[Title will be auto-generated] by Eduard Ramos

Certiﬁcate of Proﬁciency in English Handbook for teachers

CPE content and overview

Part/timing

1 READING 1 hour 30 mins

2 WRITING 2 hours

Content

Part 1

Three short texts with six four-option multiple-choice cloze questions on each.

Part 2

Four short texts with two four-option multiple-choice questions on each.

Part 3

Gapped text with seven questions.

Part 4

Long text with seven four-option multiple-choice questions.

Part 1

One compulsory question.

Part 2

Candidates answer one question from a choice of four questions (including the set text option).

Part 1

Modified open cloze with fifteen questions.

Part 2

One short text with ten word formation questions.

Part 3

Six sets of three gapped sentences

Part 4

Eight key word transformations.

Part 5

Two texts with four questions and a summary writing task.

Part 1

Four short extracts with two three-option multiple-choice questions on each.

Part 2

One long text with nine sentence completion questions.

Part 3

One long text with five four-option multiplechoice questions.

Part 4

One long text with six matching questions.

Part 1

Interview

Part 2

Collaborative task

Part 3

Individual long turns and follow-up discussion.

3 USE OF ENGLISH 1 hour 30 mins

4 LISTENING 40 mins (approx)

5 SPEAKING 19 mins

Test focus

Assessment of candidates’ ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level.

Assessment of candidates’ ability to write specified text types with a range of functions.

Assessment of candidates’ ability to demonstrate knowledge and control of the language system by completing various tasks at text and sentence level.

Assessment of candidates’ ability to understand the meaning of spoken English, to extract information from a text and to understand speakers’ attitudes and opinions.

Assessment of candidates’ ability to produce spoken English using a range of functions in a variety of tasks.

Preface This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of Proficiency in English examination (CPE). The introduction gives an overview of CPE and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on preparation and example papers.

Contents Inside front cover

CPE content and overview

Introduction to Cambridge ESOL

Introduction to CPE

General description

Structure and tasks

12 Sample paper

The four parts of the Reading paper

17 Answer keys and Answer Sheet

OVERVIEW OF CPE

CPE support

INTRODUCTION

Preparation

11 READING PAPER

18 General description

20 Preparation

18 Structure and tasks

23 Sample paper

19 The two parts of the Writing paper

24 Assessment 27 Sample scripts with examiner comments

34 General description

43 Answer keys and mark scheme

34 Structure and tasks

44 Assessment of summary writing task

35 The five parts of the Use of English paper

45 Answer Sheet 1

36 Preparation

46 Answer Sheet 2

39 Sample paper

47 Sample scripts with examiner comments

49 General description

50 Preparation

49 Structure and tasks

52 Sample paper

50 The four parts of the Listening paper

55 Sample tapescript 59 Answer keys and answer sheet

60 General description

62 Preparation

60 Structure and tasks

64 Sample paper

61 The three parts of the Speaking test

67 Assessment

12 WRITING PAPER

3 USE OF ENGLISH PAPER

4 LISTENING PAPER

5 SPEAKING TEST

69 Glossary of terms and acronyms

GLOSSARY

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Introduction to Cambridge ESOL

Cambridge ESOL examinations fulfil the Code of Practice established by ALTE. This Code of Practice focuses on the responsibilities of both examination providers and examination users and covers four main areas:

■ University of Cambridge ESOL Examinations

• developing examinations

University of Cambridge ESOL Examinations (Cambridge ESOL)

• interpreting examination results

provides an extensive range of examinations, certificates and

• striving for fairness

diplomas for learners and teachers of English, with a tradition

• informing examination takers.

of language assessment dating back to 1913. Cambridge ESOL is a part of the Cambridge Assessment group, which is a

For more information on ALTE please visit www.ALTE.org

department of the University of Cambridge and one of the world’s largest educational assessment agencies*. 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. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young

■ Key features of Cambridge ESOL examinations Cambridge ESOL undertakes: • to assess language skills at a range of levels, each of them having a clearly defined relevance to the needs of language learners • to assess skills which are directly relevant to the range

learners and a suite of certificates and diplomas for language

of uses for which learners will need the language they

teachers.

have learned, and which cover the four language skills – reading, writing, listening and speaking – as well as

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 skills they need to make practical use of the language in a variety of

knowledge of language structure and use • to provide accurate and consistent assessment of each language skill at the appropriate level • to relate the examinations to the teaching curriculum in

contexts. Above all, what the Cambridge ESOL examinations

such a way that they encourage positive learning

assess is the ability to communicate effectively in English.

experiences, and to seek to achieve a positive impact wherever possible

Cambridge ESOL is committed to providing examinations of the highest possible quality. 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.

■ The Association of Language Testers in Europe (ALTE)

• to endeavour to be fair to all candidates, whatever their national, ethnic and linguistic background, gender or disability. Cambridge ESOL examinations are designed around four essential qualities: validity, reliability, impact and practicality. Validity is normally taken to be the extent to which a test can be shown to produce scores which are an accurate reflection of the candidate’s true level of language skills. Reliability concerns the extent to which test results are stable, consistent

Cambridge ESOL is a member of the Association of Language

and accurate, and therefore the extent to which they can be

Testers in Europe (ALTE), which was formed in 1990. The

depended on for making decisions about the candidate.

members are all providers of language examinations and

Impact concerns the effects, beneficial or otherwise, which an

certificates from countries within Europe.

examination has on the candidates and other users, whether

The principal objectives of ALTE are as follows: • to promote the transnational recognition of certification, especially in Europe • to establish common standards for all stages of the language testing process, i.e. test development, question and materials writing, test administration, marking and grading, reporting of test results, test analysis and reporting of findings • to collaborate on joint projects and in the exchange of ideas and know-how.

*Cambridge Assessment is the operating name for the University of Cambridge Local Examinations Syndicate (UCLES).

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these are educational, social, economic or political, 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 CPE

new areas of grammar. Their level of competence gives them access to the press and other media, and to areas of culture such as drama, film and literature. Success in examinations at

■ The level of CPE

this level may be seen as proof that the learner is able to cope

CPE is designed to offer a high-level qualification in the

with high-level academic work.

language to those wishing to use English for professional or study purposes. The CPE examination contains some tasks which are likely to be more suitable in content for candidates who have achieved a certain degree of maturity in their handling of abstract ideas and concepts.

What a CPE candidate can do Examinations at Level C2 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.

CPE is at Level C2 of the Common European Framework, and a description of this level is given below in terms of:

The ALTE ‘Can Do’ Project

• what material learners can handle

The Association of Language Testers in Europe (ALTE) has

• what learners can be expected to be able to do.

developed a framework which covers six levels of language proficiency aligned to the Council of Europe Common

The type of material a CPE candidate can deal with At this level the learner is approaching the linguistic competence of an educated native speaker, and is able to use the language in a range of culturally appropriate ways. Users at this level are able to improve their use of the language by

European Framework. Research carried out by ALTE has shown what language learners can typically do at each level. The table below gives some examples at CPE level of typical general ability plus ability in each of the skill areas and in a range of contexts.

extending their vocabulary and refining their usage and command of style and register rather than by learning about

‘Can Do’ summary Typical abilities

Listening and Speaking

Reading and Writing

Overall general ability

CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions.

CAN understand documents, correspondence and reports, including the finer points of complex texts. CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy.

Social & Tourist

CAN talk about complex or sensitive issues without awkwardness.

CAN (for example, when looking for accommodation) understand a tenancy agreement in detail, including its main implications. CAN write letters on any subject with good expression and accuracy.

Work

CAN advise on/handle complex, delicate or contentious issues, such as legal or financial matters, to the extent that he/she has the necessary specialist knowledge.

CAN understand reports and articles likely to be encountered during his/her work, including complex ideas expressed in complex language. CAN make full and accurate notes and continue to participate in a meeting or seminar.

Study

CAN understand colloquial asides and cultural allusions.

CAN access all sources of information quickly and reliably. CAN make accurate and complete notes during the course of a lecture, seminar or tutorial.

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■ Varieties of English Candidates’ responses to tasks in the Cambridge ESOL examinations are acceptable in varieties of English which would enable candidates to function in the widest range of

• Exam preparation A large proportion of candidates (about 80%) undertake a preparatory course before taking the examination. • Reasons for taking CPE

international contexts. Candidates are expected to use a

Candidates’ reasons for wanting an English language

particular variety with some degree of consistency in

qualification are roughly distributed as follows:

areas such as spelling, and not for example switch from

• for study (36%)

using a British spelling of a word to an American spelling

• for work (46%)

of the same word in the same written response to a given

• other (18%).

task.

■ CPE administration ■ Recognition

CPE is held each year in June and December in over 1,000

CPE is recognised as fulfilling English language entrance

centres worldwide. Candidates must enter through a

requirements by many higher education institutions and

recognised centre.

corporate bodies across the world. More information about recognition is available from centres, British Council offices, Cambridge ESOL and from www.CambridgeESOL.org

■ Official accreditation in the UK CPE 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 3 in the National Qualifications Framework, under the title ‘Cambridge ESOL Level 3 Certificate in ESOL International’.

■ Grading and results The five CPE papers total 200 marks, after weighting. Each paper is weighted to 40 marks. A candidate’s overall CPE grade is based on the total score gained by the candidate in all five papers. It is not necessary to achieve a satisfactory level in all five papers in order to pass the examination. The overall grade boundaries (A, B, C, D and E) are set according to the following information: • statistics on the candidature • statistics on the overall candidate performance • statistics on individual items, for those parts of the

■ CPE candidature

examination for which this is appropriate (Papers 1, 3 and 4)

Information is collected about the CPE candidates at each

• advice, based on the performance of candidates and

session, when candidates fill in a Candidate Information

recommendations of examiners, where this is relevant

Sheet. The candidates for CPE come from a wide range of

(Papers 2 and 5)

backgrounds and take the examination for a number of different reasons. The following points summarise the characteristics of the current CPE candidature. • Nationality CPE is taken by candidates throughout the world in about 90 countries, although the total number of nationalities represented in the candidature is over 170. The majority of these candidates enter for CPE in European and South American countries. Many candidates also take the examination in the UK.

• comparison with statistics from previous years’ examination performance and candidature. Results are reported as three passing grades (A, B and C) and two failing grades (D and E). The percentage of marks needed to achieve each grade may vary from session to session depending on the precise difficulty of the individual papers which make up the particular examination. The approximate ranges of percentages for each grade at CPE are typically as follows: Passing Grades

Failing Grades

Grade A

80% and above

Grade D

55% to 59%

About 70% of candidates are under 25, with the average age

Grade B

75% to 79%

Grade E

54% and below

being about 23. In some countries the average age is lower

Grade C

60% to 74%

• Age

(e.g. in Greece it is about 19). • Gender About 63% of candidates are female.

Statements of results are sent out to all candidates and include a graphical display of the candidate’s performance in each paper. These are shown against the scale Exceptional –

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

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Good – Borderline – Weak, and indicate the candidate’s relative performance in each paper.

■ Notification of results

■ Past papers and examination reports

Statements of results are issued through centres

Cambridge ESOL produces past examination papers, which

approximately two months after the examination has been

can be used for practice, and examination reports, which

taken. Certificates are issued about six weeks after the issue of

provide a general view of how candidates performed overall

statements of results. Enquiries about results may be made

and on each paper and offer guidance on the preparation of

through Local Secretaries, within a month of the issue of

candidates. Details of how you can order past papers and

statements of results.

examination reports, and a downloadable order form, are available from

■ Special requirements

www.CambridgeESOL.org/support/pubs/index.cfm

Special requirements covers three main areas: special

The sample question papers included in this handbook have

arrangements, special consideration and malpractice.

been produced to reflect the format of the examination.

• Special arrangements: These are available for candidates with a permanent or long-term disability, such as a visual or hearing difficulty, or a temporary difficulty such as a broken hand, or ear infection affecting a candidate’s ability to hear clearly. They may include extra time, separate accommodation or

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.

■ On-line support

equipment, Braille transcription, etc. Consult the

Cambridge ESOL provides an on-line resource for teachers,

Cambridge ESOL Local Secretary in your area for more

designed to help them understand the examinations better

details as soon as possible.

and to prepare candidates more effectively.

• 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 ten working days of the examination date. Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events. • 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.

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)

■ 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

CPE support ■ Course materials A number of coursebooks and practice materials are available from publishers. A list of UK publishers which produce material related to the examinations is available from Cambridge ESOL Information and is on the Cambridge ESOL website. CPE requires an all-round language ability and this should be borne in mind when selecting course materials. Most coursebooks will need to be supplemented; care should be taken to ensure that

revised examinations. Contact Cambridge ESOL Information for further details.

■ Further information Copies of the regulations and details of entry procedure, current fees and further information about this and other Cambridge examinations can be obtained from the Cambridge ESOL Local Secretary in your area, or from the address on the back cover of this handbook. In some areas this information can also be obtained from the British Council.

coursebooks and practice materials selected accurately reflect the content and format of the examination. N.B. Cambridge ESOL does not undertake to advise on textbooks or courses of study.

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PAPER 1 READING GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

PART 1

The paper contains nine texts with accompanying vocabulary and comprehension tasks.

Timing

1 hour 30 minutes.

No. of parts

No. of questions

40.

Task types

Lexical cloze, gapped text, multiple-choice.

Text types

From the following: books (fiction and non-fiction); nonspecialist articles from journals, magazines and newspapers; promotional and informational materials (e.g. advertisements, guide books, manuals).

Length of texts

Approximately 3,000 words in total.

Answer format

For all parts of this paper, candidates indicate their answers by shading the correct lozenges on an answer sheet.

Marks

Part 1 – each correct answer receives 1 mark. Parts 2, 3 and 4 – each correct answer receives 2 marks. The total score is then weighted to a maximum of 40 marks for the whole paper.

Task type and focus

Multiple-choice lexical cloze. Idioms, collocations, fixed phrases, complementation, phrasal verbs, semantic precision.

Format

Three unrelated texts from a range of sources, each with six gaps. Candidates must choose one word or phrase from a set of four to fill each gap.

No. of Qs

18.

PART 2 Task type and focus

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

Format

Four texts on one theme from a range of sources, each followed by two four-option multiple-choice questions.

No. of Qs

PART 3 Task type and focus

Gapped text. Cohesion, coherence, text structure, global meaning.

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

PART 4 Task type and focus

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

Format

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

No. of Qs

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The four parts of the Reading paper

aware of the thematic link between the texts should help candidates in moving from one text to the next. Two multiple-choice questions appear after the text. Some questions focus on specific sections of the text and test understanding of detail, while others may test writer’s

■ PART 1 – LEXICAL CLOZE

purpose, understanding of text organisation or global understanding of the text. Questions focusing on detail are

This part tests the candidates’ control and range of vocabulary.

presented in the same order as the information in the text. If a

text has a question with a global focus, this will be the second Sample task and answer key: pages 12 and 17.

in the pair. The questions can be answered correctly only by referring closely to the text.

Each correct answer in Part 1 receives 1 mark.

Candidates should select one option for each question and mark it in some way, e.g. by circling the letter A, B, C or D on

This task requires candidates to complete a short gapped text

the question paper. Once they are satisfied that they have

by selecting the correct word or phrase from a set of four

made the appropriate selections, they should transfer their

options. This involves choosing the answer that correctly fits

answers to the Answer Sheet.

the meaning within a phrase or sentence, and candidates may also have to take into account the broader context of the

■ PART 3 – GAPPED TEXT

previous or following sentences or the whole text. The texts are from a variety of sources and may be formal, neutral or informal in style. Each text has a title. There is no example answer.

This part tests candidates’ understanding of text structure and their ability to follow text development.

was … ’. In other cases candidates need to be aware of how

the word is used in context; this may involve, e.g. choosing

The task requires candidates to select from eight options the

‘interested’ rather than ‘keen’, ‘eager’ or ‘enthusiastic’ to fill

correct extract to fit in each of seven gaps in a text. There is only

the gap in: ‘You may be … in applying for this job’. In this

one correct answer for each gap. There is no example answer.

Some items focus on the meaning of individual words; this may involve choosing, e.g. ‘leaking’ rather than ‘pouring’, ‘spilling’ or ‘flowing’ to fill the gap in: ‘The roof of our tent

example, ‘keen’ is wrong not because it has the wrong meaning but because it does not fit in with the grammar of the sentence. This part of the paper also tests fixed phrases, idioms and collocations such as ‘to pay attention to’ and ‘to take no notice of’ as well as phrasal verbs, and linkers such as ‘in case’, ‘as long as’ , ‘even if’ and ‘while’.

Sample task and answer key: pages 15 and 17.

Each correct answer in Part 3 receives 2 marks.

The task consists of a gapped text followed by the extracts from the text and one further extract which does not fit in any of the gaps. The text has a title and may also have a sub-heading. Candidates need to read the gapped text first in order to gain an overall idea of the structure and meaning of the text, noticing carefully the information and ideas before and after each gap as

Candidates should select one option for each question and

well as their development throughout the whole of the gapped

mark it in some way, e.g. by circling the letter A, B, C or D on

text. They should then decide which extract fits each gap, and

the question paper. Once they are satisfied that they have

write the appropriate letter in each gap. They should remember

made the appropriate selections, they should transfer their

that each letter may only be used once and that there is one

answers to the Answer Sheet.

extract that they will not need to use. When they have made their selection and checked each choice carefully, they should

■ PART 2 – MULTIPLE-CHOICE (SHORT THEMED TEXTS) This part tests candidates’ detailed understanding of a range of texts, including the purpose, main idea and organisation of the texts and the opinions and attitudes expressed in them.

Sample task and answer key: pages 13 and 17.

transfer their answers to the Answer Sheet.

■ PART 4 – MULTIPLE-CHOICE (LONG TEXT) This part tests candidates’ detailed understanding of a long text, including its purpose and organization and the opinions and attitudes expressed in it.

questions on each. Each text has a title. The texts come from a

range of sources and may vary in style, but they share a broad

Part 4 consists of one longer text followed by seven multiple-

theme which is given in the rubric at the beginning. Being

choice questions which test detailed understanding of the

Each correct answer in Part 2 receives 2 marks.

Part 2 consists of four short texts, with two multiple-choice

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Sample task and answer key: pages 16 and 17.

Each correct answer in Part 4 receives 2 marks.

text, including opinions and attitudes expressed in it. The text

fixed phrases, and features of lexico-grammar such as

has a title and may also have a subheading. Candidates need

dependent prepositions. However, students should also be

to read the text closely in order to distinguish between, for

aware of alternative techniques for coping with unfamiliar

example, apparently similar viewpoints, outcomes or reasons.

vocabulary, such as the use of contextual clues.

The questions are presented in the same order as the information in the text and the final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion.

■ It is important that students are familiar with the format of the Reading paper, including the instructions on the front page of the question paper and the rubrics for each part of the test, as well as the different task types. They should be

Candidates should select one option for each question and

aware of the need to allow sufficient time for each part of the

mark it in some way, e.g. by circling the letter A, B, C or D on

paper.

the question paper. Once they are satisfied that they have made the appropriate selections, they should transfer their answers to the answer sheet.

■ Students should also be familiar with the technique of indicating their answers on the separate Answer Sheet so that they can do this quickly and accurately. (They may write on the question paper during the examination, but their notes

Preparation

will not be marked.) Some students prefer to transfer their answers at the end of each task rather than wait until they have completed the whole paper. Answers must be marked by

General

filling in lozenges on the Answer Sheet in pencil. This must be

■ Exposure to, and engagement with, a substantial and varied

The Answer Sheets are scanned by an Optical Marks Reader. If

range of written English is essential preparation for the

a question is left blank, or if a candidate fills in more than one

Reading paper. The students who are most successful in CPE

lozenge for a question, the Answer Sheet is rejected and

are likely to be those for whom reading in English is a leisure

checked manually.

done within the time allowed for the Reading paper (11⁄2 hours).

activity as well as an educational requirement. Students should be encouraged to read extensively outside the classroom. This will enable them to become familiar with a wide range of language and will also be helpful when they are working on the longer texts in Parts 3 and 4. The Reading paper includes a range of text types, so students should aim to read a variety of authentic texts including modern fiction, short stories, and articles from newspapers and magazines. The Internet now provides access to news and feature articles from the press of Britain and other English-speaking countries, as well as journal articles and promotional and informational materials. Students should be able to follow their own interests while reading outside the classroom. Extensive reading can be supported by asking students to provide verbal or written feedback on their reading, or by using it as the basis for classroom discussion, as well as by encouraging students to share texts and information on good text sources between themselves.

■ In class, students should consider the relationship between text type, purpose, organisation and language when using coursebooks and practice materials. As well as practising intensive reading skills focusing on detail, students should be encouraged to discuss the main points of longer texts, concentrating on overall understanding and progression of ideas within the argument or narrative. Students should be aware of the different reading strategies required by different types of questions, and it is also useful for them to experiment with alternative ways of dealing with texts so that they can decide which ones suit them best.

■ Regular and effective use of an advanced monolingual English dictionary is essential, not only to clarify the meaning of new words but also to extend knowledge of collocations,

By part ■ PART 1 ■ Students should be aware of the different aspects of vocabulary tested in this part of the paper. They should read through each text carefully, not forgetting the title, to get a general idea of the text type and meaning before looking at the options. They could also be encouraged to think about the possible forms and meanings of the gapped words at this stage. They should be aware that the missing word(s) may form part of an idiom, fixed phrase or collocation, so they should always check the words around the gap carefully. The missing word(s) must also fit the whole context of the passage so they should also check that the completed sentence makes sense in the passage as a whole. This is particularly important in the case of linkers.

■ For Part 1, students need to develop their knowledge of the form, meaning and use of lexical items. They should discuss different methods of recording and recycling vocabulary and be encouraged to experiment with different techniques. Effective use of a good up-to-date monolingual dictionary is essential, and dictionary work may be particularly useful to check and extend knowledge of lexis extracted from reading and listening tasks. As well as learning new words, students should refine their knowledge of familiar lexis through extending their knowledge of collocations, fixed phrases and idioms.

■ A helpful preparation activity might be to give students a short text and ask them to find examples of the different aspects of vocabulary tested in the exam. Students could also look at completed Part 1 tasks (retyped so that there is no

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indication of which words were gapped) and suggest which

opinion and attitude, or of the effect of metaphor and simile

words or phrases might be gapped, discussing what words

within a text.

might be used as distractors, then comparing this with the actual gapped task. Students could also be given a range of short texts from different sources (e.g. newspaper articles, advertising material, and fiction) and encouraged to look at the relationship between style and lexis, for example by looking at a list of words and phrases from the texts and predicting which might appear in each text.

■ PART 3 ■ Encourage your students to read the main (base) text first so that they gain an overall idea of the structure and development of the theme or argument of the text, before starting to do the task. They should pay attention to the information and ideas before and after each gap as well as

■ A useful pre-reading activity is for the teacher to extract

throughout the whole of the gapped text. Students frequently

a number of two-word collocations from a text and separate

make the wrong choice by selecting options which fit the text

and jumble them. The students can then be asked to predict

before the gap, and neglecting to check that the text after the

the original collocations before reading the text to check.

gap follows on smoothly.

Alternatively, a number of collocations, idioms and fixed phrases can be extracted from the text and written on the board with one word in each gapped. Students can predict the missing words and then check with the text.

■ PART 2

■ The way in which a text has been gapped may require the reader to consider large sections or even the organisation of the whole of a text, in order to reconstitute a particular part of the text. As in Part 2, it is important to discourage your students from ‘word spotting’, that is assuming that if the same word, name, date, etc. appear in the surrounding text

■ Students should always read the rubric, as this will give

as in one of the extracts, that is necessarily the right option to

them information about the theme of this part of the paper.

fill the gap. Students should be trained to consider the

Encourage your students to read each text carefully, thinking

development of the text as a whole, and not to focus on each

about its overall meaning and purpose, before reading the two

gap separately. Sometimes students will need to choose

questions that follow it.

carefully between two extracts as possible answers and will

■ Candidates will need to read each question very carefully, as well as the four options, all of which may appear at first to be likely answers.

■ When answering the questions, some students find it useful to consider a possible answer by first looking only at the stem and not at the options. They may be then able to identify a possible answer in the text, which can then be compared with the options. However, they must be aware that it is also necessary to check each option against the evidence of the text.

need to make decisions about which is the most logical extract to fill the particular gap. They should not rule out an answer for consideration on the grounds that they have already used it, as the earlier use may be incorrect.

■ Practice is needed in recognition of a wide range of linguistic devices which mark the logical and cohesive development of a text, e.g. words and phrases indicating sequence of events, cause and effect, premise and conclusion. In class, the task can be adapted by photocopying the text and cutting up the paragraphs, which gives students additional visual support and allows them to compare

■ Students should not assume that an option is correct

alternatives more easily. If this activity is done in pairs or

simply because it contains a word that is also in the text. They

groups, students will also be encouraged to justify their

need to check carefully that the meaning is the same in the

combinations and links to one another. Exercises which

text as in the question. Ask your students to check the

involve analysing the organisation of different types of texts

questions which take the form of unfinished sentences very

and understanding how this affects meaning would also be

carefully. The whole sentence has to match what is written in

helpful.

the text, not just the phrase in the option A, B, C or D.

■ Candidates should beware of approaching the gapped-text

■ This part of the paper shows the greatest variety in terms of

task as an exercise requiring them merely to identify extracts

source, point of view, style and purpose. Students should

from the text and sections in the text which contain the same

therefore familiarise themselves with a wide range of

words. The task is designed to test understanding of the

registers, topics and lexical fields. They should also be aware

development of ideas, opinions and events rather than the

of the different reading skills involved in Parts 2 and 4, such as

superficial recognition of individual words.

opinion, attitude, purpose and implication, as well as text organisation features and lexical and grammatical references and linking words.

■ PART 4 ■ Preparation for the multiple-choice task should include

■ Activities which focus on recognising and evaluating

practice in reading a text quickly for a first overall impression,

attitude and opinion and which enhance students’ abilities to

followed by close reading of the text in order to prevent any

infer underlying meaning will be helpful in preparation for

misunderstandings which may lead students to choose

both Part 2 and Part 4. For example, students could look at

a wrong answer. As with Part 2, they must be aware of the

ways in which the writer’s choice of vocabulary reveals

need to check each option against the evidence of the text.

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They will therefore need practice in skimming a text quickly to get a general idea of its meaning, as well as scanning to find the information needed to check options.

■ It may be useful to discuss which aspect of reading each question is focusing on (e.g. detail, inference or organisation). As with Part 2, activities which focus on recognising and evaluating attitude and opinion and inferring underlying meaning will be helpful. Students can also be encouraged to identify similar features in texts of their own choice, and to work in groups to prepare questions (not necessarily multiplechoice) focusing on these features.

■ Part 4 texts often contain complex ideas, and in the classroom students should be encouraged to discuss these and relate them to their own experience and world knowledge both before and after reading.

c p e h a n d b o o k | pa p e r 1 : r e a d i n g

PAPER 1: READING Part 1 (Questions 1–18)

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PAPER 1: READING Part 2 (Questions 19–22)

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PAPER 1: READING Part 2, continued (Questions 23–26)

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PAPER 1: READING Part 3 (Questions 27–33)

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PAPER 1: READING Part 4 (Questions 34–40)

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PAPER 1: READING Answer keys and answer sheet PART 1

PART 2

PART 3

PART 4

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – a ns w e r k e ys a n d a ns w e r s h e e t

PAPER 2 WRITING GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The paper contains two parts.

PART 1

Timing

2 hours.

No. of parts

No. of questions

Task types

Answer format

Marks

Task type and focus

Candidates are required to complete two tasks – a compulsory one in Part 1, and one from a choice of four in Part 2.

QUESTION 1 Writing one of the following: • an article • an essay • a letter • a proposal. The task focus is discursive.

Format

A range of tasks from the following text types: articles, essays, letters, proposals, reports, reviews. Each task has a given purpose and a target reader.

Candidates are required to respond to input material of approximately 100 words. This may include extracts from newspapers, magazines, books, letters or advertisements, or could be based on quotations made by speakers during a discussion. The input text may be supported by visual material.

No. of tasks and length

One compulsory task. 300–350 words

Candidates write their answers in the question paper booklet. Answers should be written in pen. There are blank pages in the question paper booklet; these can be used for making notes or for completing the tasks if necessary.

PART 2 Task type and focus

Or: QUESTION 5 Writing one of the following, based on reading one from a prescribed list of three books: • an article • an essay • a letter • a report • a review.

Each question on this paper carries equal marks.

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Either: QUESTIONS 2–4 Writing one of the following: • an article • a letter • a proposal • a report • a review

Format

Contextualised writing tasks, each specified in no more than 70 words.

No. of tasks and length

Four tasks from which candidates choose one. 300–350 words.

The two parts of the Writing paper

Each question on the Writing paper carries equal marks.

be well within the reading competence of candidates at this level.

■ PART 2 This part consists of four optional questions, one of which offers three options based on the set texts. Candidates must choose one question from this part of the paper.

■ Expected text length Candidates are asked to write 300–350 words for each answer,

■ Task format

and writing approximately the right number of words is an

The input for the questions in Part 2 is considerably shorter

integral part of task achievement. If significantly fewer words

than in Part 1, and will not be more than 70 words in length.

are written, this is likely to mean that the task has not been

The rubric for each question will define the purpose for

successfully completed, whereas overlong pieces of writing

writing, identify the target reader and therefore indicate the

may involve irrelevance, repetition of ideas, poor organisation

appropriate format and register required in the answer.

or have a negative effect on the target reader. If this is the case, overlong or short answers will be penalised.

■ PART 2 – QUESTIONS 2–4

■ Irrelevance

The examiner will assess whether a candidate has addressed

Sample questions and scripts: pages 23 and 29–31.

the requirements of a task. If a candidate does not fully address the requirements of the task, this will limit the Band score which can be awarded.

■ PART 1 – COMPULSORY TASK

■ Task types and focus The different task types are intended to provide the candidates with a clear context, topic, purpose and target reader for their writing. For questions 2–4, the task types used

This part of the paper tests the candidates’ ability to produce a specified task type, which may be an article, an essay, a letter or a proposal, in response to instructions and one or more texts, which may be supported by visual prompts.

are article, letter, report, review and proposal. The characteristics of each are detailed below. AN ARTICLE is written on a particular theme in a style which

makes it suitable for publication in an English-language Sample question and scripts: pages 23 and 27–28.

■ Task type and focus

newspaper, magazine or newsletter. The question identifies the topic for the article, and the type of publication mentioned gives the candidate guidance as to the appropriate register to be used – for example how academic or lively the article

The questions in Part 1 always have a discursive focus.

should be. The purpose of an article is to convey information;

Discursive writing is a style used in academic writing and it

it may contain some description and/or narrative, and

requires the high level of language competence appropriate at

candidates should bear in mind the need to engage the

CPE. Candidates may be asked, for example, to present and

interest of their readers.

defend an argument, to express and then justify an opinion, to

A LETTER is written in response to the situation outlined in the

explain a problem and suggest a solution, or to evaluate ideas

question. Letters in the CPE Writing paper will require a

and make recommendations. The input which explains and

response which is consistently appropriate for the specified

defines the task will always present at least three points to be

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

addressed, and candidates are required to cover these points

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

in their answers and to add their own views and opinions. The

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

input will always define the purpose for writing and will

college principal. A letter to a newspaper or magazine may

identify the target reader.

well include a narrative element which details personal experience; other letters may be more concerned with giving

■ Task format Candidates are required to base their answers on input material which will take the form of a short text or texts, or quotations. The texts will come from a variety of sources such as extracts from newspaper articles, magazines, books, letters or advertisements; the quotations will be from speakers heard, for example, on the radio or during a discussion. Visual material such as diagrams, simple graphs

factual information. A REPORT is written for a specified audience. This may be a

superior, for example a boss at work, or members of a peer group, colleagues or fellow class members. The question identifies the subject of the report and specifies the areas to be covered. The content of a report is mainly factual and draws on the prompt material, but there will be scope for candidates to make use of their own ideas and experience.

or pictures may be included to support or extend the topic.

A PROPOSAL has a similar audience and format to a report.

Since the task focus is on productive language, the input will

Whereas the focus of a report is on something that has c p e h a n d b o o k | pa p e r 2 : w r i t i n g

already happened, a proposal is concerned with some future event or decision. A question of this type requires the candidate to put forward suggestions or make recommendations for discussion or for action. The objective

Preparation General

or aim of the proposal will be specified in the question; the

■ It is important that students are familiar with the format of

candidate’s task will be to provide suggestions about how to

the paper and the range of text types used so that in Part 2

achieve the desired outcome, and to do this in a suitably

they can make the best choice from the questions which are

persuasive way. An example of a proposal would be a bid

available.

for funds for a project defined in the task, and would entail outlining the way the funds would be spent, the benefits

■ Make sure students know how important it is to read the

which would accrue, and the way progress would be

questions very carefully and to identify, before they begin to

monitored and evaluated if the bid were to be

plan their answers, what they hope to achieve through writing

successful. Proposals should be well structured with clear

(the purpose of the task), to whom they are writing (the target

sections.

reader) and their role as writer.

A REVIEW may be about a book, magazine, film, play or concert,

but it may also be about, for example, a restaurant, hotel, or perhaps an exhibition. The target reader is specified in the question, so the candidate knows not only what register is appropriate, but also has an idea about the kind of information to include. A review does not merely require a general description of, for example, an event or publication, but it specifies the particular aspects to be considered. For example, the review may employ narrative, as well as descriptive and evaluative language, and a range of vocabulary relating, for example, to literature and the media such as cinema or TV.

■ PART 2 – QUESTIONS 5(A), 5(B) AND 5(C) Question 5 consists of a choice of three tasks based on the set reading texts, as specified in the Examination Regulations issued every year (also available on the Cambridge ESOL website: www.cambridgeesol.org/cpe). This option is included to encourage the extended reading which develops candidates’ linguistic competence, widens the range of language they encounter and enriches their language study. A variety of texts is included in order to appeal to different tastes. Each text remains on the list for two years.

Sample questions and scripts: pages 23 and 32–33.

■ Candidates need to read the question very carefully in order to perform the task set effectively. Students need practice in identifying what the task is and what needs to be addressed. The question identifies the context, the writer’s role and the target reader, which helps the candidate to choose the appropriate register. It is also very important that students learn to distinguish between the various task types required by the questions. Even though a candidate may display an excellent command of the language, an answer will only achieve a high mark if all the above factors are taken into account.

■ Candidates should get into the habit of planning their answers thoroughly before they begin to write. This will encourage an organised and coherent approach and prevent irrelevant digression. Practice in writing to time will help prepare students to answer the question under examination conditions, produce the appropriate number of words required in the time set and avoid the possibility of running out of time.

■ The various task types which appear on the paper require the use of a range of language functions, for example the language of persuasion, description, recommendation, comparison. Students should be given guidance in identifying these, and practice in using them.

■ Task types and focus

■ Remind your students that correct spelling and

The task types used in question 5 are article, essay,

punctuation are important. If spelling errors or faulty

letter, report and review. With the exception of the essay,

punctuation impede communication, then this will be

reference has been made to these in the section on

reflected in the mark awarded. American usage and spelling

questions 2–4.

are acceptable (see page 4: Varieties of English).

AN ESSAY is usually written for a teacher. It should be well

organised, with an introduction, clear development and an

■ Familiarity with the assessment criteria can be another

appropriate conclusion. The question specifies what particular

useful part of preparation. The General Mark Scheme gives

aspects of the book (development of character or significance

information about the linguistic aspects that examiners will

of events) should form the content of the essay.

consider, including range of vocabulary and expression, collocation, variety of structure, organisation and cohesion,

Candidates are not required to produce literary analysis for

question 5.

27–32 of this Handbook also show examples of what is required of specific tasks in terms of content and target reader.

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By part

to see what kind of publication they are being asked to write for. An article in an academic publication will have a very

■ PART 1

different style and choice of language from one in a student

■ There are always at least three content points to address in

magazine. It may be appropriate to use headings for the

a Part 1 task, and students need to be given practice in identifying these. It is important that candidates spend some time reading the input carefully and identify the main points which need to be included. Careful reading of the question will

various sections in an article; whether this is done or not, the article needs to be well planned and paragraphed. Reading and discussing a range of articles from a variety of publications will be useful preparation here.

establish important details. It is important for candidates to the content points, but to develop them and integrate them

Letters ■ It is important that a letter begins and ends appropriately:

into a piece of discursive writing of the appropriate task type.

it may be appropriate at the beginning to explain the reason

A successful answer may also refer to the writer’s own ideas

for writing, and the letter should have a suitable conclusion.

and opinions.

Students should be encouraged to read and discuss letters in

remember that, in Part 1, the object is not merely to restate

■ Students need to be reminded that the Part 1 task always

newspapers and magazines as this may help make them aware of the style of writing required.

has a discursive focus. Part of the task, therefore, is to put forward a well-argued and logical case, making sure that this is appropriate to the particular task type – letter, essay, article or proposal – and that the register is suitable for the scenario outlined in the question.

Reports ■ The purpose of the report must be identified so that the correct information can be selected; establishing the identity of the target reader will ensure that a suitable style and choice

■ Candidates may, of course, use key words from the

of language is used. It is also important for students to read

question, but must avoid ‘lifting’ whole segments of the input.

the context carefully to identify their role as writer. A report

No credit will be given for language or ideas that have not

should be well organised and clearly arranged in sections.

been appropriately expanded on or integrated into their

Students should be given practice in achieving this, perhaps

writing.

by using section headings and they should also be given

■ Because of the discursive focus of this part of the paper, students need to be equipped to discuss a range of topics. Reading and discussing articles in English on a variety of issues will help them to develop their ideas and extend their

practice in writing an effective conclusion. Students should also be encouraged to develop an awareness of the language commonly used in reports, for example the language of describing, comparing, analysing and making recommendations.

vocabulary in order to cover the points raised in the questions.

■ PART 2

Proposals (not used for set text questions) ■ A proposal needs a very clear structure and should be

■ There is considerable choice on this part of the paper:

organised in clear sections. As with a report, the purpose,

advise your students to choose task types and topics that

the target reader and role of the writer must be identified.

appeal to their interests and experience.

Students should be given practice in using section headings

■ The questions in Part 2 are shorter, but just as much care is required in reading them. Candidates who do not read a question carefully enough may seize on a familiar topic and start the task before they have identified exactly what is required. It is always the case that there are at least two parts to these questions, and only candidates who produce a balanced answer dealing adequately with all parts of the question can expect to gain a mark in the higher bands.

and in writing clear conclusions. Students should also be given opportunities to gain experience in using the language commonly used in proposals, for example the language of describing, analysing, justifying and persuading.

Reviews ■ In order to become familiar with what is required of a review, students should read and discuss a range of reviews such as can be found in various magazines and newspapers.

■ Encourage your students to use a wide variety of

The language appropriate to a review will include, for

grammatical structures and language functions and to explore

example, language for describing, narrating and evaluating

the use of a range of vocabulary and expression.

and students should try to extend their vocabulary to include that related to literature and the media.

Articles ■ Students should be reminded that a successful article interests and engages the reader, often with some description,

Essays (only used for set text questions) ■ Essays may be united by a central idea which provides a

narration and anecdote. In some cases, a personal angle will

point and purpose to the writing, so they need careful

be appropriate and a catchy title will attract the reader’s

planning. Students should be encouraged to practise

attention. However, remind students that there are many

organising the points they wish to make and the textual

different types of article, and that they should check carefully

references that will support these points in order to write a

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clearly structured essay with a suitable introduction, development and conclusion.

Set text questions ■ Set texts may give rise to useful and stimulating classroom work and discussion. Candidates who choose these questions will be expected to have a good knowledge of the text and to be able to deal with the themes and ideas of the chosen text. Credit will be given for task achievement and language competence; candidates are not expected to demonstrate skill in literary analysis. They are expected, however, to read the question carefully and to address the requirements of the task while clearly referring to specific events or characters from the set text. Useful preparation for these questions may be to consider themes which run through the book and then identify events or characters that exemplify these. Students should be made aware that merely reproducing, for instance, a summary of a novel’s plot or outlining its principal message will not provide a successful answer, and that their statements and opinions must be clearly supported by evidence from the text.

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PAPER 2: WRITING Parts 1 and 2

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Assessment

■ Paragraphing This is a function of organisation and format. The Task

Candidates’ answers are assessed with reference to two mark

Specific Mark Scheme will give an indication to examiners of

schemes: one based on the examiner’s overall impression (the

what is expected.

General Mark Scheme), the other on the requirements of the

■ Handwriting

particular task (the Task Specific Mark Scheme). The General Mark Scheme summarises the content, organisation and

If handwriting interferes with communication without

cohesion, range of structures and vocabulary, register and

preventing it, the candidate will be penalised. Totally illegible

format, and target reader indicated in the task. The Task

scripts receive 0.

Specific Mark Scheme focuses on criteria specific to each

■ Irrelevance

particular task. Examples of candidate responses, together with the Task Specific Mark Schemes, can be found on pages 24–33.

The examiners’ first priority is to give credit for the candidates’ efforts at communication, but candidates are penalised for inclusion of content irrelevant to the task set.

Candidates are penalised for dealing inadequately with the requirements of the Task Specific Mark Scheme. The accuracy

■ Set reading texts

of language, including spelling and punctuation, is assessed

In question 5, the examiners are looking for evidence that

on the general impression scale for all tasks.

candidates have read and understood a set text and are able to

■ Marking

provide evidence of this in the form of illustrated description and discussion. Assessment is based, as for the other tasks, on

The panel of examiners is divided into small teams, each with

control of language in fulfilling the task set, and also requires

a very experienced examiner as Team Leader. A Principal

explicit reference to the chosen text. Candidates should not

Examiner guides and monitors the marking process, beginning

attempt these tasks without having prepared the texts

with a meeting of the Principal Examiner for the paper and the

thoroughly.

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 the Writing paper. These are chosen to demonstrate the range of responses and different levels of competence. Examiners discuss these Task Specific and General Mark Schemes during the meeting 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. A rigorous process of co-ordination and checking is carried out before, during and after the marking process. The CPE General Mark Scheme is interpreted at Council of Europe Level C2. A summary of the General Mark Scheme is given on page 25. Trained examiners, who are co-ordinated prior to each examination session, work with a more detailed version, which is subject to updating.

■ Length 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 negative effect on the target reader. If this is the case, overlength responses will be penalised.

■ Spelling and punctuation These are important aspects of accuracy and are always taken into account. American spelling and usage is acceptable (see page 4 Varieties of English).

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CPE General Mark Scheme BAND Outstanding realisation of the task set: • Sophisticated use of an extensive range of vocabulary, collocation and expression, entirely appropriate to the task set • Effective use of stylistic devices; register and format wholly appropriate • Impressive use of a wide range of structures • Skilfully organised and coherent • Excellent development of topic • Minimal error Impresses the reader and has a very positive effect.

BAND Good realisation of the task set: • Fluent and natural use of a wide range of vocabulary, collocation and expression, successfully meeting the requirements of the task set • Good use of stylistic devices; register and format appropriate • Competent use of a wide range of structures • Well organised and coherent • Good development of topic • Minor and unobtrusive errors Has a positive effect on the reader.

BAND Satisfactory realisation of the task set: • Reasonably fluent and natural use of a range of vocabulary and expression, adequate to the task set • Evidence of stylistic devices; register and format generally appropriate • Adequate range of structures • Clearly organised and generally coherent • Adequate coverage of topic • Some non-impeding errors Achieves the desired effect on the reader.

BAND

Inadequate attempt at the task set: • Limited and/or inaccurate range of vocabulary and expression • Little evidence of stylistic devices; some attempt at register and format • Inadequate range of structures • Some attempt at organisation, but lacks coherence • Inadequate development of topic • A number of errors, which sometimes impede communication Has a negative effect on the reader. Poor attempt at the task set: • Severely limited and inaccurate range of vocabulary and expression • No evidence of stylistic devices; little or no attempt at register and format • Lack of structural range • Poorly organised, leading to incoherence • Little relevance to topic, and/or too short • Numerous errors, which distract and often impede communication Has a very negative effect on the reader. Negligible or no attempt at the task set: • Totally incomprehensible due to serious error • Totally irrelevant • Insufficient language to assess (fewer than 20% of the required number of words) • Totally illegible.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – a s se s sm e nt

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 • locate performance in one examination against

LEVEL MASTERY 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.

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

LEVEL EFFECTIVE OPERATIONAL PROFICIENCY 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.

trainers, formulating job descriptions and specifying language requirements for new posts.

LEVEL VANTAGE 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 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 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.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – a s se s sm e nt

PAPER 2: WRITING Question 1 (sample script) Sample script with examiner comments QUESTION 1: CANDIDATE A ■ Content Letter must discuss attitudes to work with reference to: • pay • working hours/holidays • job satisfaction.

■ Range Language for: • explaining

■ Organisation and cohesion Early reference to reason for writing. Clear organisation of ideas. Suitable conclusion.

• presenting and developing an argument • comparing and contrasting ideas.

Target reader Would understand the writer’s own views about work.

■ Appropriacy of register and format Register consistently appropriate for a letter to the editor of a radio programme.

Candidate A

Examiner comments

Dear Editor I am writing in response to a discussion, I recently listened to on the radio, regarding different attitudes to work. I would like to share my ideas with you.

■ Content

Some people argue that wealth is what they mostly want to achieve through their career. They commit themselves entirely to work, with a view to becoming rich. It is an undeniable fact that the financial factor has a significant impact on peoples’ lives. To a certain extent, our happiness is related to our financial situation. Owing to the needs in the modern world, we have come to believe that we need to strive for affluence in order to be able to fulfil these needs. Consequently, some individuals can consider only money as the main objective in their career.

Satisfactory, all points covered

However, as other people pointed out, it is essential that our job allows us plenty of free time so as to be able to enjoy our personal lives and our leisure activities. Our life would be dull and uninteresting if we could not satisfy other needs such as social interaction, which helps our self-development and considerably contributes to our level of happiness. In addition, if we have not enough free time when are we going to spend our money?

■ Accuracy

■ Range Adequate range

■ Appropriacy of register and format Appropriate

■ Organisation and cohesion Clearly organised and generally coherent

Non-impeding errors

■ Target reader Would have the desired effect Band 3.

Moreover, there are some individuals who pursue a career according to their personal interests and they gain satisfaction from work, only when it is a pleasurable experience, apart from stress and strain. For the best part of our day we are at work. To succeed in our career, first of all, we must enjoy it. Besides, professional disatisfaction can lead to problems in our personal life. For instance, if we work in a boring or stressful environment this can result in bringing these feelings to our relationships. To sum up, it appears that our incentives for work vary. We should reconsider our attitude to work so that money is not our only aim. Only when one gains satisfaction at work and free time off work, can one lead a happy life. I look forward to hearing others listeners’ views on this subject. Yours faithfully c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 2: WRITING Question 1 (sample script) Sample script with examiner comments QUESTION 1: CANDIDATE B ■ Content Letter must discuss attitudes to work with reference to: • pay

■ Range

■ Organisation and cohesion Early reference to reason for writing.

Language for:

Clear organisation of ideas.

• explaining

Suitable conclusion.

• presenting and developing an

• working hours/holidays • job satisfaction.

argument

Target reader

• comparing and contrasting ideas. Would understand the writer’s own

■ Appropriacy of register and format

views about work.

Candidate B

Examiner comments

Dear Jo, I’m writing in response to yesterday’s radio discussion on young people’s different attitudes to work, which made me think of my own priorities in life and how they were unimaginable in the not too distant past. Days are gone when you had to work purely to be able to survive and support your family in their basic needs. There was no question as to whether you liked the job or not, whether it was in line with your interests and allowed you to follow your other passions like sports, music, travelling. Today’s circumstances and demands of life and work are of another kind altogether so it clearly emerged from the discussion in your radio programme. Nowadays more and more teenagers seem to be blinded by money which allows them to buy expensive designer clothes, luxury cars and other expensive state-ofthe-art technology to gain a certain status among their friends. When listening to the first guy’s answer I had to think of my young neighbour who spends most of his life working overtime in a dirty, unhealthy factory environment to show off his possessions in the few weekends he is not on duty. I feel terribly sorry for him because there should be more to life and work as well. I’m more likely to agree with the other two views expressed, as the fact of being able to spend most of your day doing something you enjoy and highly value is the best you could ask for.

■ Content Excellent development of topic

■ Range Sophisticated use of an extensive range, impressive use of collocation

■ Appropriacy of register and format Wholly appropriate

■ Organisation and cohesion Skilfully organised and coherent

■ Accuracy Minimal error

■ Target reader Impresses and has a very positive effect Band 5.

Should you not have been so lucky to find such a stimulating job you should at least make sure you have a good amount of spare time to recover from your dull and tiresome job routine. Anyway, to bring this letter to an end let me pose one last fundamental question: is it too much to ask for a well-paid and stimulating part-time job? I hope not and that’s why I’m still on the lookout! Thank you for always raising interesting issues and encouraging us to think! Yours sincerely,

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PAPER 2: WRITING Question 2 (sample script) Sample script with examiner comments QUESTION 2: CANDIDATE C ■ Content

■ Range

Review must:

Language for:

• identify and describe the film

• describing

with reference to the writer’s

• narrating

country • assess the film’s effectiveness in illustrating life and attitudes of that country.

• explaining • evaluating.

■ Appropriacy of register and format Register consistently appropriate for a review.

Candidate C

Examiner comments

A film that should not be left unmentioned in your series on international cinema is the highly-acclaimed and prize-awarded German film ‘Goodbye Lenin’ which took German cinema by storm in 2003. After its release, the film set off an avalanche of discussions in German and international media on life and attitudes in Germany, in particular in the formerly communist Eastern Germany. ‘Goodbye Lenin’ features a die-hard communist mother who witnesses her son’s taking part in the famous anticommunist Monday demonstrations at the end of the 1990ies. She consequently suffers from a heart attack and is put into artificial coma. The world around her changes without her noticing: the fall of the Berlin Wall, the end of the communist era, the onset of capitalism in her beloved German Democratic Republic, DDR. The mother suddenly awakes from her coma, but must not be upset in any way due to her frail condition. Her son decided to make sure she rests completely unaware of the political and social changes. He manages in a striking way: buying her old DDR brand-name products, having children in old uniforms sing ideological songs and even recording his own DDR news programme. His role plays brilliantly reflect life and attitudes in communist times. The high value of community and society versus individualism, selfishness and exploitation. The gloomy consumerable products available to everyone. The uniformity excellently presented in the fictitious news programmes. What is more important, the film and its effect convey a very honest and critical image of modern-day Germany, especially the relations between Western and Eastern Germans. What used to be joy after German reunification has now turned into hostility towards the ‘new’ German brothers and sisters from the East.

■ Content Very good development of topic

■ Range Very good use of a wide range

■ Appropriacy of register and format Entirely appropriate

■ Organisation and cohesion Very well organised and coherent

■ Accuracy Minor errors

■ Target reader Informs target reader about the film and has a positive effect Band 4.

There definitely is a long way until a true reunification of Germany on all levels. Films like ‘Goodbye Lenin’ might help improving and facilitating mutual understanding.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 2: WRITING Question 3 (sample script) Sample script with examiner comments QUESTION 3: CANDIDATE D ■ Content Report must give information about

■ Appropriacy of register and format

new shopping centre and refer to:

• design and atmosphere • transport provision • influence on people’s shopping habits.

■ Range Language for:

■ Target reader Would: • have clear information about the

report written for one’s manager.

shopping centre – design, atmosphere and transport

■ Organisation and cohesion

• have some ideas of the effect the

Introduction.

centre seems to be having on

Well-organised report, possibly with

shopping habits.

headings. Appropriate conclusion.

• describing • explaining • evaluating.

Candidate D

Examiner comments

A new shopping centre, ‘GREEN PALMS’, has opened on May 15, 2005 at the south end of the high street. This is a new building block and has large parking facilities. The centre counts a total of fifty outlets including clothing, gifts, sport, free time and food shops.

■ Content

The ‘Green Palms’ has two floors to accomodate outlets and a third floor where mainly three restaurants can be found, additionally to storage room for the outlets. The shopping centre is designed as a ‘U’ shape and looks open and airy, mainly due to the abundant use of glass and steel by the architect, James Smith. Also, a large sculpture of two steel palms in the middle of the car park within the ‘U’ shape provides an interesting and modern look as well as the reason for the name of the shopping centre. ‘Green Palms’ is conveniently located in the centre of the town and can be reached by foot as well as by car. A proposal for the addition of a new bus line to service the shopping centre from the main rail station is currently being vetted by the transport department of the council. Overall, the prime location and the abundant transport facilities available should ensure the centre financial success. Moreover, the availability of this facility could attract customers from near towns and boost turism and businesses. In fact, if travelling by car because able to park at ‘Green Palms’, customers from other towns could also be attracted to the close high street and other local shops.

Very good development of topic

■ Range Wide range

■ Appropriacy of register and format Appropriate

■ Organisation and cohesion Well organised and coherent

■ Accuracy A few errors, some of which are obtrusive

■ Target reader Generally positive effect Band 3.

However, on the downside the current customer base of small independent shops could switch their loyalty to the Green Palms and push for price competition. Ultimately financial strains on local shops could cause the present identity and feel of the town to change by forcing them to close. In conclusion, some benefits could derive from the opening of the ‘Green Palms’, although potentially at the expenses of the caracter of the town and its social profile.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 2: WRITING Question 4 (sample script) Sample script with examiner comments QUESTION 4: CANDIDATE E ■ Content Article must: • describe at least one invention or discovery • explain its significance to the development of civilisation.

■ Range Language for: • describing

■ Appropriacy of register and format Register consistently appropriate for

■ Target reader Would: • have a clear picture of the

an article in an English language newspaper.

invention/discovery • understand why the writer thinks it is/they are so

■ Organisation and cohesion

significant.

Appropriate introduction. Clearly organised ideas. Suitable conclusion.

• explaining • evaluating.

Candidate E

Examiner comments

I was greatly inspired by your very interesting and informative article about the wheel as our best invention. True, one does not realise how many things have stemmed from this single shapely object – we take them for granted. However, although the wheel may have been one of the first great inventions, but it was not the only one that has contributed to the development of our civilisation. In my opinion the invention of paper has been equally significant. It does not matter that other great world civilisations, i.e. ancient China and Egypt were there first. It is the Western civilisation that has really used it fully and its current world position cannot be imagined without the invention of paper. First of all, paper allowed people to record and preserve their thoughts. Human ideas were no longer elusive and temporary. They could be kept for others for a long time. This made it possible for science and culture to develop. Thanks to paper intra-cultural and international exchange of ideas could happen. Paper available to the highest strata of society stores the most important records: laws and orders, church liturgy, but also literature in many languages. People could develop a written form of the language they spoke. Every nation is proud of the earliest written records of their poets and writers’ words. Paper made education possible to the scale earlier unimaginable. Some may argue that print is an invention that added greatly to the invention of paper, but we should not forget which one was the first.

■ Content Outstanding realisation of the task set

■ Range Impressive use of a wide range

■ Appropriacy of register and format Wholly appropriate

■ Organisation and cohesion Skilfully organised and coherent

■ Accuracy Minimal error

■ Target reader Impresses the reader and has a very positive effect Band 5.

Thus, combined print and paper marked the beginning of civil society and democracy. Access to information – the Bible – and the fact that more and more people could learn to read and interpret a written word meant that everybody could judge for themselves and refused to obey orders of some higher authority that could simply be wrong. The development of printed documents is inextricably connected with modern capitalism and industrial society. Money first in the form of metal coins, soon took the shape of banknotes and other securities. We are not able to imagine the world without them now. Paper is everywhere. It is something obvious and natural. It will not be replaced by any electronic devices. The vision of a workplace without paper, predicted some time ago, will never materialize. We may prefer to write an e-mail on our PC, but we will always enjoy a tactile pleasure of turning a page as we read. c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 2: WRITING Question 5(b) (sample script) Sample script with examiner comments QUESTION 5(B): CANDIDATE F ■ Content

Mr Hosokawa

Essay must:

can form relationship with Roxane.

• describe how imprisonment

her singing seems to put her in charge of

hostages

the life in the house.

imprisonment gives them a sense of freedom.

Clearly organised ideas. Suitable introduction and conclusion.

cooking, gardening.

to:

is able to help people, and is appreciated

For all hostages

for what he does.

future exposes them to a great deal of music gives freedom to express feelings that normally remain hidden.

■ Organisation and cohesion

takes pleasure in ‘ordinary’ pursuits –

Father Aguedas

releases them from worry, concern for the

an essay for tutor.

Ruben Iglesias

Answer may be supported by reference

imprisonment

Roxane

affects the lives of two of the

• consider to what extent

■ Appropriacy of register and format

■ Target reader Would know: • something about two of the hostages

Fyodorov

• to what extent they gained a

is emboldened to express his feelings.

sense of freedom.

■ Range Language for: • describing

Gen meets and falls in love with the girl from the jungle.

• narrating • explaining • comparing and contrasting.

Candidate F Contrary to one’s expectation some of the hostages in “Bel Canto” are able to experience a kind of freedom they had never experienced in their lives before. This is true for more than one character (even some of the kidnappers could be put into this category), but for now we will mainly focus on two of them: Mr. Osakawa and Ruben Iglesias. Both characters used to lead a similarly dull life which was about to change when the kidnappers took over Mr Osakawa’s birthday party. Mr Osakawa is a notorious Japanese businessman with not much private life not love. He was extremely ambitious when he was young and let work dominate his life. He had no time for his private life and his marriage was as good as arranged. Although he now has wife and children, he hardly spends any time with them and is not sure if he really loves his wife. He definitely respects and values her, he calls her dutiful and appreciates her support, but love? Ruben Iglesias, the Vice President of the country where the kidnapping takes place, also lives for his work. Although he always took his work more seriously than his superior, he always stood in the shade of the latter and

Examiner comments

■ Content Excellent development of topic

■ Range Impressive use of a wide range

■ Appropriacy of register and format Wholly appropriate

■ Organisation and cohesion Skilfully organised and coherent

■ Accuracy Minimal error

■ Target reader Very positive effect Band 5.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 2: WRITING Question 5(b) (sample script, continued) Sample script with examiner comments QUESTION 5(B): CANDIDATE F (CONTINUED) was only second choice. Like Mr. Osakawa, he has a great sense of responsibility but makes the same mistake of preferring his job over his family. He hardly ever has any thoughts for his family although he is very fond of his kids, Marco especially. For Mr. Osakawa, the key to his new freedom is brought to him through opera in the person of Miss Coss. Mr. Osakawa always loved opera, but in the big mansion there is no more space to hide his passion. Hesitant at first, he adapts to the new circumstances and is happy to be able to listen to opera daily – and what a beautiful sight Miss Coss is! Having first fallen in love with her voice, Mr. Osakawa comes to understand his feelings for her; and when the diva confesses her love to him, his metamorphosis from caterpillar to butterfly is complete. He no longer hides his feelings but openly shows them. Also Ruben Iglesias experiences love although be it of a different hind. He realizes in what a beautiful place he lives and enjoys doing household tasks. He also often thinks of his family, especially when he spends time with Ismael, and wants to rearrange his priorities once his imprisonment has ended. He longs to get out of the trap he built around himself and wishes to keep his new freedom. Only because of their imprisonment have the two characters perceived their personal captivity. It’s as if they had finally regained their senses after having listened to a “bel canto”.

c p e h a n d b o o k | pa p e r 2 : w r i t i n g – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 3 USE OF ENGLISH GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The paper contains five parts.

PART 1

Timing

1 hour 30 minutes.

Task type and focus

Open cloze. Emphasis on grammar and vocabulary.

No. of parts

Format

A modified cloze test containing 15 gaps.

No. of questions

44.

No. of Qs

15.

Task types

Open cloze, word formation, gapped

PART 2

sentences, sentence transformations, comprehension questions and summary writing task. Answer format

Marks

Candidates write their answers on two answer sheets. For Parts 1, 2 and 3 candidates write their answers in capital letters in the spaces provided on Answer sheet 1. For Parts 4 and 5 candidates write on Answer sheet 2 and capital letters are not required. Parts 1 and 2 – each correct answer receives 1 mark. Part 3 – each correct answer receives 2 marks. Part 4 – each correct answer receives up to 2 marks. Part 5 – questions 40–43, each correct answer receives 2 marks. For question 44 there are 14 marks available: up to 4 marks may be awarded for content and up to 10 marks for summary writing skills.

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Task type and focus

Word formation. Emphasis on vocabulary.

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.

PART 3 Task type and focus

Gapped sentences. Emphasis on vocabulary.

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

PART 4 Task type and focus

Key word transformations. Emphasis on grammar and vocabulary.

Format

8 discrete items with a lead-in sentence and a gapped response to complete in 3–8 words including a given ‘key’ word.

No. of Qs

PART 5 Task type and focus

Comprehension questions and summary writing task. The focus of the questions is on awareness of the use of language (recognising and understanding the force of lexical items, rhetorical and stylistic devices and referencing). The focus of the summary is on information selection, linking and sentence construction.

Format

Two texts with two questions on each text. The summary task requires selection of relevant information from both texts.

No. of Qs

4. 1 summary writing task.

The five parts of the Use of English paper ■ PART 1 – OPEN CLOZE In this part, the focus of the gapped words is grammatical or lexico-grammatical.

Sample task and answer key: pages 39 and 43.

■ PART 4 – KEY WORD TRANSFORMATIONS In this part, the focus is on grammar and vocabulary.

Sample task and answer key: pages 41 and 43.

Each correct answer in Part 4 receives up to 2 marks.

Part 4 consists of eight key word transformations, plus one example. Each question contains three parts: a lead-in sentence, a key word and a second response sentence of

Each correct answer in Part 1 receives 1 mark.

which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that it is similar in

Part 1 is a modified cloze text containing fifteen gaps plus one

meaning to the lead-in sentence. Candidates are required to

example. Candidates are required to draw on their knowledge

manipulate structures and lexical phrases in their answer,

of the structure of the language and understanding of the text

e.g. a verb in the given sentence might need to be changed to a

in order to fill the gaps. A single word is needed to fill each

noun. They can use between three and eight words including

gap, never a phrase or contraction. There may be more than

the given key word. The key word must not be changed in any

one acceptable word for a gap, defined by the mark scheme.

way and candidates must write their answers on Answer

Candidates must write their answers in capital letters on

Sheet 2.

Answer Sheet 1.

■ PART 2 – WORD FORMATION In this part, the focus is lexical (e.g. affixation, compounding).

Sample task and answer key: pages 39 and 43.

Each correct answer in Part 2 receives 1 mark.

Part 2 is a word-building task, consisting of a text with ten gaps plus one gap as an example. The types of word-building involve not just the addition of affixes (e.g. ‘honest’ to ‘dishonesty’ or ‘person’ to ‘impersonal’), but also internal changes (e.g. ‘strong’ to ‘strengthened’) and compounding (e.g. ‘rain’ to ‘raindrop’ or ‘set’ to ‘outset’). Any number of changes may be made to the stem word and candidates may be required to demonstrate understanding of the text beyond sentence level. Candidates must write their answers in capital letters on Answer Sheet 1.

■ PART 3 – GAPPED SENTENCES

■ PART 5 – COMPREHENSION QUESTIONS AND SUMMARY WRITING TASK In this part, the focus of the comprehension questions is on awareness of the use of language (recognising and understanding the force of lexical items, rhetorical and stylistic devices and referencing). The focus of the summary question is on information selection, linking and sentence construction.

Sample task and answer key: pages 42 and 43.

The four comprehension questions (40–43) each receive 2 marks. 14 marks are available for the summary question (44): up to 4 marks may be awarded for content and up to 10 marks for summary writing skills.

Part 5 consists of two texts from different sources which represent different treatment of the same topic. Complete sentences are not required; some questions can be answered by a short phrase or a single word. Candidates must write

In this part, the focus is lexical (e.g. collocation, phrasal verbs, word combinations).

their answers on Answer Sheet 2. Question 44, the summary task, tests candidates’ ability to

Sample task and answer key: pages 40 and 43.

select appropriate information from the two texts, and to organise it into a well-constructed and grammatically accurate

Each correct answer in Part 3 receives 2 marks.

The task in Part 3 aims to test candidates’ knowledge of lexical patterns, e.g. collocations and phrasal verbs. Part 3 consists of six questions; each question is made up of three discrete sentences. Each sentence contains one gap and candidates must supply a single word which is common to all three

summary of between fifty and seventy words. The paragraph must be written in complete sentences and should be in a formal/neutral register. All the information required is found in the texts and candidates are not expected to offer their own opinion. The task focus is on productive language, so texts will be well within the reading competence of candidates at this level. Candidates must write their answer on Answer Sheet 2.

sentences. Candidates must write their answers in capital

Details of the assessment of the summary writing task are

letters on Answer Sheet 1.

given on page 44.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h

Preparation

■ Candidates should write in a soft pencil (B or HB) on the Answer Sheets. If they wish to change an answer, they should

General

rub it out using an eraser and write the correct answer

■ For all parts of the Use of English paper, students need to

out, they should do this clearly. It is not a good idea to alter

analyse language at both sentence and paragraph level, and to

the word itself, as this will make it unclear. Candidates should

regard texts critically in order to develop sensitivity to, for

not put the word in brackets, as this may appear to be an

example, word combinations, collocations and idioms. They

alternative answer and they may lose marks.

also need to increase their awareness of appropriacy in the selection of language and to be able to analyse the use of modality and tenses. Encouraging students to read a wide variety of text types will help them develop their ability to understand the language system and how this system can be manipulated.

instead. If candidates cross out an answer instead of rubbing it

■ In Parts 1, 2, 3 and 4 all spellings must be correct; spelling and punctuation are important aspects of accuracy and will be taken into account in the assessment of the candidates’ writing skills. In Part 5 some minor misspellings are allowed, as long as the message is communicated. Encourage candidates to try to make their handwriting clear, so that it

■ There are four texts in the Use of English paper, which are largely contemporary and taken from journalistic, academic and literary sources. There is a title to the texts in Parts 1 and 2 of the paper. This is meant to give candidates an early idea of what to expect from the text, and to help them use their predictive reading skills. Encourage candidates to read

can be easily read by the markers.

■ Encourage candidates to plan their time carefully and not spend too long on any one part of the test. They should also make sure that they have a few minutes at the end of the test to check through their answers.

through the whole of any text in the Use of English paper to have a clear idea of what it is about before they begin to answer any of the questions.

■ Parts 1–4 of the test have an example at the beginning of each task, and candidates should be encouraged to read these examples carefully, to help them understand what they have to do. (They should not write the answer to the example on the separate Answer Sheets.)

■ The amount of language candidates are required to produce in Parts 1–5 of the Use of English paper increases progressively from one-word answers to short phrases to a paragraph. Candidates should always write complete words in their answers and not use abbreviations (e.g. ‘sthg’ for ‘something’).

By part ■ PART 1 ■ Remind your students to treat the open cloze as a normal text, and to read the title and the whole text before attempting to fill in any gaps. This will help them to understand what the text is about, and make it easier for them to fill in the gaps. Emphasise that they should always keep in mind the meaning of the whole text when doing the task.

■ Remind students that they should always read the complete sentence that contains the gap before deciding on their answer, and should always check for negatives, conditionals or structures that might put the opposite point of

■ Candidates may think that, for certain questions, more

view. They may need to look for a referent (e.g. names; places;

than one answer is possible. However, they should not give

pronouns, he/they, etc.) in another part of the sentence, and in

more than one answer on the separate Answer Sheets, as they

this case they should make sure that the word they write in

may lose marks if they do. This is because if one answer is

the gap agrees with the subject.

incorrect, they will not be awarded any marks.

■ Encourage students to pay particular attention to the words

■ Candidates may write on the question paper during the

before and after the gap, as they may form part of

examination, but their notes will not be marked. Candidates

a collocation that is completed by the missing word.

must complete two separate Answer Sheets for the Use of English paper, which are then marked and/or scanned. Candidates can either transfer their answers to the separate Answer Sheets as they complete each part of the test, or transfer all their answers at the end, but they must complete the transfer of answers within the time allowed for the Use of English paper (11⁄2 hours). Candidates should practise completing the Answer Sheets correctly and should always

■ Remind students that they must only use one word to fill in each gap, and they will not be expected to use a contraction (don’t = do not) when these count as two words. If they are not sure of an answer, advise them to leave it blank and go on. Then, when they check their work after doing the task, they should read the whole text through again. This may give them the clue they need to fill in the word they are not sure of.

check that they have written the answer next to the

■ In class, encourage students to note down and learn words

appropriate question number.

and expressions in context, especially grammatical patterns

■ Candidates can complete the various parts of the test in any order, but it is probably better to do them in the order of

and collocations. It is also useful if they mark collocations in texts that they read.

the question paper to avoid the possibility of putting answers

■ Work on text organisation, particularly linkers and

in the wrong sections of the Answer Sheets.

referents, is also useful for this part.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h

■ PART 2

■ PART 4

■ As with all texts, candidates should read the title and the

■ Remind students that the answer must consist of three,

whole text before attempting to fill in any gaps.

four, five, six, seven or eight words. If they write more than

■ Remind students to read the whole sentence before they fill in the answer, as they may need to use the plural or negative form of the base word.

■ To prepare for this part of the paper, help students to develop flexibility in the application of affixation and word formation. Make them aware of the range of words that can be formed from the same base word including the negative forms, e.g. friend friendship friendliness friendly befriend unfriendly.

■ Remind them that they may also have to make internal changes to a word, e.g. wide – width. There can be any number

eight words they will not be awarded the marks. Remind them that as in Part 1, contractions (don’t) count as two words (do not). Each transformation is divided into two parts, each worth one mark, so a candidate may score 0, 1 or 2 marks depending on the accuracy of the response.

■ Candidates must use the key word in their answer and they must not change it in any way. If they do not use it or if they alter it, they will not be awarded the marks. When they write their answers on the Answer Sheet they should only write the words that are needed to fill the gap and not the whole sentence.

of changes to a word, e.g. relate – relationships; mercy –

■ Remind students to pay careful attention to the frame for

mercifully.

the answer, especially any verb in the final part of the second

■ Use activities in class that help students to manipulate word forms such as word-building games. Encourage students to note down all parts of a new word when they come across it in a reading text and not just the base form.

■ Suggest that students use a thesaurus to help them to extend their range of vocabulary, but remind them to check all new words in a dictionary as there may be differences not only in meaning but also how they are used. Remind students that many dictionaries give collocations and phrases with words.

■ PART 3

sentence as it may indicate whether a verb in the gap should be singular or plural. They should also take particular note of the words immediately before and after the gap.

■ In preparing for this part of the paper, give your students practice in paraphrase use. You could ask them to rewrite sentences from texts they have read, or rewrite sentences from their own or a partner’s written work. You can also use tapescripts from listening activities; give students a paraphrase of a sentence and ask them to listen and identify the original. Remember to discuss whether the paraphrase has changed the register or style of the sentence. In speaking, ask them to paraphrase by saying, ‘In other words … ’. These

■ Remind students that there will be more than one word

activities will back up formal exam practice, and will also help

that can fit each individual sentence, but there is only one

students with the summary writing in Part 5.

word which fits the gap in all three sentences. This word must be the same part of speech in each gap.

■ PART 5

■ Suggest that students note all the possible words for the

To help students prepare for the comprehension questions,

gap at the end of each individual sentence. This will show up

the following may be useful:

the one word that fits all three sentences.

■ Exercises which increase candidates’ awareness of the use of vocabulary in a range of contexts and with a range of meanings would be helpful in preparation for this task, e.g. • Students can write their own sets of gapped sentences for each other, using a dictionary. They can start by only writing two sentences, to make the task easier in class. • In class, put students in pairs and give each pair a set of five different words. They write a sentence for each word. They then exchange their words with another pair, and

■ Encourage students to read as widely as possible to help extend their range of vocabulary.

■ Provide exercises which will help students to understand textual features such as the use of different words or phrases to refer to the same object or theme.

■ Do exercises which encourage students to recognise ways in which texts are structured and organised at whole-text and sentence level, for example reassembling jumbled text or completing gapped texts.

write sentences for the new words. Finally the two pairs

■ Give students practice in describing the meaning of a

compare their sentences and discuss the differences.

specific word or phrase in context.

These two activities promote awareness of words used in different contexts.

■ Activities that provide practice in collocations are also useful for this part of the test, e.g. matching verbs to nouns – make the bed. Always encourage students to note down new words in phrases, collocations or complete sentences.

There are two steps students need to take when writing the summary: • selecting and interpreting specific and key information from two texts • presenting the relevant, key information in a coherent and concise manner with appropriate use of cohesive devices.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h

■ Provide frequent practice in selecting specific information from a variety of texts to help students to find relevant information. Provide regular practice in presenting four points of information in 50–70 words, to develop students’ ability to convey information concisely.

■ Increase students’ awareness of linguistic devices which mark the development of a text by working with linking words and doing exercises where students have to combine sentences.

■ If possible, find texts on similar topics, e.g. from different newspapers or Internet articles and ask students to note down the main points from each and discuss the differences between them.

■ Remind students to use their own words and not to rely on ‘lifting’ words from the text. Paraphrasing work suggested for Part 4 will also help them with this.

■ Encourage students to read through their summary when they have written it, to check for overall coherence and for any irrelevant information. They should also check for spelling and grammatical mistakes.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h

PAPER 3: USE OF ENGLISH Parts 1 and 2 (Questions 1–25)

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e pa p e r

PAPER 3: USE OF ENGLISH Part 3 (Questions 26–31)

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e pa p e r

PAPER 3: USE OF ENGLISH Part 4 (Questions 32–39)

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e pa p e r

PAPER 3: USE OF ENGLISH Part 5 (Questions 40–44)

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e pa p e r

PAPER 3: USE OF ENGLISH Answer keys and mark scheme PART 1

PART 3 put what become make there Although / Though / While / Whilst up those on as one view Irrespective / Regardless such a

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

PART 2

PART 5

PART 4 32 33 34 35

36 37 38

characteristic recognisable / recognizable unceremoniously independent extraordinary rigidity / rigidness zealous conservative surrounding increasingly

16 17 18 19 20 21 22 23 24 25

fail short turn account blocked deal

26 27 28 29 30 31

MARK SCHEME FOR QUESTIONS 40-44

cars are now so quiet that he is aware of it. // … that rumble is more noticeable.

Individuals respond differently to car noise whereas scientists will produce one objective result / measurement

dismay

rousing

These points draw on the language used in the texts. Students should be rewarded for effective re-wording in their summaries. i. ‘which provide audible as well as visible confirmation that these are working’ (example of acceptable paraphrase: they are reassured that things are working properly).

iii. ‘For this sort of music, they warn, can cause aggressive driving.’ (example of acceptable paraphrase: loud music makes people drive aggressively and dangerously).

ii. ‘The buyer of a top-of-the-range sports car would, they conclude, feel cheated if the powerful engine did not sing like an operatic tenor at moderate speeds, and bellow like a wild animal when the needle neared the red line. Such noises might, I suppose, be anathema to the driver of a luxury saloon car, however.’ (example of acceptable paraphrase: they feel satisfied that the engine is suitably powerful).

iv. ‘loud music played in a confined space, such as a car, could have the effect of blanking out that part of the brain that performs logical reasoning.’ (example of acceptable paraphrase: loud music may prevent people thinking clearly).

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – a ns w e r k e ys a n d m a r k sch e m e

Assessment of summary writing task

CPE Summary Mark Scheme

For question 44, an impression mark for summary skills is

BAND

awarded using the Summary Mark Scheme on the right.

Content points are separately assessed; see Part 5 Mark Scheme on page 43. The ten marks for summary writing skills are divided into five bands, as described in the mark scheme, and candidates can be awarded one of two performance levels within each band. For example, in band 4, 4.1 represents

Outstanding realisation of the task set: • Totally relevant • Concise and totally coherent • Skilfully organised, with effective use of linking devices • Skilfully re-worded, where appropriate • Minimal non-impeding errors, probably due to ambition Clearly informs and requires no effort on the part of the reader.

weaker performance; while 4.2 represents stronger performance within band 4.

Length

BAND

Fifty to seventy words are asked for. Candidates producing very short or long summaries will be penalised, as specified in the mark scheme.

Good realisation of the task set: • Mostly relevant • Concise and mostly coherent • Well organised, with good use of linking devices • Competently re-worded, where appropriate • Occasional non-impeding errors Informs and requires minimal or no effort on the part of the reader.

Spelling and punctuation These are important aspects of accuracy and must be taken

BAND

into account. American spelling and usage is acceptable (see

page 4: Varieties of English).

Handwriting If handwriting interferes with communication, the candidate will be penalised. Totally illegible responses receive 0.

Satisfactory realisation of the task set: • Generally relevant, with occasional digression • Some attempt at concise writing and reasonably coherent • Adequately organised, with some appropriate use of linking devices • Adequately re-worded, where appropriate • Some errors, mostly non-impeding Adequately informs, though may require some effort on the part of the reader.

Mark scheme for the summary task BAND Note: This mark scheme is interpreted at CPE level. A separate

mark scheme is used to assess content (see page 43).

BAND

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – a s se s sm e nt

Inadequate attempt at the task set: • Some irrelevance • Little attempt at concise writing, so likely to be overlength and incoherent in places OR too short • Some attempt at organisation, but only limited use of appropriate linking devices and may use inappropriate listing or note format • Inadequately re-worded and/or inappropriate lifting • A number of errors, which sometimes impede communication Partially informs, though requires considerable effort on the part of the reader.

Poor attempt at the task set: • Considerable irrelevance • No attempt at concise writing, so likely to be seriously overlength and seriously incoherent OR far too short • Poorly organised, with little or no use of appropriate linking devices and/or relies on listing or note format • Poorly re-worded and/or over-reliance on lifting • Numerous errors, which distract and impede communication Fails to inform and requires excessive effort on the part of the reader. Negligible or no attempt at the task set: • Does not demonstrate summary skills • Incomprehensible due to serious error • Totally irrelevant • Insufficient language to assess • Totally illegible

PAPER 3: USE OF ENGLISH Answer Sheet 1

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – a ns w e r s h e e t 1

PAPER 3: USE OF ENGLISH Answer sheet 2

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – a ns w e r s h e e t 2

PAPER 3: USE OF ENGLISH Sample scripts Sample script with examiner comments

Candidate A

Examiner comments

Drivers like blinking indicators because they confirm that car is working. Heavy rock music can cause aggressive driving. Pounding music makes you want drive forward what may be frustrating in a traffic. Fast music makes you drive faster and it is more likely that it will make you feel more aggressive. There is also evidence that loud music played in a car may effect the part of your brain that is responsible for logical reasoning.

Summary includes 3 content points but not well organised or linked. Poorly reworded. 2.2.

Sample script with examiner comments

Candidate B

Examiner comments

There are sounds produced by in-car entertaintment, the effect sound will make on you, depends on what type of driver you are. Those with plenty of cash to spare are only bothered by the sound of the engine. On the other hand, for the average driver sound will affect their judgement and will make them prone to speeding according to the type of music they play in their cars and the conditions they drive under

Summary includes only one content point. Vague with some irrelevance. 2.1.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 3: USE OF ENGLISH Sample scripts Sample script with examiner comments

Candidate C Sound influences drivers in different ways First of all drivers feel secure when certain sounds confirm their car is working properly. Secondly, sound can please drivers because it fits with the car’s image. Additionally, fast and pounding music can lead to aggressive driving, speeding and risk taking. Lastly loud music can prevent drivers from thinking logically.

Examiner comments

Summary includes 4 content points but linking is a little heavy handed. 5.1.

Sample script with examiner comments

Candidate D A research has been conducted to find out how different types of sound affect automobile drivers. The first survey aiming to find which engine running sound pleased drivers most, showed that customer tastes vary according to the type of car they want. Another poll the aim of which was to discover top ten driving tunes revealed that the winning tunes were compositions of heavy rock music. Psychologists consider that listening to this type of music can increase aggression among drivers.

Examiner comments

Summary includes 2 content points and is adequately expressed but is not concise. 3.1.

c p e h a n d b o o k | pa p e r 3 : use o f e n g l is h – sa m p l e sc r i p ts w i th e x a m i n e r com m e nts

PAPER 4 LISTENING GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

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

PART 1 Task type and focus

Three-option multiple-choice. Gist, detail, function, purpose, topic, speaker, addressee, feeling, attitude, opinion, etc.

Timing

Approximately 40 minutes.

Format

No. of parts

No. of questions

28.

Task types

Multiple-choice, sentence completion, matching.

Four short unrelated texts lasting approximately 1 minute each, consisting of either monologues or exchanges between interacting speakers. There are two multiple-choice questions per text, each with three options.

No. of Qs

Task focus

Text types

Answer format

Marks

Understanding gist, main points, detail, specific information, deducing meaning.

PART 2 Task type and focus

Sentence completion. Specific information, stated opinion.

Monologues, prompted monologues or interacting speakers: interviews, discussions, conversations, radio plays, talks, speeches, lectures, commentaries, documentaries, instructions.

Format

A monologue or prompted monologue lasting 3 to 4 minutes.

No. of Qs

Candidates are advised to write their answers in the spaces provided on the question paper. There will be five minutes at the end of the test to copy the answers onto the separate answer sheet. Candidates indicate their answers by shading the correct lozenges or writing the required letter, word or short phrase in a box on the answer sheet. Each correct answer receives one mark.

PART 3 Task type and focus

Four-option multiple-choice. Opinion, gist, detail, inference.

Format

A text involving interacting speakers lasting 3 to 4 minutes.

No. of Qs

PART 4 Task type and focus

Three-way multiple matching. Candidates match statements on a text to either of two speakers or to both when they express agreement. Stated and non-stated opinion, agreement and disagreement.

Format

A text with interacting speakers lasting 2 to 3 minutes, in which opinions are exchanged and agreement or disagreement expressed.

No. of Qs

c p e h a n d b o o k | pa p e r 4 : l is te n i n g

The four parts of the Listening paper

■ PART 3 – MULTIPLE-CHOICE

■ PART 1 – MULTIPLE-CHOICE

Sample task, tapescript and answer key: pages 53, 57

Each correct answer in Part 3 receives 1 mark.

This part tests candidates’ ability to listen for a variety of focuses.

Sample task, tapescript and answer key: pages 52, 55 and 59.

This part tests candidates’ ability to listen for opinion, gist, detail and inference.

and 59.

Candidates listen to a text in which opinions and attitudes are Each correct answer in Part 1 receives 1 mark.

expressed, both implicitly and explicitly. The five four-option multiple-choice questions in this part focus on detailed

The eight questions in this part relate to four separate texts

understanding of points raised. Questions follow the order of

(two questions per text). The texts may be self contained or

the information found in the text, but the final question may

may be extracts from longer texts. The four texts are a mixture

test global understanding of the text as a whole.

of monologues, prompted monologues and texts with

■ PART 4 – THREE-WAY MULTIPLE MATCHING

interacting speakers. Candidates should read the introductory sentence carefully as this gives information which will help to contextualise what they will hear. Each question focuses on a different aspect of each text, for example: • What is the speaker’s attitude to those who complain? • In the speaker’s opinion, what explains the team’s recent lack of success? • What is the programme going to be about? • What should you do if you want to enter the competition?

This part tests candidates’ ability to listen for stated and non-stated opinion, agreement and disagreement.

Sample task, tapescript and answer key: pages 54, 58

Each correct answer in Part 4 receives 1 mark.

and 59.

The six questions in this part relate to one text which is usually in the form of an informal discussion in which opinions about a

■ PART 2 – SENTENCE COMPLETION This part tests candidates’ ability to listen for specific words or phrases and produce written answers in response to the sentences.

topic are exchanged and agreement and disagreement are expressed. There are two main speakers, one male and one female to facilitate identification, although some texts may also feature a presenter’s introduction and/or questions. A series of six statements summarises the main points raised in the text and forms the basis of a thee-way matching task. Candidates are

Sample task, tapescript and answer key: pages 53, 56

asked to match each statement to the speaker who expresses

and 59.

that view, or to indicate where speakers are in agreement.

Each correct answer in Part 2 receives 1 mark.

Recording information Each text is heard twice. Recordings will contain a variety of

Candidates listen to a monologue or prompted monologue of an informative nature, aimed at a non-specialist audience. The nine questions in this part take the form of incomplete sentences. The candidates show their understanding of what they have heard by completing gaps in these sentences.

accents corresponding to standard variants of native speaker accents, and to non-native speaker accents that approximate to the norms of native speaker accents. Background sounds may be included before speaking begins to provide contextual information.

Answers are short, generally in the form of single words or noun groups. They must be spelled correctly and must fit into the grammatical structure of the sentence. The questions follow the order of the information in the text and candidates write down the words that are heard on the recording.

Preparation General ■ The best preparation for the Listening paper is exposure to, and engagement with, a wide range of spoken English, including a range of voices, accents and styles of delivery. News broadcasts, documentaries and discussions can be used as suitable texts, as can light entertainment and drama broadcast in English. Classroom discussion activities also provide an invaluable source of listening practice.

■ Candidates should familiarise themselves with the format 50

c p e h a n d b o o k | pa p e r 4 : l is te n i n g

of the paper and the task types, which are always the same. It

is helpful to work through a sample paper before the

■ Candidates should be discouraged from attempting to write

examination takes place and to have practice in completing

long or complicated answers, the size of the boxes on the

the Answer Sheets.

question paper and Answer Sheet serving as a guide to the

■ Students should listen to a range of text types and accents

length of expected responses.

regularly.

■ Remind students that they should write the actual word or

■ Build up students’ confidence in listening by grading

words they hear.

listening tasks from easy to more challenging.

■ Remind students that they should write their

■ Make students aware of how much they themselves bring

answers clearly when they copy them onto the Answer Sheet,

to a listening task. For example, discuss with them what they expect to hear in a particular context.

■ Students should practise listening to and reading the rubric so that they are sure they understand what they are listening for, and what they have to do.

■ Remind students that they should use the time allowed before each part to read through the questions carefully, so that they know what to listen out for.

■ As students listen to texts, encourage them to concentrate on what the speakers say, and to listen for both stated and implied attitudes and opinions, especially in Parts 1, 3 and 4.

■ Train students to follow the questions through as they listen to a text so that they can ‘locate’ the answer to each question.

■ Encourage students to confirm their answers when they listen to each text for the second time.

■ Students should get used to answering all the questions, even if they are not sure – they have probably understood more than they think.

using capital letters if they are not sure about their handwriting.

■ PART 3 ■ Classroom preparation for this part could include at first focusing on the question and not the options. This encourages students to concentrate on the focus of the question and really listen to what the speaker says about this point.

■ Students should listen carefully to locate where the answer to the question lies. You could ask students to raise their hands when they hear the ‘cue’ (the first reference) for the next question.

■ Summarising what the speaker(s) say is valuable practice for this part.

■ It is useful for students to work with texts where opinions are stated indirectly rather than directly and to practice ‘listening between the lines’.

■ If the answer to a question cannot be heard during the first listening, encourage students to mentally leave that point and

By part

refocus on the next question. The second listening should allow students the opportunity to finalise their answers.

■ PART 1 ■ Candidates should be very wary of choosing an answer just

■ PART 4

because it contains a word or phrase which they hear on the

■ Students need exposure to a range of texts containing the

recording. They should listen to the whole text carefully and

type of language used between peers when discussing

then choose the answer. Similarly, they should not answer the

everyday topics of common interest.

question ‘too soon’, and perhaps jump to the wrong conclusion.

■ In addition to what is directly stated, candidates should

■ Candidates can prepare for this part by listening to a range

have practice in recognising the role of stress and intonation

of short extracts of speech and concentrating on the main

in supporting meaning.

points of what they hear, as well as predicting the purpose of

■ Analysing spoken text to recognise how people agree and

the text and the attitudes and opinions expressed.

disagree will help students decide on Both answers. People do

■ Working with the transcript, marking where the correct

not always say something as obvious as ‘Yes, that’s right’.

answer is located, can help candidates gain confidence in their

■ Activities which encourage students to express their

listening skills. This could then be followed by discussion of the reasons for the distractors being wrong.

■ PART 2

opinions, and agree and disagree with others, such as debates, are very useful practice.

■ As candidates can write their answers on the question

■ Tasks such as gap-filling exercises which focus on

paper before transferring their answers to the mark sheet

retrieving facts from an informative text will prepare students

at the end of the test, it is good practice to write the letter of

for this part.

each speaker, as he or she expresses the opinion stated, on

■ Candidates need to get into the habit of reading what is before and after the gap in the sentence so that they do not

the question paper because it makes it easy to confirm whether both speakers agree or not.

attempt to repeat information which is already in the

■ Remind students to listen carefully to check whether the

sentence, and to check that what they have written fits into

speakers agree, as this will give a Both answer.

the grammatical structure of the sentence. c p e h a n d b o o k | pa p e r 4 : l is te n i n g

PAPER 4: LISTENING Part 1 (Questions 1–8)

c p e h a n d b o o k | pa p e r 4 : l is te n i n g – sa m p l e pa p e r

PAPER 4: LISTENING Parts 2 and 3 (Questions 9–22)

c p e h a n d b o o k | pa p e r 4 : l is te n i n g – sa m p l e pa p e r

PAPER 4: LISTENING Part 4 (Questions 23–28)

c p e h a n d b o o k | pa p e r 4 : l is te n i n g – sa m p l e pa p e r

PAPER 4: LISTENING Tapescript for Part 1 I’m going to give you the instructions for this test. I’ll introduce each part of the test and give you time to look at the

Extract Two. PAUSE–15 SECONDS

questions.

—

At the start of each piece you’ll hear this sound: —

*** —

You’ll hear each piece twice.

*** —

The next time some academic writes a book about how science is on the verge of having a grand theory of everything, he or she should be mercilessly exposed, not only for misleading us, but for encouraging us to believe

Remember, while you’re listening, write your answers on the question paper. You’ll have five minutes at the end of the test to copy your answers onto the separate answer sheet.

that science has the answer to all our problems; that all we need to do is lie back and follow the instructions. Genetics is the most recent example of this triumphalism in science. Exaggerated news reports give the impression that a genetic

There’ll now be a pause. Please ask any questions now, because

cause can be assigned to virtually anything. And whilst

you must not speak during the test.

more serious scientists make clear that that’s not true if you study the evidence carefully, no-one’s listening at that point

PAUSE–5 SECONDS

because the story’s broken and the headline has caught the

Now open your question paper and look at Part 1.

public imagination in a way that the detail never could. The cult of the expert is a strong one. We like to believe that

PART 1

scientists are clever and their conclusions are valid. But we also persuade ourselves that we don’t need to think things

PAUSE–5 SECONDS

You’ll hear four different extracts. For questions 1–8, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract.

through for ourselves. Somebody else will do this for us, somebody who knows what they’re talking about. PAUSE–5 SECONDS

Extract One.

—

*** —

—

*** —

REPEAT

PAUSE–15 SECONDS

—

*** —

The first science-fiction film was ‘Rocket to the Moon’, made in 1902. According to one movie director not known for his succinct use of language, the appeal of science-

PAUSE–2 SECONDS

Extract Three. PAUSE–15 SECONDS

fiction is that ‘it’s the modern equivalent of ancient myths, where the fantasy world that’s created provides the

Well, I tend to make it up as I go along. I don’t map out

backdrop against which human nature can come up

stories beforehand. You have to know what road you’re

trumps in the face of adversity.’ And ever since that first

going along but not what twists and turns it’s going to

movie, we’ve been vicariously hurling our bodies into the

have, but you’ve got to get to a destination even though

void: to the moon, and above all to Mars.

you don’t know what it is. But all novels are different. I’ve

For several decades Mars was a place of awe, even in,

written thrillers in which you kind of have to know the

say, the 1938 film ‘Flash Gordon’s Trip to Mars’, in which all

plot, which I find a bit tedious actually, because then in a

the Martians spoke English. It seems laughably naive now.

way you’re just filling in the gaps with language. It’s more

In the 1950s, science-fiction gained a tinge of science fact, not to mention politics. A decade later, the increasingly sophisticated movie-going audience was

stimulating if you take the reader on a route you don’t know either – a magical mystery tour! And yet you have to trust your unconscious enough to

drifting away to other genres, after more convincing special

know you’ll be able to tie up all the ends, and it’s quite

effects, or out of the cinema altogether. And for a few years,

startling when you do, because you go through a patch

there was little film-makers could do to stem the flow.

when you’re despondent. But you have to remember that this has happened before and hope it’ll happen again and I

PAUSE–5 SECONDS

think I learned early on, you know, the pain of having to —

REPEAT

***

—

abandon something is so terrible that your unconscious will do anything to avoid it, anything! PAUSE–5 SECONDS

PAUSE–2 SECONDS

—

*** —

c p e h a n d b o o k | pa p e r 4 : l is te n i n g – sa m p l e ta p e sc r i p t

PAPER 4: LISTENING Tapescript for Parts 1 and 2 ANDREW: Today, when spices cost so little, it seems unbelievable

REPEAT

that these fragrant bits of bark, leaves and seeds were once

PAUSE–2 SECONDS

so costly, so hard to track down and transport, that men

Extract Four.

were willing to risk their lives going to the ends of the earth for them. I’ve investigated the history of spices and written

PAUSE–15 SECONDS

about it in ‘Dangerous Tastes’ which has just been published. —

***

—

What’s likely to happen all over the world is that we’ll see an increasing homogenisation of the earth’s plant life. There’s plenty of evidence to show that that’s going on. I’m particularly worried about aliens; plants that have insinuated themselves into ecosystems where they don’t belong. Many ecologists now believe that the spread of such aliens is the second biggest threat to the world’s range of species after habitat loss. A lot of the species we’re talking about that are currently causing this problem were deliberately brought in for ornamentation but once aliens are established, it’s not easy to get rid of them. They become a problem not because native ones are effete and ripe for take-over by more aggressive colonists, but because native plants have their own predators, insects, etc. – fungal diseases. When you have an introduction into a country, it doesn’t have anything that’s adapted to live on it. And so the alien is able to grow very well with a release from that competition, I suppose.

different versions: black, white, green and red, according to the harvest period, irrespective of the planting and growing conditions. Yet whereas everybody knows that salt is valuable, because you need it in order to live, pepper is not essential. So why was it so sought after? Pepper was valued partly just because it was expensive. For hundreds of years, pepper only grew in southern India, so it was a voyage of many months to bring it to other parts of the world. At the time when such journeys were hazardous, lengthy and unpleasant, the result was that the merchants could charge almost whatever price they fancied. Ships travelled from Europe with goods in huge quantities so that pepper could be brought back in exchange. Unscrupulous suppliers often mixed in commonly available berries and seeds, even small stones, to make the sacks of pepper go further. In the West it was considered exotic, yet in southern India it’s a common plant – everyone can grow it in their garden, as a vine hanging off other trees. The traffic in spices goes back to the days before recorded history. Archaeologists estimate that by fifty thousand years ago, primitive man had discovered that parts of certain

PAUSE–5 SECONDS

—

*** —

REPEAT

aromatic plants help make food taste better. Spices have been socially important throughout history as a status symbol as well as for flavouring and preserving foods. Their value can be seen as early as the year 408, when they are

PAUSE–2 SECONDS

featured in a list of valuable items given to Alaric the

That’s the end of Part One.

Visigoth in return for the release of the city of Rome. Being much smaller and lighter than metal, pepper was

Now turn to Part Two.

particularly suited for use instead of money. Wealthy aristocrats kept stores of pepper as we might store gold,

PART 2

since everyone recognised its value as currency. It was accepted as payment for rents and debts. Pepper was

PAUSE–5 SECONDS

You will hear part of a radio programme in which food historian Andrew Dalford talks about pepper, one of the commonest spices. For questions 9–17, complete the sentences with a word or short phrase. You now have forty-five seconds in which to look at Part Two.

considered one of the essential luxuries which were in demand in the Roman Empire along with silk and materials such as ivory, which the Romans exchanged for the pottery and leather goods they produced. Pepper remained important down through the centuries. Spices were also used in preserving foods, as well as seasoning them to cover up the taste of food which may

PAUSE–45 SECONDS

—

***

—

PRESENTER: Pepper is such a common food item nowadays that

we have almost ceased to appreciate it. It may be hard to believe it was once so valuable it was used as currency. Food historian, Andrew Dalford, talks about the significance of pepper in history and in cooking.

Pepper is a unique spice, as the fruits are marketed in four

c p e h a n d b o o k | pa p e r 4 : l is te n i n g – sa m p l e ta p e sc r i p t

have been slightly rotten. Although best known, along with salt, for its flavour-enhancing qualities, pepper, like ginger, came to be used for medicinal purposes, for example, as a digestive stimulant. Its hot and pungent flavour was helpful to those with respiratory problems. When the hotness catches your throat it aids coughing, and thus the

PAPER 4: LISTENING Tapescript for Parts 2 and 3 removal of offending irritants. It was also used as an

with examples. This gives us a big database. We then look

external ointment to soothe itching or burning skin,

at any potential new entries and what we’re looking for is

especially when caused by over-exposure to the sun.

the frequency and breadth of use, so we want to see that a

Black pepper is an effective deterrent to insects as it is toxic to many of them. It can be either ground and dissolved in warm water and sprayed on plants or sprinkled on affected areas. Today, pepper, the king of spices, still

word’s being used by more than one journalist, commentator, writer or speaker. And we’re also looking for use in more than one level of media. INTERVIEWER: Tony, people say anecdotally that the influence of

accounts for one fourth of the world’s spice trade. Pepper is

America is very strong because of television programmes,

the third most added ingredient to recipes, after water and

movies, the Internet. Do we see that also in dictionaries?

salt. Some even like it for sweet dishes, such as

TONY: Oh yes. The American domination of the media still

strawberries. So the humble pepper has an illustrious and

means that a lot of the new words come from the United

dramatic past which we should perhaps remember as we

States. But there is a fight-back. There’s a lot more

unthinkingly grind or sprinkle it onto our food.

Australian, Caribbean, Northern English coming into the

PRESENTER: Thank you, Andrew Dalford.

language, mainly through slang. INTERVIEWER: Elaine, we talked about the Internet and new

technology. It must make it easier to track a word.

PAUSE–10 SECONDS

ELAINE: Yes, it does. Much of the data-gathering that our

Now you’ll hear Part Two again. —

***

various teams do in order to authenticate a new word or —

usage has been accelerated. It’s also improved the compiling process because all the stages are done

REPEAT

electronically and equipment will continue developing over the next decade or so.

PAUSE–5 SECONDS

INTERVIEWER: Does it worry you, Tony, this competitive pressure?

That is the end of Part Two.

TONY: Oh yes, and in fact I must be clear about this – this is not a

totally objective profession. I mean, it’s very interesting if

Now turn to Part Three.

you look at these new dictionaries; there are very few

PART 3

technical terms relating to farming, climbing, and fishing, for example, but there are a huge number relating to alternative

PAUSE–5 SECONDS

You will hear a radio discussion on the subject of dictionaries. For questions 18–22, choose the answer (A, B, C or D) which fits best according to what you hear.

medicine, the theatre and journalism. I think this says something about where the lexicographers are coming from. INTERVIEWER: Very briefly, both of you, doctors have this mania

for finding a new disease. Do you … is it tempting to invent

You now have one minute in which to look at Part Three.

a word yourself to go into the dictionary? Tony? TONY: Ah, I’ve been told that most lexicographers slip in at

PAUSE–60 SECONDS

least one invention just … —

***

—

INTERVIEWER: The creation of dictionaries used to be a slow and

genteel process. But these days, dictionaries seem to be subject to the same pressures as any other book. I’m joined by Dr Elaine Wilson, Publishing Manager for the New London Dictionary, and Tony Travis, who’s a professional dictionary compiler, otherwise known as a ‘lexicographer’. Elaine, do you agree that competitive pressure is now there in dictionaries? ELAINE: I think it’s true generally. There’s an enormous market

for dictionaries overseas now, for example. And I feel under

INTERVIEWER: Do you have to watch your staff on this? ELAINE: No, no, we never slip in our own invented words. That

would go against everything we stand for. Anyway, we have our work cut out capturing all the genuine new words without trying to invent others! INTERVIEWER: All right, we believe you! Elaine Wilson and Tony

Travis, thank you. PAUSE–10 SECONDS

Now you’ll hear Part Three again. —

a lot of pressure from management. We have to maximise the income that we make from dictionaries and of course the way to do that is to keep them as up-to-date as possible. INTERVIEWER: And how are the decisions made? ELAINE: There’s a rigorous system for assessing whether a new

word should go in the dictionary. We have a team of readers who go through material for us and provide us

*** —

REPEAT PAUSE–5 SECONDS

That’s the end of Part Three. Now turn to Part Four.

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PAPER 4: LISTENING Tapescript for Part 4 is important to impress your clients. But when you’ve got a

PART 4

day at work when you’re not having any meetings or PAUSE–5 SECONDS

representing the firm at all, and you’re probably in an

You will hear two friends, Dominic and Sue, talking about

airless, overheated office, I think it helps to have easy,

formality in the workplace. For questions 23–28, decide whether

casual clothes.

the opinions are expressed by only one of the speakers, or whether the speakers agree. Write S for Sue, D for Dominic, or B for both, where they agree.

SUE: I think modern offices are usually quite congenial and

conducive to work. DOMINIC: Anyway, it shouldn’t be like school.

You now have thirty seconds in which to look at Part Four.

SUE: But I think some of the reasons children wear school

uniform can be applied to adults in the workplace. I’ve

PAUSE–30 SECONDS

always been in favour of school uniform because it —

***

—

DOMINIC: You know, Sue, I was speaking to someone yesterday

about informality at work and he thought that open-plan offices really improve the working environment and encourage people to talk about the job and about problems among themselves, and to the boss, who’s sitting there too. SUE: I wouldn’t be able to concentrate, so it would definitely be

detrimental to my work output. DOMINIC: Well, it depends to some extent on the individual, I

equalises people in a place where they need to concentrate on work, not on what everybody else looks like. DOMINIC: And there are certainly those who need to be

protected from their own dress-sense, and it’d be better for all of us if they were told. SUE: What difference does that make to your performance at

work? DOMINIC: Don’t you think that dressing down may create an

unspoken hierarchy that doesn’t really exist? So people at

suppose, but it works for me, though previously I was

work who’re, maybe, on the same level – if one of them

sceptical.

dresses on a higher budget, in designer labels, even if it’s

SUE: These days with e-mail and all these other ways of

communicating, I can’t see any advantage in having openplan offices. DOMINIC: That’s hardly an argument against them. Everyone

wants a more informal atmosphere these days. SUE: Another aspect of being less formal is calling your

casual clothes, that person will automatically be seen as more prestigious. SUE: I don’t say it’s all-important, but I think it could disadvan-

tage certain people. I like the idea of being comfortable and wearing casual clothes and it all being easier and less formal, but I always feel right in a suit at work.

colleagues by their first names. Where I work the owners

DOMINIC: I think there’s two sides to the argument.

most definitely want to be called ‘Mr’ and ‘Mrs’, but the

SUE: Anyway, I like to come home …

rest of us all call each other by our first names. Does your

PAUSE–10 SECONDS

company have any convention on that?

Now you’ll hear Part Four again.

DOMINIC: We’re trained to go for polite informality. I answer

—

the phone and introduce myself as Dominic Greenfield, not Mr Greenfield, so everyone calls me Dominic and we’re off on a good footing.

REPEAT

*** —

PAUSE–5 SECONDS

SUE: I’m sure that’s right, because you’re immediately breaking

down the barrier. You can get on with the business more

That’s the end of Part Four.

smoothly than if you sound starchy.

There’ll now be a pause of five minutes for you to copy your

DOMINIC: What about dressing down at work into casual wear?

answers onto the separate answer sheet. Be sure to follow the

My boss has changed his mind, in fact, and now he thinks

numbering of all the questions. I’ll remind you when there is one

it’s acceptable. What do you think about that?

minute left, so that you’re sure to finish in time.

SUE: I’m for it in the right environment. Maybe you are in a

very young environment, not an old-fashioned workplace

PAUSE–4 MINUTES

like mine and it’s probably very acceptable if people … frankly, if they work better because they feel more comfortable. But as long as it doesn’t get too sloppy,

You have one more minute left. PAUSE–1 MINUTE

because I think if you go to work with no idea of formal dress, if there isn’t any code at all then it just tends to

That’s the end of the test. Please stop now. Your supervisor will

encourage people to be lazy.

now collect all the question papers and answer sheets.

DOMINIC: I understand what you’re saying, and maybe wearing

a nice shirt and tie and a nice pair of cufflinks … you know,

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PAPER 4: LISTENING Answer keys and answer sheet

PART 1

PART 2

PART 3

PART 4

dangerous taste(s)

harvest(ing) (period)

(common/commonlyavailable) seed(s) (and) berries

status symbol

(for) rent(s) for renting for the rent

silk

ginger

skin (problems) burned/burnt/ sunburned/sunburnt/ itching/itchy skin

(some/many) insects/bugs

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PAPER 5 SPEAKING GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The Speaking test contains three parts.

PART 1

Timing

19 minutes.

No. of parts

Interaction pattern

Two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or setting up the tasks for candidates. The other acts as assessor and does not join in the conversation.

Task types

Task focus

Marks

Short exchanges with the examiner (and with the other candidate); a collaborative task involving both candidates; a 2-minute long turn and followup discussion. Using general interactional and social language; speculating, evaluating and making decisions; organising a larger chunk of discourse; expressing and justifying opinions; developing topics. Candidates are assessed on their performance throughout the test.

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Task type and format

Conversation between the interlocutor and each candidate. The interlocutor encourages the candidates to give information about themselves and to express personal opinions.

Focus

General interactional and social language.

Timing

3 minutes.

PART 2 Task type and format

Two-way conversation between the candidates. The candidates are given visual and spoken prompts, which are used in a decision-making task.

Focus

Speculating, evaluating, comparing, giving opinions, exchanging information, decisionmaking, etc.

Timing

4 minutes.

PART 3 Task type and format

Long turn from each candidate followed by a discussion on topics related to the long turns. Each candidate in turn is given a written question to respond to. The interlocutor leads a discussion to explore further the topics of the long turns.

Focus

Organising a larger unit of discourse, expressing and justifying opinions, developing topics.

Timing

12 minutes (2-minute long turn for each candidate and approximately 8 minutes following the long turns).

The three parts of the Speaking test

■ PART 2 – COLLABORATIVE TASK

Format

The paired format of the CPE Speaking test (two examiners

This part tests the candidates’ ability to engage in a discussion and to work towards a negotiated outcome of the task set. Sample tasks and assessment criteria: pages 64–65 and 67.

and two candidates) offers candidates the opportunity to demonstrate their ability to use their spoken language skills effectively in a range of contexts. The test takes 19 minutes. One examiner, the interlocutor, conducts the test and gives a global assessment of each candidate’s performance. The other, the assessor, does not take any part in the interaction

The candidates are given spoken instructions and are provided with a visual stimulus (one or several photographs/ artwork/computer graphics, etc.) to form the basis for a task which they carry out together.

but focuses solely on listening to, and making an assessment

First, the candidates are asked a question which focuses on

of, the candidates’ oral proficiency.

their reaction to aspects of one or more pictures, and they are

At the end of the Speaking test, candidates are thanked for attending, but are given no indication of the level of their achievement. The standard format is two examiners and two candidates, and wherever possible this will be the form which the Speaking test takes. In cases where there is an uneven number of candidates at a centre, the last Speaking test of

given 1 minute to talk about this. After this, the interlocutor gives the candidates spoken instructions for a decisionmaking task. Candidates are expected to work together towards a negotiated completion of the task and are assessed on their speaking skills while doing this; there is no right or wrong answer to the task.

the session will be taken by three candidates together

The task gives candidates the opportunity to show their range

instead of two. The test format, test materials and procedure

of language (speculating, evaluating, comparing, giving

will remain unchanged but the timing will be longer;

opinions, eliciting, negotiating, etc.) and their ability to

28 minutes instead of 19. A 1:1 test format will only be

manage a discussion.

allowed in exceptional circumstances and emergencies. The Speaking test consists of three parts, each of which

■ PART 3 – LONG TURN + DISCUSSION

is assessed. Each part of the test focuses on a different type of interaction: between the interlocutor and each candidate, 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 candidates’ ability to develop and sustain discourse, and to engage in discussion on the topics of the long turns.

Sample tasks and assessment criteria: pages 66 and 67.

In this part of the test, each candidate is given the opportunity to speak for 2 minutes without interruption. Each candidate in

This part tests the candidates’ ability to provide information about themselves and to offer their personal opinions on a range of topics.

Sample tasks and assessment criteria: pages 64 and 67.

turn is given a card with a question on it, and there are also some ideas on the card which the candidates can make use of if they choose. Candidates need to pay attention while their partner is speaking, as they are asked to comment (for about 1 minute) after their partner has spoken; a further question on the same

This part of the test gives candidates the opportunity to show

topic is then directed to both candidates. Candidates should

their ability to use general interactional and social language.

be aware that they must not speak during their partner’s long

The interlocutor asks each candidate a series of questions by

turn.

addressing one question to each candidate in turn. The questions begin by asking candidates for general information

In this part, candidates need to be able to organise their

about themselves and move on to more open questions

thoughts and ideas, and express themselves coherently in

requiring speculation or an opinion.

appropriate language in the given time.

The candidates do not need to talk to each other in this part of

Following both candidates’ long turns and follow-up

the test, though they may if they wish.

questions, the interlocutor leads a discussion which further explores the topics of the long turns.

c p e h a n d b o o k | pa p e r 5 : s p e a k i n g

Preparation

■ Encourage students to socialise with others in an Englishspeaking environment.

General

■ In class, students can practise interviewing each other

■ Classroom activities which involve students working in

using questions from the released material.

pairs and small groups will give them practice in skills such as sensitivity to turn-taking and responding appropriately to their

■ PART 2

partners, which is essential to success in the Speaking test.

■ Teach your students to listen carefully to the instructions

■ Ensure students have the opportunity to work with

and to carry them out. Students should be aware that their

different partners in the class.

■ Make sure your students are familiar with the format of each part of the test. They should be aware of the interaction patterns (in Part 1 they speak mainly to the interlocutor, in Part 2 to each other, and in Part 3 to each other and the interlocutor).

response to the first 1-minute focus question that accompanies the visuals sheet needs to go beyond the level of pure description and contain a speculative element.

■ Train your students to take notice of the title on the visuals sheet. First of all, it is very useful in helping them remember the examiner’s instructions. Secondly, information given in the title about the context or audience (e.g. College debate)

■ It is helpful for the students to know the timings for each

will help students to keep their discussion focused, and to

part.

ensure that the outcome is appropriate.

■ Encourage your students to speak clearly and audibly so

■ It is very important that the students interact with each

that they can be heard by both the interlocutor and assessor,

other in this task. All classroom discussion in pairs and small

and to paraphrase when they do not know or cannot

groups provides excellent preparation. Students should know

remember a word.

how to make positive contributions to move a discussion

■ Train your students to listen carefully to the instructions so that they know precisely what they have to talk about.

■ In order to make a fair and accurate assessment of candidates’ performance, the examiners must be given a reasonable amount of language to assess. Remind students it is their responsibility to give a good account of themselves.

■ Remind students that they can ask for clarification of instructions before they begin a task.

■ In some centres, candidates from the same school are

forward, and show a willingness to take turns, inviting others to speak, listening and responding, as well as initiating discussion themselves.

■ Encourage students to be good listeners. They should be able to pick up on their partner’s points.

■ Set up classroom activities that allow students to express their reactions to and opinions about pictures.

■ Encourage students to discuss the messages portrayed in visuals. Choose two or three thematically-linked pictures from your coursebook, or cut them out of a

paired together. However, where candidates from a number

magazine (or get students to bring in some); ask students

of different schools are entered at the same centre, some

to talk about the aspects of the theme that the pictures

candidates may find that they are paired with a candidate

illustrate.

from another school. Students should check with the centre through which they are entering for the local procedure.

■ Equip students with the functional language needed to manage a discussion, i.e. how to move forward, re-direct if

By part

necessary, manage the conclusion, etc.

■ PART 1

■ PART 3

■ Examiners will ask candidates a minimum of three

■ Remind students they can allow themselves up to ten

questions each about their everyday life, work experience,

seconds before they need to speak. Some students find it

interests, travel, etc. Candidates will also have the opportunity

helpful to read the question out loud as a way of getting

to express what they think in some of their answers.

started.

■ Encourage students to respond promptly to the questions.

■ Brainstorming activities in class will give students practice

Discourage students from preparing rehearsed speeches,

in getting ideas quickly.

however, as these answers are likely to be overlong, unnatural

■ After the question on the card, there are three bulleted

and inappropriate.

points; these are ideas which support the question. Remind

■ Give students practice with a variety of questions; some

students that they do not need to use these points if they

which require general information about themselves and

don’t want to. As a classroom activity, remove the bullet

which can be answered quite briefly and others which

points. This focuses the students’ attention on the main

demand a more extended response.

question.

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■ Encourage students to focus on structuring extended contributions, for example by using linking, counter-argument and summing up.

■ In order to give students practice in getting the feel of how long 2 minutes is, put students in pairs – one as a speaker and one as a time-keeper.

■ In the discussion that follows the long turns, the interlocutor will ask questions addressed to both candidates. He/she might not use the candidates’ names so students must be prepared to take it in turns to be the initial responder and the one who reacts to that response. In class, make sure paired students get practice in being both the first speaker to react to a question, and the second.

■ Remind your students that this is not a test of knowledge. It is quite acceptable to admit to not knowing much about a particular topic, but this should be followed by some sort of opinion in order to provide a large enough sample of language for assessment.

■ After your students have both done their long turns, read them the rubric that introduces the discussion phase (‘Now, to finish the test, we’re going to talk about … in general’). Ask pairs of students to write five or six discussion questions on the topic. These sets can be exchanged within the class and discussed.

c p e h a n d b o o k | pa p e r 5 : s p e a k i n g

PAPER 5: SPEAKING Parts 1 and 2

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PAPER 5: SPEAKING Part 2

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PAPER 5: SPEAKING Part 3

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Assessment Throughout the test candidates are assessed on their own individual performance and not in relation to each other. Both examiners assess the candidates according to criteria which

required at a particular point in the dynamic development of the discourse in order to achieve the task. COHERENCE: The logical arrangement of utterances to form

spoken discourse and to develop arguments or themes.

are interpreted at CPE level. The assessor awards marks

EXTENT: The appropriate length of individual contributions

according to five analytical criteria:

(long or short) to develop the discourse and deal with the tasks.

• Grammatical Resource

RELEVANCE: The relevance of contributions to the tasks and to

preceding contributions in the discourse.

• Lexical Resource • Discourse Management

■ Pronunciation

• Pronunciation

This refers to the candidate’s ability to produce

• Interactive Communication.

comprehensible utterances to fulfil the task requirements. This includes stress, rhythm and intonation as well as

The interlocutor awards a Global Achievement mark, which is

individual sounds. Examiners put themselves in the position

based on the analytical scales.

of the non-ESOL specialist and assess the overall impact of the

These criteria should be interpreted within the overall context of the Cambridge Common Scale for Speaking on page 68,

pronunciation and the degree of effort required to understand the candidate.

where CPE is at Level C2. STRESS AND RHYTHM: The appropriate use of strong and weak

■ Grammatical Resource

syllables in words and connected speech, the linking of words,

This scale refers to the accurate application of grammatical

utterances.

rules and the effective arrangement of words in utterances.

INTONATION: The use of a sufficiently wide pitch range and the

At CPE level a wide range of grammatical forms should be used appropriately and competently. Performance should be viewed in terms of the overall effectiveness of the language used.

and the effective highlighting of information-bearing words in

appropriate use of intonation to convey intended meanings. INDIVIDUAL SOUNDS: The effective articulation of individual

sounds to facilitate understanding.

RANGE AND FLEXIBILITY: The active and appropriate use of

Different varieties of English, e.g. British, North American,

a range of grammatical forms.

Australian, etc., are acceptable, provided they are used

ACCURACY: The accurate use of grammatical forms and syntax.

consistently throughout the test.

■ Lexical Resource This scale refers to the candidate’s ability to use a wide and appropriate range of vocabulary to meet task requirements. At CPE level the tasks require candidates to express precise meanings, attitudes and opinions and to be able to convey abstract ideas. Although candidates may lack specialised vocabulary when dealing with unfamiliar topics, it should not, in general terms, be necessary to resort to simplification. Performance should be viewed in terms of the overall

■ Interactive Communication This refers to the candidate’s ability to take an active part in the development of the discourse, showing sensitivity to turntaking and without undue hesitation. It requires the 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. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled.

effectiveness of the language used. INITIATING AND RESPONDING: The ability to participate in RANGE: The active use of a range of vocabulary.

a range of situations and to develop the interaction by

APPROPRIACY: The appropriate use of vocabulary to deal with

initiating and responding appropriately.

the tasks.

HESITATION: The ability to participate in the development of

the interaction without undue hesitation.

■ Discourse Management This refers to the candidate’s ability to link utterances together to form coherent monologue and contributions to dialogue. The utterances should be relevant to the tasks and to

TURN-TAKING: The sensitivity to listen, speak, and allow others

to speak, as appropriate.

■ Global Achievement Scale

preceding utterances in the discourse. The discourse produced

This scale refers to the candidate’s overall effectiveness in

should be at a level of complexity appropriate to CPE level and

dealing with the tasks in the four separate parts of the CPE

the utterances should be arranged logically to develop the

Speaking test. The global mark is an independent, impression

themes or arguments required by the tasks. The extent of the

mark which reflects the assessment of the candidate’s

contributions should be appropriate, i.e. long or short as

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■ Typical minimum adequate performance The candidate develops the interaction with contributions which are relevant, coherent and of an appropriate length. The range of grammatical forms and vocabulary is appropriate and used with sufficient accuracy and precision to deal with the CPE level tasks. Utterances are conveyed effectively and understood with very little strain on the listener.

Marking Assessment is based on performance in the whole test, and is not related to performance in particular parts of the test. In many countries, Oral Examiners are assigned to teams, each of which is led by a Team Leader who may be responsible for approximately fifteen Oral Examiners. Team Leaders give advice and support to Oral Examiners, as required. The Team Leaders are responsible to a Senior Team Leader, who is the professional representative of Cambridge ESOL for the Speaking tests. Senior Team Leaders are appointed by Cambridge ESOL and attend an annual co-ordination and

LEVEL MASTERY CERTIFICATE OF PROFICIENCY IN ENGLISH: Fully operational command of the spoken language • Able to handle communication in most situations, including unfamiliar or unexpected ones. • Able to use accurate and appropriate linguistic resources to express complex ideas and concepts and produce extended discourse that is coherent and always easy to follow. • Rarely produces inaccuracies and inappropriacies. • Pronunciation is easily understood and prosodic features are used effectively; many features, including pausing and hesitation, are ‘native-like’.

LEVEL EFFECTIVE OPERATIONAL PROFICIENCY CERTIFICATE IN ADVANCED ENGLISH: Good operational command of the spoken language • Able to handle communication in most situations. • Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent. • Occasionally produces inaccuracies and inappropriacies. • Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy or expression. • L1 accent may be evident but does not affect the clarity of the message.

development session in the UK. Team Leaders are appointed by the Senior Team Leader in consultation with the local administration. After initial training of examiners, standardisation of marking is maintained by both annual examiner co-ordination sessions and by monitoring visits to centres by Team Leaders. During co-ordination sessions, examiners watch and discuss sample Speaking tests recorded on video and then conduct practice tests with volunteer candidates in order to establish a common standard of assessment. The sample tests on video are selected to demonstrate a range of nationalities and different levels of competence, and are pre-marked by a team of experienced assessors.

Cambridge ESOL Common Scale for Speaking The Cambridge ESOL Common Scale for Speaking has been developed to help users to: • interpret levels of performance in the Cambridge tests from beginner to advanced • identify typical performance qualities at particular levels • 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 aims to provide a brief, general description of the nature of spoken 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.

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LEVEL VANTAGE FIRST CERTIFICATE IN ENGLISH: Generally effective command of the spoken language • Able to handle communication in familiar situations. • Able to organise extended discourse but occasionally produces utterances that lack coherence and some inaccuracies and inappropriate usage occur. • Maintains a flow of language, although hesitation may occur whilst searching for language resources. • Although pronunciation is easily understood, L1 features may be intrusive. • Does not require major assistance or prompting by an interlocutor.

LEVEL THRESHOLD PRELIMINARY ENGLISH TEST: Limited but effective command of the spoken language • Able to handle communication in most familiar situations. • Able to construct longer utterances but is not able to use complex language except in well-rehearsed utterances. • Has problems searching for language resources to express ideas and concepts resulting in pauses and hesitation. • Pronunciation is generally intelligible, but L1 features may put a strain on the listener. • Has some ability to compensate for communication difficulties using repair strategies but may require prompting and assistance by an interlocutor.

LEVEL WAYSTAGE KEY ENGLISH TEST: Basic command of the spoken language • Able to convey basic meaning in very familiar or highly predictable situations. • Produces utterances which tend to be very short – words or phrases – with frequent hesitations and pauses. • Dependent on rehearsed or formulaic phrases with limited generative capacity. • Only able to produce limited extended discourse. • Pronunciation is heavily influenced by L1 features and may at times be difficult to understand. • Requires prompting and assistance by an interlocutor to prevent communication from breaking down.

CPE Glossary

LEXICAL: adjective from lexis, meaning or to do with

AFFIXATION: adding prefixes or suffixes to a base word to make

LONG TURN: the opportunity in the Speaking test for a

it fit a particular context. ANCHOR TEST: a test with known measurement characteristics,

which is administered in association with another test. Performance on the anchor test provides information about the other test and about the candidates who have taken both of them. ANSWER SHEET: the form on which candidates record their

responses. ASSESSOR: the Speaking test examiner who assigns a score to a

vocabulary. candidate to talk uninterrupted for a period of time, enabling them to produce an extended piece of discourse. LOZENGE: the space on the Answer Sheet which candidates

must fill in to indicate their answer to a multiple-choice question. MULTIPLE-CHOICE: a task where candidates are given a set of

several possible answers of which only one is correct. MULTIPLE MATCHING TASK: a task in which a number of

questions or sentence completion items, generally based on

candidate’s performance, using subjective judgement to

a reading text, are set. The responses are provided in the

do so.

form of a bank of words or phrases, each of which can be

BASE WORD: the word at the end of each line in CPE Paper 3

Part 2 which is the basis for the word that has to be formed. CLOSURE TECHNIQUES: techniques used to draw a conversation

to a close, e.g. ‘That’s all’. CLOZE TEST: a type of gap-filling task in which whole words

have been removed from a text and which candidates must replace. COHERENCE: language which is coherent is well planned and

clear, and all the parts or ideas fit well so that they form a united whole. COLLABORATIVE TASK: the opportunity in the Speaking test for

the candidates to engage in a discussion and work together towards a negotiated outcome of the task set. COLLOCATION: this term describes the likelihood of two words

going together, e.g. a good job, a wonderful occasion. COMPREHENSION QUESTIONS: short questions testing

information selection, linking and sentence construction. CONVERSATIONAL FILLERS: a word or sound filling a pause in an

utterance or conversation, e.g. ‘er’, ‘you know’. DISCOURSE: written or spoken communication. DISCRETE SENTENCES: sentences not connected by context or

meaning.

used an unlimited number of times. NEUTRAL STYLE: a writing style with no specific features of

formality or informality. OBJECTIVE TEST: a test which can be scored by applying a mark

scheme, without the need to bring expert opinion or subjective judgement to the task. OPENING AND CLOSING FORMULAE: the expressions, either formal

or informal, that are usually used to open and close letters, e.g. ‘Dear Maria … With best wishes from … ’, or ‘Dear Mr Dakari … Yours sincerely … ’. OPTIONS: the individual words in the set of possible answers

for a multiple-choice item. PARAPHRASE: to give the meaning of something using different

words. PHRASAL VERB: a verb which takes on a new meaning when

followed by a certain preposition or adverb (e.g. ‘get away’, ‘take up’). PRETESTING: a stage in the development of test materials at

which items are tried out with representative samples from the target population in order to determine their difficulty. PRODUCTIVE TASK: a task which provides candidates with a

stimulus to which the response is a piece of written or

DISTRACTOR: each incorrect option in a multiple-choice item.

spoken language. As well as the Writing and Speaking tasks,

GAP-FILLING ITEM: any type of item which requires the

productive tasks are found in CPE Paper 3 and Paper 4, Parts

candidate to insert some written material – letters,

2 and 4.

numbers, single words, phrases, sentences or paragraphs –

REFERENCING: the technique of using ‘referents’.

into spaces in the text. The response may be supplied by the

REFERENT: a word or term that refers to another person, place,

candidate or selected from a set of options.

etc.

GAPPED SENTENCE: a task in CPE Paper 3 Part 3 where questions

are made up of three gapped sentences, with the gapped

appropriate for the task and target reader, e.g. a letter of

word being common to all three sentences. GIST: the central theme or meaning of the text. IMPEDING ERROR: an error which prevents the reader from

understanding the word or phrase. INPUT MATERIAL: the text and notes, sometimes supported by

illustrations or diagrams, which candidates have to base their answers on in the CPE Paper 2 questions. INTERLOCUTOR: the Speaking test examiner who conducts the

test and makes a global assessment of each candidate’s performance.

application is written in formal register. REPORT LAYOUT: the way in which a report should be presented.

At CPE level a report in Paper 2 Part 2 should be clearly organised into paragraphs/sections and may include headings. RHETORICAL/STYLISTIC DEVICES: techniques used in a text to

achieve a particular effect. RUBRICS: the instructions to an examination question

which tell the candidate what to do when answering the question.

ITEM: each testing point in a test which is given a separate

SENTENCE TRANSFORMATIONS: a task where a lead-in sentence is

mark or marks, e.g. CPE Paper 1, Part 1 has 18 items.

followed by a prompt and a gapped sentence, which must be

KEY: the correct answer to an item.

completed.

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STYLE: a property of a text which may be neutral, formal,

informal, etc. SUMMARY TASK: a task which requires candidates to

summarise in a specific number of words information from two texts. TARGET READER: the intended recipient of a piece of writing. It

is important to ensure that the effect of a written task on a target reader is a positive one. TRANSACTIONAL LETTER: a letter written in response to a

request for action or to initiate action, i.e. the letter will trigger some outcome or result, usually in the form of further communication. A letter of complaint is transactional, a letter giving advice is not. TRIALLING: a stage in the development of test materials at

which tasks for the Writing or Speaking papers are tried out with representative samples of students to determine their suitability as test materials and whether they work as expected. WORD FORMATION: a word-building task comprising a text with

10 gaps, with prompts supplied.

Acronyms ALTE: The Association of Language Testers in Europe. CEF: Common European Framework. EFL: English as a Foreign Language. ESOL: English for Speakers of Other Languages. UCLES: University of Cambridge Local Examinations Syndicate.

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