _ _ w A _ ( a e _ s r t t _ e c a r _ a _ r w s a t _ x n p _ e a e _ e e s _ e h _ e t r h h e t _ _ t s _ d o n a o o _ e h r s _ r c e _ _ o , t 6 w _ s g – n _ _ n _ i _ o 1 a r g s u _ _ n e o o r y _ _ t a i k r _ u s e _ a o u _ Y q M_

N O I T I T E P M O C T S I L A N R U O J L A T N E M N O R I V N E G N U O Y

s g e f e i c o l n h t i n b a f g a v s e o a d s b s g a e d r n e e n l u d n e o a o r h a t a s e n i w r o t e . e a u o n r b Y s i a z e n e . d a g n d d i n s l a e a a u u x m o s l m e h i s p t e s l v i g a m s e t a n t o r i t c e i d n m e y t i n r n o i a t a m e l h v a t s n u r r n o r e a r e i u d v o c n d o n n o e n Y u e t g a 

: R E T N E O T W O H

n i d e . n i a d t e n k o c e c h n c o e i t a b l l i m r w o f s n l e i c r i t o r a s d t e c t a i s F l 

r ) n 0 o s o 3 f s t i e s i g l a n r v r s i o e i k ( e o s r t o s n l n o d e c e r r o r ’ w r f e o o w 0 l t e , 0 t a a 5 0 , n d 2 - 1 e g 6 f m n 1 o n i s . o o 6 r l d s c 0 e i e l v c n e 0 g i 2 a t r e h r a T e e b n r l ’ a a . m u n e e o i h m c y i g t r i e e f I o w h t D 

t r o h s



r e v o n r u T . y l l u f e r a c s e l u r e h t d a e R 

f g d o e o n n g m i a a h t y t o e f l r t e e t t o r s u o o l b r n n r e p a t e v a a a c h n h l o e t i t ’ r w e n a c e o e h i h t o i h n p d s t a m n a r o o s r u , f i o t d h l u a . c u r n Y l l o a i o . o d t t h l s p i s e e s a s r w n a e m o r r i e o v f e o s n v l f t i e r r a c i n e o a i v i t r t p e t r t n n b s a a g o i e r i e t y e d t r s l o n a l e u u e ; o l o m o v h r o a n Y i s p f w e r 

t e g ’ s k e r u b n n r i a o i e h e d b o b t ‘ a l a u s a e r r o o e e d i y l l f l b u h e g a o w h n t i w e h k g s o d o . h , d o s s l e t e l I t o l n w a h t r o . u o m d n s u l o n l u k e c t o o u c a e c h s h r s d i s g a n o n l d u i a a n o e i n e t l W p c e n a n o i e t e r r t o e a a . m t e n n i v v s ’ o o t i i t e s r c e r s i e a r u s v j e c t e o a n b e i r n Y p e o c i p 


e v a h t s u m e l p o e p g n u o y , n o i t i t e p m o c e h t r o f g n i r e t n e e r o f e B

. . h r s c e a v e l e s s e r r . m e e d a h e t n r u a . h c t l h r c a c a e j c r e a b o l e s u r s e i r s e e r e r i h h t l e t a h t n n t n i n o h e i c s r m e t s a n c i l e o n r e i a s i v e i d c r n v t e e e n n p s a e f v i h o n t e l i o f r e e o b r t a e i c e m f i m u l m o n o s a u s a d q d d e a e t r e c d e t l u v u d e s n o c n n i a n o o c g u c A B C D

1

paper 1: reading

t s u m d e t t i m b u s s e l c i t r a e h T

. s t . p t e s s t . c l i n i n i o a o c . c e p d d p r s s n a w e - t a i w r v n s o f o n f s t o o ’ h e t r e g g e i t i r a n l r b w a t s r i s e s a h n e t o e c l a s d u c a e u l c c e v o i n b e f r A B C D

2

|

sample paper – test 1

11

PAPER 1: READING Test 2 Part 1 (questions 1–2)

1 t r a P

. r t _ o x _ F t e _ . _ n e _ o h _ i t t _ a _ o c t i _ n g _ u n _ i _ m d _ r m o _ o c _ c c _ _ a h t _ i t _ s w e _ _ y b _ a s _ w t i _ f _ e k _ m _ n i o h _ s t _ _ n u i _ o _ d y _ e _ n h r _ c i e _ c h _ n w _ o _ c ) _ . D t _ l l e a r o e _ _ e _ r C h _ a , s r _ h B e _ c , w _ i h A s _ _ w ( n _ r _ s e a t _ e t c w _ a a r s r _ t a _ x n _ e a p _ e e e h s _ e t e _ r _ h e h _ t s t _ d o n _ o a h o _ e r c r s _ _ , e _ o 6 t w _ g – s _ n n _ i _ o 1 a _ g s r _ u _ n e r i o o y _ _ a t k r _ u s e _ a o u _ Y q M_

1 2

3 2

e n i l

e n i l

, r t s w e o n o n e n t o n o i i y m t k r a m l o e v w o o h E c e n w . k f v e r ? e r r e y f l f . u t e t e p c o p p e h o e r a e b t h e o p p n o c e r s s e h e t s f h f n r t t w l u e s o r e o a a m e n l e h m t r e l t l r w t l l e a e n o a t t , h i o n e n p l y d o T e e r t . r t u t e e d v t a o n a e s n s c e e n e e b a B r a O e ' . l i n u s t t n y a o n a o a o a r e r p y h n c m

e r t a r o D p r e e r t a r o g p n e i e r b t e e n k i d u l t t i S s ’ t a h W

t t e s a s a s a n y d n v h e a d t h a a h h w u s l h t k e I a c a r . r s c i i , o c 7 v h s y w / t d o i n a w a r 4 e w u 2 s f m l u r o A o y o e s . f y t u e e l e p n o . v c u h o t e a f i m s i e o p g s p w e e c c u u f t i e e d n h k c f y n n t c n a u w o o o t e b r o o s r s n a e p r k p i e n d a t a i o p e r e h e e s r y e c k r e m v v r e u w o a a h o r e T s p m c n m n

t - g s o s s l e e n t r h n u c e a e i , i r t r p d t h s d k s u m e a s i g u t c o t e t h a i n s n a g e c n t o a l , l n y d e h e i h t a t t e f g A , i h f . l e e t n i l f t s w l l r ’ n u u a o g a u o d d n i n t s d e c i c o c a c o e h e i t d r a s h h e e f t y t y a f t r o , r b l e g , y h n e l o l l a o v d n p t i e n a a e n r r s f i r c t p a e t e e o c e h n f , r e t e e p s a d a e s a k d , u r p e r a n . a e s t r , e e a i g p a s w l l r e a w d r n s f t u l i u o o e g e w e o a e n f e B n y h t r a k w w o d

? h p a r g a r a p t s r i f e h t n i g n i s i s a h p m e r e t i r w e h t s i t a h W

, t h d y o y u c f r r o n e n a B a k r e b n e v u c i . a a l l h c n h o a a g h s d t n n e n o a i s n p r i e W u s b e d . d i v t u n n a d d a e o s w e r e c t n a o m u n n u h t s i o y a t i t l e t l d a s o t l e n t a r i t e t a i n b l h i t e s s u e y e o e v r c i y n t m e o v r u l h n a o l o i , g c t i a p s e t e e , l y g r s l e e l n t d s v a e ' n e u f h t I i r b o t a 2 1

6 1

e n i l

e n i l

b o j d s i o r o e g d t n r o a i g m p e n r i n t s i o a r n d h a e r e d m e b t u o t r r o s f o t a r p s f t e e r d o r o t e k n e r p e e n r o d r w t e u n t t r e e s o h d t a p f t u b e r o s o t j h a t e n e c l u n b d e i m u s t v n s e e o a n r p p t a t s a d a e h n h r t u t a m s t s g a g n w n h i o i h h h w t t A B C D

1

e v i t a g i t s e v n i e h t f o l a o g e h t s s e r p x e o t d e s u s i t x e t e h t m o r f e s a r h p r o d r ? o t s w i l a h c n i h r u o W j



r e v o n r u T

) 1 2 e n i l ( ) t 3 n 2 e e ) ) 2 6 m n i l 1 1 m ( o e e c p n f o n i i l ( f ( l u o c y - c s r h c e l e n h k u t a c h f - e a f r h a o a A B C D

2

PAPER 1: READING Answer keys Test 1 PART ONE

PART TWO

PART THREE

PART FOUR

1

C

7

D

13

C

20

B

2

C

8

F

14

B

21

E

3

A

9

A

15

A

22

C

4

B

10

G

16

D

23

D

5

D

11

E

17

B

24

F

6

B

12

B

18

A

25

B

19

B

26

C

27

E

28

E

29

B

30

A

31

F

32

E

33

D

34

D

16


paper 1: reading

|

a n s w e r k e ys f o r te s t 1 a n d s a m p l e pa p e r – te s t 2

PAPER 1: READING Answer keys Test 2 PART ONE

PART TWO

PART THREE

PART FOUR

1

A

7

D

13

C

20

C

2

D

8

F

14

D

21

F

3

D

9

A

15

B

22

D

4

D

10

C

16

B

23

B

5

A

11

G

17

D

24

E

6

C

12

B

18

A

25

G

19

C

26

E

27

A

28

C

29

A

30

G

31

F

32

D

33

F

34

C

Candidate answer sheet


paper 1: reading

|

a n s w e r k e ys f o r te s t 2 a n d c a n d i da te a n s w e r s h e e t

21

PAPER 2 WRITING GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The paper contains two parts.

PART 1

Timing

1 hour 30 minutes.

No. of parts

2.

Task type and focus

QUESTION 1 Writing one of the following: an article, a report, a proposal, a letter. Focus on evaluating, expressing opinions, hypothesising, persuading.

Format

Candidates are required to deal with input material of up to 150 words. This may include material taken from advertisements, extracts from letters, emails, postcards, diaries, short articles, etc.

No. of tasks and length

One compulsory task. 180–220 words.

No. of questions Candidates are required to complete two tasks: a compulsory one in Part 1 and one from a choice of five in Part 2. Task types

Answer format

Marks

22

From the following: an article, a competition entry, a contribution to a longer piece, an essay, an information sheet, a letter, a proposal, a report, a review. Each task has a given purpose and a target reader. The questions are in a booklet with lined pages for the answers. The blank pages at the back of the booklet can be used for writing notes or finishing answers, if necessary.


QUESTION 5 (Question 5 has two options) Writing one of the following, based on one of two prescribed reading texts: an article, an essay, a report, a review. Varying focuses according to the task, including: comparing, giving advice, giving opinions, justifying, persuading.

Each question on this paper carries equal marks.


paper 2: writing

QUESTIONS 2–4 Writing one of the following: an article, a competition entry, a contribution to a longer piece, an essay, an information sheet, a letter, a proposal, a report, a review.

Format

A situationally based writing task specified in no more than 80 words.

No. of tasks and length

One task to be selected from a choice of five. 220–260 words.

The two parts of the Writing paper

Candidates need to adopt an appropriate style, layout, register and tone so that the effect on the target reader is positive. They need to use the relevant information appropriately, ensuring adequate coverage of each point. They should



Each question on the Writing paper carries equal marks.

consider organisation and cohesion, as well as accuracy of language. Evidence of a range of language is also required, which means building on key words from the input rather



Expected word length

than lifting whole segments.

Candidates are asked to write 180–220 words for Part 1 and

Part 1 also offers candidates the opportunity to expand on the

220–260 words for Part 2.

information given and enables them to demonstrate their

Writing approximately the right number of words is an integral part of task achievement. If significantly fewer words

range of language. 

are written, this is likely to mean that the task has not been successfully completed, whereas overlong pieces of writing may involve irrelevance, repetition of ideas, p oor organisation and have a negative effect on the target reader. 

PART 2

This part consists of four questions from which candidates must choose one. One of the four questions offers two options based on the list of set texts. (There are two set texts, and one question will be offered on each.)

PART 1 – COMPULSORY TASK 

Task format

This part tests the candidate’s ability to produce a specified task type in response to instructions and one or more texts, which may be supported by visual prompts.

In Part 2, the input for the five tasks is considerably less than



80 words. Attention to every element in the question is Sample questions and scripts: pages 28, 31, 35 and 41.

in Part 1. Each writing task in Part 2 has a context, a purpose for writing and a target reader, specified in no more than essential for effective task achievement and candidates should consider carefully what level of formality is appropriate to the



Task type and focus

In Part 1, candidates are asked to write one of the following:

task. 

PART 2 – QUESTIONS 2–5

an article, a report, a p roposal or a letter. The letter may include the writing of references, letters of application, and other formal letters, for example to the editor of a magazine.

 Sample questions and scripts: pages 29, 32, 36–40 and 42–46.

The task includes instructions and input material which candidates are required to consider and use appropriately in their answer.



Task type and focus

In Part 2, candidates have a choice of tasks. Questions 2–4 are

The range of functions in the task may include evaluating,

general questions based on a range of topics. These tasks may

expressing opinions, hypothesising, justifying, persuading,

include any of the following: an article, a competition entry, a

prioritising, summarising and comparing, as well as

contribution to a long er piece (e.g. to a book), an ess ay, an

recommending, suggesting, advising, apologising, describing

information sheet, a letter, a proposal, a report or a review. The

and explaining. Tasks will always include an element of

letter may include the writing of references, letters of

persuasion.

application, and other formal letters, for example to the editor of a magazine. Questions 5(a) and 5(b) are based on two set



Task format

texts. There will be one question on each of the set texts (see following section).

The input of up to 150 words may come from a variety of sources, for example extracts f rom newspapers, letters,

As with Part 1, candidates will be expected to show that they

articles, leaflets, notices, memos, notes, emails,

are sensitive to the style and tone required by a task, and

announcements, diaries, an ann otated text, advertisements, questionnaires, etc. Visuals such as tables of survey results may be included with the textual input to support or extend a topic. The focus is on content (within specified functions), effective organisation of the input material, appropriacy of the piece of writing to the intended audience, and accuracy. It is important that candidates cover all the functions specified in the question so that the target reader is fully informed.

must be prepared to demonstrate appropriate use of two or more of the following functions as specified in the task: describing, evaluating, hypothesising, persuading, expressing opinion, comparing, giving advice, justifying and judging priorities. The different task types are intended to provide frameworks for candidates so that they can put together and develop their ideas on a topic with a purpose for writing and a target reader in mind.

cae handbook for teachers |

paper 2: writing

23



PART 2 – QUESTIONS 5(a) AND 5(b)



Counting words wastes time in an examination and leads

to clumsy alterations to what a candidate has already written. This consists of a choice of two tasks, one based on each of two books. These are specified in the Examination Regulations issued every year and are also available through the Cambridge ESOL website: www.CambridgeESOL.org/cae

Students need practice in writing tasks within the word limit so that they know when they have written enough in their own handwriting. 



Your students need to think carefully about whom the

target reader is for each task and try to write in an appropriate

Task type and focus

Candidates are required to write one of the following: an article, an essay, a report or a review.

style and register. Is the target reader, for example, somebody they know or a stranger, or someone in a position of authority? Do they need to present difficult information

This option is intended to give candidates the opportunity to

politely (as in a complaint) or are they trying to persuade

read a range of literature written in English and to show in

somebody to do something? It is important to have a balance

their writing that they have appreciated the themes,

between the function(s) required by the task and the

characters and relationships within the work they have read.

relationship with the target reader.

Alternatively, or in addition, candidates may choose to watch a



When planning their writing, your students will need help

film version of the book. It is not compulsory to prepare a set

in balancing their answers so that one part does not

text, or to write on one in a Cambridge ESOL examination, but

dominate at the expense of another. It is important that your

it is hoped that the study of a text can be a rewarding and

students use effective paragraphing, and they should be

enjoyable experience. Teachers are best placed to make a

encouraged to develop each of the required points in a

judgement as to which of the set texts on offer may be

separate paragraph.

appropriate and stimulating for a particular teaching 

situation.

Linking ideas effectively is also something your students

will need guidance with. Using a variety of linking words and Two books of a different style and genre are offered each year.

phrases is important, as is ensuring that the flow of ideas in

Each book will normally remain on the list for two years.

the writing is logical and easy for the reader to follow.

Assessment is based, as for the other Part 2 tasks, on control of language in the given context.



Your students should be encouraged to use a range of

complex language. If, in doing so, they make mistakes, the examiner will always give credit for the complex language

Preparation

attempted as long as the mistakes do not impede communication.

General 



Candidates write most effectively when they choose tasks

Your students will need to practise developing points as

fully as possible in order to demonstrate a range of language

and topics suited to their interests and experience. When

and in using as wide a variety of vocabulary as possible by, for

preparing your students for the examination, it is important to

example, using synonyms.

make sure they are familiar with the paper and the range of task types and topics. 



Make sure your students are aware of the importance of

spelling and punctuation. Although spelling errors and faulty

Your students will need guidance on the particular features

punctuation are not specifically penalised they can sometimes

of each task type and the appropriate style and tone. Adopting

impede communication. If so, the overall impression mark will

an inappropriate style may mean that the overall impression

be adjusted. (N.B. American usage and spelling are acceptable

mark is adjusted.

– see Varieties of English, page 4). Remind them of the



Train your students to read the questions carefully,

importance of checking their work. Each question on the Writing paper carries equal marks so

underlining the most important parts. They then need to plan



an answer which addresses all the points required by the task.

your students should practise planning the time they spend

This will help them produce well-structured and appropriately

on each question carefully.

balanced answers which deal adequately with each point they



need to address. 

Remind your students that they must write their answers

on the lined pages following each question in the booklet.

The time allowed for the Writing paper (1 hour 30 minutes)

They may use the blank pages at the back of the question

is designed to be sufficient for candidates to make brief plans

booklet to make notes, but these notes will not be marked.

and then write two answers. Any corrections they need to

They may also use these pages to finish their answers, if

make should be clear so that the examiner can follow and

necessary, but they should make it clear that the writing is

mark what they have written.

part of their answer.



Each question on the Writing paper carries equal marks so



Make sure your students have practice in answering

your students should practise planning the time they spend

questions without the use of dictionaries. Dictionaries are not

on each question carefully.

allowed in the CAE examination.

24


paper 2: writing



It is important to write clearly so that the answers are easy

to read. However, it is not important if candidates write in upper or lower case, or if their writing is joined up or not.

By part 

PART 1



Train your students to read the opening paragraphs and

instructions and to think carefully about what their role is and

their interests or experience. 

It is worth giving your students some practice in selecting

which task to do. They should be encouraged to look at the task types and topic areas and to consider which register, functions, grammatical structures and vocabulary are required by each task. They can then select the task which they feel they can complete most success fully. 

The expected word length for the Part 2 tasks is 220–260

the purpose of the task. Whom are they writing to and why?

words. Your students should be given practice in deciding how

What are they trying to achieve in the task?

to allocate this in their plan and in which tasks the lower end of the word count might be appropriate. Being concise is an



Part of the task in Part 1 is organising and using the

information given appropriately, so your students will need

advanced level writing skill and your students should be reminded of this.

practice in reading the input, looking carefully at the task Remind your students that they should not reproduce a

instructions and then deciding how to organise and develop



the information. They can then move on to plannin g their

task that they have done in class on the same topic as this is

answer.

unlikely to address the specific points in the task set. It is essential that they address the points in the question and not



The opening instructions tell students what is expected in

their answer, for example, describing what they enjoyed,

just write about an issue which is loosely connected to the topic.

explaining any problems that occurred, and recommending Your students should be made aware that they should not

improvements. Your students must cover these functions in



the task, so it is a good idea to get them to use these as

attempt the set text question (Question 5) unless they are

informal headings for their plan so they can make sure they

familiar with one of the texts.

have something to say under each point. They should have practice in deciding which material in the input is relevant to each part of the task. 

Students are given the opportunity to expand on some of

the points. They should be encouraged to use this opportunity to demonstrate a range of structure and vocabulary. 

Students can use key words from the question but should

not lift whole segments from the input texts. No credit is given for language which has been obviously lifted from the question. Your students should therefore be given practice in using their own words when using information from the input. This is especially important when they are expected to adapt the style and tone of the wording to something more appropriate for the target reader, e.g. informal notes into formal language. 

PART 2



It is important that your students familiarise themselves

with the different task types that appear on the paper, and are confident that they know the differences between them. Since not all task types appear on every paper, it is important for them to have experience of writing all the different types. 

Your students should be aware that certain functions

(describing, narrating, explaining, giving opinions) will be needed for many of the task types. Students need to be familiar with the structures and vocabulary relevant to the required functions and know how to express levels of formality. 

Your students will have a much better chance of performing

well in the task if they are familiar with the topic area of the task. Your students should avoid a topic if it is unsuited to cae handbook for teachers |

paper 2: writing

25

Task types in the CAE Writing paper

Preparation

AN ARTICLE is usually written for an English-language

A successful article interests and engages the reader.

magazine or newspaper, and the reader is assumed to h ave

Descriptions, examples and anecdotes are of ten appropriate,

similar interests to the writer. The main purpose is to in terest

and effective answers will be lively and include some colourful

and engage the reader, so there should be some opinion or

use of language. A personal angle us ually works well, and a

comment.

catchy title will attract attention. The use of direct and ind irect questions also adds colour, and students should be taught how to use these. Looking at examples from English-language magazines may help.

A COMPETITION ENTRY is written for a judge or panel of

Competition entries need to catch the attention of the reader

judges. Candidates will usually be expected to nominate

and to try to persuade the reader that the entry is the best.

somebody for something or propose themselves for selection

Students should be taught the language of persuasion and

for something (e.g. a grant to study). A competition entry will

how to finish an entry with a strong final paragraph.

include some degree of persuasion and give reason(s) why the candidate’s choice is best.

A CONTRIBUTION TO A LONGER PIECE is written for

As the style of the contributions to longer pieces will be

someone who is in the process of collecting information for

defined by the larger document to which they make a

use in a larger document (e.g. a book, a guidebook or a piece

contribution, students need practice in identifying what this

of research). The main purpose is to supply information and

document is (given in the question) and deciding what an

opinion. The choice of register is likely to be influenced by the

appropriate style may be, e.g. a guidebook may require a

purpose of the longer document, as indicated in the task

factual, neutral style, whereas a piece for a book may demand

instructions. A contribution should be clearly organised and

a more discursive style.

may also include headings.

AN ESSAY is usually written for a teacher and may be written

Essays need to present an argument and give reasons for this.

as a follow-up to a class activity. It should be well organised,

Your students need to be taught to give opinions and to agree

with an introduction, clear development and an appropriate

or disagree in a formal or neutral register. They should be

conclusion. The main purpose of the task is the development

advised that they are free to agree or disagree with the

of an argument and/or discussion of issues surrounding a

statement in the task, or discuss both sides.

certain topic. Candidates will usually be expected to give reasons for their opinions.

Effective planning and paragraphing is important in essay writing, as is the correct use of appropriate linking words and phrases. Students also need practice in writing appropriate opening and concluding paragraphs.

AN INFORMATION SHEET is written for an audience who

A successful information sheet gets the relevant points across

needs information, instruction or help in some area.

clearly and succinctly. It is important that the purpose of the

Candidates will be expected to produce clear factual

leaflet is made clear and the information is clearly organised.

information and/or advice on a topic. An information sheet should be clearly organised and may also include headings.

A LETTER is written in response to the situation outlined in

Letters may include a narrative element which details

the question. Letters in the CAE Writing paper will require a

personal experience, e.g. to a newspaper or magazine; other

response which is consistently appropriate for the specified

letters may be more concerned with giving factual

target reader, and candidates can expect to be asked to write

information. Letter types may also include letters of

letters to, for example, the editor of a newspaper or magazine,

application. Candidates may also be asked to write a reference

to the director of an international company, to a school or

for a friend. This can be framed within a letter format bu t may

college principal, or to a friend.

also be written as a statement. Candidates can choose to frame their responses as emails, but letter writing conventions such as an opening salutation, clear paragraphing and closing phrasing are always important.

26


paper 2: writing

Task types in the CAE Writing paper

Preparation

A PROPOSAL is written for a superior (e.g. a boss or college

Proposals are often structured in a similar way to reports and

principal) or a peer group (e.g. club members or colleagues).

should be clearly organised under headings. Students should

Candidates will be expected to make one or more suggestions,

be taught how to make polite recommendations and

supported by some factual information, in order to persuade

suggestions and how to use a range of persuasive language.

the reader of a course of action. A proposal should be clearly organised and may include headings.

A REPORT is usually written for a superior (e.g. a boss or

Students need to be taught a report format, with the use of

college principal) or a peer group (e.g. club members or

headings where appropriate. They should also work on

colleagues). Candidates will be expected to give some factual

specific vocabulary areas such as transport, leisure and

information and make suggestions or recommendations. A

entertainment, and learn how to make suggestions and

report should be clearly organised and may include headings.

recommendations.

A REVIEW is usually written for an English-language

Students should be encouraged to read as wide a range of

magazine, newspaper or website. The main purpose is to

reviews as possible, such as those for holidays, books,

describe and express a personal opinion about something

television programmes and consumer goods. They need to be

which the writer has experienced (e.g. a film, a holiday, a

taught the use of appropriate adjectives, and how to describe

product, a website, etc.) and to give the reader a c lear

and explain. They also need to know how to give an opinion,

impression of what the item discussed is like. Description and

positive or negative, and make a recommendation.

explanation are key functions f or this task, and a review will normally include a recommendation to the reader.

SET TEXT questions may be articles, essays, reports or

Discuss the characters and the plot of the set text , or the film

reviews. Assessment is based on control of language in the

version, with your students. The set text question will ask

given context.

students to include some description from the book and to give their opinions. The questions will be structured in the same way as other Part 2 questions, so students should be reminded of the need to address the functions listed. They should give reasons for their views, so it is useful to have some class discussion of their opinion of the text. Students should make sure they have the necessary vocabulary and understanding of the text to answer the task set.

These indications of readership and purpose are not comprehensive, but are intended to give some guidelines to the different task types. It must be stressed that specialised writing skills are not expected of candidates at this level.


paper 2: writing

27

PAPER 2: WRITING Test 1 Part 1 (question 1)

1 n o i t s e u Q

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

e h t n o e l y t s e t a i r p o r p p a n a n i s d r o w 0 2 2 – 0 8 1 1 t r a P

28

n i r e w s n a r u o y e t i r W . n o i t s e u q s i h t r e w . s e n g a a t p s e u t i m s u o o p p Y o

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

r u o Y . s l a v i t s e f c i s u m s e s i n a g r o t a h t y n a p m o c l a n o . i t t a i n r t e u o t n b i a n g a i n k h t i s w a b u o o j y a t o d n a e h t t r u i o w y s r a e h m n a m u J s d t s n e a i r L f

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

e l d h t u o g w n i u s o u y

, t n o e n h r T o . r e w h o l t e e b h w y r g n a i i d y r a s u o . y d n s e n i r o m s o f r r a f u e r d o r n y u a o o t r y g e r t e n t t e t i l i e v l g s d ’ d a n n e a e i t i r r d f n e r w r , i u y f o l r y t e u a o y i m o r o r t f p o b t r o c p j a p e r t a h x t e n d o n e i e h t a m t m d r m a f o o e n c R i e r

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

d ’ I . c i s u m f o y t n e l p r a e h o t t n a w I l l a f o t s o M ? b o j e h t e k i l d ’ I k n i h t u o y o D

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

t e g d n a h s i l g n E y m e s u d l u o c I f I . o o t y a d i l o h a r o f y e n o m h g u o n e e k a m o t e k i l

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

! t a e r g e b d l u o w t a h t , e c n e i r e p x e k r o w l u f e s u

, s r e e h C

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

d n a e n o h p e h t r e w s n a I . g n i h t y n a n r a e l o t e c n a h c o N ! k r o w e c i f f o g n i r o B

n a J

2 y l u J

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

paper 2: writing

|

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

. e e f f o c e k a m 0 1 y l u J


… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

. s r o t i s i v h s i l g n E m o r f s e i r i u q n e h t i w t l a e d d n a n o i t a l s n a r t e m o s d i D

. d a b t o n s ’ y e n o m e h T ! g n i v o r p m i e r a s g n i h T ! y a d y a P

?

1


… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

5 1 y l u J

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

! l a v i t s e f o t t i s i v e e r f r e h t o n A 2 2 y l u J



… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

r e v o n r u T

n w o r u o y e s u d l u o h s u o Y . s e s s e r d d a l a t s o p e d u l c n i o t d e e n t o n o d . e u l b o i Y s s . o r p e s t t e a r l a r f u s o y a s e d t i r r o W w

30


paper 2: writing

PAPER 2: WRITING Test 2 Part 1 (question 1)

1 n o i t s e u Q

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

e h t n o e l y t s e t a i r p o r p p a n a n i s d r o w 0 2 2

–

0 8 1

n 1 i t r r a e P w s

n a r u o y e t i r W . n o i t s e u q s i h t r e w . s e n g a a t p s e u i t m s u o o p p Y o

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

s p t i r n t e d d n t e u k s e d e e w k a s a g e n v i a n h n a u l p o s Y i . e e e u t t i n m e v m e o l c b a l i a t i c u o s s a e g h i n T t . s e e g g e g l u l s o l c l a a s n o o p i o . t r a p e n k r a i e l t e d n i t i r l u n w o a o w t t y a e t u h n o t e y p d d i r u e t t f s k s o a a d n e r s a i k a h t u d a o n h Y a w

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

, e n t e e t e i . b m e c i e m o v o h a c c h e r h h u c t i r o h f o y w l r o s a f e s s u o n p n o o e r v p s a o r e r w u g t n r o y i o e i v f t i g s r t d n w n e , a y m l e t m s e i e a h t r i t r e p f v o d o a r p e e p n o h t a g d n n o i n i a t d , a n w m e m o l r e o m b f n o s i c e t e r n h , e t s m g e c n i m o o i c s h c ’ u , s t n o w n e t e d h e T u t h t . s d g e t e i n h t s i b r d e c a g s e g u e R s d

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

: s t n e m m o c ’ s t n e d u t S

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

! g n i y ? d t u r t e s c e n h o t c l l ? s a a t r m n e e e t s n i f e c a r ! – e t p s t r e i i o n c u f e r q – d m e x d g o i n e n n o a a i f t d p r e e p d e e c o o t n a e h o n I P S G E

• • • • •

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

E R T N E C Y T I V I T C A E D I S E K A L

L E T O H K R A P R A I R B

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

s t e g l n a i t h t c e s g d n n i r a e l t a d c - o o f l e W S

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

g n i l i a s , r g n o i f l e a o e n a d I c , g n i k l a w

p o h s d o o f e t i s n O

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

e r t n y e r c u s b y u d n t i n o s l o c n e u t t o r o h u p m m r l g i o g e o g r c i l L n f a n u s m o f d t i i e i t n n a u d a m i n i n a t e w t o r e s T e b u S s t o n n t u I I b s u j e e r F

1


paper 2: writing

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …

… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …



r e v o n r u T

. e l b i s s o p s a r a f s a s d r o w n w o r u o y e s u d l u o h s u o Y . l a s o p o r p

r u o y e t i r W

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31

Assessment



Candidates’ answers are assessed with reference to two mark schemes: one based on the examiner’s overall impression (the General Impression Mark Scheme), the other on the

General Impression Mark Scheme

BAND

For a Band 5 to be awarded, the candidate’s writing has a very positive effect on the target reader. The content is relevant* and the topic is fully developed. Information and ideas are skilfully organised through a range of cohesive devices, which are used to good effect. A wide range of complex structures and vocabulary is used effectively. Errors are minimal, and inaccuracies which do occur have no impact on communication. Register and format are consistently appropriate to the purpose of the task and the audience.

BAND

For a Band 4 to be awarded, the candidate’s writing has a positive effect on the target reader. The content is relevant* and the topic is developed. Information and ideas are clearly organised through the use of a variety of cohesive devices. A good range of complex structures and vocabulary is used. Some errors may occur with vocabulary and when complex language is attempted, but these do not cause difficulty for the reader. Register and format are usually appropriate to the purpose of the task and the audience.

BAND

For a Band 3 to be awarded, the candidate’s writing has a satisfactory effect on the target reader. The content is relevant* with some development of the topic. Information and ideas are generally organised logically, though cohesive devices may not always be used appropriately. A satisfactory range of structures and vocabulary is used, though word choice may lack precision. Errors which do occur do not cause difficulty for the reader. Register and format are reasonably appropriate to the purpose of the task and the audience.

BAND

For a Band 2 to be awarded, the candidate’s writing has a negative effect on the target reader. The content is not always relevant. Information and ideas are inadequately organised and sometimes incoherent, with inaccurate use of cohesive devices. The range of structures and vocabulary is limited and/or repetitive, and errors may be basic or cause difficulty for the reader. Register and format are sometimes inappropriate to the purpose of the task and the audience.

BAND

For a Band 1 to be awarded, the candidate’s writing has a very negative effect on the target reader. The content is often irrelevant. Information and ideas are poorly organised, often incoherent, and there is minimal use of cohesive devices. The range of structures and vocabulary is severely limited, and errors frequently cause considerable difficulty for the reader. Register and format are inappropriate to the purpose of the task and the audience.

BAND

For a Band zero to be awarded, there is either too little language for assessment or the candidate’s writing is totally irrelevant or illegible.

5

requirements of the particular task (the Task Specific Mark Scheme). The General Impression Mark Scheme summarises the content, organisation and cohesion, range of structures and vocabulary, register and format, and target reader indicated in the task. The Task Specific Mark Scheme focuses on criteria specific to each particular task. Examples of candidate responses, together with the Task Specific Mark Schemes, can be found on pages 35–46.

4

Candidates are penalised for dealing inadequately with the requirements of the Task Specific Mark Scheme. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale for all tasks. Writing approximately the correct length of text is an integral part of task achievement. Significantly fewer words are likely to mean that the task has not been completed, whereas overlong pieces of writing may involve irrelevance or have a

3

negative effect on the target reader. If this is the case, overlength answers will be penalised. The examiner’s first priority is to give credit for the candidates’ efforts at communication, but candidates are penalised for content irrelevant to the task set.

Marking

2

The panel of examiners is divided into small teams, each with a very experienced examiner as Team Leader. A Principal Examiner guides and monitors the marking process, beginning with a meeting of the Principal Examiner for the paper and the Team Leaders. This is held immediately after the examination and begins the process of establishing a common standard of assessment by the selection and marking of sample scripts for all the questions in Paper 2. These are chosen to demonstrate

1

the range of responses and different levels of competence, and a Task Specific Mark Scheme is finalised f or each individual task on the paper. Examiners discuss these Task Specific and General Impression Mark Schemes and refer to them regularly while they are working. During marking, each examiner is apportioned scripts chosen on a random basis from the whole entry in order to ensure there is no concentration of good or weak scripts or of one

0

large centre from one country in the allocation of any one examiner. A rigorous process of co-ordination and checking is

*Candidates who do not address all the content points will be

carried out before, during and after the marking process.

penalised for dealing inadequately with the requirements of the task.

The CAE General Impression Mark Scheme is interpreted at Candidates who fully satisfy the Band 3 descriptor will

Council of Europe Level C1.

demonstrate an adequate performance in writing at CAE level. A summary of the General Impression Mark Scheme is given opposite. Trained examiners, who are co-ordinated prior to each examination session, work with a more detailed version, which is subject to updating.


paper 2: writing – assessment

33

Cambridge ESOL Common Scale for Writing The Cambridge ESOL Common Scale for Writing has been developed to allow users to: • interpret levels of performance in the Cambridge tests from beginner to advanced • identify typical performance qualities at particular levels

LEVEL MASTERY c2 CERTIFICATE OF PROFICIENCY IN ENGLISH: Fully operational command of the written language • Can write on a very wide range of topics. • Is able to engage the reader by effectively exploiting stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour. • Can write with only very rare inaccuracies of grammar or vocabulary. • Is able to write at length organising ideas effectively.

• locate performance in one examination against performance in another. The Common Scale is designed to be useful to test candidates and other test users (e.g. admissions officers or employers). The description at each level of the Common Scale is not intended as a specification for the test content, but rather aims to provide a brief, general description of the nature of written language ability at a particular level in real-world contexts. In this way the wording offers an easily understandable description of performance which can be used, for example, in specifying requirements to language trainers, formulating job descriptions and specifying language requirements for new posts.

LEVEL EFFECTIVE OPERATIONAL PROFICIENCY c1 CERTIFICATE IN ADVANCED ENGLISH: Good operational command of the written language • Can write on most topics. • Is able to engage the reader by using stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour though not always appropriately. • Can communicate effectively with only occasional inaccuracies of grammar and vocabulary. • Is able to construct extended stretches of discourse using accurate and mainly appropriate complex language which is organisationally sound. LEVEL VANTAGE b2 FIRST CERTIFICATE IN ENGLISH: Generally effective command of the written language • Can write on familiar topics. • Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and idiom though not always appropriately. • Can communicate clearly using extended stretches of discourse and some complex language despite some inaccuracies of grammar and vocabulary. • Can organise extended writing which is generally coherent. LEVEL THRESHOLD b1 PRELIMINARY ENGLISH TEST: Limited but effective command of the written language • Can write on most familiar and predictable topics. • Can communicate clearly using longer stretches of discourse and simple language despite relatively frequent inaccuracies of grammar or vocabulary. • Can organise writing to a limited extent. LEVEL WAYSTAGE a2 KEY ENGLISH TEST: Basic command of the written language • Can write short basic messages on very familiar or highly predictable topics possibly using rehearsed or fixed expressions. • May find it difficult to communicate the message because of frequent inaccuracies of grammar or vocabulary.

34


paper 2: writing – cambridge esol common scale for writing

PAPER 2: WRITING Test 1 Question 1 (sample script) Mark scheme and sample script with examiner comments QUESTION 1: CANDIDATE A 

Content



Organisation and cohesion



Range

For Band 3 or above, the candidate’s

Clearly organised into paragraphs with

Language of description, evaluation

letter must:

appropriate linking devices.

and recommendation.

Appropriacy of register and format



• describe the job • say whether or not they would recommend it



Target reader

Would be informed.

Consistently informal to unmarked.

• give reasons for their opinion.

Candidate A

Examiner comments

Dear Jan,



I was happy to hear from you again after such a long period of time. So I send you the information you wanted.

Content

All points covered with some expansion. 


Clearly organised into paragraphs, with

First, the job with this international company organizing music festivals has two sides.

attention paid to use of cohesive devices. 

Range

I had days where I sat behind a desk in an unfriendly office giving information to people who called. I had to do nothing important except making coffee for the organising committee during their long hours of talk. But, those few days were soon forgotten, because after I had shown my ability to work hard I was responsible for more important tasks. I worked as an interpreter several times, but also had to advise and help English visitors. So I improved my English skills and learned a lot about official and politically correct language.

Evidence of a range of appropriate

The next important point is that you will be able to make a really extraordinary journey. Really, there is not need to worry about money.

Consistently informal with successful attempt

vocabulary. 

Accuracy

Generally accurate with occasional awkwardness in choice of structure (e.g. ‘I send you’). 


at a friendly tone appropriate for the target reader.

As I know your interest in music I especially point out the fact that one gets free entry to several festivals and sometimes even the change to meet one of the performing stars face to face. I believe this job to be perfect for you and might even affect your future career.



Target reader

Would be fully informed. 

Marks awarded

Band 4.

Cheers,

c a e h a n d b o o k f o r t e ac h e r s |

paper 2: writing

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sample scripts and mark schemes – test 1

35

PAPER 2: WRITING Test 1 Question 2 (sample script) Mark scheme and sample script with examiner comments QUESTION 2: CANDIDATE B 

Content






Range



Language of description, explanation

reference must:


and recommendation.

• describe character/qualities and skills • describe previous experience

Appropriacy of register and format 

Consistently formal to unmarked.

• explain why the person should

Vocabulary related to personality. 

Target reader

Would be informed.

be selected.

Candidate B

Examiner comments



To whom it may concern:

Content

Good realisation of the task.

Michelle Wong 

Michelle and I have been working for seven years for ACB Ltd, an international company specialised in the use of plastics engineering. During the time we have worked together she proved herself to be a very competent and efficient receptionist. She is undoubtedly a trustworthy and punctual person, rarely absent from work. She has a level-headed approach to problems and is never daunted when things go wrong, remaining self possessed. She is extremely dedicated to her job and she is known to be a hard-worker, working overtime should the need arise. As a colleague, she is a friendly person who is always on hand to help. Therefore, she is liked and respected by everyone.


The task is well organised and there is evidence of use of a range of cohesive devices. 

Range

A very good range of vocabulary and structure. 

Accuracy

Minimal errors; controlled and natural use of language. 


Consistently appropriate.

Regarding dealing with customers, she has a great deal of experience, and her polite and tactful manner is vital in customer relations. When she started work in the company, due to her organised manner, she used to get a little nervous when she was under stain. Nevertheless, she soon changed drastically and became more self-assured.



Target reader

Very positive effect on target reader, who would consider Ms Wong’s application. 

Marks awarded

Band 5.

It is undeniable that Michelle has a talent for foreign languages, and she is fluent in English, French and Chinese. This is a great advantage when working in an English language college. Despite being such an intelligent person she keeps a low-profile. For all these reasons, I strongly believe that Michelle would have much to contribute, and therefore I have no hesitation in supporting her application wholeheartedly.

36


paper 2: writing

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PAPER 2: WRITING Test 1 Question 3 (sample script) Mark scheme and sample script with examiner comments QUESTION 3: CANDIDATE C 

Content






Range




competition entry must:


and justification.

• nominate a scientist • describe their achievement(s) • justify their nomination.


May mix registers if appropriate to approach taken by candidate.

Candidate C

Vocabulary related to science. 

Target reader

Would be informed.

Examiner comments

Dear to whom it may concern, I am writing to you to express my delightness about the planned series of TV programmes about science, and paralelly I do so, because I would like to nominate one person, who is in my opinion, the most important scientist of all times – Albert Einstein. I am convinced about this because of three main reasons: the impact of his discoveries on our lives, the effect of his theories on a modern science and finally the extraordinary charisma and attitude of Einstein, who became an eternal symbol of free-thinking.



Content

All points covered with some expansion. 


Clearly organised into paragraphs. Letter format is natural for competition entry. 

Range

A good range of appropriate vocabulary and structure.

Firstly, the discoveries of this man changed our lives more than we think. His work led to constructing such devices as nuclear bomb or laser. Today we know that all history of human mankind from 1940s is deformated by the threat of nuclear war. A technological progress of mankind is based on abilities that laser offer to us. This man influenced the way of our lives more than anybody else, beyond the shadow of a doubt.



Ambitious attempt at task with some errors, particularly with word choice (e.g. ‘delightness’, ‘deformated’, ‘refused’), which, however, do not impede communication. 

What is more, the ideas of Einstein are somehow even more powerful than their application in our life. The three papers on photoelectric effect he published in 1920’s shaped science in every aspect. E-mc 2 has become the symbol of a modern science and despite the fact that only few people are able to understand to it, we have it all of us in our minds. I think that the level of our understanding of phenomenons and questions as a speed of light, how the time works, what is space, what are black holes about, and so on, still haven’t reached the level of Einstein’s mind.

Accuracy


Consistent and appropriate. 

Target reader

Achieves the desired effect. 

Marks awarded

Band 3.

The last reason of my nomination lies in the charisma of Einstein’s personality. He is the father of free-thinking. ‘The rebel’, who was almost all his life refused by “science authorities” He is the one who opened the gates of that, what we know now as a ‘NEW-AGE”. But he managed to prove to everyone that he is the biggest genius ever born and I think that he would definetly deserve the highest position in your ranking. Yours faithfully c a e h a n d b o o k f o r t e ac h e r s |

paper 2: writing

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37

PAPER 2: WRITING Test 1 Question 4 (sample script) Mark scheme and sample script with examiner comments QUESTION 4: CANDIDATE D 

Content






Range



Language of description, comparison

letter of application must:


and explanation.




Formal to unmarked.

application.

• outline the advantages of staying in a host family rather than in college accommodation • describe what qualities are



Target reader

Would be informed and consider

necessary to be a host family • explain why they are interested in hosting students.

Candidate D

Examiner comments

Dear Mr S. Martin,



My name is Holly Parker and I’m writing this letter as a response to your latest add in the ‘Student International Magazine’. We are a family of four: my husband Gregory, forty-five, working as a consultant manager for a tourist agency; our two sons Eric, 18 years old, and John, 16 years old; both students; and of course myself, 43 years old and working as an account manager. We have a 5 bedroom and 4 bathroom cottage and we live at a short distance from the best tourist attractions in the region and within walking distance from the nearest bus and rail-way station. We would be more than happy to wellcome amongst us a male foreign student, to live with us as a part of our family, for the duration of two years. Besides lodging we offer three meals per day and he would be more than wellcome to any family outings and activities. We are making this application because we would like to experience living with someone coming from another culture and also because my boys are going to leave soon to France as exchange students and I would like to know what would be the best option for us as parents, to send them to college accomodation or to families like us.

Content

Some attempt at task but with n otable omissions in the response. The candidate has not explained the advantages to students of host family accommodation, nor described the qualities a host family needs to have. 


Slightly over paragraphed. 

Range

Satisfactory for the task. 

Accuracy

Mostly accurate with very few errors. 


Satisfactory. 

Target reader

Would be partially informed. 

Marks awarded

Band 2.

I sincerely hope my letter of application will be accepted and that we are found suitable to host an international student. Best regards

38


paper 2: writing

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PAPER 2: WRITING Test 1 Question 5a (sample script) Mark scheme and sample script with examiner comments QUESTION 5A: CANDIDATE E 

Content






Range



Language of description,

review must:


recommendation and explanation.




• briefly describe the plot of The Pelican Brief • say whether or not they would recommend it



Target reader

Would be informed.

May mix registers if appropriate to approach taken by candidate.


Candidate E

Examiner comments

Pelican Brief is very exciting story. It is writen by John Grisham, who wrote lot of thrillers. The book begins when two judges are murdered. Darby Shaw is heroine of book and she tries to find reasons of the murders. She believes that oil tycoon Victor Mattiese guilty, because he want to get oil on land where live special pelicans. He has to make legal process for permission to work on that land. Two murdered judges protected the environment. Darby understands that Mattiese, who made business before with President of USA thinks President can now make new judges who will let him to use land. Darby tells to her boyfriend her idea that tycoon is corrupt and he tells other person. Boyfriend and that other also murdered. Darby knows she correct. Journalist, Gray Grantham, helps to Darby to prove she is right. The bad guys try to kill Darby and Gray. Of course, all well that ends well. Darby is not murdered and falls in love again. I liked very much this book and recomend to read it to other readers on your website. Is very good film too but book is better, from my point of view. I bit my nails when I read the book because it so exciting and thrilling.



Content

Content points are addressed, though there is a lack of balance between description of the plot and opinion/recommendation. 


Broadly organised into two paragraphs though there is little attention to cohesion. 

Range

Attempt to use a range of vocabulary (e.g. ‘I bit my nails’). However, little evidence of successful use of a range of structure. 

Accuracy

Lack of control of basic structure. Language issues obscure message in places (e.g. ‘Boyfriend and that other also murdered.’). 


Not inappropriate though little discernible adaptation to audience. 

Target reader

Very negative effect. 

Marks awarded

Band 1.


paper 2: writing

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39

PAPER 2: WRITING Test 1 Question 5b (sample script) Mark scheme and sample script with examiner comments QUESTION 5B: CANDIDATE F 

Content






essay must:




Range

Language of description and opinion. 

• describe the most interesting character in Lucky Jim



Target reader

Would be informed.

Consistently formal to unmarked.

Candidate F

Examiner comments

There are many interesting characters in Lucky Jim but as for me the most of these is the protagonist Jim Dixon.



Jim is a young professor at university in England just after the WW2. He says that he became it because he doesn’t know what to do in his life and is not at all happy to work there. He doesn’t like teaching and he doesn’t like his boss the professor Welch. Instead he imagines to work for a rich man to help him not to be bored and this happens in the end of the story. In fact Jim doesn’t like a lot of the other personages in the book and the story is mainly about his life in battle with them.



Another reason Jim is the most interesting is that funny things happen to him, especially when he had drunk. For example at Welch’s house he runs away from singing and goes to the pub. When he returns he by accident burns down his bed. Also he drinks to give him courage before his speech and finishes by mocking the university stuff.

A number of non-impeding errors.

Though Jim is not always a good man I find him interesting and am very happy when in the end of the story he gets a good job and Christine at the same time.

40


paper 2: writing

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Content

The content of the task is covered.

Range

Attempts to use a range of language are not always entirely successful (e.g. ‘burns down’). 


Clearly organised and paragraphed with some attention paid to cohesion. 



Accuracy


Consistent and appropriate. 

Target reader

Would be informed. 

Marks awarded

Band 3.


PAPER 2: WRITING Test 2 Question 1 (sample script) Mark scheme and sample script with examiner comments QUESTION 1: CANDIDATE G 

Content






Range


Clearly organised, possibly with

Language of description,

proposal must:

headings.

recommendation and persuasion.




• describe the two venues • recommend one of the venues • give reasons for choice.



Target reader

Would be informed.

Formal to unmarked. Must be consistent.

Candidate G

Examiner comments

The aim of this proposal is to suggest a suitable venue for the weekend trip the social committee is organising. The people taking part of this weekend activity attend college, therefore the activities involved should be proper.



Content

All points addressed, though last paragraph needs more expansion. 


Well organised into paragraphs but weaker

One of the first suggestions given was mainly about phisical exercise. It would be a great opportunity for them to keep fit and relax doing a sport. Second, the students expressed their wish for quiet and peace, are also concerned about the food they will receive and also about going shopping for presents. The last comment was related to entertainment, either a film or a concert.

internal cohesion e.g. ‘also … also’ in the

Regarding the students’ opinions and wishes for the trip but also taking into consideration the two choices of locations, I recommend that the ‘Briar Park Hotel’. Although ‘Lakeside Activity Centre offers a peaceful setting in woodland and opportunities for walking, canoeing and sailing, ‘Briar Park Hotel’ best meets all the demandings. It has beautiful grounds outside Leightonbury, a swimming pool and also tennis courts for sports. The free bus to and from city centre is perfect for going shopping and the international menu has good food.

range of structure.

third paragraph. The proposal would benefit from a title and headings. 

Range

Reasonable range of vocabulary but good



Accuracy

Several non-intrusive errors. 


Generally consistent. 

Target reader

Would be informed.

As a conclusion, I believe that Briar Park Hotel is a good option which the social committee should choose for the weekend trip


paper 2: writing

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

Marks awarded

Band 3.


41

PAPER 2: WRITING Test 2 Question 2 (sample script) Mark scheme and sample script with examiner comments QUESTION 2: CANDIDATE H 

Content






article must:

suitable linking.



Range

Language of description and opinion. Film-related vocabulary.

• describ describe e essent essential ial ingr ingredi edient entss of good science fiction film • explai explain n why why scienc science e fictio fiction n films films are popular.


May mix registers if appropriate to the approach taken by candidate.

Candidate H



Target reader

Would be informed and consider publishing the article.

Examiner comments

X-Files, X-Files, Men Men in Black, Black, Starship Starship Trooper Troopers, s, Gattaca Gattaca and Co



Everybody knows about these names. You don’t? Then ask a teenager and you will quickly get the answer. They are all titles of famous science fiction films or series.

Content

All points covered with suitable development. 


Clearly organised with attention paid to cohesion.

All science science fiction movies share sever several al characteristics, characteristics, the the necessa necessary ry ingredients which will draw the viewer’s attention. One of them is the presence of real characters, normal people in an unreal environment. It allows the viewer to identify himself/herself to his/her hero. It is not by chance that the main character is always a human. It is only the world which he/she evolves in that is strange, either completely futuristic or crowded with aliens or giant insects. That way, the person who watches the film can imagine that he/she is actually saving the world from an alien invasion or fighting enormous spiders. Another ess essential ential feature feature of a good science science fiction movie movie is mystery mystery.. Have you you noticed that, after watching any science fiction film, there is always something that you don’t completely understand? It is done on purpose to let your imagination run wild. The fact that there is no answer makes you think that, after after all, what what you have have seen is not not totally impossible impossible to happen one day or another.



Range

Good range of vocabulary and structure. 

Accuracy Accuracy

Generally accurate with occasional slips (e.g. ‘impossible to happen’, ‘reluctant to saying’) where more complex language attempted. 

Appropriacy Appropriacy of register register and format

Appropriately engaging. 

Target Target reader

Would be informed and interested. 

Marks awarded

Band 4.

And that is why this this kind of movies movies is so popular popular among young young people. people. Their Their imagination is generally much bigger than the imagination of older people. They are often less reluctant to saying “this is i s impossible, it can’t happen” hap pen”, compared with adults whose rational mind is an obstacle to enjoying this type of movies. movies.

42


paper 2: writing

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PAPER 2: WRITING Test 2 Question 3 (sample script) Mark scheme and sample script with examiner comments QUESTION 3: CANDIDATE I 

Content



Organisation Organisation and cohesion



Range


Clearly organised with suitable

Language of description and

contribution must:

paragraphing.

speculation. Vocabulary Vocabulary related to places and

• iden identi tify fy and and descr describ ibe e one one specific place/area • explai explain n what what visit visitors ors coul could d learn learn about traditional ways of life




lifestyles.

Any as long as consistent.



Target reader

Would be informed.

• sugges suggestt why why they they are are an important part of local or national culture. (May be embedded in previous points.)

Candidate I

Examiner comments

COME TO SPAIN, YOU WON’T REGRET THAT!



If you come to Spain, you will discover so many interesting things about different topics: music, sport, dance, food, holidays in the beach .... You You will realize realize all these experiences experiences just just by the mere fact fact of living during ten days in July in Pamplona. We have a lot of Hotels, Residences, Hostels .... which you can book for the summer from now. You can make your reservations in www.spainhotel.es. The 7th 7th of July July is the typical day of Pamplona: Sanfermin, Sanfermin, and you can can see the the bulls running in the streets. There are so many events programmed around that day: the the Pablo Sarasate Sarasate’’s Orchestr Orchestra a plays plays a very emotive emotive performance performance which consists on Spanish Composers, there is a football match between Real Madrid and Barcelona every year, the Government of Navarra organises a festival where dancers from every cities of Spain are invited to dance with the ‘regional’ music of each city, restaurants have their best cookers and they prepare prepare delicious delicious typical menus for people people from other other countries…. countries…. You You can learn costumes costumes from all different different places of Spain if you you come to Pamplona in July! July! It is possible also to rent a car and to go to San Sebastian just for a day. It is wonderful! You will be able to swim in the sea while seeing the snow in the Pyrinees Mountains Mountains..

Content

The points are addressed but there is notable irrelevance in content (e.g. trip to San Sebastian). 


Clearly organised. 

Range

Limited. 

Accuracy Accuracy

A number of errors, some of which impede. 


More appropriate to advertising than to required genre. 

Target Target reader reade r

Would be partially informed. 

Marks awarded

Band 2.

These These ways ways of of life in Pamplona Pamplona are very important because it is known known in all the World World.. People from America, America, Europe, Asia Asia .... everywher everywheree use to to come, and Pamplona becomes the the ‘centre ‘centre point’ point’ in the the news. news. Don’t Don’t forget forget to be dress dressed ed in white white and red red colours. colours. You You will enjoy your yourself self so much at the same time as you will learn our costumes, history, etc .... (For further information www.navarrasummer www.navarrasummer.com) .com) c a e h a n d b o o k f o r t e ac ac h e r s |

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43

PAPER 2: WRITING Test 2 Question 4 (sample script) Mark scheme and sample script with examiner comments QUESTION 4: CANDIDATE J 

Content






Range


Clear organisation with appropriate

Language of description and

report must: report must:

paragraphing. Headings may be an

recommendation.

advantage.

• outline outline positiv positive e aspe aspects cts of



airport


• descr describ ibe e prob proble lems ms • sugges suggestt improv improvem emen ents ts..

Target reader

Would be informed.

Formal or unmarked.

N.B. personal aspect may be implicit.

Candidate J

Examiner comments

AIRPORT SURVEY: SURVEY: AIRPORT OF OSLO, NORWAY NORWAY



Content

The aim of this this report report is to evaluate evaluate the the facilities and services services of Oslo Airport, Airport, Gardemoen.

All points addressed.

The history history of Oslo Oslo Airport Gardemoen: Gardemoen:

Organised in report format with good use of

Oslo Airport Gardemoen was first open in 1996 and was and still are the main airport of Norway Norway.. it is located located about a bout half an hour north of the the capital capita l and can easily be reached by the airport-train from the city centre. You will find a large number of different aircraft-companies, which can take you to any parts of the world.



headings. 

In addition to many other airports Gardemoen is known as an silent airport. The idea idea is not to make make the tr travellers avellers stress stressed, ed, so you you will therefo therefore re never never hear a voice speaking over the speaking system. However, information can easily be found on the information screens.

Range

Sufficient range of language (e.g. ‘… information can easily easily be found on the information screens.’). 

The silent, silent, clean airport: airport:


Accuracy Accuracy

Some basic but non-impeding errors (e.g. ‘Oslo airport was was first open … and still still are the main airport …’, ‘… an silent airport.’). 


Appropriate.

The airport airport is also clean at any time of the the day, day, because of the the large large number of cleaners who look after the buildings.



The weathe weatherr of the North North can make trouble: trouble:

the required effect.

Norway is located up in the North so snow and cold temperatures do often appear. That is Gardemoen’s main problem. As a traveller be always awared of this and do not become angry angry if your your plane is delayed because because of the the snow. snow.

Target Target reader

Would be informed and the report achieves



Marks awarded

Band 3.

What can be done? It is difficult to handle the weather because of the fact that we are just human. Anyways, it is important to always be awar of snow and cold temperatur temperatures es and have a staff which which take action at the the first first sign of snow snow. Conclution: Oslo Airport Gardemoen is a nice place to start or end your journy. it is a peaceful, clean clean airport, but be prepear prepeared ed that the the weather weather can can give you some trouble. trouble. 44


paper 2: writing

|


PAPER 2: WRITING Test 2 Question 5a (sample script) Mark scheme and sample script with examiner comments QUESTION 5A: CANDIDATE K 

Content




Range





Language of description, opinion and

essay must:


explanation.

• outline the main strengths of Darby Shaw’s personality • say which aspect of her personality the candidate most admires


Formal to unmarked. Must be

Vocabulary related to commenting on character.

Target reader



consistent.

Would be informed.

• explain why this aspect of her personality is the one they most admire.

Candidate K

Examiner comments

The main character in The Pelican Brief is Darby Shaw. At the beginning of the novel she is studying law and having a relation with Thomas Callahan, one of her professors. Together they become interested in the suspicious deaths of two Supreme Court judges. Darby writes a report about it and this document leads to Callahan’s violent death. Darby knows she is in great danger but this does not prevent her to continue the investigation.



As this brief description suggests, Darby is a very brave person. She was very lucky that she did not die with Callahan. She knows that her actions are making dangerous men become angry, she tries to hide from them but she does not stop her investigation. She is afraid but she still wants to find the truth.



Darby also possesses many other strengths. She is a very intelligent person, for example she is able to work out the connection between the two judges. In addition, she has very deep principles. She realises that very important people are involved in the situation but she is still determined to make the truth public. She knows that the environement is in threat and this is very important for her. So, I hope I showed that Darby has many strengths. The aspect of her personality that I most admire is her braveness. However this does not mean that she is not afraid. Instead, it means that she acts with courage despite her fear.

Content

All the points are fully covered and suitably expanded. 


The essay is well organised in clearly connected paragraphs.

Range

The candidate uses a good range of relevant vocabulary effectively. 

Accuracy

The language is generally very accurate. The few errors (e.g. ‘prevent her to continue’, ‘in threat’ and ‘environement’) do not in any way impede the reader’s understanding. 


Consistently appropriate. 

Target reader

Would be fully informed about Darby’s character and what the writer admires about her. 

Marks awarded

Band 5.


paper 2: writing

|


45

PAPER 2: WRITING Test 2 Question 5b (sample script) Mark scheme and sample script with examiner comments QUESTION 5B: CANDIDATE L 

Content






Range




review must:


and opinion.

• briefly outline the plot • explain why the book is called Lucky Jim • say whether the candidate


Formal to unmarked. Must be consistent.

Vocabulary related to description of plot, comment on character and recommendation of a book.

Target reader

would or would not recommend



the book to other students.

Would be informed.

Candidate L

Examiner comments

Lucky Jim is the story of a university professor. Lucky Jim is Jim Dixon. He teaches history and he doesn’t like very much his job. He doesn’t like the another teachers, especially the chief professor, and even he doesn’t like very much his girlfriend Margaret. Sometimes she is his girlfriend and sometimes she isn’t. She teaches also history in the university. He particularly not like Bertrand the chief professor’s son and he try to steal his girlfriend. He does a lot of stupid and embarasing things and he has often drank very much. When he stays at the professor’s house one weekend he smokes in bed and makes fire. He burns his bed. Then he has to make a very important lecture called Merrie England and he nervous about it so he becomes too drunk. He looses his job. Then he also gets another job in London and the girlfriend of the son of the chief professor. One day they see that same professor and his wife and Bertrand in London and they can just laugh at them. This story is quiet funny. The people are all too stupid and not one is nice or kind but the book make me laugh. It make a good film. I certainly recommend the story to the other students.



Content

The candidate devotes too much space to outlining the plot and omits to say anything about the reason for the novel’s title. 


The review is not well organised as it has one very long and one very short paragraph. The summary of the plot is not very coherent as it provides too much irrelevant detail. 

Range

The candidate displays a slightly narrow range of language here. 

Accuracy

There are a number of errors in the writing (e.g. ‘the another’, word order in ‘he doesn’t like very much his job’, ‘looses’ rather than loses, ‘quiet’ instead of quite and so on). Although some errors are quite basic for the level (‘try’ instead of tries, for example), they do not prevent the reader from understanding the writer’s intention. 


Not consistent. 

Target reader

Would be informed about the plot of the play but would not be informed about the reason for the title. 

Marks awarded

Band 2.

46


paper 2: writing

|


PAPER 3 USE OF ENGLISH GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The paper contains five parts.

PART 1

Timing

1 hour.

No. of parts

5.

Task type and focus

Multiple-choice cloze. Lexical/lexico-grammatical.

Format

A modified cloze test containing 12 gaps and followed by 4-option multiple-choice items.

No. of Qs

12.

No. of questions 50. Task types

Answer format

Marks

Multiple-choice cloze, open cloze, word formation, gapped sentences, key word transformations. Candidates may write on the question paper, but must transfer their answers to the separate answer sheets within the time limit. Candidates indicate their answers by shading the correct lozenges or writing the required word or words in capital letters in a box on the separate answer sheets. Parts 1, 2, and 3: each correct answer receives 1 mark. Part 4: each correct answer receives 2 marks. Part 5: each answer receives up to 2 marks.


Open cloze. Grammatical/lexico-grammatical.

Format

A modified cloze test containing 15 gaps.

No. of Qs

15.


Word formation. Lexical/lexico-grammatical.

Format

A text containing 10 gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.

No. of Qs

10.


Gapped sentences. Lexical.

Format

Questions are made up of three discrete sentences. Each sentence contains one gap. The gapped word is common to the three sentences. Candidates must write one word which is appropriate in all three sentences.

No. of Qs

5.


Key word transformations. Lexical and grammatical.

Format

Eight separate items, each with a lead-in s entence and a gapped second sentence to be completed in three to six words, one of wh ich is a given ‘key word’.

No. of Qs

8.


paper 3: use of english

47

The five parts of the Use of English paper 



PART 3 – WORD FORMATION

In this part, there is an emphasis on vocabulary.

PART 1 – MULTIPLE-CHOICE CLOZE

In this part, there is an emphasis on vocabulary and grammar.


 Sample tasks and answer keys: pages 52, 55, 57 and 60. 


Part 3 consists of a text containing 10 gaps (plus one gap as an example). At the end of some of the lines, and separated from




the text, there is a stem word in c apital letters. Candidates need to form an appropriate word from given stem words to

Part 1 consists of a text in which there are 12 gaps (plus one

fill each gap.

gap as an example). Each gap represents a missing word or phrase. The text is followed by 12 sets of four words or

The focus of this task is primarily lexical, though an

phrases, each set corresponding to a gap. Candidates have to

understanding of structure is also required. It tests the

choose which one of the four words or phrases in the set fills

candidates’ knowledge of how prefixes, suffixes, internal

the gap correctly.

changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of

Candidates are required to draw on their lexical knowledge

the text beyond sentence level.

and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or



PART 4 – GAPPED SENTENCES

beyond, with more processing of the text required. A lexicogrammatical element may be involved, such as when

In this part, there is an emphasis on vocabulary

candidates have to choose the option which fits correctly with


a following preposition or verb form. 



PART 2 – OPEN CLOZE

In this part, there is an emphasis on grammar and vocabulary.



Part 4 consists of five questions; each question is made up of three discrete sentences. Each sentence contains one gap and the gapped word is common to all sentences. Candidates must write the one word which is appropriate in all three sentences.




The focus of the task is lexical and aims to test candidates’ knowledge of lexical patterns such as collocation, phrasal

Part 2 consists of a text in which there are 15 gaps (plus one gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. In this part, as there are no

verbs and other word combinations. It tests whether candidates know items of vocabulary in a range of contexts and with a range of meanings

sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly. The focus of the gapped words is either grammatical, such as



PART 5 – KEY WORD TRANSFORMATIONS

In this part, there is an emphasis on grammar and vocabulary

articles, auxiliaries, prepositions, pronouns, verb tenses and forms; or lexico-grammatical, such as phrasal verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there may be more than one


possible answer and this is allowed for in the mark scheme.



The absence or misuse of punctuation is ignored, although

Part 5 consists of eight questions (plus an example). Each

spelling, as in all parts of the Use of English paper, must be

question contains three parts: a lead-in sentence, a key word,

correct.

and a second sentence of which only the beginning and end

Each answer in Part 5 receives 0, 1 or 2 marks.

are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be fill ed with between three and six words, one of wh ich must be the key word. The key word must not be changed in any way. 48



In this part of the paper the focus is both lexical and



grammatical and a range of structures is tested. The ability to

When writing their answers on the answer sheet, they must

express a message in different ways shows flexibility and

be careful to make sure that they put the answer by the

resource in the use of language.

appropriate question number. This is especially important if

The mark scheme splits the answer into two parts and candidates gain one mark for each part which is correct.

Preparation General 

The texts in Parts 1, 2 and 3 all h ave titles. Encourage your

students to pay attention to each title as it will indicate the main theme of the text. 

Encourage your students to read through each text (Parts 1,

2 and 3) carefully before beginning to answer the questions so that they have a clear idea of what it is about. 

In Parts 2 and 5, there may be more than one permissible

Give your students practice in completing the answer sheet.

they leave some questions u nanswered. They must also be sure to write in c apital letters in Parts 2, 3, 4 and 5.

By part 

PART 1



When studying vocabulary in preparation for the paper,

your students should pay attention to collocation, the shades of meaning differentiating sets of similar words, and complementation (e.g. whether words are followed by a certain preposition, or by a gerund or an infinitive, etc.). 

Advise your students to consider all the options carefully

before deciding on an answer. Some of the options may be very tempting, but only one will be s emantically and grammatically correct in that particular context.

answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. If they want to change an answer, they should rub it out. 

All parts of the paper have detailed instructions and

completed examples. These should be studied carefully so that your students know what kind of answers they are expected to give and how they should show them on the answer sheet. 

Your students should be encouraged to read extensively so

that they build up a wide vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types. 

When studying for the paper, it will be useful for your

students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books (by, for example, guessing the meaning of unknown words from the context) as they are not permitted to take dictionaries into the exam with them. 

Students should develop an efficient personal system for

recording the new vocabulary they learn. They should record



PART 2



Any preparation task which promotes grammatical

accuracy is useful, especially those which focus on verb forms and the use of auxiliary and modal verbs, pronouns, prepositions, conjunctions, modifiers and determiners. 

Remind your students that only one word is required for

each answer. Answers of more than one word will not earn the mark. 

Some gaps in this part can be filled by referring just to the

immediate phrase or sentence, but others will require understanding of the paragraph or whole text. 

PART 3



Preparation tasks which promote familiarity with the

principles of word formation (use of prefixes, suffixes, internal changes, compounding) will be helpful. 

Remind your students that they need to understand the

context of each gap in the text to decide which class of word (noun, verb, adjective or adverb) is required.

as much detail as possible, including information about



complementation and collocations of the words learned.

required.



Encourage your students to plan their time carefully and



Sometimes a plural form or a specific part of a verb will be

Sometimes a negative prefix will be required. There is

not to spend too long on any one part of the test. They should

usually at least one word requiring a prefix in each Part 3 task,

try to make sure that they have a few minutes at the end of the

so advise your students to look out for these.

test to check through their answers. They can do the various parts of the test in any order, but it may be better to do them in the order of the question paper so as to avoid the possibility of putting answers in the wrong sections of the answer sheet. 

Remind your students to check the spelling of their

answers as incorrect spelling will lose them marks. 

Remind your students that handwriting should be clear so

that it can be read easily by the markers.



PART 4



Preparation tasks which heighten students’ awareness of

the multiple meanings and/or usage of certain vocabulary items are useful. 

Remind your students that they are looking for the ONE

word which is common to all three sentences in each question. c a e h a n d b o o k f o r t e a c h e rs |


49



PART 5



Transformation tasks which increase awareness of

expressions with parallel or synonymous meanings, and develop flexibility in the use of language, are good preparation for this part. 

Remind your students that the key word MUST be used in

each answer and that the key word may NOT be changed in any way. 

Also remind your students that their answer must NOT

exceed six words. Contractions count as two words.

50



PAPER 3: USE OF ENGLISH Test 1 Part 1 (questions 1–12)

e l b a i l e r

s e c e i P

s n o i t i s o p o r p

D

D

D

e l b i s n o p s e r

s r o t c a F

s n o i t p m u s s a

C

C

C

e l b a d n e p e d B

s d l o h

t n a n i m o d

e t a c i n u m m o c

D

D

D

l e r r a u q

e t a l u m i t s

s r a e b

y r o s l u p m o c

e t a i c o s s a

C

C

C

C

C

d e e p s

d e d n e t x e

t h g i f

e t a v i t o m

s e p o c

t n a t r o p m i

t r o p e r

B

B

B

B

B

B

B

t l e f

e s l u p

d e v l o v e

e l t t a b

e t a v i t c a

s e g a n a m

l a t i v

y f i t o n

A

A

A

A

A

A

A

A

A

4

5

6

7

8

9

0 1

1 1

2 1

e t a r

d e t a v e l e

e l g g u r t s

e t a m i n a

D

D

D

D

y l t n e d i v e

d e r e t n u o c n e

e c a p

d e c n a v d a

C

C

C

C

s t c e p s A

s n o i t a c i l p m i

y l n i a l p

d e r u d n e

B

B

B

B

e l b a n e m a

s w e i V

s n o i t a t c e p x e

y l e r u s

A

A

A

1

2

3

. p a g h c a e s t i f t s e b ) D r o C , B , A ( r e w s n a h c i h 1 w t e r d a i P c e d d n a . w ) o 0 ( l e g b i t n x n n e i t e g e h b t e d h a t e t r , a 2 l e 1 p – m 1 a s x n e o n i t a s s e i u e q r r e o h F T

y l t c e r i d

d e h c u o t

D

D

d e d i u g

n i a r b e h t d n a c i s u m t u o b a w o n k e w t a h W

D

d e t a c i d n i . t e e h s r e w s n a e t a r a p e s e h t n o s r e w s n a r u o y k r a M

C

d e t c e r i d B

d e s s e r p x e

D C B

: e l p A A m a 0 x E 0

, s l l i k s t n e r e f f i d r o f y t i v i t c a f o s e r t n e c e r a s t r a p t n e r e f f i d w o h . . … … ) 0 ( s a h n i a r b n a m u h e h t n o k r o W

r o , s e v l a h t h g i r d n a t f e l e h t t a h t n w o h s n e e b o s l a s a h t I . n o o s d n a s n o i t p e c r e p , s g n i l e e f

, t f e l e h t n i d e s s e c o r p s i e g a u g n a l e l i h W . s n o i t c n u f t n e r e f f i d r o f . . … … ) 1 ( e r a n i a r b e h t f o , s e r e h p s i m e h

f o . . … … ) 2 ( . e r e h p s i m e h l a n o i t o m e r o , t h g i r e h t n i d e s s e c o r p s i c i s u m , e r e h p s i m e h l a c i t y l a n a r o

e m o S . n i a r b e h t f o s t r a p t n e r e f f i d n i d e s s e c o r p y l b a b o r p l l a e r a y d o l e m d n a h c t i p , e n o t e k i l c i s u m

e h t n i t u b , n i a r b e h t f o s t r a p y r o t i d u a e h t n i t s u j t o n d e s s e c o r p e r a e c n e i r e p x e l a c i s u m f o s e r u t a e f

. s i h t f o . . … … ) 3 ( e h t d n a t s r e d n u y l l u f t e y t ’ n o d e W . s e n o l a u s i v


n e t f o c i s u m t s a f h t i w , t c a p m i l a n o i t o m e s t i o t d e t a l e r . . … … ) 4 ( e b o t s m e e s c i s u m f o o p m e t e h T

f o m h t y h r l a c i g o l o i b r o j a m e h t h t i w e m a s e h t s i t I . r e d d a s s a c i s u m r e w o l s d n a r e i p p a h s a . . … … ) 5 (

c i s u m y r a t i l i M . d a s e r ’ e w n e h w s w o l s t u b , y p p a h e r ’ e w n e h w s n e k c i u q . . … … ) 6 ( t r a e h r u o : y d o b e h t



r e v o n r u T

. . … … ) 9 ( o t g n i m m u r d t s a f g n i s u y b . . … … ) 8 ( r o f y d a e r s u t e g o t s t p m e t t a m o r f . . … … ) 7 ( e v a h y a m

n i a r b e h t s e c n e i r e p x e x e l p m o c t s o m e h t f o e n o s p a h r e p s i c i s u M . r e t s a f g n i t a e b o t n i s t r a e h r u o

s a h t I . s e i n o m e r e c d n a s l a u t i r r u o f o t r a p . . … … ) 1 1 ( y l e t u l o s b a n a e m o c e b s a h t i d n a h t i w . . … … ) 0 1 (


|

. s e t a t s l a n o i t o m e r u o e t a n i d r o o c d n a d o o m . . … … ) 2 1 ( o t e g a u g n a l d n o y e b r e w o p


51

PAPER 3: USE OF ENGLISH Test 1 Part 4 (questions 38–42) 

r i e h t e v o r p m i o t s n o i t a i t o g e n n i . . … … … … … … t n e s e r p t a e r a y r o t c a f r a c e h t t a s r e k . r n o o i w i t e s h o T p

e h t . . … … … … … … y n a p m o c e h t , d e r i u q e r e r e w f f a t s e r o . m y d c n n a e g d a e t d n n e a m p t x i e u r s c s e e r a n f i s o u b s e e c h t i v s r e A s

e h t k o o t t i . . … … … … … … e r e w y e h t t a h t d e c n u o n n a d n e i r f l r i g w e n s . i h e s d i r n p a r r u e s y h t b o r l y b i y m a m f n l e e o h h W w

e m i t g n o l a d n e p s o t d a h e o J t a h t y a w d e t a c i l . p r m t e o n c i r a p h e c t u h s p n u i t n e e s t t t i r o w w o e r h e t w u s o n . . o i t … c … u r t s … n … i e h … T …

0 4

. s e c n e t n e s e e r h t l l a n i y l e t a i r p o r p p a d e s u e b n a 4 c t r h c a i P h w y l n o d r o w e n o

f o k n i h t . , )

2 0 4 ( e – l 8 p 3 m

. s t c e f f e e d i s o n d a h d n a . . … … … … … … s a w g u r d w e n e h t t a h t d e t a c i d n i s t l u s e r t s r i F

. n i a g a t e y . . … … … … … … t o n s a w e n i h c a m s k n i r d e h t d n i f o t d e y o n n a s a w n h o J

? K O , e c i f f o e h t

m o r f y a w a m ’ I e l i h w … . . … … … … … … n i s i a s i L

1 4

. o t k l a t o t . . … … … … … … y r e v d n a n o s r e p y l e v o l a s i r e t s i n i m w e n e h t y a s : y e l e p h m T

s a n x o e i t n s a e s u i q e a r r o e x F H E 0

. l u f r e e h c m e e s s y a w l a y e h t t u b , e f i l . . … … … … … … y r e v a d a h t o n e v a h s r u o b h g i e n y M

. s t s i r u o t h t i w r a l u p o p s i n w o t e h t y h w e e s o t h g u o n e . . … … … … … … s ’ t I

Y S A E

0 : e l p m a x E

_ _ _ _ _ _ _ _ _ _ _ _ _ . _ t e _ e _ _ h _ s _ r _ e _ w _ s _ n _ a _ _ e _ t _ a _ r a _ p _ e _ _ s _ e _ h _ _ t n _ o _ _ S _ _ R _ E _ T _ T _ E _ L _ _ L _ A _ _ T _ I P _ A _ _ C _ _ N _ I _ d r _ o _ _ w _ g _ n _ i s _ s _ _ i m _ _ e _ h t _ _ y _ l _ n _ o _ e _ _ t i r _ W _ _

. n o i t a t s e h t e d i s t u o g n i k r a p r o f . . … … … … … … l l a m s a d e c u d o r t n i e v ’ y e h T

r e v o

. e c i l o p e h t y b . . … … … … … … n e d d u s a o t n o i t c a e r n i y l k c i u q k c a b d e v o m s r o t s e t o r p e h T

n r u T

2 4

? u o y n a c , k r o w r e p a p s i h t l l a f o . . … … … … … … e h t e e s t ’ n a c I

r e h c a e t o n a i p y m t u b , p u g n i v i g f o . . … … … … … … . e g n h t i s n i t o c s a r a p w n I o t p a h t e e d k e t o t a r e t s m u r d f e o d s a s u a s r w e I p

8 3


. g n i t e e m s i h t t a n o i s s u c s i d r o f . . … … … … … … l a n i f e h t o t n o e v o m s ’ t e l , w o N

n o i s i c e d e h t h t i w d e e r g a m o o r d r a o b e h t n i e n o y r e v e t o n t a h . t y y r a t s o c o f a t . . w … e n … e … h t … f o … t e i … s s e ’ t i h t k t n u i o h t b I a

r e h n a h t r a c y n a p m o c r e l l a m s a d a h e h s t a h t . . … … … … … … t o n s a w t i t a h t d e n i a . l p s e m u o g c a e a l l t i o R c

. . . … … … … … … o s s i e h e s u a c e b s r e t s i s d n a s r e h t o r b s i h e k i l g n i h t o n s k o o l d n a b s u h y M

9 3


|


53


. s r a e y s u o i v e r p n i s a r a e y s i h t h c u m s a e t i u q d e n i a r t ’ n s a h t I

Y L T H G I L S

. s r a e y s u o i v e r p n i d i d . . … … … … … … . . … … … … … … d e n i a r s a h t i , r a e y s i h T

7 4

t d s n r i f a e e h e t r o h t t g n n e e i n t a w e e b m e r s a u l i t m s i s u a m s u a o h Y . t i n t e a v h t i g . o d ) ( s r 0 e e o l c w p 5 n e m t e h a r t t x a n e P e s e g n d n a n a i o h s c c e e t r s o e e n H h . t o n e D e t v . i e n l g p e d v r i m o g o c d w , r e 0 o h 5 w t – e g n t i 3 h 4 g d l n u s i c n s i n o u , i t , s : s e d l e e c r u n o p q t e w m r n x a x o e i F s s E

54

. h c t a m s i n n e t e h t p o t s o t e v a h l l i w y e h t , s e v o r p m i r e h t a e w e h t s s e l n U

N A E M

. a m e n i c e h t o t o g o t s t n a w n h o J t u b , g n i n e v e s i h t t u o o g r o n i y a t s e w r e h t e h w d n i m t ’ n o d I

. h c t a m s i n n e t e h t g n i p p o t s . . … … … … … … . . … … … … … … t e g t ’ n s e o d r e h t a e w e h t f I

8 4

. e n o l a t n e m t r a p e d f o d a e h e h t o t k a e p s y l n o d l u o w s e m a J

0

. e n o l a t n e m t r a p e d f o d a e h e h t o t . . … … … … … … . . … … … … … … s e N m a O J

: e t i r w u o y o s , ’ g n i k a e p s n o d e t s i s n i ‘ s d r o w e h t h t i w d e l l i f e b n a c p a g e h T


E C N E R E F F I D

n h o J t u b , g n i n e v e s i h t t u o o g r o n i y a t s e w r e h t e h w . . … … … … … . … a . . m … e n i … c … e h t … o t … … o t g ’ o n t s s e t o d n a t I w

. k c a b e h t t a w o d n i w a g n i c r o f y b g n i d l i u b e h t d e r e t n e s e v e i h t e h t t a h t e l b i s s o p s ’ t I

9 4

. t e e h s r e w s n a e t a r a p e s e h t n o S R E T G T E N L I K L A A E T I P P S A C N N O I s D d r E o T w S I g S i n N s I s i m 0 e h t : y e l l n p m o e a t x i r E W

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

. r e f f o r i e h t t p e c c a d l u o c e w e r o f e b t u o b a k n i h t o t d a h e w t a h t s g n i h t f o t o l a e r e w e r e h T

N E K O R B

. k c a b e h t t a w o d n i w a h g u o r h t g n i d l i u b e h t . . … … … … … … . . … … … … … … y a m s e v e i h t e h T

0 5

D E G I L B O

e w e r o f e b n o i t a r e d i s n o c . . … … … … … … . . … … … … … … e w t a h t s g . n r i e h f t l f a o r r e i e v h e t s t p e r e e c w c a e d r l e u h o T c

3 4


? m r o f n o i t a c i l p p a s i h t n i l l i f o t e m p l e h d l u o c u o y k n i h t u o y o D

4 4

|

G N I R E D N O W

. m r o f n o i t a c i l p p a s i h t n i g n i l l i f d n a h a e m . . … … … … … … . . … … … … … … I

. s r e m o t s u c e h t f o t n o r f n i t u o h s o t e m f o g n o r w s a w t i t a h t w o n k I

D E S I A R

5 4


. s r e m o t s u c e h t f o t n o r f n i . . … … … … … … . . … … … … … … d l u o h s I t a h t w o n k I

. e m l l a c s y a w l a n a c u o y , p l e h y n a d e e n u o y f I

6 4

E T A T I S E H

. e m . . … … … … … … . . … … … … … … , p l e h y n a d e e n u o y f I

PAPER 3: USE OF ENGLISH Answer keys Test 1 PART ONE

PART TWO

PART THREE

PART FOUR

PART FIVE

1

C

13

followed

28

increasingly

38

point

43

were obliged to ][ take into

2

B

14

little

29

sufficient

39

fair

44

3

B

15

the

30

40

engaged

4

D

16

for

undoubtedly/ doubtlessly

was wondering if/whether ][ you could/would/might lend/give

41

working

31

maintenance

45

not have raised ][ my voice

42

charge

32

stability

46

don’t/do not hesitate ][ to call

33

intentions

47

slightly less ][ than it

5

A

6

D

7

A

8

A

9

C

10

B

11 12

A D

17 18

to Though/Although/ While/Whilst

19

why

34

readily

48

(any) better ][ it will mean

20

their

35

diversity

49

21

another

36

removal

make any/much difference ][ to me

22

may/might/will

37

unattractive

50

have broken ][ into

23

not/never

24

out

25

off

26

so

27

being

shows where the answer is split into two parts for marking purposes. ][



|

a n s w e r k e ys f o r te s t 1

55


d l e h

s d n u o r g k c a b

s e t a e r c

D

D

d e t p a d a

t s a c d a o r b

r e t s i g e r

t n e v e r p

g n i t s u j d a

n i a t e d

h g u o r

r e v o c

d e l d n a h

D

D

D

D

D

D

D

D

D

D

d e t u c e x e

s g n i d n u o r r u s

s e s o p m o c

d e t a l e r

d e t c e r i d

e c u d o r p

e d e p m i

g n i t r o t s i d

w a r d h t i w

l u f e c r o f

r e p p a r w

d e r a e l c

C

C

C

C

C

C

C

C

C

C

C

C

n w o h s

s e c n a t s m u c r i c

s m r o f

t c e j b u s

d e y a l p

t i b i h x e

t l a h

g n i d n e b

t c a r t t a

g n o r t s

e d a h s

e m o c r e v o

B

B

B

B

B

B

B

B

B

B

B

B

d e m r o f r e p

s e i t i l a c o l

s d l i u b

e l b a i l

d e t t i m s n a r t

t c e l f e r

m r a h

g n i t s i w t

b r o s b a

m r i f

e r u s o l c n e

d e t a e f e d

A

A

A

A

A

A

A

A

A

A

A

A

1

2

3

4

5

6

7

8

9

0 1

1 1

2 1

, f e e o d n u c q s a i e t e r l n r e a u G c m a r t n o . n o . f c . e . i . c y s s n j o e … a n l ) 3 n e l y ( l I . s a t h . e . c u g s i u n … n e i y … d e r r ) u a r a 0 a t ( e s , y s , m e m r a h a d T r o a w T . w a . a . . h t i s … d w a n … n a e s r , l e a ) 2 l i ( r a t h n n r u e o r o t o p d c o t e c u n e o n i o g r n c y r l a i y o f t c f s i n i i u t h . s . u s g . . m a n . o … k n l c a a ) o h ( r t s 1 s d a r h e r n e t e a n n w p t e e s o l m s p i y n a , e i a l a t h t r p r e r . , e t l p f e n p o o e r e , e e r m l v h a i o a i t p c s o x c i r o d t t e s s s t m u r l a o O f c e r a

. . . . . . . .

. p a g h c a e s t i f t s e b ) D r o

n o i t i d n o c D

C

, , A ( r e w s n a h c i h 1 w t e r d a i P c e d d n a . w ) 0 o ( l e g b i t n x n n e i t e g e h t b e d h a t e r t , a 2 l e 1 p – m 1 a s x n e o n i t a s s e i u e q r r e o h F T B

56

s r o o d t u o t a e r g e h t n i c i s u M

n o s a e s . t e e h s r e w s n a e t a r a p e s e h t n o

s r e w s n a r u o y k r a M

C

r e h t a e w B

D

e t a C m i l c B

: e l p A m a x 0 E

A 0



r e v o n r u T

. s e . s . . i n e . . a . t h . ) t ) r . . ( 5 . 7 u c ( . . e … n d n r a ) a c a 6 s s ( s t n n r e o a p i a l l r t a c i p a r e b r s c i e v t u a l i h d c h u n t c w , u r o s u s d n s S ’ u s o . g n n o s s i i d t c l c e i i t h u u s b r t u t . o e s . . c h b . a t O . … t d n n . ) e ( r a o 8 h , e f c e f m i u e t d r a r r n o d i . t a a b c i . e s v . s . . e a r o u . . h . e m . t e t ) t o c d n a 4 n ( e n e i a r o c s s s i i e e o p r e c g v x s i n r e e o i o d c l n a v i t n u n e f e b e h t r u d m s a a u e e r w d d e t r s d a d i i n h s l i c h n n a h i d a . c w n . d a . . r i s . , , a u s s . . e m n n . ) h o i o 9 i a ( t t c i s m a r a r y u o b i b i a r M f v v m

|

l f e , l c n i e a o t h f f d , r a n e e r d t u i g l f s a r n p o a f a o d e o e s d k e p i n s h o a i r t w n o l y d e y i l a a h o t w n a v s a a h t s t r i d i o e w n e t c r e u e . t . n o h . e o . s t . c p f . . r i . e m h , ) o o t n 1 o c o 1 y i t ( d n r t r i e a d r u . t r f c d e o i o , a t n a d n . h s a I u c n u . s e r m d . d … f e … e , n r e s ) h d i h n w t u o 2 t a e h n 1 h . . ( i g . o c r . . i e t l e e r s h … a b u t ) a t o 0 i c s m u s s e e 1 ( u m v h m l i t m e f l n A e t n b o o . e o e h , t m r s r e t t p p g n r d u i e n o u e a r c u s q n h e e e d o t n h i w d t c o d r r n e w i n d u c a a - a o n d n s n y o a e i O j n c n p d e o w n a . o t r m r t a o o s n o t y c g t t i s t i i u n s n r n u o e e c t u o r r m s m m u t r c o t e d m r u s l e p h i n e p T b s i o


PAPER 3: USE OF ENGLISH Test 2 Part 4 (questions 38–42) 

a s ’ t i t a h t y a s n a c e w , . . … … … … … … s t i n i , t u b l a i s r e v o r t n o c l l . i t y s g r s e i r n e e w f o o p e d c r n u i w o f s e o l e b s a u w e e h n e T r

e m k s a o t s a w d e t n a w y l l a e r r u o b h g i e n y m t a h w t a h t r a e l c

e m a c e b n o o s t I

. . . … … … … … … a

n i . . … … … … … … f o t u o n e l l a f e v a h s r a c e g r a l , t n e m n o r i v n e e h t n o . d t l c r e o f f w e e r h i e t h t f o f s o t r e a s p u e a c m e o B s

e h t n i y a w a m e h t t u p d n a k s e d e h t n o e r e w t a h t s k o o b e h t p u . . … … … … … … r e . h d c r a a e o t b e p h u T c

1 4

. s e c n e t n e s e e r h t l l a n i y l e t a i r p o r p p a d e s u e b n a 4 c t r h c a i P h w y l n o d r o w e n o

f o k n i h t . , )

2 0 4 ( e – l 8 p 3 m

n r u T

2 4

. o t k l a t o t . . … … … … … … y r e v d n a n o s r e p y l e v o l a s i r e t s i n i m w e n e h t y a s : y e l e p h T m

s a n x o e i t n s a e s u i q e a r r o e x F H E 0

58

. n o i t a t s e h t f o t u o d e l l u p t i s a d e e p s . . … … … … … … y l w o l s n i a r t e h T

r e v o

g n i t e e m y c n e g r e m e n a r o f n i l b u D n i . . … … … … … … e v a h s n o i n u e d a r t n i a m e h t f o s r . e d y a a d e o L t

l . u f r e e h c m e e s s y a w l a y e h t t u b , e f i l . . … … … … … … y r e v a d a h t o n e v a h s r u o b h g i e n y M

. s t s i r u o t h t i w r a l u p o p s i n w o t e h t y h w e e s o t h g u o n e . . … … … … … … s ’ t I

Y S A E

0 : e l p m a x E


_ _ _ _ _ _ _ _ _ _ _ _ _ . _ t e _ e _ _ h _ s _ r _ e _ w _ s _ n _ a _ _ e _ t _ a _ r a _ p _ e _ _ s _ e _ h _ _ t n _ o _ _ S _ _ R _ E _ T _ T _ E _ L _ _ L _ A _ _ T _ I P _ A _ _ C _ _ N _ I _ d r _ o _ _ w _ g _ n _ i s _ s _ _ i m _ _ e _ h t _ _ y _ l _ n _ o _ e _ _ t i r _ W _ _

. e g a u g n a l . . … … … … … … a d n a e r u t l u c d e r a h s a e v a h s n o i t a n o w t e h T

f o e m i t s i h t t a . . … … … … … … t o n e r a y e h t e s u a c e b y a d o t d r i b s i h t e e s o t y k c u l e r a . u r o a e Y y

l l a b t o o f e h t n o s u i n e g a s ’ e h t u b y l l a c i m e d a c a l l e w t a h t l l a g n i o d t ’ n s i n i s u o c y M

. g n i n i a r s ’ t i n e h w n w o d w o l s o t s r e v i r d r o f e s n e s . . … … … … … … s ’ t I

8 3


. . . … … … … … …

s t i n i e v i t a v o n n i t s o m e h t f o e n o g n i e b r o f n o i t a t u p e r a d e n i a g s a h y n a p m o c s i h T

. . . … … … … … …

. e z i a m e b l l i w t i r a e y t x e n d n a . . … … … … … … s i h t n i s r e w o l f n u s g n i w o r g m ’ I , r a e y s i h T

9 3

|


d n a n o i s i v e l e t n i b o j a g n i k a t n e e w t e b . . … … … … … … s a w s e m a J . , t r e n a e r t n a c u o s i c h c f a o n t r a a g t n s i e m h o t t c e A b 0 4

n e h w . . … … … … … … n e e b d a h t e k c a j s i h t a h t e c i l o p e h t d l o t e s a c e h t . n l e i t c c y c e i p b s s u i s h f n f i o a l m l e e f h e T h

s w o r y b d e c a l p e r e b o t n w o d . . … … … … … … g n i e b e r a s k c o l b r e w o t , s a e r a n a b r . u s e e s m u o o s h n f I o


. n e e b s a h l a c i s u m t s r i f s ’ r e s o p m o c e h t l u f s s e c c u s w o h e v e i l e b n a c e n o o N

N E K A T

. . … … … … … … . . … … … … … … . . … … … … … … l a c i s u m t s r i f s ’ r e s o p m o c e h t f o s s e c . c e u s s i r e p h r u T s

7 4

t d s r n i f a e e h e t r o h t t g n n e e i n t a w e e b m e r s a u l i t m s i s u a m s u a o h Y . t i n t e a v h t i g . o d ) s r 0 ( e e o l c w p 5 n e m t e h a r t t x a n e P e s e g n d n a n a s o h i c c e e t r s o e e n H h . t o n e D e t v . i e n l g p e d v r i m o g o c d w , r e 0 o h 5 w t – e g n t i 3 h 4 g d l n u s i c n s i n o u , i t , s : s e d l e e c r u n o p q t e w m r n x a x o e i F s s E

. g n i p o o t s t u o h t i w r o o d t a h t h g u o r h t t e g t s u j y l n o n a c e h l l a t o s s i m o T

Y N A

r o o d t a h t h g u o r h t t e g o t e l b a e b . . … … … … … … . . … … … … … … . . … … … … … g n … i s p o a t o w s t m u o o T h t i f I w

8 4

. e n o l a t n e m t r a p e d f o d a e h e h t o t k a e p s y l n o d l u o w s e m a J

0

. e n o l a t n e m t r a p e d f o d a e h e h t o t . . … … … … … … . . … … … … … … . . … … … … … … s e N m a O J

. d e t o m o r p l l i t s s a w r e h t o r b y m , s n o i s a c c o l a r e v e s n o e t a l k r o w t a g n i v i r r a e t i p s e D

D E N R U T

y m , s n o i s a c c o l a r e v e s n o k r o w r o f e t a l . . … … … … … … . . … … … … . d … e t o … . . m … o r p … l l i t … s … s … a w … r e n h e t v o r E b

9 4

: e t i r w u o y o s , ’ g n i k a e p s n o d e t s i s n i ‘ s d r o w e h t h t i w d e l l i f e b n a c p a g e h T

. t e e h s r e w s n a e t a r a p e s e h t n o S R E T G T E N L I K L A A E T I P P S A C N N O I s D d r E o T w S I g S i n N s I s i m 0 e h t : y e l l n p m o e a t x i r E W

. n o i t i b i h x e t r a l a u n n a e h t r o f e t a d e h t s s u c s i d o t t h g u o e W

E V A H

t r a l a u n n a e h t d l o h o t g n i o g e r a e w . . … … … … … … . . … … … … … … . . … … … … … … o t . t n h o g i t u i o i b e h x W e

0 5

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

. t h g i n o t r o f s t e k c i t e r t a e h t k o o b o t l l a c o t r e b m u n e h t s i s i h T

D E V R E S E R

. r e b m u n s i h t . . … … … … … … . . … … … … … … . . … … … … … … t h g i n o t r o f s t e k c i t e r t a e h T

3 4


e h t f o t s e r e h t r o f y a t s o t s u r o f n o s a e r o n s a w e r e h t , o l o s r e h d e m r o f r e p d a h o k i r o . N t r e e c c n n o O c

4 4

T N I O P

o k i r o N e c n o t r e c n o c e h t f o t s e r e h t r o f . . … … … … … … . . … … … … … … . . . … o l … o s … r e … h … d … e r s m o a f w r e e r p e d h a T h

. s e o t a m o t e v i s s e r p m i h c u s s w o r g k r a M w o h e r u s t o n m ’ I

D O H T E M

5 4


. s e o t a m o t e v i s s e r p m i h c u s w o r g . . … … … … … … . . … … … … … … . . … … … … … … w o n k t ’ n o d I

. t i t h g u o b e h e r o f e b r a c e h t k c e h c o t c i n a h c e m a d e k s a d a h e h d e h s i w y r r a H

T U O H T I W

. c i n a h c e m a y b d e k c e h c t i . . … … … … … … . . … … … … … … . . … … … … … … d e t t e r g e r y r r a H

6 4

|


59

PAPER 3: USE OF ENGLISH Answer keys Test 2 PART ONE

PART TWO

1

A

13

as

2

C

14

every/any

PART THREE

3

D

15

for/by/from/through

4

B

16

who/that

5

A

17

over

6

A

18

to

7

C

19

8

C

yet/but/although/ though

9

A

10

B

11

D

12

B

60

20

in

21

are

22

what

23

How/how

24

than

25

whether/either

26

your/an

27

which


PART FOUR

28

worldwide/ world-wide

29

infancy

30

beginnings

31

increasingly

32

unimaginable

33

consequently

34

archaeologists/ archeologists

35

expansion

36

accuracy

37

influential

38

common

39

field

40

torn

41

favour/favor

42

gathered

PART FIVE 43

can be reserved ][ by calling/ if you call

44

little/not any/no point (in) ][ (our/us) staying

45

what/which method ][ Mark adopts to/follows to/employs to/uses to

46

buying/having bought the/a/his car ][ without getting/having

47

has taken everyone/ everybody/us (all)/people ][ by

48

any taller ][ he would not/wouldn’t

49

though he + (had) ][ turned up

50

have a discussion ][ about when

shows where the answer is split into two parts for marking purposes. ][


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PAPER 3: USE OF ENGLISH Candidate answer sheet



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candidate answer sheet

61

PAPER 4 LISTENING STRUCTURE AND TASKS

GENERAL DESCRIPTION Paper format

The paper contains four parts. Each part contains a recorded text or texts and corresponding comprehension tasks. Each part is heard twice.

Timing

Approximately 40 minutes.

No. of parts

4.


Multiple choice. Feeling, attitude, opinion, purpose, function, agreement, course of action, gist, detail, etc.

Format

Three short extracts from exchanges between interacting speakers with two multiple-choice questions on each extract.

No. of Qs

6.

No. of questions 30. Task types Text types

Multiple choice, sentence completion, multiple matching. Monologues: announcements, radio broadcasts, speeches, talks, lectures, anecdotes, etc. Interacting speakers: radio broadcasts, interviews, discussions, etc.

Answer format Candidates are advised to write their answers in the spaces provided on the question paper while listening. There will be 5 minutes at the end of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by shading the correct lozenges or writing the required word or words in capital letters in a box on the answer sheet. Recording information

Marks

62

The instructions for each task are given in the question paper, and are also heard on the recording. These instructions include the announcement of pauses of specified lengths, during which candidates can familiarise themselves with the task and, for some items, predict some of the things they are likely to hear. A variety of voices, styles of delivery and accents will be heard in each Listening paper to reflect the various contexts presented in the recordings, as appropriate to the international contexts of the test takers.


Sentence completion. Specific information, stated opinion.

Format

A monologue (which may be introduced by a presenter) lasting approximately 3 minutes. Candidates are required to complete the sentences with information heard on the recording.

No. of Qs

8.


Multiple choice. Attitude and opinion.

Format

A conversation between two or more speakers of approximately 4 minutes. There are six multiple-choice questions, each with four options.

No. of Qs

6.


Multiple matching. Gist, attitude, main points, interpreting context.

Format

Five short themed monologues, of approximately 30 seconds each. Each multiple-matching task requires selection of the correct options from a list of eight.

No. of Qs

10.

Each correct answer receives 1 mark.


paper 4: listening

The four parts of the Listening paper 


This part tests the candidate’s ability to listen to short dialogues and show understanding of gist, detail, function, agreement, course of action, as well as the speakers’ purpose, feelings, attitudes and opinions. tasks pages 66, 74, tapescripts pages 69–70 and  Sample 77–78, and answer keys pages 73 and 81.






This part tests the candidate’s ability to listen to longer interviews and discussions and show understanding of the speakers’ attitudes and opinions. tasks pages 67, 75, tapescripts pages 70–71 and  Sample 78–79, and answer keys pages 73 and 81.




Part 3 features interviews and discussions, involving two or more speakers. The text is approximately 3–4 minutes in length and typically takes the form of a broadcast interview or


discussion aimed at a non-specialist audience.

Part 1 consists of three unrelated short texts. These texts are

A series of six 4-option multiple-choice questions focuses on

approximately 1 minute in length and involve more than one

the attitude and opinions of speakers, both explicitly stated

speaker. Texts are taken from a wide range of real-life contexts

and implied. The questions may also focus on either detailed

and, therefore, contain a correspondingly wide range of topics,

or gist understanding. Questions follow the order of

voices and styles of delivery. There are two 3-option multiple-

information presented in the text.

choice questions on each text.  

PART 2 – SENTENCE COMPLETION

This part tests the candidate’s ability to follow the main points of a text and retrieve specific information and stated opinion.

 answer keys pages 73 and 81.

Sample tasks pages 67, 75, tapescripts pages 70 and 78, and




Part 2 features an informational monologue of approximately 3 minutes in length. Texts typically take the form of talks, lectures or broadcasts, aimed at a non-specialist audience, and are delivered in a neutral or s emi-formal style.

PART 4 – MULTIPLE MATCHING

This part tests the candidate’s ability to identify the gist of a number of short texts on a theme by identifying main points and interpreting context. tasks, pages 68, 76, tapescripts pages 71–72 and  Sample 79–80, and answer keys pages 73 and 81.




Part 4 consists of a series of five short monologues on a theme. The text is 3–4 minutes in length with each monologue lasting approximately 30 seconds. The monologues represent spontaneous speech, delivered in an informal spoken style by speakers with a range of backgrounds and voices. There are

A series of eight independent sentences reports the main

two parallel multiple-matching tasks, each with a different

ideas from the text and candidates show their understanding

focus. In each case, the correct option has to be chosen from a

of what they have heard by completing gaps in these

list of eight.

sentences. There is one gap per sentence, which is completed by a single word or short phrase from the listening text. The task focuses on the retrieval of specific information and stated opinions from the text and questions follow the order of information presented in the text.

The series of monologues is heard twice, but candidates may approach the tasks in either order. Each task focuses on a different aspect of gist understanding, for example: interpreting context, identifying the speaker, identifying main points, attitudes and opinions.

Correct spelling is expected at this level, although some minor variations are allowed, for example in proper names. Both US and British English spellings are accepted.

Preparation General 

The instructions for each task are given on the question

paper and are also heard on the recording. This includes information about the speakers, the topic and the context of the text. Before each text is heard, candidates will h ave time to read through and think about the questions. The length of this preparation time is indicated on the tape. Candidates should c a e h a n d b o o k f o r t e a c h e rs |

paper 4: listening

63

use this time to familiarise themselves with the task and begin to make predictions about what they are likely to hear.

By part 

PART 1

heard in each Listening paper to reflect the various contexts



Remind your students that they need to listen to the whole

presented in the recordings.

extract carefully once through before choosing their answers;





A variety of voices, styles of delivery and accents will be

Classroom discussion activities in the target language

provide an invaluable source of listening practice. Students’ ability to understand what they hear can improve dramatically if they are regularly exposed to audio materials: the more English they hear, delivered at natural speed in a variety of voices and contexts, the more confident they will become in

that they should not ass ume too soon that they have heard the correct answer. Remind them that because the two questions each have a different f ocus, information relevant to the answers could come from different parts of the recording, so they may not be able to answer the questions ‘in sequence’ as they would in a longer text.

extracting key information and gist meaning, even when they



are not able to decode every single word or phrase. These skills

answer simply because it contains words and phrases heard

are essential to learners at CAE level.

on the recording. Rather, they should read through the



A daily learning programme which includes a ‘hearing

English’ component from audio recordings will help prepare your students for the Listening test. Your students should be exposed to varieties of English, to speakers of different ages and backgrounds and to the language of different contexts,

Similarly, your students should be wary of choosing an

questions before they listen and think about what they are being asked to listen for. This could be the speaker’s purpose, attitudes and opinions, the gist of an argument, or perhaps whether or not the speakers agree about a certain point under discussion.

e.g. formal announcements, lectures, less formal talks,



informal discussions, interviews, etc.

alone; most will require candidates to think about what is said



Your students should be encouraged to deal with texts in

different ways depending on the nature of the listening task. For example, they might listen to a text once for gist, producing a summary of the main ideas or attitudes expressed. They could then be asked to listen to the same text

Very few questions will test the literal meaning of the text

and relate it to the ideas presented in the options. Therefore, encourage your students to mark one answer to each question at the end of the first listening, even if they’re not sure it is correct. The second listening can then be used to confirm this answer or not.

again, this time retrieving specific information. 

PART 2

bring to a listening task. Encourage them to make predictions



Remind your students that the task instruction and the set

about listening texts from their own experience and world

of sentences or notes on the page provide a lot of information

knowledge. The instruction provides inf ormation about the

about what they are going to hear. Encourage them to use the

speaker, topic and context. Encourage your students to use

preparation time wisely. One way of doing this is to give them

this information to help them tune in to the text quickly when

pre-listening tasks in the classroom that will help them to

they hear it. Remind your students that they should use the

think about likely vocabulary and other language features

pause before each recording to read through the task carefully,

associated with the topic and context. For example, they can

so they are prepared for what they hear. Encourage them to

look at the information in the instruction and try to visualise

use the task on the question paper to guide them through the

the speaker and the situation; to imagine the kind of

listening text and keep their place as they answer the

information that might be given, and the type of language that

questions.

might be used.





Make your students aware of how much they themselves

Remind your students that in long texts, the questions



Encourage your students to read through the set of

come in the same order as the information in the recording,

sentences and think about the type of information that is

and therefore reflect the structure of the text. Help them to

missing. Remind them that most questions will focus on

identify discourse markers, interviewers’ questions and other

concrete pieces of in formation (e.g. nouns, proper names, etc.)

textual features that structure a text and are often reflected in

and will generally be single words or very short noun groups

the layout and wording of the task on the page.

(e.g. adjective plus noun), and that usually n o more than three words are required.



Remind your students that in sentence-completion tasks

they should write their answers clearly in CAPITAL LETTERS.



Tell your students not to try and write long answers and not

to repeat information which is already on the page. Some 

Encourage your students to answer all the questions, even

students try to paraphrase the information they hear rather

if they are not sure, as there are no marks deducted for wrong

than using the actual words on the recording. This is not a

answers and it may be that they have understood more than

good idea. The ability to produce paraphrase is not a skill that

they think.

is tested in this task; the keys focus on the actual words heard on the recording.

64


paper 4: listening



In sentence completion tasks, the word(s) students write

listening strategies. As in Part 3, a sound knowledge of the

must complete the sentence logically and grammatically. By

type of words used to report attitudes and feelings in the

using the actual words on the recording, students can

questions will help your students in this part.

complete the sentences without worrying too much about the grammar. They should, however, check that they have heard the correct form of the word. For example, if students do not hear clearly whether a word is singular or plural, they should check the rest of the sentence to see which is required. 

PART 3



This is the longest part of the Listening test, and your

students should be given plenty of exposure to longer interviews and discussions. Students need to follow the line of development in these texts and recognise when the conversation has moved on from one particular aspect of the issue being discu ssed to another. For example, on a first



Remind your students that they must answer both tasks

and that they will only hear the series of monologues twice. They can choose how they approach the tasks, however, perhaps attempting one task on each listening, or perhaps approaching both tasks simultaneously, answering the most accessible questions on the first listening and the more challenging questions when the recording is repeated. 

Research has shown that different candidates approach

this task in different ways, with equal success, so avoid imposing one particular s trategy on them. Classroom activities could focus, for example, on helping your students to identify the best method of approaching this task for themselves.

listening in class, your students can listen simply for the number of issues discussed, what they are, and where the natural breaks in the dialogue come, as well as each speaker’s general attitude towards those issues. 

In multiple-choice tasks, encourage your students to

concentrate on the question stems, rather than the options in their preparation, so that they can listen for the answer in the text and then match this to the closest option. 

The multiple-choice questions will use language that

paraphrases and reports ideas from the text. As the texts often focus on the attitudes and opinions of speakers, which are discussed at length, your students need to have a good command of the meaning and use of the type of language used to report these ideas succinctly in the questions. They will, for example, need to understand such words as reporting verbs (e.g. regrets, admits, resents, etc.), adjectives and adverbs describing attitudes and feelings (e.g. disappointed, frustrated, unexpected, etc.), words used to report opinions (e.g. insists, suggests, denies, etc.), and degrees of certainty (e.g. doubtful, convinced, etc.). 

PART 4



Remind your students that they will hear five different

speakers, but that the texts will have a thematic link. In this part of the test, the whole series of texts is heard once and then the whole series is repeated. 

Encourage your students to think about the theme of the

texts and to think about the kinds of attitudes and ideas that they expect to hear in connection with the topic in question. 

Remind your students that they will be listening for gist

meaning rather than detail in these texts, so although they may not understand every word, they should be able to pick out the speaker’s main point, feeling, attitude or opinion, or to identify the speaker from what they say. 

In order to help your students to develop this skill of gist

listening, it may not always be helpful to go through the text with them afterwards, as close analysis of the language of the texts will not help them to develop the most appropriate c a e h a n d b o o k f o r t e a c h e rs |

paper 4: listening

65

PAPER 4: LISTENING Test 1 Part 1 (questions 1–6)  r e v o n r u T

e e r h T t c a r t x E

. k c i t s p a C d r a h c i R d e l l a c r e t i r w d o o f a h t i w w e i v r e t n i n a f o t r a p r a e h u o Y

d e k c a l e h e s u a c e b f e h c a e m o c e b o t t o n d e d i c e d d r a h c i R

. s l l i k s l a n o i t a s i n a g r o e t a u q e d a

. g n i k o o c e v i t n e v n i r o f t n e l a t a

5

66

. r e e r a c . a t i n a o h t d t e r e t i t u h s a l r l y e b w b f l o e h s a m i h s a d t i e r d e e d i d s r n a o g c e r e e H H

. t i o d o t d e d e e n s a w n o i t a c i f i l a u q a d e n i g a m i e H

A B C

6

B

1 t r a P

. s n o i s i c e d k c i u q e k a m o t y t i l i b a e h t

A B C

s t i f h c i h w ) C r o , A ( r e w t . s c n a a r e t h x e t e h s c o a o e r h c f o , 6 s n  o i 1 t s s e n u o q i t s o e t u w q r e r a o F e . r e s h t c T . a r r t x a e e t h n u e r o y e t f f i a d h e w e r o h t t g r i n a d e r h o l l i c c a w t u s o e Y b

? t i n i d e v l o v n i t o g e h e r o f e b g n i t i r w d o o f t u o b a k n i h t d r a h c i R d i d t a h W

e n O t c a r t x E

. m a h a r G y c n a N r e g n i s e h t t u o b a g n i k l a t e m m a r g o r p c i s u m a n o e l p o e p o w t r a e h u o Y

? m u b l a d n o c e s s ’ y c n a N f o n o i n i p o s ’ n a m e h t s i t a h W

. e l y t s . f l a t o n t y e i m u i n r i e t n p x o e c e y r h e t v s e s t i a t i i c s r k e n p i p h t a e e H H

. n o i t a r i p s n i g n i k c a l s i e h s f i s r e d n o w e H

A B C

1


? t u o b a e e r g a s r e k a e p s o w t e h t o d t a h W

r e n e t s i l e c h i s t u n m o c e i s h u t c n m i s i e u n h o t m t i e o f o h t m t f e c e o l f f a e s s e r g e f n n o i h k m s c l e r l a a f c e e e h h h t t t A B C

2

paper 4: listening

|

o w T t c a r t x E

p o t a n i e s r o h g n i n n i w e h t d e n i a r t o h w n a m o w a h t i w w e i v r . e n t o n t i i i n t a e p f m o o t r c a g p i n r p a m e u h j u w o o h Y s

? e t e l h t a c i p m y l O n a o t f l e s r e h e r a p m o c e h s s e o d y h W 3


e y b r o o t c t i d v a r e h h e o h t s h d e g t u c o t a e w r e o h h s e w t a o r h t s n n i o l a m p e x d e o t o t

n i w o t s a w e h s e t a n u t r o f w o h e s i s a h p m e o t

A B C

? n o i t i t e p m o c e h t n o w e s r o h r e h e r o f e b l e e f e h s d i d w o H 4

y t i l i b a s ’ r e d i r e h t f o n i a t r e c n u

r e h t a e w g n i n e s r o w e h t h t i w d e t a r t s u r f

h g u o n e t i f s a w e s r o h r e h r e h t e h w l u f t b u o d

A B C

PAPER 4: LISTENING Test 1 Part 2 (questions 7–14) and Test 1 Part 3 (questions 15–20)

3 t r a P

2 t r a P

t t u a o h b w a o g t n g i k n l i a d t r s o i c n c a o t s s k r e a b l s C t f e i n h a c J i r h e w t i r ) w D d r n o a C n , a B i , d A e ( m r o e c w e s h t n a h e c h i h t w e n s o i o w h e c i , v r 0 e 2 t n  i o 5 i d 1 a r s n o a t f i o s e t r u a q p r r o a F e . . h k r l l a i r e w o w h u r u o e o Y h y

. k r o w s i h t u o b a g n i k l a t d n i H e c u r B d e l l . a s c e r c e h n e p t a r n g e o s t e o h h t p t e e e f i l l p d l i m w o c e , n 4 i r 1 a m  a 7 r s a n o e i h t s l l i e w u q u r o o Y F

 r e v o n r u T

? k o o b a g n i t i r w t u o b a t l u c i f f i d d n i f e n a J d i d t a h W

? l e v o n r e h e k i l s i d s c i t i r c e m o s d i d y h w , e n a J o t g n i d r o c c A

. r e . t h . k r g g o u i a n w d r r g n e e l . h e l y r o h a t h n t r e c u n f t o i o a y r c t g e e c v a i n h f t r e k l d t o e s n n l o t u t a e i o r s m s s n i a i t e l c y e d r v n n o a a e p r t t e p h t ’ e t g s n t o d t d l ’ n d n u d o i a u o c d h f e e e e h h h h S S S S A B C D

5 1

R E H P A R G O T O H P E F I L D L I W E N I R A M

. s r . e n t i a r i w d r e e t m . t s e o c s b e e a c r g . c e i n y u s w e n l n a s b u i o f t e u t s i n g k i a r a i c e t w e l l s k h o d o f c l o o e u b e l o e v a h h i s m s t s r e k i e h n m s i s h t i h t d h t h t g g ’ u n e u o o d r e h i h d w t t y y y y e e e e h h h h T T T T A B C D

6 1

. k r o w s i h f o t c e p s a t n a t r o p m i t s o m e h t s i

. e k a t o t s e p o h e h s h p a r g o t o h p e h t f o

8

7

t a h t s y a s e c u r B

s e k a m e c u r B , p i r t a n o g n i o g e r o f e B

? e t i r w o t r e h d e p l e h n a i d e m o c a e l s p g a n o i k e k r p n i o h g t w n f s ’ n i o e e h c y t t n s i a a a l J w l w e t f c o f o a o n y i t t n e t i c i o l i i b t e t a b a a p p a h r s r r r r a e e e e h c h h h h i h W A B C D

? s n a i d e m o c e l a m e f o t t c a e r e l p o e p y n a m o d w o h , e n a J o t g n i d r o c c A

7 1

8 1

A B C D

t o n s i s h p a r g o t o h p g n i k a t f o y a w s i h y a s o h w e l p o e p h t i w s e e r g a s i d e c u r B


. y t i l . a e n r o o s r m e y p n l a a y e r l r s u e o . h i . y r d r e g e e c n t s n a c r e e e l i f h d e c e u n e r k a i e t i t a e d t t h o h t u a g d e u n e h o i d n t h e e t d t e e l h d l p g a p i o r m e o f e t t I I P P A B C D

9 1

. e c a l p r a l u c i t r a p a n i h p a r g o t o h p o t d e d e e n s i

0 1

9

t h g i r e h t e s o o h c o t e c u r B s p l e h e k a t o t s t n a w e h s h p a r g o t o h p f o e p y t e h t g n i w o n K

. . n s . e w . g k o e n o d s i j n s l l k e s t e a a t e i r t n r r ’ a o n b l o b a l i t c w r m n n u e e e o s e m m m o o u k o w w h j s ’ s d e ’ n n e c h e e t n d m m i v i o o n a r w w o f c a d d n i n e e i f r ’ r f ’ y y y y e e e e h h h h T T T T

? d e p o l e v e d e n a J h c i h w e g a m i e g a t s e h t f o e g a t n a v d a s i d e h t s a w t a h W

. s . k r s e . . o l y f e w o l r l l a i f e o i f h c o s e n y e g a r n a f w e n i h a r g g w r n n e i t d i x e s a r a e a l o r o w e r h g e c a r e r n i s e o a r o m c e r a e e m s ’ s h h t ’ S T I t I A B C D

0 2

. s t o h s g n i s i m o r p l a r e v e s d e l i o p s e v a h

g n i r o t s r o f d e n g i s e d r e n i a t n o c a n i s a r e m a c s i h s p e e k y l l a r e n e g e c u r B , a e s t a n e h W

2 1

t a h t s y a s e c u r B

paper 4: listening

4 1

3 1

1 1

r e h t e h w t u o d n i f o t t n a t r o p m i s ’ t I

? y a l p a n i g n i t c a o t n a i d e m o c o l o s a g n i e b r e f e r p e n a J s e o d y h W

|

n i r a e p p a s h p a r g o t o h p s i h n e h w d e s a e l p y l r a l u c i t r a p s i e H


67

PAPER 4: LISTENING

Test 1 Part 4, Tasks One and Two (questions 21–30)

68


paper 4: listening

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PAPER 4: LISTENING Sample tapescript – Test 1 Please note the 5 min pause at the end

tell the difference between the track I’d started listening to and the one I was listening to then. PAUSE 5 SECONDS

of the recording is not

—

represented in real time.

This is the Cambridge Certificate in Advanced English Listening test.

*** —

REPEAT EXTRACT 1 PAUSE 3 SECONDS

Extract two.

SAMPLE TEST 1.

You hear part of an interview with a woman who trained the

I’m going to give you the instructions for this test.

winning horse in a top showjumping competition.

I’ll introduce each part of the test and give you time to look at

Now look at questions 3 and 4.

the questions. At the start of each piece you will hear this sound: —

*** —

PAUSE 15 SECONDS

— Int:

*** —

What do you remember about the first time one of your horses was a winner?

You’ll hear each piece twice. Remember, while you’re listening, write your answers on the

Trainer: It’s an incredible experience, after all those months of

question paper. You’ll have 5 minutes at the end of the test to

training. When my horse, Black Prince, won the National

copy your answers onto the separate answer sheet.

Showjumping Competition, people expected me to be exhilarated, but I was absolutely stunned by it. People

There’ll now be a pause. Please ask any questions now,

ask, ‘How did you celebrate?’ but you’re completely

because you must not speak during the test.

wiped out! And it takes a while for it to sink in. I think you’re like an Olympic athlete – you know, they say it

PAUSE 5 SECONDS

never comes home to them un til they’re on their way

Now open your question paper and look at Part 1. PAUSE 5 SECONDS

home. Int:

competition, weren’t you?

You’ll hear three different extracts. For questions 1–6, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract.

You were worried about Black Prince before the

Trainer: Not so much him, because he was in pretty good condition on the whole, and although the heavens had opened and it was getting awfully muddy underfoot,

Extract one.

Black Prince excelled on that sort of ground. I hate to

You hear two people on a music programme talking about the

admit this now, but we had a replacement rider at the

singer Nancy Graham.

last minute, and I did just wonder if he could hack it – it’s a challenging course. Fortunately of course I was


proved wrong, so I had to eat my words! I also … [fade]

PAUSE 15 SECONDS

—

*** —

PAUSE 5 SECONDS

—

Jon: I bought Nancy Graham’s first album. I loved it and thought it was a really new sound and a different way to

REPEAT EXTRACT 2

sing the old jazz and blues songs. This one, however,

PAUSE 3 SECONDS

seems in a way more of the same and, although there’s

*** —

Extract three.

been an injection of country music to vary that jazz sound, I did think she was slightly running out of steam

You hear part of an interview with a food writer called Richard

and maybe she’s released this album too soon.

Capstick. Now look at questions 5 and 6.

Meg: I think there’s a lot of great stuff on it – the late night jazz numbers in particular. It just gets a bit bland at times for me. When the true ‘country’ stars sing of pain

PAUSE 15 SECONDS

—

and anguish you believe them, which I can’t say I do Int:

here.

*** —

So, Richard, you worked as an assistant in the kitchens of several well-established restaurants, moving round to

Jon: Maybe it’s just that she’s just not quite mature enough

gain experience. You found being involved in the

yet to have had the necessary experience to inject into

preparation of new and different things every day very

the songs, and that’s why?

exciting. But at the same time you seem to have

Meg: I have to say I did find it wonderfully soothing. I actually

discovered you really didn’t want to be a chef?

fell asleep listening to it but when I woke up I couldn’t c a e h a n d b o o k f o r t e a c h e rs |

paper 4: listening

|

sample tapescript – test 1

69

Richard:Yes, it was quite tough jus t coming to that decision!

dolphins are often protected, so you need to check

I realised being a top chef is all about teamwork, and

whether you need to get official permission to

basically I just wasn’t up to being in charge of a whole

photograph there. So that means leaving enough time to

kitchenful of people. There’s more to it than just creating

apply in advance to the relevant authorities.

fabulous dishes. Int:

So, well, eventually I find myself at sea, and that’s where

And so you turned to writing about food?

the real excitement starts ... Most of the time, I’ll be in a boat, often quite a small one, and of course they don’t

Richard: I’d never really seen myself in that role at all, because

stay very still at the best of times, and quite a few

I assumed, wrongly of course, that you couldn’t actually

potentially great photos have been ruined by sudden

write for a living without some kind of recognised

storms, when you just can’t get the photos you want.

training or something. But a customer at a café where

The other challenge is to prevent water damage to my

I was working asked me to write an article about food for

cameras, so I usually keep them in a plastic food

a magazine she was setting up, and when I did it,

container, which is watertight, even if it doesn’t look

I thought, ‘I love this!’ and soon it wasn’t even a part-

entirely professional!

time thing, it took over my whole life. Int:

And the results? Well, because I travel a lot, I’m rarely at

And you became the successful writer you are today …

home, so my son keeps most of my photos in his house,

[fade]

so I can see them there if I want. I’m really delighted when photos are acc epted by magazines, because they

PAUSE 5 SECONDS

—

*** —

then reach a wider public than in an exhibition or if I do a commission for a book.

REPEAT EXTRACT 3 PAUSE 3 SECONDS

PAUSE 10 SECONDS

That’s the end of Part 1.

Now you’ll hear Part 2 again.

Now turn to Part 2.

—

PAUSE 5 SECONDS

*** —

REPEAT PART 2 PAUSE 5 SECONDS

You’ll hear a marine wildlife photographer called Bruce Hind talking about his work. For questions 7–14, complete the


sentences.

Now turn to Part 3.

You now have 45 seconds to look at Part 2.

PAUSE 5 SECONDS

PAUSE 45 SECONDS

—

***

You’ll hear part of a radio interview in which the comedian

—

and writer Jane Clarkson is talking about her work. For

Well, the first thing to say about marine photography is

questions 15–20, choose the answer (A, B, C or D) which fits

that it’s not as easy as i t might look. Actually taking

best according to what you hear.

photos is only a part of it. Because you have to organise You now have 1 minute to look at Part 3 .

a boat and crew and everything, forward planning is actually the key to my work and without that I’d never

PAUSE 1 MINUTE

pick up a camera, because I wouldn’t know what I was

—

aiming for. Another important aspect is doing drawings

Int:

which show roughly what the photograph will contain –

turning point for you ...

film. And because I’ve decided beforehand what pictures I want, I’m in a position to select the appropriate

Jane: Well, I’ll never stop doing comedy, but there were

equipment ... it’s all part of the process.

practical reasons for wanting to take some time off and write a book. I felt my daughter had been neglected. She

I mean, not everybody goes about it as I do, I know, and

was just about to make the tricky transition from

some people say that I’m ruling out the creative side of

primary to secondary school and I thought she needed

photography by working in this way. But in fact the

her mum around. I seem to have spent most of her life

opposite is true. Because my aim is for every photo to

in a van touring from venue to venue for my comedy act.

depict something new, I need to think about how I’m

And I did enjoy being at home for a bit, although I

going to achieve that, otherwise I’d just go home with

missed the applause and the laughter. When I finished

the same photos every time.

writing in the evening, I’d turn the computer off and

It’s also important to remember that marine

there’d be nothing, which was hard to get used to.

photography is not only about what you might want to

Int:

get as pictures. The seas where you find whales and


Today I’m with the much-loved comedian and writer Jane Clarkson. Obviously Jane, this year has been quite a

if I do that first, it means I’m more likely to capture it on

70

*** —

paper 4: listening

|

How was your novel received?


Jane: Well, a lot of male comedians had written books, so

Int:

stuff. All of a sudden, with the demise of these theatres,

there was a bit of a bandwagon waiting to be jumped on,

rooms above pubs opened up and comedians started

but with my impeccable timing I jumped slightly late,

telling jokes and developing their acts there. It was

when everyone was starting to get heartily sick of

cheap, one performer one microphone, and anyone

comedians’ books. Also there’s a kind of fury c oming

could do it. In some ways, it’s a healthier performance

from some journalists about comics writing books.

art than acting, because with acting you’re at the mercy

They’re absolutely livid, as if they see your book in a

of everybody else deciding whether you can work or not.

bookshop and they jump up and down, shouting, ‘It’s not

With stand-up comedy, you might only get paid peanuts,

fair! Why should she make money out of writing as well

but nobody can stop you from just driving to a venue,

as performing?’

often hundreds of miles in terrible weather, and going on stage.

Was it a difficult transition?

Jane: Well, if you think logically, writing is the obvious step. I’ve spent years trying to make people listen to my anecdotes, so that must count for something! Also, if you’ve been an observational comedian, which I am, it’s

Int:

But what is it when you’re actually on stage … [fade]

PAUSE 10 SECONDS

Now you’ll hear Part 3 again. —

not a great leap to use those skills you’ve developed, like observing odd mannerisms to use for jokes, and turn

REPEAT PART 3

them into a book. At least that’s what I felt, but you don’t

PAUSE 5 SECONDS

become a writer instantly. I’ll have to wait and see whether it was just beginners’ luck. Int:

I think why people give you a hard time about the novel is surely because we’re so trapped into thinking Jane Clarkson is a comedian. It’s as though, you know, you can’t do anything else, which is quite ridiculous because you’ve been writing radio comedy for years.

Jane: Yes, people do become obsessed about what you are. The

*** —

That’s the end of Part 3. Now turn to Part 4. PAUSE 5 SECONDS

Part 4 consists of two tasks. You’ll hear five short extracts in which people are talking about keeping fit. Look at Task 1. For questions 21–25, choose from the list (A–H) the person who is speaking. Now look at Task 2. For questions 26–30, choose

character I adopted for my c omedy act became rather a

from the list (A–H) what each speaker is expressing. While you

burden after a while. When I started going on stage

listen you must complete both tasks.

alone, I was very young and I wasn’t entirely convincing as a comedian because nervous young women on stage actually frighten audienc es. They’re convinced you’re

You now have 45 seconds to look at Part 4. PAUSE 45 SECONDS

—

going to fail and burst into tears, which will be very embarrassing. So there’s a palpable tension in the room

*** —

Speaker 1

and some audiences actually boo the female comedians PAUSE 2 SECONDS

off the stage. Int:

People always think I should be the fittest person

How did you deal with that?

around. I mean, here I am in the gym with all these

Jane: Well, I had to counteract that stereotype so I started

Int:

machines, just ready and waiting for me to use them.

coming on shouting and being madder and crosser than

But in reality there’s very little time for that. You see,

any audience could ever be and that defused the

I open up for the early birds at seven, and then once the

tension. In fact, I rather overdid it and my character got

business types have moved on to the office, it’s time to

cruder than I ever really intended. I got so good at it that

help the mums and senior citizens to flex their muscles.

people got confused between the everyday Jane and the

Then I grab a sandwich for lunch, and well, the day just

stage Jane.

rolls on with more of the same, till lateish in the

What attracted you in the first place to performing, and particularly to making people laugh?

Jane: Oh, from an early age, I knew I wanted to be an actress. I innocently thought I was going to be a glamorous film star. The reason I started to do comedy acts was that in the 1980s a lot of small provincial theatres closed down. In the past, girls would’ve come out of drama school and

evening. Don’t get me wrong, I really like the predictability of it. But as for sorting out my own programme – no chance! PAUSE 3 SECONDS

Speaker 2 PAUSE 2 SECONDS

if they had a leaning towards comedy they’d join one of

Every year when spring comes around, I’m called in and

these small theatres and p lay a variety of comedy roles

told to send off for the brochures on all the gyms in the

in all sorts of plays from Shakespeare to contemporary

area. Let’s face it, she c ould ask her children to do that!


paper 4: listening

|


71

And she’s so casual about it, that’s what gets me, just


assumes I have nothing better to do. It’s ridiculous,

—

because three weeks later all the brochures are REPEAT PART 4

gathering dust, and a week after that, they end up in the

PAUSE 5 SECONDS

bin! It’s not part of my job to make sure other people are fit – or tidy up after them. But all this takes up valuable


time, which means I can’t get on with collating the

There’ll now be a pause of 5 minutes for you to copy your

reports for meetings, and then I have to stay late. It’s so

answers onto the separate answer sheet. Be sure to follow the

thoughtless.

numbering of all the questions. I’ll remind you when there’s 1 minute left, so that you’re sure to finish in time.

PAUSE 3 SECONDS

Speaker 3

PAUSE 4 MINUTES

You have 1 more minute left.

PAUSE 2 SECONDS

PAUSE 1 MINUTE

Much as I’d like to say I’m very fit, the fact is I have to keep an eye on my blood pressure – that’s doctor’s orders

That’s the end of the test. Please stop now. Your supervisor will

and I’m slightly overweight. It’s a lifestyle thing, I

now collect all the question papers and answer sheets.

suppose. If I’m office-based, I’m there well before the secretary gets in because I need to plan my day. But invariably I’m travelling, spending a lot of time sitting around. If I know I’ve got a long day of meetings and presentations to clients, I force myself to go for a run round the park at lunchtime. But that’s the best I can do! Last year I paid vast sums of money to join a very smart gym, but I was really just subs idising the owner’s pension, because I never had time to go. PAUSE 3 SECONDS


The fact is that by the time I’ve got up, sorted out my daughter Lucy, been to the studio, done some work on my ongoing project, picked Lucy up from school and got home, there’s very little time for me to concentrate on keeping fit. At least in my work, no two days are the same. Luckily Lucy isn’t fussy about food, so we eat a pretty balanced diet, but nothing too trendy. And three evenings a week I get a babysitter in, and do as many lengths of the local pool as I can possibly manage. I’m determined to try to keep that up. PAUSE 3 SECONDS


For most of my life I’ve been listening to people giving me their half-baked theories on keeping fit. It’s just like water off a duck’s back now – I must confess I hardly even listen any more. As far as I’m concerned, it d oesn’t matter whether the latest thing is yoga or mud baths or vitamin supplements. What’s important is doing everything in moderation, and that includes diet and exercise. If more people took that to heart, my surgery’d be a lot less crowded, I can tell you! PAUSE 10 SECONDS

72


*** —

paper 4: listening

|


PAPER 4: LISTENING Answer keys Test 1 PART ONE

PART TWO

PART THREE

PART FOUR

1

C

7

planning

15

B

21

B

2

B

8

drawings

16

D

22

G

3

B

9

equipment

17

C

23

C

4

A

10

creative

18

B

24

A

5

A

11

permission

19

C

25

E

6

C

12

storms

20

A

26

C

13

food

27

H

14

magazines

28

F

29

D

30

B


paper 4: listening

|


73

PAPER 4: LISTENING Test 2 Part 1 (questions 1–6)

e e r h T t c a r t x E

s a w e h e l i h w r e g i t a h t i w r e t n u o c n e s i h f o y r o t s e h t d n e i r f a g n i l l e t n . a i a m d n a I n r i a g e n h i r u k o o Y w

 r e v o n r u T

? k s i r t a f l e s m i h t u p o t o d n a m e h t d i d t a h W

. a e r a n e d d i b r o f a o t n i d e l c y c e H

A B C

5

B

1 t r a P

74

c i n a p f o e s n e s s i h y b d e t n i o p p a s i d

y r e d v t a e r c b a n e r w e o h s y i h a t w u e o b h a t t f s o e d d u o o r m p

A B C

6

s t i f h c i h w ) C r o , A ( r e w t . s c n a a t r e x h t e h e s c o a o e h r o c f , 6 s n – i o 1 t s s e n u o q i t s o e t u w q r e r a o F e . r e s h t c T . a r r t x a e e t h n u e r o y e t f f i a d h e w e r o h t t g r i n a d e r h o l l i c c a w t u s o e Y b

. n e v i g n e e b d ’ e h s n o i t c u r t s n i d e r o n g i e H

? n o i t a u t i s e h t o t e s n o p s e r s i h t u o b a l e e f e h s e o d w o H

. g n i o g s a w e h e r e h w e n o y n a m r o f n i o t d e l i a f e H

e n O t c a r t x E

g n i k l a t e r a , e i d o J d n a n a l A , s n a i c i s u m o w t h c i h w n i n o i s s u c s i d o i d a r . a s f r o e e t r r a a c p i r r e a h e t h t u u o o b Y a

? s m l i f r o f d n a s m u b l a r o f s g n o s g n i t i r w e r a p m o c n a l A s e o d w o H 1


. s e n i l e . . d s t y i u t c i c g e i j l n i b b t u u a s p r e n r e c t w t n i o e h s b t i i h e w d g p i u v i n o i t g r n p r i w l f k l n i i o w h t g e f n g o o n e l m s l a o l m h d i e f c e a e r t h f a t e h s h t t s e s m r e s o e i c f l l e e r a p e r w e e e H H H A B C

t a h t n i d e g n a h c s a h s s e n i s u b c i s u m e h t t a h t e e r g a e i d o J d n a n a l A

. y l k c . i u y . t a q s d y r a t p o e v a l e i h u t d f s n e i m s n e e a h c c h t t f u y o s e a d e m o s u o t e c d k e e a b t n m t o e l o d a t t e s w t s o c e h e p l x e e r w a o n w s k o r o n e t e m r r e a o v f a s r h n e a p r s i c e e i s m g u n o s i s m A B C

2

paper 4: listening

|

o w T t c a r t x E

. y r d n e P n o s a J d e l l a c r e l i a t e r n o i h s a f l u f s s e c c u s a h t i w w e i v r e t n i n a f o t r a p r a e h u o Y

? n o i t c e l l o c n o i h s a f w e n a s e c u d o r p e h n e h w l e e f n o s a J s e o d w o H

s r e s m o w t e s i u v r c e g t n i n m i a a s e o i t d l n e t g m u i o s e b e v a d i e s g i v i o s h t f t n o n e l a h t a e r c c i u p t l i p r e c r a A B C

3


? s r e l i a t e r r e h t o n a h t l u f s s e c c u s e r o m s i e h k n i h t n o s a J s e o d y h W 4

. r a l . u s p d o n p e r e t t b s t o e t a g l n i e o h g t e h t r i a w s e e h c t a l p o c s h p c e i e k h w e h s t w a o n h t k e l r y e u v s i s t c e n i k t a s n m i e e H H

. m o r f e s o o h c o t e l p o e p r o f s e h t o l c f o e g n a r e d i w a s e d i v o r p e H

A B C

PAPER 4: LISTENING Test 2 Part 4, Tasks One and Two (questions 21–30) Part 4

You will hear five short extracts in which people are talking about the jobs they do now and the jobs they used to do in the past.

TASK ONE

TASK TWO

For questions 21 – 25, choose from the list (A – H) the job each speaker used to do in the past.

For questions 26 – 30, choose from the list (A – H) the aspect of their new job that each speaker appreciates most.

While you listen you must complete both tasks.

76

A

I was a lawyer.

B

I was a pilot.

C

I was a sales manager .

D

I was a journalist.

E

I was a teacher.

F

I was a data processor.

G

I was a hotel owner.

H

I was a bank official.


A dealing with people Speaker 1

21

Speaker 2

22

B being my own boss C travelling abroad

Speaker 1

26

Speaker 2

27

Speaker 3

28

Speaker 4

29

Speaker 5

30

D being able to spend more time with the family Speaker 3

23

Speaker 4

24

Speaker 5

25

E

being able to live in the country

F

having variety in the work

G working at a slow pace H being able to fulfil an ambition

paper 4: listening

|


though. They tend to use young talent and then very

PAPER 4: LISTENING Sample tapescript – Test 2 Please note the 5 min pause at the end

quickly discard it unless it’s selling well. When I started, they brought you on for a while before they expected you to make millions. So that’s different.

of the recording is not

represented in real time.

PAUSE 5 SECONDS

This is the Cambridge Certificate in Advanced English Listening Test.

—

*** —

REPEAT EXTRACT 1

SAMPLE TEST 2.

PAUSE 3 SECONDS

I’m going to give you the instructions for this test.

Extract two.

I’ll introduce each part of the test and give you time to look at

You hear part of an interview with a successful fashion

the questions.

retailer called Jason Pendry.

At the start of each piece you will hear this sound: —

*** —

Now look at questions 3 and 4. PAUSE 15 SECONDS

You’ll hear each piece twice.

—

Remember, while you’re listening, write your answers on the

Int:

question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet.

*** —

So, Jason, it must be exciting when your latest fashion collection is about to be seen for the first time.

Jason: Suddenly you’re very much in demand, everyone wants

There’ll now be a pause. Please ask any questions now,

to talk to you – well, to an extent that’s quite enjoyable.

because you must not speak during the test.

But even when you’ve been achieving excellent sales an d have a loyal following, you’re still on edge when your

PAUSE 5 SECONDS

collection comes out, because this one may not work

Now open your question paper and look at Part 1.

and they may all desert you. It’s tempting to blame your creative team, if things go wrong – but you know it’s

PAUSE 5 SECONDS

usually down to you.

You’ll hear three different extracts. For questions 1–6, choose the answer (A, B, or C) which fits best according to what you

Int:

What is the secret of your success, compared with other retailers?

hear. There are two questions for each extract.

Jason: Retail is detail. Our garments are ultra-fashionable, and

Extract one.

I’ve improved our production standards beyond all

You hear part of a radio discussion in which two musicians,

recognition. I was one of the first to put shoes next to

Alan and Jodie, are talking about their careers.

suits in our stores, to make it easy for customers to match up accessories with outfits. And of course I check


the sales figures every week, to see what’s selling and

PAUSE 15 SECONDS

what isn’t. You have to keep your finger on the pulse. —

*** —

Jodie: Writing songs for films is more restricting than creating songs for an album, isn’t it Alan?

Int:

And what do you think ... (fade)

PAUSE 5 SECONDS

—

Alan: Actually it’s great, because instead of wandering round the streets wondering what to write about, they give you

REPEAT EXTRACT 2

a pretty specific brief – the song has to reflect the mood

PAUSE 3 SECONDS

*** —

of a scene or the characters. So you feel it’s genuinely part of the film rather than being stuck on the end as a

Extract three.

bit of extra marketing, and that’s more interesting.

You hear a man telling a friend the story of his encounter with a tiger while he was working in India.

Jodie: There’s the phenomenon now of a young, inexperienced and, some might say, talentless singer who’s won a TV


competition and shot to stardom in a week. That’s different from our beginnings. You were in your late

PAUSE 15 SECONDS

—

twenties when you began to be successful with your first band and you progressed from there. Things are changing in that respect, aren’t they? Alan: I think there’s just as much talent around now as there ever was. There’s not such a nurturing atmosphere, c a e h a n d b o o k f o r t e a c h e rs |

*** —

F:

What’s all this about you and a tiger?

M:

Well, I was working in a national park in India. I’d just finished work one day and decided to cycle back to my lodgings. We’d been told by our manager to watch out

paper 4: listening

|


77

for tigers, that we should always travel in the jeep. But it

efforts, I feel real pleasure. Mind you, the problems

was such a beautiful evening I was determined to cycle.

around are enormous. A major issue that we have to

I’d done it many times without ever sighting a tiger, so I

tackle is that there have been huge reductions in

told my colleague I was off home and left.

populations of f armland birds. Ways have to be found to fit modern needs into the environment we live in. People

F:

So what happened?

M:

Well, I was cycling along when I suddenly spotted

where they can breathe and g et close to nature, and

something in the undergrowth – a tiger. She suddenly

these should be incorporated into new housing projects

charged at me, ears back, so I immediately dropped my

at the design stage. The Countryside Board aims to find

bike and ran away, as anyone would, with the tiger in

the best way to deal with the ways cities are spreading.

pursuit. Then I remembered something I’d read about

At the moment, I’m working on a plan to plant trees so

not running away, so I simply stopped, turned round and

that isolated forest areas may become one large forest.

stared her out. It took some courage, I can tell you. The

And then when new species are introduced, or

tiger was a bit confused by this, so stopped too, and after

threatened ones begin to recover, they have a better

a brief standoff, lost interest and slipped away.

chance to spread and establish themselves.

Phew! Amazing story!

Well, if people are interested in a career in conservation,

F:

do need new homes, but they also need open spaces

a good starting point is to get in touch with the

PAUSE 5 SECONDS

— REPEAT EXTRACT 3

Countryside Board, who can provide information about

*** —

the various opportunities. A qualification is necessary, and people must be prepared to do seasonal or voluntary

PAUSE 3 SECONDS

work to start with. But it is a life I can wholeheartedly recommend ...


PAUSE 10 SECONDS

Now turn to Part 2.


PAUSE 5 SECONDS

—

You’ll hear a nature conservation worker called Brian Dover talking about his job. For questions 7–14, complete the

REPEAT PART 2

sentences. You now have 45 seconds to look at Part 2.

PAUSE 5 SECONDS

PAUSE 45 SECONDS

*** —

That’s the end of Part 2. —

***

— Now turn to Part 3.

Well, I suppose I should start at the beginning. I’ve always been interested in wildlife. As a child, I used to go

PAUSE 5 SECONDS

out looking for butterflies and frogs. I was lucky, because a lot of the older people in the area would tell me things,

You’ll hear part of a radio interview in which two actors, Patsy

show me where to find interesting examples. I came into

Turner and Dale Green, are talking about their careers. For

contact with these people because they were customers

questions 15–20, choose the answer (A, B, C or D) which fits

of my parents, who ran the n ewsagent’s shop where we

best according to what you hear.

lived. I enjoyed all the science subjects at school, and

You now have 1 minute to look at Part 3.

when it came to choosing a subject for university, I was PAUSE 1 MINUTE

tempted to go in for medicine, but in the end I decided to

—

follow my heart and settled on botany – and I’ve never Int:

regretted it.

With us this evening we have the distinguished actors, Patsy Turner and Dale Green. Let’s start with you, Patsy.

Well, after various jobs along the way, I’m now called

You’ve worked with great success on the stage and more

Site Co-ordinator for the Countryside Board. In f act I’m

recently in the much loved soap op era ‘Roundtown’. Tell

very lucky, as there’s always masses of competition

me, in a blockbuster television soap, how much

when it comes to jobs with organisations which are

influence do the cast have when it comes to shaping

responsible for protecting the cou ntryside. I enjoy the

their characters?

job, as it means getting to grips with both practical tasks

Patsy: You must remember we have the restrictions of the

and management skills – there’s never a dull moment!

78

*** —

The only aspect that’s perhaps a bit too much of a

character. You’re given a very comprehensive biography

challenge is liaising with landowners. Unlike ordinary

when you come into the show. And from that point on,

farmers or people involved in the tourist business, they

there is some sort of dialogue between the writers and

can be hard to get on with ... inflexible, you might say.

the actor. You do something slightly dif ferent in your

But that aside, I do look forward to work each day, and

performance and one of them may pick it up and say,

especially when there are visible benefits from my

‘Oh, I like that aspect of the character, I’ll try and take it


paper 4: listening

|


a bit further.’ But it’s very rarely discussed in any

Int:

Dale: There is a sense in which actors feel that they’re

formal sense. So from that point of view I suppose,

powerless, waiting for the next phone call. If they have

over the years, it’s difficult to say how much control we

no role, they feel useless and left out. But in actual fact

have.

it’s up to the actors themselves to seize power, to suggest other work or write it, because that’s the only

One question I’ve always wanted to ask is why actors

way they can influence the quality of the work they do.

stay in long-running soap operas?

And in the end, the quality of a performance is all there

Patsy: I can’t speak for everyone, but for me the joy of an

is; actors have to hang on to that and see to it that they

ongoing series is that you can go on happily week after

have control over that. At least, I’ve been lucky enough

week, turning up with the rest of the cast at the studio,

to do so.

thinking that you know what’s on the cards – but you aren’t always aware what’s round the next corner. So it’s

Int:

of an actor in today’s society?

no good as an actor saying, ‘Oh, but my character wouldn’t do that!’ Maybe you feel su re that she wouldn’t,

Int:

Now then the big question. What for you is the function

Dale: That is a question everyone has to decide for

given that you’ve played her for years in a variety of

themselves. Do we want to be merely exhibitionists or

situations. It doesn’t mean to say something can’t be

do we have something much more important to

flung at you, as it would be in life, that actually throws

express? We can be a vehicle for fun, fantasy or fear, but

you off balance and you react in an unexpected way. And

though we all long for the approval of audiences and

that’s what’s intriguing. That’s why I don’t like to know

critics, we must never make the work we do dependent

too much about the coming storyline.

on it. That sounds a bit earnest but make no mistake, I love to display my gifts and talents. The true reward,

What about the interface between the soap opera and

though, lies elsewhere. If, by playing a character, I can

the actor’s life? When they’ve been entwined so long,

make something happen inside the heads of the

does one seep into the other?

viewers, then I know I’m part of something bigger.

Patsy: The playing of the character I don’t think has affected me. I think being in a high-profile drama certainly has, because it makes demands on you which are comparable with the sort of profile you would expect from ‘A’ list Hollywood stars. I suppose I have had to

Int:

Patsy, would you agree with that point … (fade)

PAUSE 10 SECONDS


change my life to deal with those demands, because I

—

don’t actually function terribly well under that sort of spotlight. I’m interested in doing my job and hopefully

REPEAT PART 3

doing it well, rather than just getting my face in the

PAUSE 5 SECONDS

press. I also didn’t expect that, just because you appear in people’s living rooms night after night and people know the character you play so intimately, they’re

*** —

That’s the end of Part 3. Now turn to Part 4.

misled into thinking they know you too. That’s hard to PAUSE 5 SECONDS

respond to sometimes. Int:

Can I bring you in here, Dale? You started acting on the radio and on stage for a number of years and now also write and direct plays. What about getting the job in the first place, persuading the casting directors that you’re right for the part?

Part 4 consists of two tasks. You’ll hear five short extracts in which people are talking about the jobs they do now and the jobs they used to do in the past. Look at Task 1. For questions 21–25, choose from the list (A–H) the job each speaker used to do in the past. Now look at Task 2. For questions 26–30, choose from the list (A–H) the aspect of their

Dale: Well, I think most actors are drawn to acting because we want to be more than we seem to be, to transcend our

new job that each speaker appreciates most. While you listen you must complete both tasks.

outer shell. That’s how we engage the imagination of the audience, but we’re not always given the chance. I found early on in my career that when I walked through the

You now have 45 seconds to look at Part 4. PAUSE 45 SECONDS

door for a casting interview and people had heard me on the radio, they actually looked up, they thought I was going to be 1 metre 80 tall and then their eyes came down to my level and they realised that this wasn’t the person to play the romantic hero! Int:

—

*** —


It was quite a shock initially coming here after the

So how do actors cope when they’re rejected? You know,

traffic, commuting on crowded buses, nowhere to park,

when you’re sitting at home hoping to be asked to an

you know, all the usual hassles that people put up with

audition?

as part of their daily life, plus the added stresses of noise c a e h a n d b o o k f o r t e a c h e rs |

paper 4: listening

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79

in the playground, bells going, late assignments – not to mention all the paperwork. Our guest house now is hard work as we have lots of vis itors, most of whom are


appreciative. But seeing the changing seasons and the

People say I’m a bit young to have a mid-life crisis! I

stars in the night sky which I’m learning to recognise,

think I just started off on the wrong track. It was hard to

now that I can see them without the street lights, that’s

change from the relative quiet and routine of the office

really great!

to the rough and tumble of the classroom, but I think I’ve got a handle on it now. I really like being with kids

PAUSE 3 SECONDS

with all their difficulties and annoying habits! Before I

Speaker 2

used to spend all day keying in problems, changes of circumstances, family breakdowns etc. But they were

PAUSE 2 SECONDS

just names and numbers which I typed and which

It’s hard now to think back to my old job. Sometimes

appeared on a screen. Now I can talk to the kids face-to-

when I’m talking to the fishermen at dawn in the

face and hopefully make a difference.

harbour, choosing fish to offer on the menu, I get a flashback of myself in a stuffy office, tied to a desk, looking wistfully out at the blue sky. The set 40-hour

PAUSE 10 SECONDS


week routine and the same old paperwork that had to be

—

completed day in day out, checking customer acc ounts, loan applications etc. seem a million miles away from this place. Now every day brings new demands and fresh

*** —

REPEAT PART 4 PAUSE 5 SECONDS

opportunities for me to tackle in trying to develop a firstclass hotel. It’s tough being in sole charge; that’s my only


reservation.

There’ll now be a pause of 5 minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the

PAUSE 3 SECONDS

numbering of all the questions. I’ll remind you when there’s

Speaker 3

1 minute left, so that you’re sure to finish in time.

PAUSE 2 SECONDS

PAUSE 4 MINUTES

In lots of ways, I really liked what I was doing before. It was very challenging, trying to meet targets, get ahead of the competition, persuade people to order that little bit extra, all that stuff. And on the whole, I didn ’t mind the trips. I got to see a lot of fascinating places, but the travelling was so unpredictable, all that hanging around

You have 1 more minute left. PAUSE 1 MINUTE

That’s the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets.

in airports. Now I feel much more focused. There’s much more of a routine in local government. Nine times out of ten, I know when I’m going to leave work and so I don’t miss the kids’ events at school, or our anniversary. A much more harmonious lifestyle! PAUSE 3 SECONDS


It took me a long time to pluck up courage to make the move. It was difficult to give up the security of the salary and the pension to go it alone, and I actually enjoyed being part of a team, sharing the responsibilities. I’d been there for a long time, I got on well with the partners and I still found advising people and working on the more challenging cases, and winning them, stimulating. No, it was just that I could sense time passing and I knew that if I didn’t give it a try, I’d never know if I had it in me to be a writer. PAUSE 3 SECONDS

80


paper 4: listening – sample tapescript – test 2

PAPER 4: LISTENING Answer keys Test 2 PART ONE

PART TWO

PART THREE

PART FOUR

1

C

7

newsagent(’)s (shop)

15

B

21

E

2

C

8

botany

16

D

22

H

3

C

9

management/managerial

17

A

23

C

4

A

10

landowners

18

D

24

A

5

B

11

(visible) benefits

19

A

25

F

6

C

12

(farmland) birds

20

C

26

E

13

forest areas/forests

27

F

14

seasonal

28

D

29

H

30

A


paper 4: listening

|


81

PAPER 4: LISTENING Candidate answer sheet

82


paper 4: listening

|

candidate answer sheet

PAPER 5 SPEAKING GENERAL DESCRIPTION

Paper format

The Speaking test contains four parts.

STRUCTURE AND TASKS

PART 1 A conversation between the interlocutor and each candidate (spoken questions).

Timing

15 minutes.

Task type and format

No. of parts

4.

Focus

General interactional and social language.

Interaction pattern

Two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or providing cues for candidates. The other acts as assessor and does not join in the conversation.

Timing

3 minutes.

Task types

Marks

Short exchanges with the interlocutor and with the other candidate; a 1-minute ‘long turn’; a collaborative task involving the two candidates; a discussion. Candidates are assessed on their performance throughout.

PART 2 Task type and format

An individual ‘long turn’ for each candidate with a brief response from the second candidate. In turn, the candidates are given three pictures to talk about.

Focus

Organising a larger unit of discourse; comparing, describing, expressing opinions, speculating.

Timing

A 1-minute ‘long turn’ for each candidate, plus a 30-second response from the second candidate.


A two-way conversation between the candidates. The candidates are given spoken instructions with written and visual stimuli, which are used in a decision-making task.

Focus

Sustaining an interaction; exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

Timing

4 minutes.


A discussion on topics related to the collaborative task (spoken questions).

Focus

Expressing and justifying opinions, agreeing and/or disagreeing.

Timing

4 minutes.


paper 5: speaking

83

The four parts of the Speaking test 



PART 2 – LONG TURN

This part tests the candidate’s ability to produce an extended piece of discourse.

Format

The paired format of the CAE Speaking test (two examiners and two candidates) offers candidates the opportunity to

tasks and assessment criteria: pages 89, 93 and  Sample 95–96.

demonstrate, in a controlled but friendly environment, their ability to use their spoken language skills effectively in a range

In Part 2, candidates are given the opportunity to speak for 1

of contexts. The test takes 15 minutes. One examiner, the

minute without interruption. Each candidate is given a

interlocutor, conducts the test and gives a global assessment

different set of pictures and asked to comment on and react to

of each candidate’s performance. The other, the assessor, does

them. A prompt is given to the candidates in the form of a

not take any part in the interaction but focuses solely on

direct question; this is written above the pictures. Candidates

listening to, and making an as sessment of, each candidate’s

are asked to compare, express opinions and speculate about

oral proficiency.

two from a set of three pictures.

At the end of the Speaking test, candidates are thanked for

Candidates have the opportunity to show their ability to

attending, but are given no indication of the level of their

organise their thoughts and ideas and express themselves

achievement.

coherently in appropriate language. The listening candidate is

The standard format is two examiners and two candidates. In cases where there is an uneven number of candidates at a centre, the last Speaking test of the session will be taken by

also asked to comment briefly (for about 30 seconds) after their partner’s long turn. They should not, however, speak during their partner’s long turn.

three candidates together instead of two. When three

Candidates will always be asked to speculate about something

candidates are tested together, the test format, test materials

which relates to the focu s of the visuals. They will never be

and procedure will remain unchanged but the timing will be

asked to merely describe the visuals.

longer: 23 minutes instead of 15. 

The Speaking test consists of four parts, each of which is assessed. Each part of the test focuses on a different type of interaction: between the interlocutor and each candidate,

PART 3 – COLLABORATIVE TASK

This part tests the candidate’s ability to engage in a discussion and to work towards a negotiated outcome of the task set.

between the two candidates, and among all three. The patterns of discourse vary within each part of the test. 

PART 1 – INTERVIEW

This part tests the candidate’s ability to use general social and interactional language.


In Part 3, candidates are given oral instructions and provided with a visual stimulus (several photographs or pieces of artwork) to form the basis for a task which they carry out


Part 1 gives candidates the opportunity to show their ability to use general social and interactional language and talk about themselves and their interests, experiences, plans for the future, etc. The interlocutor asks candidates for some information about themselves, then widens the scope of the questions by asking about, e.g. candidates’ leisure activities, studies, travel and holiday experiences, and daily life. Candidates are expected to respond to the interlocutor’s questions, and to listen to what their partner h as to say.

together. They are expected to discuss each visual, expressing and justifying opinions , evaluating and speculating, in order to work towards a negotiated decision towards the end of the task. The instructions make these two parts of the task clear: ‘First , talk to each other about ...’. ‘Then decide ...’. The decision should only be made after the candidates have explored each of the issues as illustrated by the pictures, and they are assessed on their ability to use the language of negotiation and collaboration while doing this. However, they are not penalised if they fail to reach a negotiated decision. Written prompts, in the form of questions, appear above the visuals on the candidates’ sheet to help them focus on the task.

The candidates are not actively invited to talk to each other in

There is no right or wrong answer to the task. The task gives

this part of the test, though they may if they wish. This short

candidates the opportunity to show their range of language

social exchange is a natural way to begin an interaction, and it

and their ability to invite the opinions and ideas of their

gives candidates time to settle before dealing with the more

partner. Candidates are expected to sh are the interaction in

specific tasks in Parts 2, 3 and 4.

this way and to initiate and respond appropriately.

84


paper 5: speaking



PART 4 – DISCUSSION

answer, will help your students participate more effectively in the Speaking test.

This part tests the candidate’s ability to engage in a discussion based on the topics or issues raised in the collaborative task in Part 3. tasks and assessment criteria: pages 90, 94 and  Sample 95–96.



Give your students a ‘mock’ Speaking test so that they

experience taking part in an interaction of this length and understand how they have to move between different types of interaction and task focus. 

To ensure that all candid ates are treated in the same way,

In Part 4, the interlocutor directs the interaction by asking

the interlocutor keeps to a scripted frame (as shown in the

questions which encourage the candidates to broaden and

sample papers). However, you can remind your students that

discuss further the topics introduced in Part 3. The questions

they can ask the examiner to repeat the instructions or a

often focus on more abstract issues as the discussion

question.

develops.

N.B. In some centres candidates from the same school are paired

This part of the test gives candidates an opportunity to show

together. However, where candidates from a number of different

their ability to exchange information, express and justify their

schools are entered at the same centre, some candidates may find

opinions, and agree or disagree with on e another. It also

that they are paired with a candidate from another school. Students

provides candidates with an opportunity to show that they are

may check with the centre through which they are entering for the

capable of discussing topics and certain issues in more depth

local procedure, if they wish.

than in the earlier parts of the test.

By part

Preparation



PART 1

General



In this part of the test, examiners will ask candidates one



It is essential that your students are given plenty of practice

in class in participating in group and pair activities. This will help them interact effectively with their partners by initiating

or two questions about themselves, for example where they live, to help them relax. They will then ask some further questions about, for example, their leisure time, their studies,

discussion and responding appropriately to their partner’s and

their future plans, travel and holiday experiences, their daily

the interlocutor’s comments and questions. Pair and group

routine. Encourage your students to respond promptly with

activities should, therefore, be a regular part of classroom

answers which are as complete (not just one word) and

learning.

spontaneous as possible. Rehearsed speeches should be avoided as these are easily spotted and they might be



Your students should be made aware that they need to

inappropriate for the questions asked.

listen carefully to the interlocutor’s questions and instructions Encourage your students to look for opportunities to

and refer to the written prompts on the visuals page to remind



them of what they have to do in the tasks.

socialise with English speakers. In class, they could role-play social occasions in which they meet new people, e.g. parties,



Your students should be encouraged to react to visuals they

long train journeys, joining a new class, starting a new job.

are given to support the tasks, and relate the visuals to the

Your students should be made aware that they should react

tasks rather than simply desc ribe them.

naturally and give full answers but n ot answers which are too



Your students should be familiar with the test format and

be fully aware of what is expected of them in each part. They should also be equipped with the right kind of language for each part of the test, e.g. giving personal information, exchanging information and opinions, giving reasons, speculating, agreeing and disagreeing p olitely, justifying opinions and negotiating. This will ensure that they are in a

long and dominate the interaction. 

question quickly even if they have never thought about a particular subject before. Give them written examples of unsuitable candidate responses and ask them to improve on them. For example: Interlocutor: What do you hope to be doing in five years’

good position to show the examiners what they are capable of. 

time?

Encourage your students to speak clearly so that they can

be heard by both the interlocutor and the assessor. 

It is essential that students do not pause for too long before

Train your students to ‘think on their feet’ and answer a



Candidate:

Er … I don’t know.

X

Candidate:

…



Give your students role-cards with the name of a celebrity

they begin speaking. A short pause to gather their thoughts is

and tell them they must pretend to be the person written on

acceptable, but anything longer than this will give them less

the card. Their task is to interview each other in pairs or small

time to produce a sample of language. Being able to

groups and find out as much as possible about each other in a

paraphrase if they do not kn ow or cannot remember a word,

given time. This will help them to sustain an interaction in a

and extending their responses rather than giving a one-word

less familiar situation. c a e h a n d b o o k f o r t e a c h e rs |

paper 5: speaking

85



Advise your students to try and use a variety of tenses,

structures and vocabulary in this part of the test. This will

throughout the course, thus ensuring that they have a range of language and structures to draw on when necessary.

create a good impression and give them confidence to tackle the other parts of the test.



PART 3



Encourage your students to make use of conversation fillers



PART 2

to give themselves time to think, e.g. ‘Well, now, let me see.’



Give your students plenty of practice in talking for a minute

Tell them, however, not to over-use these as this will limit

on a set subject or ‘holding the floor’. Get your students to

their range of language. Your students should also make use of

time each other and see how long speaking for a minute takes.

strategies which invite their partner to contribute to the

Students sometimes finish their long turn too early as they

discussion but do not give the impression that they are relying

have little idea what speaking for a minute entails.

on their partner to do all the work.



Ask your students to collect pictures from newspapers and



Act out a scenario with one of your students in which you

magazines and use these in class to practise comparing them.

either constantly interrupt what they are saying or say almost

Ask your students to group pictures into sets and imagine

nothing at all. Tell the student that they should deal politely

what they might be asked to talk about in a Part 2 task in the

with your interruptions or try to encourage you to say

exam.

something. The other students can then repeat the exercise in pairs or groups. This will provide invaluable training in



Help your students to gain confidence and project their

managing and developing an interaction.

voices by asking them to stand at the back of the classroom and give a short 1-minute presentation on a topic of their choice. The other students must listen carefully then ask a question based on the presentation. 

Ask your students to keep a notebook in which they list a

variety of functional language, e.g. ways of interrupting politely, or ways of asking their partner for their opinion. Encourage them to use as many different ways of doing these

Students need to be clear about what is considered an

adequate response, e.g. their response needs to go beyond the level of pure description and contain a speculative element. For example: ‘This picture shows two people who are on an expedition. They have to work together to achieve their goal.’ is not as impressive as

things as possible to avoid repetition. 

Warn your students not to reach their decisions in the first

minute or so of the collaborative task. If students begin by saying, ‘I think we should choose this one’, they leave themselves with nothing to evaluate or talk about for the remaining time. Train your students to discuss each picture in relation to the task before making any decisions.

‘These people look like they’re on an expedition to the North Pole or they might be c limbing a mountain together. This could be a personal challenge, a kind of dream for them, or they might be doing it because they have work to do during the trip – like doing some research into animal life or the natural world, so they could be friends or they could be colleagues. Either way, their relationship must be very strong. Their lives could depend on how well they cooperate with each other if there is an emergency.’ 



Tell your students not to waste time explaining which

pictures they are going to talk about, e.g. ‘I’m going to talk about the picture on the left and the one in the middle.’ It will be obvious which pictures they are talking about when they begin addressing the task. In addition, if they change their



Your students should be encouraged to react to as great a

variety of visual stimuli as possible and express ideas and opinions of their own. Simply agreeing or disagreeing with their partner, or echoing what their partner has said, while being a natural thing to do, will not enable them to show what they themselves can do.



PART 4



After doing a Part 3 task, ask your students to try to predict

what kind of questions they think they might be asked in Part 4. They could do this in groups and then compare their ideas with those of another group. This will help them prepare for what they might be asked to talk about in Part 4.

mind and want to talk about a different picture, they may



feel unable to do so having selected particular pictures at the

ideas, but they should be aware that examiners can only

start.

assess them on the language they produce.



Tell your students not to adopt ‘closure’ techniques such as,



Tell your students they are not being assessed on their

Divide your students into pairs or groups of three and give

‘That’s all!’ They should keep talking until the interlocutor

them a controversial statement to discuss, e.g. ‘Cars should be

says, ‘Thank you’. In this way, they will maximise the time

banned’. This will encourage them to express opinions about

available for their 1-minute long turn.

topics they may never have thought of.





Make sure that your students have plenty of practice in

Photocopy an article from an English-language newspaper

organising their ideas coherently. Teaching them useful

or magazine and get your students to discuss the article in

phrases for linking ideas and comparing pictures will help

small groups. When they have finished, they can compare

them. They can build up their own lists of suitable phrases

their ideas with those of another group.

86


paper 5: speaking



Set up a regular debating session in class and give your

students 1 minute to stand up and argue for or against a particular topic, e.g. ‘Global warming will mean the end of the world as we know it’. At the end of the debate, take a vote on who has put forward the most convincing arguments. 

Train your students to react immediately to the questions

they are asked, or give themselves a little time to think aloud by saying things like, ‘Well that’s something I’ve never really thought about, but, on reflection, I’d say that …’. 

It is important to give your students practice sessions

which are the same length as the whole test. Tell your students that the impression they make at the end of the test is equally as important as the one they make at the beginning.


paper 5: speaking

87

PAPER 5: SPEAKING Test 1 Part 1

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88


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PAPER 5: SPEAKING Test 1 Parts 3 and 4

4 d n a 3 s t r a P

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n o i t a r e n e g r e t u p m o c e h T 1 2

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r u o t c e f f a s r e t u p m o c h c i h w n i s y a w t n e r e f f i d g n i w o h s s e r u t c i p e m o s e r a . e r s e e i v H l

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a e r d i e c e h t d . o s e h n e c h i v a T l e r . o s u t o k l y o a t a d t , a e t w d s a r o i F n m

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) ? t o n y ) h ? y W h / W ( ? y h … W … ( ? … s t s … ) i ? ? r y r y u ) h t o t ? s y W o u h ( t d n W ( … d n i e l e … … ? m v a … t r i m t s o ? i e t c v s h r t o t o e n m e u i k o k u i y r o l o y t d s l w u o t o o o l m w t a e e u y k r i p o t p y n l a d u d l y l o u a u o c o d w i l w r u o s o u h i y o f e r f y o t o k n s n t r i d u a h n o i c p t k h h u t c c o a i i y h h h o W W W D 

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paper 5: speaking

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. e t a i r p o r p p a s a , s e i r o g e t a c g n i w o l l o f e h t f o y n a m o r f s n o i t s e u q e r o m e r m o i e t n e o r t u c s e i l e e S L

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? g n i h c t a w h t r ? o e w i e ? ? f l s r r o e u a t i t g i o k n n v y i i i t h n t n c i e a e u t s i e s o l r i y u c y r o s e d j o i e x e n l e d d m e n n m u a a a o y s t t r r o s o g d o e r c r p e s p i t s s V i n i T u t r n f m u t o f o a s o y r o e d e p i p n r y k a i m t t t t a a a h w o h h W H W W 

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k l a t y l o f t e u i r o b y e n o k i i t l s d e ’ I u . q s a e r r u e t c w i s p n e a e o r t h t o s u l o a y d f n o a h , c t e a u e n i e v m i g a o t t u g o n b . i s o a g r o e r f u m t ’ c I n i w p , t o s r s e u ’ r t e e o n y t h t n r f o a p o t r m r a e u o p h t y s t t i u u h t o o b n b I a a


r e h t e g o t e l p o e p w o h s y e h T . s e r u t c i p r u o y e r a e r e H . t s r i f n r u . t r s u n o o i y t a s ’ u t t i i

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paper 5: speaking

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93

PAPER 5: SPEAKING Test 2 Parts 3 and 4

4 d n a 3 s t r a P

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r o f y e n o m e . s d i a e r t s o t e t g n g e u v s e n n e a e e b s e i n v a a h g r t a o h o t t s s t t n n e a v w e l e o h o t h f c o s e r m u o o s y e e n r a i g e a r e m i H . o y t r u a r o b y l i e k w i l e n d ’ I a

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g : n e i ? w t a k o i n ? l r i l h o p ? u f o t e o e r y u p h r t t p o e f a y g u o s o a o y a b , d u n s o a a t t a y w t p h c m o o e o W l D H e r S p   

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. y e n o ) m t ? o t n o , n e y h m i t W r i / e ? y h t h g W n ( i v … i g … y b ? p a e l e d h i n d e o o t f o g e a l s p i o h t e s P I 

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. t s e t e h t f o d n e e h t s i t a h T . u o y k n a h T

Assessment



Throughout the test candidates are assessed on their own individual performance and not in relation to each other, by two examiners. The assessor awards marks according to five analytical criteria:

Global Achievement

This refers to the candidate’s overall effectiveness in dealing with the tasks in the four separate parts of the CAE Speaking test. The global mark is an independent impression mark which reflects the assessment of the candidate’s performance from the interlocutor’s perspective.

• Grammatical Resource • Vocabulary Resource

Marking

• Discourse Management Assessment is based on performance in the whole test, and is

• Pronunciation

not related to performance in particular parts of the test. In

• Interactive Communication.

many countries, Oral Examiners are assigned to teams, each of which is led by a Team Leader who may be responsible for

The interlocutor awards a mark for Global Achievement. 

approximately 15 Oral Examiners. Team Leaders give advice and support to Oral Examiners, as required. The Team Leaders

Grammatical Resource

are responsible to a Senior Team Leader, who is the This refers to the accurate and appropriate use of a range of

professional representative of Cambridge ESOL for the

both simple and complex forms. Performance is viewed in

Speaking tests. Senior Team Leaders are appointed by

terms of the overall effectiveness of the language used in

Cambridge ESOL and attend an annual co-ordination and

spoken interaction.

development session in the UK. Team Leaders are appointed



by the Senior Team Leader in consultation with the local

Vocabulary Resource

administration. This refers to the candidate’s ability to use a range of vocabulary to meet task requirements. At CAE level, the tasks

After initial training of examiners, standardisation of marking

require candidates to speculate and exchange views on

is maintained by both annual examiner co-ordination sessions

unfamiliar topics. Performance is viewed in terms of the

and by monitoring visits to centres by Team Leaders. During

overall effectiveness of the language used in spoken

co-ordination sessions, examiners watch and discuss sample

interaction.

Speaking tests recorded on video and then conduct practice



tests with volunteer candidates in order to establish a

Discourse Management

common standard of assessment. The sample tests on video

This refers to the candidate’s ability to link utterances

are selected to demonstrate a range of nationalities and

together to form coherent speech, without undue hesitation.

different levels of competence, and are pre-marked by a team

The utterances should be relevant to the tasks and should be

of experienced assessors.

arranged logically to develop the themes or arguments required by the tasks. 

Pronunciation

This refers to the candidate’s ability to produce intelligible utterances to fulfil the task requirements. This includes stress and intonation as well as individual sounds. Examiners put themselves in the position of a non-ESOL specialist and assess the overall impact of the pronunciation and the degree of effort required to understand the candidate. 

Interactive Communication

This refers to the candidate’s ability to take an active part in the development of the discourse. This requires an ability to participate in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. This also refers to the deployment of strategies to maintain interaction at an appropriate level throughout the test so that the tasks can be fulfilled.


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