Cae Handbook For Teachers PDF
Cae Handbook For Teachers PDF
This handbook is for anyone who is preparing candidates for the Certificate in Advanced English examination (CAE). The
introduction gives an overview of CAE and its place within Cambridge ESOL. This is followed by a focus on each paper and
includes content, advice on preparation and example papers.
If you require additional CDs or further copies of this booklet, please email: [email protected]
Contents
Inside front cover CAE content and overview OVERVIEW OF CAE
2 University of Cambridge ESOL 2 Key features of Cambridge ESOL INTRODUCTION TO
Examinations examinations
CAMBRIDGE ESOL
2 The purpose of the review project 3 Factors affecting the design of the INTRODUCTION TO CAE
3 The process of the project examination
1
7 General description 16 Answer keys test 1
7 Structure and tasks 16 Sample paper test 2
8 The four parts of the Reading paper 21 Answer keys test 2
9 Preparation 21 Candidate answer sheet
READING PAPER
11 Sample paper test 1
2
22 General description 31 Sample paper test 2
22 Structure and tasks 33 Assessment
23 The two parts of the Writing paper 34 Cambridge ESOL Common Scale for
24 Preparation Writing
26 Task types 35 Sample scripts and mark schemes WRITING PAPER
28 Sample paper test 1 tests 1 and 2
3
47 General description 51 Sample paper test 1
47 Structure and tasks 55 Answer keys test 1
48 The five parts of the Use of English 56 Sample paper test 2
paper 60 Answer keys test 2
49 Preparation 61 Candidate answer sheet
USE OF ENGLISH PAPER
4
62 General description 73 Answer keys test 1
62 Structure and tasks 74 Sample paper test 2
63 The four parts of the Listening paper 77 Sample tapescript test 2
63 Preparation 81 Answer keys test 2
66 Sample paper test 1 82 Candidate answer sheet LISTENING PAPER
69 Sample tapescript test 1
5
83 General description 92 Sample paper test 2
83 Structure and tasks 95 Assessment
84 The four parts of the Speaking test 96 Cambridge ESOL Common Scale for
85 Preparation Speaking
88 Sample paper test 1
SPEAKING TEST
Inside back cover CAE Glossary and Acronyms
c a e h a n d b o o k f o r te ac h e r s | co nte nts 1
Introduction to Cambridge ESOL to relate the examinations to the teaching curriculum in
such a way that they encourage positive learning
University of Cambridge ESOL Examinations experiences, and to seek to achieve a positive impact
is a part of the Cambridge Assessment Group, which is a to endeavour to be fair to all candidates, whatever their
department of the University of Cambridge*. It has a tradition national, ethnic and linguistic background, gender or
of language assessment dating back to 1913, and is one of the disability.
worlds largest educational assessment agencies. Cambridge
ESOL offers an extensive range of examinations, certificates Cambridge ESOL examinations are designed around four
and diplomas for learners and teachers of English. In 2006, essential qualities: validity, reliability, impact and practicality.
over 2 million people took these examinations at centres in Validity is normally taken to be the extent to which a test can
over 130 countries. be shown to produce scores which are an accurate reflection
of the candidates true level of language skills. Reliability
Cambridge ESOLs systems and processes for designing,
concerns the extent to which test results are stable, consistent
developing and delivering examinations and assessment
and accurate, and therefore the extent to which they can be
services are certified as meeting the internationally
depended on for making decisions about the candidate.
recognised ISO9001:2000 standard for quality management.
Impact concerns the effects, beneficial or otherwise, which an
Cambridge ESOL examinations are suitable for learners of all examination has on the candidates and other users, whether
nationalities, whatever their first language and cultural these are educational, social, economic or political, or various
background, and there are examinations suitable for learners combinations of these. Practicality can be defined as the
of almost any age. Although they are designed for native extent to which an examination is practicable in terms of the
speakers of languages other than English, no language related resources needed to produce and administer it. All these
restrictions apply. The range of Cambridge ESOL examinations factors underpin the development and production of
includes specialist examinations in Business English and Cambridge ESOL examinations.
English for Academic Purposes, as well as tests for young
learners and a suite of certificates and diplomas for language
teachers. Introduction to CAE
The examinations cover all four language skills reading, The Certificate in Advanced English (CAE) was originally
writing, listening and speaking. They include a range of tasks offered in 1991. An update in 1999 allowed the examination to
which assess candidates ability to use English, so that in keep pace with changes in language teaching and testing.
preparing for the examinations, candidates develop the skills Following the successful revision of the Certificate of
they need to make practical use of the language in a variety of Proficiency in English (CPE) in 2002 and in light of feedback
contexts. Above all, what the Cambridge ESOL examinations received, it was decided to review CAE and implement changes
assess is the ability to communicate effectively in English. as appropriate.
2 c a e h a n d b o o k f o r te ac h e r s | i ntr o d uc t i o n to c a e
The process of the project practical language assessment, the notion of overall ability is
subdivided into different skills and subskills. This skills and
The project included the following main stages:
components view is well established in the language research
Data collection, e.g. market information including survey and teaching literature.
questionnaires sent to candidates, teachers, Oral
Four main skills of reading, writing, listening and speaking are
Examiners and examination administrators; information
recognised, and each of these is assessed in a test component
on candidature collected on Candidate Information
of the same name. Reading and listening are multi-
Sheets.
dimensional skills involving the interaction of the
The development of examination specifications,
reader/listeners mental processing capacities with their
including the development of the test construct, test
language and content knowledge; further interaction takes
content and the definition of the test focuses; the
place between the reader/listener and the external features of
production, editing and trialling of draft task types and
the text and task. Purpose and context for reading/listening
materials; the development and trialling of assessment
shape these interactions and this is reflected in the CAE
criteria; and research into the validity and reliability of Reading and Listening components through the use of
the material and assessment procedures. different text and task types which link to a relevant target
The production of examination support materials, language use context beyond the test.
including public specifications, and training materials
Writing ability is also regarded as a linguistic, cognitive, social
for examiners and writers of examination materials.
and cultural phenomenon that takes place in a specific
context and for a particular purpose. Like Reading and
Throughout the project, Cambridge ESOL has gathered
Listening, CAE Writing involves a series of complex
feedback on its proposals for the examination by holding
interactions between the task and the writers, who are
meetings with representatives of key ESOL organisations and
required to draw on different aspects of their knowledge and
English language specialists, and by holding consultative
experience to produce a written performance for evaluation.
seminars with teachers and Directors of Studies. During
trialling, teachers and students have been asked to complete Like writing, speaking involves multiple competences
questionnaires on trial materials. including vocabulary and grammatical knowledge,
phonological control, knowledge of discourse, and pragmatic
Factors affecting the design of the examination awareness, which are partially distinct from their equivalents
in the written language. Since speaking generally involves
Analysis of CAE Candidate Information Sheets and CAE
reciprocal oral interaction with others, Speaking in CAE is
market survey questionnaires showed consistent agreement
assessed directly, through a face-to-face encounter between
on the kind of candidate taking CAE, on how the examination
candidates and examiners.
should reflect candidates needs and interests, and on
administrative aspects of the examination. Extensive research A fifth test component in CAE (Use of English) focuses on the
was also conducted into the current examination. language knowledge structures or system(s) that underpin a
users communicative language ability in the written medium;
The design of the updated examination has incorporated the
these are sometimes referred to as enabling (sub)skills and
insights provided by this information and aims to provide:
include knowledge of vocabulary, morphology, syntax,
coverage of candidates needs and interests punctuation, and discourse structure.
coverage of language abilities underlying these needs
Each of these five test components in CAE provides a unique
and interests (in reading, writing, language systems,
contribution to a profile of overall communicative language
listening and speaking)
ability that defines what a candidate can do at this level.
reliable assessment (range of testing focuses broadened)
c a e h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g 3
language use to a variety of social situations, and express corporate bodies across the world. More information about
opinions and take part in discussions and arguments in a recognition is available from centres, British Council offices,
culturally appropriate way. Learners at this level can develop Cambridge ESOL and from www.CambridgeESOL.org
their own interests in reading both factual and fictional texts.
They can also produce a variety of types of texts and Official accreditation in the UK
utterances, such as letters of varying degrees of formality.
CAE has been accredited by the Qualifications and Curriculum
They can use language in a creative and flexible way, with the
Authority (QCA), the statutory regulatory authority for external
ability to respond appropriately to unforeseen as well as
qualifications in England, and its counterparts in Wales and
predictable situations, producing, if required, extended and
Northern Ireland, at Level 2 in the National Qualifications
complex utterances.
Framework, under the title Cambridge ESOL Level 2 Certificate
The written and spoken texts encountered in most common in ESOL International.
everyday situations can be dealt with at a level below that
reached by the C1 learner, but certain more difficult situations, The CAE candidature
e.g. discussing abstract or cultural topics with a good degree of
fluency, demand this level of language. Users at this level can Information is collected about CAE candidates at each session,
enjoy a wide range of social contacts. when candidates fill in a Candidate Information Sheet. The
candidates for CAE come from a wide range of backgrounds
What a CAE candidate can do and take the examination for a number of different reasons.
The following points summarise the characteristics of the
Examinations at Level C1 may be used as proof of the level of
language necessary to work at a managerial or professional current CAE candidature.
Research carried out by ALTE has shown what language Age and Gender
learners can typically do at each level. Table 2 (overleaf) gives
The majority of candidates are aged between 16 and 19. About
some examples at CAE level of typical general ability plus
ability in each of the skill areas and in a range of contexts. 62% of the candidates are female.
Education
Table 1
Cambridge Main Suite ALTE levels CEF levels Most candidates are students, although there are considerable
differences in the proportion of students in different countries.
Certificate of Proficiency in English 5 C2
Certificate in Advanced English 4 C1
First Certificate in English 3 B2 Preparation
Preliminary English Test 2 B1
A large proportion of candidates (about 85%) undertake a
Key English Test 1 A2
preparatory course before taking the examination.
Candidates responses to tasks in the Cambridge ESOL Candidates reasons for wanting an English language
examinations are acceptable in varieties of English which qualification are roughly distributed as follows:
would enable candidates to function in the widest range of to gain employment (32%)
international contexts. Candidates are expected to use a for further study (24%)
particular variety with some degree of consistency in areas
out of personal interest (12%)
such as spelling, and not for example switch from using a
other (32%).
British spelling of a word to an American spelling of the same
word in the same written response to a given task.
Marks and results
CAE is recognised as fulfilling English language entrance score gained by the candidate in all five papers. It is not
requirements by many higher education institutions and necessary to achieve a satisfactory level in all five papers
in order to pass the examination.
4 c a e h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g
Table 2
Can Do summary
Typical abilities Listening and Speaking Reading and Writing
Overall general CAN contribute effectively to meetings and seminars within CAN read quickly enough to cope with an academic course,
ability own area of work or keep up a casual conversation with a and CAN take reasonably accurate notes in meetings or
good degree of fluency, coping with abstract expressions. write a piece of work which shows an ability to communicate.
Social & Tourist CAN pick up nuances of meaning/opinion. CAN understand complex opinions/arguments as
expressed in serious newspapers.
CAN keep up conversations of a casual nature for an
extended period of time and discuss abstract/cultural topics CAN write most letters (s)he is likely to be asked to do; such
with a good degree of fluency and range of expression. errors as occur will not prevent understanding of the message.
Work CAN follow discussion and argument with only occasional need CAN understand the general meaning of more complex
for clarification, employing good compensation strategies to articles without serious misunderstanding.
overcome inadequacies.
CAN, given enough time, write a report that communicates
CAN deal with unpredictable questions. the desired message.
Study CAN follow up questions by probing for more detail. CAN scan texts for relevant information, and grasp main
topic of text.
CAN make critical remarks/express disagreement without
causing offence. CAN write a piece of work whose message can be followed
throughout.
All the papers are equally weighted, each contributing This means that the score a candidate needs to achieve
40 marks to the examinations overall total number of a passing grade will always be 60.
200 marks. Certificates are issued to candidates gaining a passing
Results are reported as three passing grades (A, B and C) grade (A, B or C) approximately six weeks after the issue
and two failing grades (D and E) and are set according to of statements of results.
the following information:
Certificates are not issued to candidates awarded the
statistics on the candidature failing grades D and E.
statistics on the overall candidate performance
Candidates are issued with statements of results infection affecting a candidates ability to hear clearly. They
approximately two months after the examination has may include extra time, separate accommodation or
been taken. These include the grades awarded, a equipment, Braille transcription, etc. Consult the
graphical display of the candidates performance in each Cambridge ESOL Local Secretary in your area for more
paper (shown against the scale Exceptional Good details as soon as possible.
Borderline Weak), and a standardised score out of 100
Special consideration:
(which is converted from the aggregate mark of 200).
Cambridge ESOL will give special consideration to
This score allows candidates to see exactly how they
candidates affected by adverse circumstances immediately
performed. It has set values for each grade, allowing
before or during an examination. Special consideration can
comparison across sessions of the examination:
be given where an application is sent through the centre
Grade A = 80100 marks
and is made within 10 working days of the examination
Grade B = 7579 marks
date. Examples of acceptable reasons for giving special
Grade C = 6074 marks
consideration are in cases of illness or other unexpected
Grade D = 5559 marks
events.
Grade E = 54 marks or below.
c a e h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g 5
Malpractice: Seminars for teachers
Cambridge ESOL will consider cases where candidates are
Cambridge ESOL offers a wide range of seminars designed for
suspected of copying, collusion or breaking the
teachers concerned with the examinations; some are also
examination regulations in some other way. Results may be
suitable as introductions for administrators, school directors,
withheld because further investigation is needed or
etc. Some seminars are intended to provide information and
because of infringement of regulations. Centres are notified
support for teachers who are familiar with the examinations,
if a candidates results have been investigated. and others can be used to introduce teachers to established
examinations and also to new or revised examinations.
selected accurately reflect the content and format of the Cambridge examinations can be obtained from the Cambridge
examination. ESOL Local Secretary in your area, or from the address on the
back cover of this handbook. In some areas this information
N.B. Cambridge ESOL does not undertake to advise on textbooks or
can also be obtained from the British Council.
courses of study.
Online support
6 c a e h a n d b o o k f o r te ac h e r s | c a e s u p p o rt
PAPER 1
READING
GENERAL DESCRIPTION STRUCTURE AND TASKS
No. of Qs 15.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g 7
The four parts of the PART 3 MULTIPLE CHOICE
Reading paper In this part, there is an emphasis on the understanding of a long text,
including detail, opinion, tone, purpose, main idea, implication,
attitude, and also text organisation features such as exemplification,
comparison and reference.
PART 1 MULTIPLE CHOICE
! Each correct answer in Part 1 receives 2 marks. can follow the development of the text.
In this part, there is an emphasis on understanding how texts are PART 4 MULTIPLE MATCHING
structured and the ability to follow text development.
In this part, there is an emphasis on locating specific information,
! Sample tasks and answer keys: pages 13, 16, 18 and 21. detail, opinion and attitude in a text or a group of short texts.
! Each correct answer in Part 2 receives 2 marks. ! Sample tasks and answer keys: pages 15, 16, 20 and 21.
jumbled order after the text, together with a seventh Part 4 consists of one or two sets of questions followed by a
paragraph which does not fit in any of the gaps. The text may single page of text: the text may be continuous, or divided into
be drawn from a fiction or non-fiction source (including sections, or consist of a group of short texts. In total, there are
journalism). This part tests comprehension of text structure, 15 questions and four to eight options.
cohesion, coherence and global meaning.
Candidates are required to match the questions with the
Candidates are required to decide from where in the text each relevant information from the text. To do this, they need to
paragraph has been removed. Each paragraph may be used understand detail, attitude or opinion in the question, and
only once, and there is one paragraph that candidates do not locate a section of text where that idea is expressed,
need to use. discounting ideas in other sections which may appear similar,
but which do not reflect the whole of the question accurately.
Candidates need to read the gapped text first in order to gain
Some of the options may be correct for more than one
an overall idea of the structure and the meaning of the text,
question and there may be more than one correct answer to
and to notice carefully the information and ideas before and
some questions. If so, the instructions to candidates will say
after each gap as well as throughout the whole of the gapped
this.
text. They should then decide which paragraphs fit the gaps,
remembering that each letter may only be used once and that In addition to the use of letters, e.g. AH, the range of possible
there is one paragraph which they will not need to use. answers may be presented in the form of a list of, for example,
names of people or places, titles of books or films or types of
occupation.
8 c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g
Preparation possible timings for each task. Your students need to be
reminded that Parts 1, 2 and 3 are allocated 2 marks per
computers, fashion, etc. Research in these areas could also answering the question. Students often make the mistake of
lead to a series of short class talks or articles for a class only briefly referring to the text when answering a question,
project. A class or school magazine may also encourage and just choosing an answer which sounds plausible or
interest in reading. reflects their own ideas. It is often useful to ask each student
to justify their answer to the rest of the class.
It is important to make sure your students are familiar with
the format of the Reading paper. It will be helpful to spend Ask your students to check the questions which take the
time going through sample papers. The Reading paper has a form of incomplete sentences very carefully; the whole
standard structure and format so that students will know sentence has to match what is written in the text and not just
what to expect in each part of the paper. the phrase in option A, B, C or D.
Students should be encouraged to read a text without Your students should be aware of the thematic link
thinking that they need to understand every word. They are between the texts as this will help them in moving from one
not allowed to use a dictionary in the examination and they text to the next.
should be trained to deduce the meaning of unknown words
Make sure that your students read texts in which opinion,
from the context. Students often spend time worrying about
attitudes and feelings are expressed, e.g. interviews with
the text at word level rather than trying to get a more global
famous people talking about how they began their careers and
view of what it is about. Focus your students attention on
what made them successful, or short stories about how
understanding the overall function and message of texts or
characters feel about the situation they find themselves in.
sections of texts.
Activities which focus on recognising and evaluating attitude
Your students need to read the instructions, title and sub- and opinion and which enhance your students abilities to
title of each reading text carefully. This is meant to give them infer underlying meaning will also be helpful.
an idea of what to expect from the text; it will tell them where
Your students should be given practice in text organisation
the pieces come from and/or what the text is about. If there is
features. For example, there may be a question which tests the
a visual, it is usually included to help with a reference in the
ability to differentiate between a main idea and an example,
text that the students may not be familiar with, for example, a
or one which asks the students to connect an abstract
photo of a certain animal or place.
argument with a concrete illustration. Items may test
It is important that your students are familiar with the comparison and contrast, both literal and metaphorical or the
instructions on the front page of the question paper, and for understanding of cohesive devices and structures.
each part of the test. Your students should also be familiar
It is important that your students avoid just matching
with the technique of indicating their answer on the separate
words in the text with words in the question or option.
answer sheet so that they can do this quickly and accurately.
Students need to be shown how to do this and have practice
doing this in a timed exercise. They must record their answers PART 2
on the answer sheet.
Your students should be encouraged to read the text as a
When your students are familiar with the different task whole, and not to focus on each gap separately. They need to
types, it is a good idea to discuss which part(s) take them understand that getting an idea of the structure and
longer to complete. Following this discussion you can suggest understanding the development of the theme of the text are
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g 9
both important prerequisites to doing the task. Students section as no surprise is expressed in that part. It is important
frequently make the wrong choices by selecting an option that your students understand that they need to find a
which fits the text before the gap, and neglecting to check that paraphrase of the whole question, not just one part.
the text after the gap follows on smoothly.
Discourage your students from selecting an answer solely
Sometimes your students will need to choose carefully on the basis of matching a word in the question with a word in
between two paragraphs as possible answers and will need the text, since careful reading of a particular part of the text is
practice in making decisions about which is the most logical required to ensure an accurate match in terms of meaning.
paragraph to fill the particular gap. Give your students plenty
Give your students plenty of opportunity to read articles
of practice in recognising a wide range of linguistic devices
and reviews where different people discuss work, books,
which mark the logical and cohesive development of a text,
hobbies, etc. Ask your students to prepare their own
e.g. words and phrases indicating time, cause and effect,
questions, perhaps as a homework exercise to be used later in
contrasting arguments, paraphrasing of vocabulary, use of
class. This will help them gain a better understanding of how
pronouns, repetition and the use of verb tenses.
the test is constructed and will also give them some insight
You should alert your students to the dangers of into what clues they need to look for when doing this part.
approaching the gapped-text task as an exercise requiring
them merely to identify extracts from the text and sections in
the text containing the same words, including names and
dates. The task is designed to test understanding of the
development of ideas, opinion and events rather than the
recognition of individual words.
PART 3
PART 4
10 c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g
Part 1
You are going to read three extracts which are all concerned in some way with scientific research. For
questions 1 6, choose the answer (A, B, C or D) which you think fits best according to the text.
HOW TO ENTER:
x If youre aged 16-25, were looking for x Your aim should be to advance
original articles of 1,000 words (or less) understanding and awareness of
with an environmental or conservation environmental issues. You should be able
theme. The closing date for entries is 30 to convey complex ideas to readers of this
December 2006. general interest magazine in an engaging
and authoritative manner.
x Your article should show proof of
investigative research, rather than relying x Facts or information contained in short-
solely on information from the internet and listed articles will be checked.
phone interviews. You dont have to go
far; a report on pollution in a local stream x Read the rules carefully.
would be as valid as a piece about the
remotest rainforest.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 1
Turn over
11
PAPER 1: READING
Test 1 Part 1 (questions 12)
12
EXTRACT FROM A NOVEL THE THEORY OF EVERYTHING
Chapter One
Time was when physicists dreamed kind of hard experimental evidence
The landing cupboard is stacked high with what Glyn calls low-use of a final theory of fundamental that can only come from pure
material: conference papers and research papers including, he hopes, physics, a perfect set of equations research.
that would describe every force and
a paper that he needs right now for the article on which he is
particle in nature. Today that dream Can we, therefore, justify spending
working. All of these go back to his postgraduate days, in no is being overtaken by the suspicion the huge sums of money that such
convenient sequential order but all jumbled up. A crisp column of that there is no such thing. Some research demands? What it boils
PAPER 1: READING
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 1
B reveal the true aims of those promoting it.
3 The writer mentions a game in line 12 in order to emphasise C should convince the public of the value of it.
D should not be the main reason for pursuing it.
A the difficulty in accessing some material stored in the cupboard.
B the poor condition of much of the contents of the cupboard. 6 In this piece, the writer is generally
C Glyns approach to locating items stored in the cupboard.
D Glyns skill in manoeuvring the material in the cupboard. A distrustful of those who doubt the value of pure research.
B supportive of those wishing to carry out pure research.
4 In the second paragraph, the writer makes a comparison between the cupboard and C sceptical about the long-term benefits of pure research.
D optimistic about the prospects of funding for pure research.
A the development of Glyns academic career.
B Glyns particular area of work.
C Glyns way of life.
D the current state of Glyns research.
Turn over
Part 2
A Luckily we could make our mistakes in E But number 150 had other ideas. As we
You are going to read an extract from a magazine article. Six paragraphs have been removed from the privacy as, apart from Tim and another hugged the bank he dropped under the
extract. Choose from the paragraphs A G the one which fits each gap (7 12). There is one extra couple, for two days we were alone. Our water. We expected him to re-surface in
paragraph which you do not need to use. only other company was the array of bird the same spot, as the others had done.
and animal life. The paddling was fairly Instead, there was a sudden roar and he
Mark your answers on the separate answer sheet. gentle and when we got tired, Tim would emerged lunging towards the canoe.
lead us to the shore and open a cool-box
containing a picnic lunch. F Over the next hour or so the noise grew to
When the hippos roar, start paddling! terrifying dimensions. By the time we
Richard Jackson and his wife spent their honeymoon going down the Zambezi river in a canoe. B If that was the scariest moment, the most edged around the bend to confront it, we
romantic was undoubtedly our final nights were convinced we would be faced with
They say this is a good test of a relationship, said campsite. Livingstone Island is perched mountains of white water. Instead, despite
Tim as he handed me the paddle. I wasnt sure 10 literally on top of Victoria Falls. The safari all the sound and fury, the Zambezi
that such a tough challenge was what was needed company we were with have exclusive seemed only slightly ruffled by a line of
on a honeymoon, but it was too late to go back. access to it: its just you, a sheer drop of a small rocks.
My wife, Leigh, and I were standing with our guide, One morning, Tim decided to count the number of few hundred metres and the continual roar
Tim Came, on the banks of the Zambezi near the hippos we saw, in an attempt to gauge the as millions of litres of water pour over the G When wed all heard enough, we slept
Zambia/Botswana border. This was to be the population in this part of the river. Most of the edge. under canvas, right next to the river bank.
highlight of our honeymoon: a safari downriver, wildlife keeps a cautious distance, and we were Fortunately, we picked a time of year
ending at the point where David Livingstone first assured that, safe in our canoe, any potential C There was plenty of passing traffic to largely free of mosquitoes, so our nets and
saw the Victoria Falls. threats would be more scared of us than we were observe on land as well giraffes, hippos, various lotions remained unused. The
of them but we had been warned to give these elephants and warthogs, while eagles sounds of unseen animals were our nightly
river giants a wide berth. Theyd normally stay in soared overhead. We even spotted two lullaby.
7 mid-stream, watching us with some suspicion, and rare white rhinos sadly shorn of their
greeting our departure with a cacophony of grunts. horns in an attempt to stop poaching. We
Neither of us had any canoeing experience. paddled closer to get a better look.
Tentatively we set off downstream, paddling with 11
more enthusiasm than expertise. Soon we heard
D We had a 4-metre aluminium canoe to
the first distant rumblings of what seemed like
Tim yelled Paddle! and over the next 100 metres ourselves. It was a small craft for such a
thunder. Is that Victoria Falls? we inquired
an Olympic runner would have struggled to keep mighty river, but quite big enough to house
navely. No, said Tim dismissively. Thats our
up with us. The hippo gave up the chase, and the odd domestic dispute. Couples had, it
first rapid. Easy, we thought. Wrong!
although Tim said he was just a youngster seemed, ended similar trips arguing rather
showing off, our opinion was that he had than paddling. But it wasnt just newly-
8 honeymooners on the menu. That would certainly weds at risk. Tim assured us that a group
be the way we told the story by the time we got of comedians from North America had
The canoe plotted a crazed path as we careered home. failed to see the funny side too.
from side to side, our best efforts seeming only to
add to our plight. This was the first of many 12
rapids, all relatively minor, all enjoyably
challenging for tourists like us.
At some times of the year, you can even enjoy a
natural jacuzzi in one of the rock pools beside the
9 falls. No permanent structures are allowed on the
island everything has to be removed when you
The overnight stops would mean mooring at a leave.
deserted island in the middle of the river, where
Tims willing support team would be waiting, The travel brochures say its the worlds most
having erected a camp and got the water warm for exclusive picnic spot. Its certainly the ideal place
our bucket showers. As the ice slowly melted in to wind down after a near miss with a hippo.
the drinks, restaurant-quality food would appear
from a cooker using hot coals. Then people would
begin to relax, and the days stories would take on
epic proportions.
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13
PAPER 1: READING
Test 1 Part 2 (questions 712)
14
Part 3
13 The writer believes that one reason he is terrible on TV is that
You are going to read a newspaper article. For questions 13 19, choose the answer (A, B, C or D)
which you think fits best according to the text.
A he doesnt make enough effort to perform well.
Mark your answers on the separate answer sheet.
B he cant help being rude to interviewers.
C his personality seems unappealing to viewers.
D his personality differs from that of newsreaders and presenters.
Groomed for TV
14 The writer has become involved with Public Image Ltd because
Martyn Harris looks back on his experience of being trained to appear on TV.
I am terrible on TV. I slouch, sneer, stammer, Es: Energy, Enthusiasm and Enjoyment. And do A he wants to find out what such companies do.
fidget, forget my lines and swallow the ends of my try to stop blinking. B he has been told that it is in his interests to do so.
PAPER 1: READING
words. It rankles, because I know inside I am And so, as I breathe from the diaphragm, clench C he is intrigued by the work they do for politicians.
scintillating, sensitive and sincere. Television can my eyelids apart and desperately try to project D he has been told that the company is good at promoting novels.
make any fool look like an intellectual. honesty as well as the three Es at once, the camera
Newsreaders can contrive to look nice and even the rolls. Today we are visiting the home of Martyn 15 Diana and Jeannie both say that one of the writers problems when appearing on TV concerns
worst presenters can seem sensible, but I come over Harris, says Diana dishonestly, a journalist who
as a shifty subversive. The single television has recently published his first novel Do It Again. A the way he sits.
programme I have presented was so awful that even So, what can you tell us about the plot, Martyn? B the clothes he wears.
my mother couldnt find a good word for it. After a Umm A long pause. Errr A longer C the way his eyes move.
catastrophic radio show last year, when I addressed pause. Tee hee, hargh An asinine giggle. All D the way he moves.
the interviewer by the wrong name throughout, I right Alastair, says Diana patiently, well try that
16 What does Diana tell the writer about politicians?
Test 1 Part 3 (questions 1319)
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 1
He blinks a lot, doesnt he? says Diana, the minimal, and used mainly to soften facial shadows.
C says that it frequently involves frustrations.
speech specialist, studying my image on a video Does Diana think it is wicked, I wonder, to mould
D agrees that it is hard to justify it.
monitor. And the crossed legs look defensive. But politicians in this way? As soon as anyone gets on
the voice isnt bad. Jeannie, who is introduced to telly these days, we expect them to be as good as the
me as Public Images charisma consultant, takes a professionals, because thats where we get our 19 In the final paragraph, the writer concludes that
step backwards to study the general posture. Needs standards from. Its unfair, but thats the way of the
to get his bottom back in the sofa. And the jacket world. As for the ethics, I leave that to others and A he has underestimated how challenging appearing on TV can be for politicians.
makes him look a bit deformed. Where does he get get on with my job. B he has learnt how to sound convincing without saying anything meaningful.
his clothes from? And its a job she does very well, because on the C some people can be trained to do absolutely anything.
Honesty is the most important thing, says final run-through, after three hours or so, I really D viewers are more perceptive than is generally believed.
Diana. We dont want to turn people into actors. dont look too bad. Steady gaze, breathing from the
We want to bring out the personality. And of course diaphragm, no twitches, no blinking. Not a
speech is most important too. Lots of politicians consummate professional in the business, but not
dont breathe properly, so they have to shout. They bad.
give themselves sore throats and polyps on the vocal Im brimming with honesty, energy, enthusiasm
chords. Breathe from the diaphragm and you can and enjoyment and Im talking a lot of twaddle, but
speak quite loudly and for quite a long time without youd hardly notice. When you watch politicians on
strain. Then most importantly, there are the three TV, youll see a lot more just like me.
Turn over
Part 4 CHILLING READS TO LOOK OUT FOR
Some recommendations from the latest batch of crime novels
You are going to read an article containing reviews of crime novels. For questions 20 34, choose
from the reviews (A F). The reviews may be chosen more than once. A Zouache may not be the obvious heroine for a D Black Dog is Stephen Booths hugely
crime novel, but November sees her debut in Fidelis accomplished debut, now published in paperback. It
Mark your answers on the separate answer sheet. Morgans wonderful Restoration thriller Unnatural follows the mysterious disappearance of teenager
Fire. From debtor to private eye, this Countess is an Laura Vernon in the Peak District. Ben Cooper, a
aristocrat, fleeing for her life through the streets of young Detective Constable, has known the villagers
17th-century London. Featuring a colourful cast of all his life, but his instinctive feelings about the case
In which review are the following mentioned? misfits and brilliantly researched period detail, are called into question by the arrival of Diane Fry, a
Unnatural Fire has a base in the mysterious science ruthlessly ambitious detective from another division.
a book successfully adapted for another medium 20 of alchemy, and will appeal to adherents of both As the investigation twists and turns, Ben and Diane
crime and historical fiction. discover that to understand the present, they must
characters whose ideal world seems totally secure 21 also understand the past and, in a world where
none of the suspects is entirely innocent, misery and
a gripping book which introduces an impressive main character 22 B Minette Walters is one of the most acclaimed suffering can be the only outcome.
writers in British crime fiction whose books like The
Sculptress have made successful transitions to our
a character whose intuition is challenged 23
TV screens. Preoccupied with developing strong E Andrew Roths deservedly celebrated Roth
plots and characterisation rather than with crime Trilogy has drawn to a close with the paperback
the disturbing similarity between reality and fiction within a novel 24 itself, she has created some disturbing and innovative publication of the third book, The Office, set in a
psychological narratives. The Shape of Snakes is set 1950s cathedral city. Janet Byfield has everything
an original and provocative line in storytelling 25 in the winter of 1978. Once again Walters uses her that Wendy Appleyard lacks: shes beautiful, she
narrative skills to lead the reader astray (there is a has a handsome husband, and an adorable little
the main character having a personal connection which brings disturbing revelations 26 clever use of correspondence between characters), daughter, Rosie. At first it seems to Wendy as
before resolving the mystery in her latest intricately though nothing can touch the Byfields perfect
the completion of an outstanding series of works 27 plotted bestseller which is full of suspense. Once existence, but old sins gradually come back to haunt
again she shows why she is such a star of British the present, and new sins are bred in their place. The
the interweaving of current lives and previous acts of wickedness 28 crime fiction. shadows seep through the neighbourhood and only
Wendy, the outsider looking in, is able to glimpse the
a deliberately misleading use of the written word 29 truth. But can she grasp its twisted logic in time to
C Elizabeth Woodcrafts feisty barrister heroine in prevent a tragedy whose roots lie buried deep in the
Good Bad Woman, Frankie, is a diehard Motown past?
a rather unexpected choice of central character 30
music fan. As the title suggests, despite her job on
the right side of the law, she ends up on the wrong
an abundant amount of inconclusive information about a case 31 side arrested for murder. No favourite of the police F And finally, Reginald Hill has a brilliant new
who are happy to see her go down in order to Dalziel and Pascoe novel, Dialogues, released in
a character seeing through complexity in an attempt to avert disaster 32 prove her innocence she must solve the case, one that the spring. The uncanny resemblance between
involves an old friend and some uncomfortable truths stories entered for a local newspaper competition and
a novel which displays the talent of a new author 33 a bit too close to home. Good Bad Woman is an the circumstances of two sudden disappearances
enthralling, fast-paced contemporary thriller that attracts the attention of Mid-Yorkshire Police.
the characters involvement in a crime inevitably leading to a painful conclusion 34 presents a great new heroine to the genre. Superintendent Andy Dalziel realises they may have
a dangerous criminal on their hands one the media
are soon calling the Wordman. There are enough
clues around to weave a tapestry, but its not clear
whos playing with whom. Is it the Wordman versus
the police, or the criminal versus his victims? And
just how far will the games go?
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 1
15
PAPER 1: READING
Test 1 Part 4 (questions 2034)
6
5
4
3
2
1
16
B
B
C
C
D
Test 1
Part 1
PART ONE
You are going to read three extracts which are all concerned in some way with communication. For
questions 1 6, choose the answer (A, B, C or D) which you think fits best according to the text.
Answer keys
Whats it like being a reporter on a student newspaper?
Student reporter Darren Benton tells us
PAPER 1: READING
PAPER 1: READING
9
8
7
12
11
10
that students on the college campus not. One little off-the-cuff comment line 21
are aware of everything they need to can lead to all manner of revelations,
B
G
A
D
know, especially the stuff that others maybe even a real scoop. line 23
would rather they didnt. All this, as
PART TWO
well as keeping a social life, a circle There is one piece of advice that
of friends, and, of course, doing the someone once gave me which has
proved pretty useful. Always, always
Test 2 Part 1 (questions 12)
degree.
make a backup of your work and
It's in the uncovering and carry it round with you 24/7. I have
line 12 investigative bits that student hackery never known computers to crash as
really comes into its own. We have no much as the ones in student
budget, very little time and no library newspaper offices.
of resources at our disposal. But
line 16 then, all you really need is a hunch,
a telephone and an abundance of
19
18
17
16
15
14
13
B
B
B
C
A
A
D
1 What is the writer emphasising in the first paragraph?
PART THREE
B things that a student reporter needs to bear in mind
C how mundane much of the work of a student reporter is
D things that prevent a student reporter from doing a good job
2 Which word or phrase from the text is used to express the goal of the investigative
journalist?
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
F
F
E
E
E
E
B
B
B
C
C
D
D
D
PART FOUR
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e-nough is enough
EXTRACT FROM A NOVEL
My friend was audibly this. A message that the
unhappy with me when he mutual friend in the USA had
An unexpected visitor
phoned. You know, you sent to my friend in London
really should be very careful had somehow included an
The trouble with family-known-things is that they always seem
when you email. The internet earlier message from me to
peculiar if you try to explain them to anyone else. Ive probably
is not a secure place. One friend in USA that was
made us sound like hostile hermits who move the furniture across
careless touch on the slightly mocking of friend
the front door if a stranger turns into the street, but it isnt that bad.
keyboard, and you can upset here.
Dad always gets on all right with everyone he works with, and
somebody... know what I
Mum gets on fine with all the people who go into the shop for Actually, such a humiliating
mean?
medicine or advice. She even knows most of them by name and slip-up as this doesnt have
what their troubles are. Its just that it doesnt go much further than line 8
Id worked out what had to be accidental. Some of
that with them. gone wrong before I was able the clumsier email utilities
to speak through the thick automatically repeat the
Then suddenly this distant relative, Kathleen, who none of us had layer of egg accumulating on received email in every
ever heard of before, wrote from Canada to say she was doing my face. A mutual friend of reply, although how friend
some research into family history. That was a bit of a shock ours in the USA, notorious in USA managed to include
because when we think of family we just think of the four of us. for his tenuous grasp of my somewhat sarcastic
Neither Mum nor Dad had brothers or sisters, and their parents technology, had committed sentiments about a third party
died a long time ago, so we dont go in for aunts and uncles and the great, and increasingly in a message to that third
grandparents. When theres just the four of you, all in the same common, computer faux pas party still baffles me a little.
house, you dont expect to have a history. of accidentally reflecting Anyhow, the damage, such
back a message youve as it was, was done and I
Shed enclosed a piece of flimsy paper, folded up small, which received in an email youre apologised. Not much else
opened out to show a huge family tree, with gaps and question line 24 now sending out. The eek you can do, really, to get out
marks all over the place, and her name and ours underlined in red. line 25 moment I was now enduring of the sort of jam Id
Mum and Dad had looked aghast. All those people! It was like an was a direct consequence of inadvertently got myself into.
unexpected invasion of dead great-aunts and second cousins and all
the rest and that wasnt all some of them were still alive!
5 The phrase the eek moment (lines 24-25) refers to the writers
A feelings of embarrassment.
3 What does the word it in line 8 refer to? B anger at his friend in the USA.
C realisation that he had made an error.
A the familys immediate circle of friends D inability to understand his friends reaction.
B the familys general attitude to strangers
C the importance of work in the familys life
D the extent of the familys social interactions 6 In the third paragraph, the writer suggests that
4 How did the writers family react to the sight of the family tree? A the comments in his email may have been misinterpreted.
B his friend in the USA is upset by what has happened.
A They found it amusing. C an aspect of the situation remains largely unexplained.
B They found it confusing. D his friend in London was unimpressed by his apology.
C They found it fascinating.
D They found it alarming.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 2
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17
PAPER 1: READING
Test 2 Part 1 (questions 36)
18
Part 2
You are going to read an extract from a magazine article. Six paragraphs have been removed from the A The dart hit the lioness in the back of the E Kevin barely had time to reply before the
extract. Choose from the paragraphs A G the one which fits each gap (7 12). There is one extra leg. It flinched, growled and then turned lion reached out a massive paw and
paragraph which you do not need to use. sleepily back to the hounds. Like a tiring swiped at the rifle. With impressive
boxer, its slashing movements became speed, John seized his own rifle, and
Mark your answer on the separate answer sheet. slower and slower until it slumped into what seemed like a split-second later
the snow, unconscious. the creature lay motionless on the
ground, a tranquilliser dart in its tawny
B Finally, on the fifth or sixth try, the side.
TRACKING THE MOUNTAIN LION houndsmen managed to drop the
Rupert Isaacson joins a volunteer project to protect mountain lions in Idaho, USA. restraint over the lions head and tie it F This motley crew formed the ten-strong
PAPER 1: READING
around a sagebrush trunk. Quickly and paying volunteer group taking part in a
After two hours of trudging up the mountainside efficiently they did the same with one of University of Idaho study into the effect
through deep snowdrifts, the dogs began to bark. 10
its hind legs, then I helped them to sit on of habitat fragmentation on wildlife. Our
There, in our path, was what wed been looking for: the protesting lion until John arrived with task was to radio-collar mountain lions
the paw print of a mountain lion. It belonged to a However, our initial prejudices soon faded, as we the tranquilliser. and gather data on their feeding habits,
female that had recently passed by. Kevin and Ken, realised the pair had more in common with us than with the ultimate aim of persuading state
the houndsmen, consulted briefly with John, the wed thought, and as the skill and dedication which C On the way, John told me he had authorities to curb urban growth and
biologist, while the four hounds whimpered with they put into the project became apparent. This recruited Ken and Kevin, two hunters, to adopt more wildlife-friendly forestry
excitement, straining at their leads, eager to begin was most noticeable the next day, when our task assist in the lion study because of their practices.
the chase. was to provide a mother and cubs with new local knowledge. At first my fellow
Test 2 Part 2 (questions 712)
batteries in their collars. As we reached the point in volunteers felt uncomfortable with this. G They sprinted effortlessly over the rocky
the canyon where the pines grew thickest, How could these men kill animals one ground, while I stumbled along in their
7
suddenly a large male lion went streaking across day, then try to protect them the next? wake. After five kilometres we spotted
the snowy plain. Ken and Kevin set off through the the lion. Quick, said Ken, thrusting the
I carried one of the two rifles, followed by a pilot sagebrush. D The men exchanged nods, then bent hounds collars into my hand. You
lugging measuring instruments, and a doctor and a down to set the animals loose. And with distract it for a moment. Scarcely able to
postman struggling with cameras and radio a whoop, they were off, bounding believe what I was doing, I found myself
antennae. Six others puffed and panted their way 11
through the snow, leaving the rest of us letting the straining dogs lunge at the lion
behind us, all of them like me professional city- to lumber after them, each laden with his just enough to make it come at us, then
folk unused to such strenuous exertion. While this was happening, Ken and Kevin crept up allotted encumbrance. jumping back in time to avoid its claws.
behind and tried to drop a pitifully small lasso
8 made from the dogs leads over the lions head.
Sensing their presence, the animal whirled around,
slashing with its claws. I went in with the hounds
When we finally caught up with the dogs they were again, and a surreal dance developed.
bunched up at a rock, behind which an angry
female mountain lion snarled and spat, swiping with
its claws. We kept back, ready to run if it made a 12
bid for freedom, while John crept down the
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 2
mountain behind it. Having approached the lion Of course it wasnt always so dramatic many of
quietly from below, he took his rifle from his bag, our days in the mountains were quite mundane. But
loaded it, took aim and shot. for me, the best thing about the trip was watching
hunters and environmentalists sharing an
9 adventure and putting money and energy into
conservation, all the while showing that really they
are two sides of the same coin.
We moved in, briskly efficient, photographing,
measuring and weighing as John had taught us.
Having changed the battery in its radio-collar, we
brought the silken-coated creature round with an
injection. Snarling and unsteady, it slunk away into
cover and we began the long trek down the
mountain.
Turn over
Part 3 13 In the first paragraph, the writer says she discovered that
You are going to read a newspaper article. For questions 13 19, choose the answer (A, B, C or D)
A there were some subjects she had no interest in dealing with.
which you think fits best according to the text.
B the standard of her work as an interpreter was getting lower.
C her mind was wandering when she should have been doing her job.
Mark your answers on the separate answer sheet.
D she could no longer understand subjects she had previously covered.
14 What does the writer say about being an interpreter in the second paragraph?
How I found my true voice
As an interpreter, Suzanne Glass could speak only for others but the work provided terrific material for A It was the kind of job her parents had always expected her to do.
her first novel. B It turned out to be more challenging than she had anticipated.
C It was what she had wanted to be ever since she was a small child.
No, no, no! Youve got to get away from this or behind the smoky glass of the booth, I think theyre D It gave her access to important information before other people.
youre going to lose it. The voice reverberating in surprised to see that were actually alive.
my head was my own. I was at an international Ironically, part of the secret of interpreting is 15 What does the writer say about speakers she interpreted for?
conference. My throat was killing me and my non-verbal communication. You have to sense when
headphones were pinching. I had just been your partner is tired, and offer to take over. At the A Some of them had a tendency to get irritated with interpreters.
interpreting a speaker whose last words had been: same time, you have to be careful not to cut him short B She particularly disliked those she struggled to hear properly.
We must take very seriously the standardisation of and hog the microphone. Interpreters can be a bit like C They usually had the wrong idea about the function of interpreters.
the length of cucumbers and the size of tomatoes. actors: they like to show off. You do develop D Some of them made little attempt to use their own language correctly.
You cant afford to have your own thoughts when friendships when youre working in such close
youre interpreting simultaneously, so, of course, I proximity, but theres a huge amount of 16 The writer says that relationships between interpreters
missed the speakers next sentence and lost his train of competitiveness among interpreters. They check on
thought. Sitting in a darkened booth at the back of a each other and sometimes even count each others A can make it difficult for interpreters to do their jobs well.
huge conference hall, I was thrown. Fortunately, my mistranslations. B are affected by interpreters desires to prove how good they are.
colleague grabbed my microphone and took over. Translating other peoples ideas prevented me C usually start well but end in arguments.
This high-pressure, high-output work was not from feeling involved and creative as an interpreter. D are based on secret resentments.
quite the dream profession I had hoped for. Although Actually, you cant be a creative interpreter. Its a
I had fun with it in the beginning occasionally being contradiction in terms. Sometimes, when I disagreed 17 The writer says that when she disagreed with speakers, she would sometimes
among the first to hear of medical and political with a speaker, I wanted to rip off my headphones,
breakthroughs would be exciting for any 25-year-old jump up and run out of the booth, shouting: Rubbish. A mistranslate small parts of what they said.
I realised that this was a job in which I would never be Rubbish. Youre talking a lot of nonsense, and this is B make it clear from her tone of voice that she did not agree.
able to find my own voice. I had always known that what I think about it. Instead, I had to sit there and C exaggerate their point of view.
words would be my life in one form or another. My regurgitate opinions in violent contradiction with my D give the impression that they did not really mean what they said.
mother thought shed given birth to an alien when I own. Sometimes, Id get my revenge by playing
began to talk at the age of seven months. That games with the speakers tone of voice. If he was 18 The writer says that when she returned to interpreting,
momentous day, she had placed my playpen in the being serious, Id make him sound jocular. If he was
hallway and gone into the bedroom. In imitation of being light-hearted, Id make him sound earnest. A she did not start off very well.
the words she had repeated to me again and again, I Eventually, I wanted to find a career where my B she briefly wished she had not given it up.
apparently called out towards the bedroom door: I own words would matter and where my own voice C she thought that two of the delegates recognised her.
see you. I see you. I was already in training for a would be heard. So, to redress the balance, I decided D she changed her ideas about the main character in her novel.
career as a professional parrot. to write a novel. While I was writing it, I did go back
But how mistaken I was to think that and interpret at a few conferences to get inside the 19 What is the writers main point in the article as a whole?
international interpreting would be glamorous. The head of Dominique, my main character. At first, I was
speaker rarely stops to think that theres someone at a little rusty and a couple of the delegates turned A It is not always a good idea to go into a profession because it looks glamorous.
the back of the room, listening to his words, absorbing round to glare at me, but after twenty minutes, I was B Most interpreters eventually become disillusioned with the work.
their meaning, and converting them into another back into it, playing that old game of mental C Being an interpreter did not allow her to satisfy her need to be creative.
language at the same time. Often I was confronted gymnastics. Interpreting is like learning to turn D Most interpreters would actually like to do something more creative.
with a droner, a whisperer or a mumbler through my somersaults: you never forget how to do it. But for
headphones. The mumblers were the worst. Most of me, sitting in the booth had a ghost-like quality to it
the time, an interpreter is thought of as a machine a as though I had gone back into a past life. A life that
funnel, a conduit. Which, I suppose, is precisely what belonged to the time before I found my own voice.
we are. Sometimes, when those we are translating for
hear us cough or sneeze, or turn round and look at us
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 2
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19
PAPER 1: READING
Test 2 Part 3 (questions 1319)
20
Science Books
Part 4
Anjana Ahuja reviews a selection of science publications.
You are going to read an article containing reviews of science books. For questions 20 34, choose from
the reviews (A G). The reviews may be chosen more than once.
The most anticipated book of the year was The Biographies are always coveted possessions. I
Mark your answers on the separate answer sheet. Universe in a Nutshell by Stephen Hawking. A recommend two of this years crop. The first is
follow-up to his best-seller A Brief History of Oliver Sackss poignant memoir, Uncle Tungsten.
Time, this is a sumptuously illustrated romp It is a story of a strange childhood bound up with
through cosmology written in bite-sized chapters. the history of chemistry. Sacks, a neurologist
It is a competent introduction to how the universe who has written eloquent accounts (Awakenings,
began with a Big Bang and may end up with a The Man Who Mistook His Wife For a Hat) of
About which of the books is the following stated?
Big Crunch. Along the way, there are multi- how strange the human mind can be, dreams that
PAPER 1: READING
dimensional universes to be conquered, so elements in the Periodic Table are his friends. It
It describes personal antipathy that stimulated scientific enterprise. 20
Hawkings book may end up lying guiltily on the is, admittedly, a slightly bizarre book, but written
coffee table. with elegance and compassion.
It centres on an individual who displays the negative characteristics 21
of a particular stereotype. My next choice is The Science Book: 250 My second suggestion is The Northern Lights,
A The Universe
Milestones in the History of Science, edited by Lucy Jagos fictionalised account of the life of
It is an overtly jolly book about a scientific breakthrough. 22 in a Nutshell
Peter Tallack. A silver slab of a book, it guides Kristian Birkeland. He was a Norwegian scientist
the reader through a chronology of science, who tried to understand the Aurora Borealis, the
The organisation of the book lends itself to easy reference. 23 beginning in Swaziland 37,000 years ago with the dancing coloured lights that streak across polar
B The Science
origins of counting, and ending with the recent skies. Birkeland, born in the middle of the 19th
Book
Test 2 Part 4 (questions 2034)
It presents the interweaving of an early life with a scientific 24 Human Genome Project. Topics are summarised century, was a textbook eccentric: obsessive,
discipline. on one page, making it ideal for dipping into bits absent-minded and disorganised. As Jago
of science such as superconductivity and why explains, his theory that the dancing lights arose
It gives a compelling glimpse of the riskier aspects of scientific study. 25 C Rivals
there are different blood groups. from the interplay between the Earths magnetic
field and charged particles streaming from the sun
Despite being odd, it has a humane approach. 26 Rivalry is often the lifeblood of science, and so I was largely disregarded. It is a perfect winter
D The Seven
was thrilled to see Michael Whites inspired tale of ice and light. However, some may find the
Daughters of
Its heavy subject matter may cause it to be abandoned. 27 treatise on the subject earlier this year. Rivals blurring of fact and fiction, and the excitable
Eve
details eight feuds, both historical and speculation about Birkelands final years a little
Extreme and unpleasantly vindictive elements of an individual 28 contemporary, that fuelled academic endeavour. trying.
scientists personality are revealed. We learn that Sir Isaac Newton harboured an
E Uncle
almost pathological desire to humiliate and hinder If youre looking for a book to shock you out of
Tungsten
Many people were looking forward to its publication. 29 competitors. His main rival was Gottfried complacency, you could try Surviving Galeras by
Wilhelm von Leibniz, a German mathematician Stanley Williams, a chilling first-hand account of
The authors attitude to fellow professionals is not shared by others 30 who claimed to have invented calculus at the a volcano eruption in 1993 that killed several of
F The Northern
in his or her field of work. same time as, and independently of, Newton. The Williamss colleagues. Along the way, Williams,
Lights
enraged Englishman rallied supporters to who was injured, tells us about the elite band of
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | sa m p l e pa p e r te s t 2
Its emotive and subjective approach may irritate the reader. 31 denigrate von Leibniz as a plagiarist. researchers who would study volcanoes despite
the very real dangers involved. Williamss
G Surviving
Those who like to witness harmony among their veneration of these hero-vulcanologists is
It will appeal to readers who appreciate peaceful co-existence. 32 Galeras
fellow humans will be heartened to read The controversial in the geology community, but his
Seven Daughters of Eve by Bryan Sykes. Sykes tale offers an irresistible insight into the reckless,
It makes reference to a hypothesis which was ignored by people at 33
is an Oxford University geneticist who has darker side of science.
that time. discovered that 95 per cent of Europeans are
descended from one of seven ancestral mothers,
It describes a public attempt to discredit a scientist. 34 and his book is the unashamedly upbeat story of
how the discovery came about. In this racy, pacy
account, Sykes bestows nicknames on his seven
European matriarchs (Katrine, Xenia, Jasmine,
Velda, Ursula, Tara and Helena), and indulges in
amusing speculation about what they would have
been like.
PAPER 1: READING
Answer keys
Test 2
PART ONE PART TWO PART THREE PART FOUR
1 A 7 D 13 C 20 C
2 D 8 F 14 D 21 F
3 D 9 A 15 B 22 D
4 D 10 C 16 B 23 B
5 A 11 G 17 D 24 E
6 C 12 B 18 A 25 G
19 C 26 E
27 A
28 C
29 A
30 G
31 F
32 D
33 F
34 C
c a e h a n d b o o k f o r te ac h e r s | pa p e r 1 : r e a d i n g | a ns w e r k e ys f o r te s t 2 a n d c a n d i date a ns w e r s h e e t 21
PAPER 2
WRITING
GENERAL DESCRIPTION STRUCTURE AND TASKS
22 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g
The two parts of the Candidates need to adopt an appropriate style, layout, register
and tone so that the effect on the target reader is positive.
Writing paper They need to use the relevant information appropriately,
ensuring adequate coverage of each point. They should
! Each question on the Writing paper carries equal consider organisation and cohesion, as well as accuracy of
marks. language. Evidence of a range of language is also required,
which means building on key words from the input rather
Expected word length than lifting whole segments.
Candidates are asked to write 180220 words for Part 1 and Part 1 also offers candidates the opportunity to expand on the
220260 words for Part 2. information given and enables them to demonstrate their
range of language.
Writing approximately the right number of words is an
integral part of task achievement. If significantly fewer words
PART 2
are written, this is likely to mean that the task has not been
successfully completed, whereas overlong pieces of writing
This part consists of four questions from which candidates must
may involve irrelevance, repetition of ideas, poor organisation choose one. One of the four questions offers two options based on the
and have a negative effect on the target reader. list of set texts. (There are two set texts, and one question will be
offered on each.)
PART 1 COMPULSORY TASK
Task format
This part tests the candidates ability to produce a specified task type In Part 2, the input for the five tasks is considerably less than
in response to instructions and one or more texts, which may be in Part 1. Each writing task in Part 2 has a context, a purpose
supported by visual prompts.
for writing and a target reader, specified in no more than
80 words. Attention to every element in the question is
! Sample questions and scripts: pages 28, 31, 35 and 41. essential for effective task achievement and candidates should
consider carefully what level of formality is appropriate to the
task.
Task type and focus
In Part 1, candidates are asked to write one of the following: PART 2 QUESTIONS 25
an article, a report, a proposal or a letter. The letter may
include the writing of references, letters of application, and
other formal letters, for example to the editor of a magazine.
! Sample questions and scripts: pages 29, 32, 3640 and 4246.
articles, leaflets, notices, memos, notes, emails, are sensitive to the style and tone required by a task, and
must be prepared to demonstrate appropriate use of two or
announcements, diaries, an annotated text, advertisements,
more of the following functions as specified in the task:
questionnaires, etc. Visuals such as tables of survey results
describing, evaluating, hypothesising, persuading, expressing
may be included with the textual input to support or extend a
opinion, comparing, giving advice, justifying and judging
topic.
priorities.
The focus is on content (within specified functions), effective
The different task types are intended to provide frameworks
organisation of the input material, appropriacy of the piece of
for candidates so that they can put together and develop their
writing to the intended audience, and accuracy. It is important
ideas on a topic with a purpose for writing and a target reader
that candidates cover all the functions specified in the
in mind.
question so that the target reader is fully informed.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g 23
PART 2 QUESTIONS 5(a) AND 5(b) Counting words wastes time in an examination and leads
to clumsy alterations to what a candidate has already written.
This consists of a choice of two tasks, one based on each of two Students need practice in writing tasks within the word limit
books. These are specified in the Examination Regulations issued so that they know when they have written enough in their
every year and are also available through the Cambridge ESOL own handwriting.
website: www.CambridgeESOL.org/cae
Your students need to think carefully about whom the
Task type and focus target reader is for each task and try to write in an appropriate
style and register. Is the target reader, for example, somebody
Candidates are required to write one of the following: an
they know or a stranger, or someone in a position of
article, an essay, a report or a review.
authority? Do they need to present difficult information
This option is intended to give candidates the opportunity to politely (as in a complaint) or are they trying to persuade
read a range of literature written in English and to show in somebody to do something? It is important to have a balance
their writing that they have appreciated the themes, between the function(s) required by the task and the
characters and relationships within the work they have read. relationship with the target reader.
Alternatively, or in addition, candidates may choose to watch a
When planning their writing, your students will need help
film version of the book. It is not compulsory to prepare a set
in balancing their answers so that one part does not
text, or to write on one in a Cambridge ESOL examination, but
dominate at the expense of another. It is important that your
it is hoped that the study of a text can be a rewarding and
students use effective paragraphing, and they should be
enjoyable experience. Teachers are best placed to make a
encouraged to develop each of the required points in a
judgement as to which of the set texts on offer may be
separate paragraph.
appropriate and stimulating for a particular teaching
situation. Linking ideas effectively is also something your students
will need guidance with. Using a variety of linking words and
Two books of a different style and genre are offered each year. phrases is important, as is ensuring that the flow of ideas in
Each book will normally remain on the list for two years. the writing is logical and easy for the reader to follow.
Assessment is based, as for the other Part 2 tasks, on control Your students should be encouraged to use a range of
of language in the given context. complex language. If, in doing so, they make mistakes, the
examiner will always give credit for the complex language
Each question on the Writing paper carries equal marks so Make sure your students have practice in answering
your students should practise planning the time they spend questions without the use of dictionaries. Dictionaries are not
on each question carefully. allowed in the CAE examination.
24 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g
It is important to write clearly so that the answers are easy their interests or experience.
to read. However, it is not important if candidates write in
It is worth giving your students some practice in selecting
upper or lower case, or if their writing is joined up or not.
which task to do. They should be encouraged to look at the
task types and topic areas and to consider which register,
By part functions, grammatical structures and vocabulary are required
by each task. They can then select the task which they feel
PART 1
they can complete most successfully.
Train your students to read the opening paragraphs and
instructions and to think carefully about what their role is and The expected word length for the Part 2 tasks is 220260
the purpose of the task. Whom are they writing to and why? words. Your students should be given practice in deciding how
What are they trying to achieve in the task? to allocate this in their plan and in which tasks the lower end
of the word count might be appropriate. Being concise is an
Part of the task in Part 1 is organising and using the advanced level writing skill and your students should be
information given appropriately, so your students will need reminded of this.
practice in reading the input, looking carefully at the task
instructions and then deciding how to organise and develop Remind your students that they should not reproduce a
the information. They can then move on to planning their task that they have done in class on the same topic as this is
informal headings for their plan so they can make sure they familiar with one of the texts.
Students can use key words from the question but should
not lift whole segments from the input texts. No credit is given
for language which has been obviously lifted from the
question. Your students should therefore be given practice in
using their own words when using information from the
input. This is especially important when they are expected to
adapt the style and tone of the wording to something more
appropriate for the target reader, e.g. informal notes into
formal language.
PART 2
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g 25
Task types in the CAE Writing paper Preparation
AN ARTICLE is usually written for an English-language A successful article interests and engages the reader.
magazine or newspaper, and the reader is assumed to have Descriptions, examples and anecdotes are often appropriate,
similar interests to the writer. The main purpose is to interest and effective answers will be lively and include some colourful
and engage the reader, so there should be some opinion or use of language. A personal angle usually works well, and a
comment. catchy title will attract attention. The use of direct and indirect
questions also adds colour, and students should be taught
how to use these. Looking at examples from English-language
magazines may help.
A COMPETITION ENTRY is written for a judge or panel of Competition entries need to catch the attention of the reader
judges. Candidates will usually be expected to nominate and to try to persuade the reader that the entry is the best.
somebody for something or propose themselves for selection Students should be taught the language of persuasion and
for something (e.g. a grant to study). A competition entry will how to finish an entry with a strong final paragraph.
include some degree of persuasion and give reason(s) why the
candidates choice is best.
A CONTRIBUTION TO A LONGER PIECE is written for As the style of the contributions to longer pieces will be
someone who is in the process of collecting information for defined by the larger document to which they make a
use in a larger document (e.g. a book, a guidebook or a piece contribution, students need practice in identifying what this
of research). The main purpose is to supply information and document is (given in the question) and deciding what an
opinion. The choice of register is likely to be influenced by the appropriate style may be, e.g. a guidebook may require a
purpose of the longer document, as indicated in the task factual, neutral style, whereas a piece for a book may demand
instructions. A contribution should be clearly organised and a more discursive style.
may also include headings.
AN ESSAY is usually written for a teacher and may be written Essays need to present an argument and give reasons for this.
as a follow-up to a class activity. It should be well organised, Your students need to be taught to give opinions and to agree
with an introduction, clear development and an appropriate or disagree in a formal or neutral register. They should be
conclusion. The main purpose of the task is the development advised that they are free to agree or disagree with the
of an argument and/or discussion of issues surrounding a statement in the task, or discuss both sides.
certain topic. Candidates will usually be expected to give
Effective planning and paragraphing is important in essay
reasons for their opinions.
writing, as is the correct use of appropriate linking words and
phrases. Students also need practice in writing appropriate
opening and concluding paragraphs.
AN INFORMATION SHEET is written for an audience who A successful information sheet gets the relevant points across
needs information, instruction or help in some area. clearly and succinctly. It is important that the purpose of the
Candidates will be expected to produce clear factual leaflet is made clear and the information is clearly organised.
information and/or advice on a topic. An information sheet
should be clearly organised and may also include headings.
A LETTER is written in response to the situation outlined in Letters may include a narrative element which details
the question. Letters in the CAE Writing paper will require a personal experience, e.g. to a newspaper or magazine; other
response which is consistently appropriate for the specified letters may be more concerned with giving factual
target reader, and candidates can expect to be asked to write information. Letter types may also include letters of
letters to, for example, the editor of a newspaper or magazine, application. Candidates may also be asked to write a reference
to the director of an international company, to a school or for a friend. This can be framed within a letter format but may
college principal, or to a friend. also be written as a statement. Candidates can choose to
frame their responses as emails, but letter writing conventions
such as an opening salutation, clear paragraphing and closing
phrasing are always important.
26 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g
Task types in the CAE Writing paper Preparation
A PROPOSAL is written for a superior (e.g. a boss or college Proposals are often structured in a similar way to reports and
principal) or a peer group (e.g. club members or colleagues). should be clearly organised under headings. Students should
Candidates will be expected to make one or more suggestions, be taught how to make polite recommendations and
supported by some factual information, in order to persuade suggestions and how to use a range of persuasive language.
the reader of a course of action. A proposal should be clearly
organised and may include headings.
A REPORT is usually written for a superior (e.g. a boss or Students need to be taught a report format, with the use of
college principal) or a peer group (e.g. club members or headings where appropriate. They should also work on
colleagues). Candidates will be expected to give some factual specific vocabulary areas such as transport, leisure and
information and make suggestions or recommendations. A entertainment, and learn how to make suggestions and
report should be clearly organised and may include headings. recommendations.
A REVIEW is usually written for an English-language Students should be encouraged to read as wide a range of
magazine, newspaper or website. The main purpose is to reviews as possible, such as those for holidays, books,
describe and express a personal opinion about something television programmes and consumer goods. They need to be
which the writer has experienced (e.g. a film, a holiday, a taught the use of appropriate adjectives, and how to describe
product, a website, etc.) and to give the reader a clear and explain. They also need to know how to give an opinion,
impression of what the item discussed is like. Description and positive or negative, and make a recommendation.
explanation are key functions for this task, and a review will
normally include a recommendation to the reader.
SET TEXT questions may be articles, essays, reports or Discuss the characters and the plot of the set text, or the film
reviews. Assessment is based on control of language in the version, with your students. The set text question will ask
given context. students to include some description from the book and to
give their opinions. The questions will be structured in the
same way as other Part 2 questions, so students should be
reminded of the need to address the functions listed. They
should give reasons for their views, so it is useful to have
some class discussion of their opinion of the text. Students
should make sure they have the necessary vocabulary and
understanding of the text to answer the task set.
These indications of readership and purpose are not comprehensive, but are intended to give some guidelines to the different task
types. It must be stressed that specialised writing skills are not expected of candidates at this level.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g 27
28
Part 1 Question 1
You must answer this question. Write your answer in 180 220 words in an appropriate style on the
opposite page.
1 Last summer you had a job with an international company that organises music festivals. Your
friend Jan has written to you asking about it.
Read the extract from your friends letter and from your diary below. Then, using the
PAPER 2: WRITING
information appropriately, write a letter to your friend saying whether or not you would
recommend the job to your friend and giving your reasons.
Test 1 Part 1 (question 1)
Do you think Id like the job? Most of all I want to hear plenty of music. Id
like to make enough money for a holiday too. If I could use my English and get
useful work experience, that would be great!
Cheers,
Jan
?
July 2
Boring office work! No chance to learn anything. I answer the phone and
make coffee.
July 10
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e pa p e r te s t 1
Pay day! Things are improving! The moneys not bad.
July 15
Did some translation and dealt with enquiries from English visitors.
July 22
Write your letter. You do not need to include postal addresses. You should use your own
words as far as possible.
Turn over
Part 2
Question
Write an answer to one of the questions 2 5 in this part. Write your answer in 220 260 words in
an appropriate style on the opposite page. Put the question number in the box at the top of the page.
2 You have been asked to provide a reference for a friend of yours who has applied for a job as a
receptionist in an English language college. The person appointed will be good at dealing with a
range of different people and will have excellent administrative skills.
You should include information about your friends character and personal qualities and skills,
their previous relevant experience and reasons why they should be considered for this job.
Write your reference.
3 You see the following announcement in an international magazine:
GREAT SCIENTISTS COMPETITION
We are planning a series of TV programmes about the 10 greatest scientists of all time. Which scientist
would you nominate to be included in the series? Write to us describing this persons achievements and
explaining why you feel he or she should be included.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e pa p e r te s t 1
29
PAPER 2: WRITING
Test 1 Part 2 (questions 25)
30 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g
Part 1
Question 1
You must answer this question. Write your answer in 180 220 words in an appropriate style on the
opposite page.
1 You are a student at an international college. The social committee is planning a weekend trip
and has asked you to write a proposal suggesting a suitable venue. You have asked students
what kind of trip they would like.
Read the students comments below, and the advertisements for two venues which have been
suggested. Then, using the information appropriately, write your proposal for the committee,
describing the two choices, recommending one of them and giving reasons for your choice.
Students comments:
I need exercise after all the studying!
Peace and quiet!
Shopping for presents
Good food
Entertainment cinema? concert?
Write your proposal. You should use your own words as far as possible.
Turn over
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e pa p e r te s t 2
31
PAPER 2: WRITING
Test 2 Part 1 (question 1)
32
Question
Part 2
Write an answer to one of the questions 2 5 in this part. Write your answer in 220 260 words in
an appropriate style on the opposite page. Put the question number in the box at the top of the page.
A recent survey has shown us that science fiction films are very popular, especially with
PAPER 2: WRITING
3 An international guide book called A World of Traditions is being produced, giving details of
places in different countries where visitors can learn about traditional ways of life. You have
decided to write a contribution to the guide book. Your contribution should:
describe one particular place in your country
explain what visitors could learn there about traditional ways of life
suggest why these ways of life are an important part of local or national culture.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e pa p e r te s t 2
Write your report.
5 Answer one of the following two questions based on one of the titles below. Write the letter (a) or
(b) as well as the number 5 in the question box on the following page.
(a) The Pelican Brief by John Grisham
As part of your course, your teacher has asked you to write an essay on the main
character in The Pelican Brief. In your essay you should outline the main strengths of
Darby Shaws personality and explain which aspect of her personality you most
admire and why.
During marking, each examiner is apportioned scripts chosen BAND For a Band zero to be awarded, there is either too little language
on a random basis from the whole entry in order to ensure 0 for assessment or the candidates writing is totally irrelevant or
illegible.
there is no concentration of good or weak scripts or of one
large centre from one country in the allocation of any one
examiner. A rigorous process of co-ordination and checking is *Candidates who do not address all the content points will be
carried out before, during and after the marking process. penalised for dealing inadequately with the requirements of
the task.
The CAE General Impression Mark Scheme is interpreted at
Council of Europe Level C1. Candidates who fully satisfy the Band 3 descriptor will
demonstrate an adequate performance in writing at CAE level.
A summary of the General Impression Mark Scheme is given
opposite. Trained examiners, who are co-ordinated prior to
each examination session, work with a more detailed version,
which is subject to updating.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g a s se s sm e nt 33
Cambridge ESOL
LEVEL MASTERY
Common Scale for Writing c2 CERTIFICATE OF PROFICIENCY IN ENGLISH:
Fully operational command of the written language
The Cambridge ESOL Common Scale for Writing has been
Can write on a very wide range of topics.
developed to allow users to: Is able to engage the reader by effectively exploiting stylistic
devices such as sentence length, variety and appropriacy of
interpret levels of performance in the Cambridge tests vocabulary, word order, idiom and humour.
from beginner to advanced Can write with only very rare inaccuracies of grammar or
vocabulary.
identify typical performance qualities at particular levels
Is able to write at length organising ideas effectively.
locate performance in one examination against
performance in another. LEVEL EFFECTIVE OPERATIONAL PROFICIENCY
c1 CERTIFICATE IN ADVANCED ENGLISH:
The Common Scale is designed to be useful to test candidates Good operational command of the written language
and other test users (e.g. admissions officers or employers). Can write on most topics.
Is able to engage the reader by using stylistic devices such as
The description at each level of the Common Scale is not
sentence length, variety and appropriacy of vocabulary, word
intended as a specification for the test content, but rather
order, idiom and humour though not always appropriately.
aims to provide a brief, general description of the nature of Can communicate effectively with only occasional inaccuracies
written language ability at a particular level in real-world of grammar and vocabulary.
contexts. In this way the wording offers an easily Is able to construct extended stretches of discourse using
understandable description of performance which can be accurate and mainly appropriate complex language which is
organisationally sound.
used, for example, in specifying requirements to language
trainers, formulating job descriptions and specifying language
LEVEL VANTAGE
requirements for new posts.
b2 FIRST CERTIFICATE IN ENGLISH:
Generally effective command of the written language
Can write on familiar topics.
Shows some ability to use stylistic devices such as variety and
appropriacy of vocabulary and idiom though not always
appropriately.
Can communicate clearly using extended stretches of discourse
and some complex language despite some inaccuracies of
grammar and vocabulary.
Can organise extended writing which is generally coherent.
LEVEL THRESHOLD
b1 PRELIMINARY ENGLISH TEST:
Limited but effective command of the written language
Can write on most familiar and predictable topics.
Can communicate clearly using longer stretches of discourse
and simple language despite relatively frequent inaccuracies of
grammar or vocabulary.
Can organise writing to a limited extent.
LEVEL WAYSTAGE
a2 KEY ENGLISH TEST:
Basic command of the written language
Can write short basic messages on very familiar or highly
predictable topics possibly using rehearsed or fixed
expressions.
May find it difficult to communicate the message because of
frequent inaccuracies of grammar or vocabulary.
34 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g c a m b r i d g e e s o l com mo n sc a l e f o r w r i t i n g
PAPER 2: WRITING
Test 1 Question 1 (sample script)
Cheers,
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1 35
PAPER 2: WRITING
Test 1 Question 2 (sample script)
possessed. She is extremely dedicated to her job and she is known to be a Accuracy
hard-worker, working overtime should the need arise. Minimal errors; controlled and natural use of
language.
As a colleague, she is a friendly person who is always on hand to help.
Therefore, she is liked and respected by everyone. Appropriacy of register and format
Consistently appropriate.
Regarding dealing with customers, she has a great deal of experience, and her
polite and tactful manner is vital in customer relations. Target reader
Very positive effect on target reader, who
When she started work in the company, due to her organised manner, she would consider Ms Wongs application.
used to get a little nervous when she was under stain. Nevertheless, she
Marks awarded
soon changed drastically and became more self-assured.
Band 5.
It is undeniable that Michelle has a talent for foreign languages, and she is
fluent in English, French and Chinese. This is a great advantage when working
in an English language college. Despite being such an intelligent person she
keeps a low-profile.
For all these reasons, I strongly believe that Michelle would have much to
contribute, and therefore I have no hesitation in supporting her application
wholeheartedly.
36 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1
PAPER 2: WRITING
Test 1 Question 3 (sample script)
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1 37
PAPER 2: WRITING
Test 1 Question 4 (sample script)
We are a family of four: my husband Gregory, forty-five, working as a host family accommodation, nor described
the qualities a host family needs to have.
consultant manager for a tourist agency; our two sons Eric, 18 years old, and
John, 16 years old; both students; and of course myself, 43 years old and Organisation and cohesion
working as an account manager. We have a 5 bedroom and 4 bathroom Slightly over paragraphed.
cottage and we live at a short distance from the best tourist attractions in
Range
the region and within walking distance from the nearest bus and rail-way Satisfactory for the task.
station.
Accuracy
We would be more than happy to wellcome amongst us a male foreign Mostly accurate with very few errors.
student, to live with us as a part of our family, for the duration of two years.
Appropriacy of register and format
Besides lodging we offer three meals per day and he would be more than Satisfactory.
wellcome to any family outings and activities. Target reader
We are making this application because we would like to experience living with Would be partially informed.
someone coming from another culture and also because my boys are going to Marks awarded
leave soon to France as exchange students and I would like to know what Band 2.
would be the best option for us as parents, to send them to college
accomodation or to families like us.
Best regards
38 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1
PAPER 2: WRITING
Test 1 Question 5a (sample script)
Pelican Brief is very exciting story. It is writen by John Grisham, who wrote Content
lot of thrillers. The book begins when two judges are murdered. Darby Shaw is Content points are addressed, though there is
heroine of book and she tries to find reasons of the murders. She believes that a lack of balance between description of the
oil tycoon Victor Mattiese guilty, because he want to get oil on land where live plot and opinion/recommendation.
special pelicans. He has to make legal process for permission to work on that Organisation and cohesion
land. Two murdered judges protected the environment. Darby understands Broadly organised into two paragraphs
that Mattiese, who made business before with President of USA thinks though there is little attention to cohesion.
President can now make new judges who will let him to use land. Darby tells
Range
to her boyfriend her idea that tycoon is corrupt and he tells other person.
Attempt to use a range of vocabulary
Boyfriend and that other also murdered. Darby knows she correct. Journalist,
(e.g. I bit my nails). However, little evidence
Gray Grantham, helps to Darby to prove she is right. The bad guys try to kill of successful use of a range of structure.
Darby and Gray. Of course, all well that ends well. Darby is not murdered and
falls in love again. Accuracy
Lack of control of basic structure.
I liked very much this book and recomend to read it to other readers on your Language issues obscure message in places
website. Is very good film too but book is better, from my point of view. I bit (e.g. Boyfriend and that other also
my nails when I read the book because it so exciting and thrilling. murdered.).
Target reader
Very negative effect.
Marks awarded
Band 1.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1 39
PAPER 2: WRITING
Test 1 Question 5b (sample script)
There are many interesting characters in Lucky Jim but as for me the most of Content
these is the protagonist Jim Dixon. The content of the task is covered.
Jim is a young professor at university in England just after the WW2. He says Range
that he became it because he doesnt know what to do in his life and is not at Attempts to use a range of language are not
all happy to work there. He doesnt like teaching and he doesnt like his boss always entirely successful (e.g. burns down).
the professor Welch. Instead he imagines to work for a rich man to help him Organisation and cohesion
not to be bored and this happens in the end of the story. In fact Jim doesnt Clearly organised and paragraphed with some
like a lot of the other personages in the book and the story is mainly about attention paid to cohesion.
his life in battle with them.
Accuracy
Another reason Jim is the most interesting is that funny things happen to A number of non-impeding errors.
him, especially when he had drunk. For example at Welchs house he runs Appropriacy of register and format
away from singing and goes to the pub. When he returns he by accident burns Consistent and appropriate.
down his bed. Also he drinks to give him courage before his speech and finishes
Target reader
by mocking the university stuff.
Would be informed.
Though Jim is not always a good man I find him interesting and am very
Marks awarded
happy when in the end of the story he gets a good job and Christine at the Band 3.
same time.
40 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 1
PAPER 2: WRITING
Test 2 Question 1 (sample script)
The aim of this proposal is to suggest a suitable venue for the weekend trip Content
the social committee is organising. All points addressed, though last paragraph
needs more expansion.
The people taking part of this weekend activity attend college, therefore the
activities involved should be proper. Organisation and cohesion
Well organised into paragraphs but weaker
One of the first suggestions given was mainly about phisical exercise. It would internal cohesion e.g. also also in the
be a great opportunity for them to keep fit and relax doing a sport. Second, third paragraph. The proposal would benefit
the students expressed their wish for quiet and peace, are also concerned from a title and headings.
about the food they will receive and also about going shopping for presents.
Range
The last comment was related to entertainment, either a film or a concert.
Reasonable range of vocabulary but good
Regarding the students opinions and wishes for the trip but also taking into range of structure.
consideration the two choices of locations, I recommend that the Briar Park Accuracy
Hotel. Although Lakeside Activity Centre offers a peaceful setting in woodland Several non-intrusive errors.
and opportunities for walking, canoeing and sailing, Briar Park Hotel best
Appropriacy of register and format
meets all the demandings. It has beautiful grounds outside Leightonbury, a
Generally consistent.
swimming pool and also tennis courts for sports. The free bus to and from city
centre is perfect for going shopping and the international menu has good food. Target reader
Would be informed.
As a conclusion, I believe that Briar Park Hotel is a good option which the
Marks awarded
social committee should choose for the weekend trip
Band 3.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2 41
PAPER 2: WRITING
Test 2 Question 2 (sample script)
insects. That way, the person who watches the film can imagine that he/she is saying) where more complex language
attempted.
actually saving the world from an alien invasion or fighting enormous spiders.
Appropriacy of register and format
Another essential feature of a good science fiction movie is mystery. Have you
Appropriately engaging.
noticed that, after watching any science fiction film, there is always
something that you dont completely understand? It is done on purpose to let Target reader
your imagination run wild. The fact that there is no answer makes you think Would be informed and interested.
that, after all, what you have seen is not totally impossible to happen one Marks awarded
day or another. Band 4.
And that is why this kind of movies is so popular among young people. Their
imagination is generally much bigger than the imagination of older people. They
are often less reluctant to saying this is impossible, it cant happen,
compared with adults whose rational mind is an obstacle to enjoying this
type of movies.
42 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2
PAPER 2: WRITING
Test 2 Question 3 (sample script)
in www.spainhotel.es. Range
The 7th of July is the typical day of Pamplona: Sanfermin, and you can see the Limited.
bulls running in the streets. There are so many events programmed around
Accuracy
that day: the Pablo Sarasates Orchestra plays a very emotive performance A number of errors, some of which impede.
which consists on Spanish Composers, there is a football match between Real
Madrid and Barcelona every year, the Government of Navarra organises a Appropriacy of register and format
festival where dancers from every cities of Spain are invited to dance with the More appropriate to advertising than to
regional music of each city, restaurants have their best cookers and they required genre.
prepare delicious typical menus for people from other countries. Target reader
You can learn costumes from all different places of Spain if you come to Would be partially informed.
Pamplona in July! Marks awarded
It is possible also to rent a car and to go to San Sebastian just for a day. It Band 2.
is wonderful! You will be able to swim in the sea while seeing the snow in the
Pyrinees Mountains.
These ways of life in Pamplona are very important because it is known in all
the World. People from America, Europe, Asia .... everywhere use to come, and
Pamplona becomes the centre point in the news.
Dont forget to be dressed in white and red colours.
You will enjoy yourself so much at the same time as you will learn our
costumes, history, etc ....
(For further information www.navarrasummer.com)
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2 43
PAPER 2: WRITING
Test 2 Question 4 (sample script)
44 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2
PAPER 2: WRITING
Test 2 Question 5a (sample script)
The main character in The Pelican Brief is Darby Shaw. At the beginning of the Content
novel she is studying law and having a relation with Thomas Callahan, one of All the points are fully covered and suitably
her professors. Together they become interested in the suspicious deaths of expanded.
two Supreme Court judges. Darby writes a report about it and this document Organisation and cohesion
leads to Callahans violent death. Darby knows she is in great danger but this The essay is well organised in clearly
does not prevent her to continue the investigation. connected paragraphs.
As this brief description suggests, Darby is a very brave person. She was very Range
lucky that she did not die with Callahan. She knows that her actions are The candidate uses a good range of relevant
making dangerous men become angry, she tries to hide from them but she vocabulary effectively.
does not stop her investigation. She is afraid but she still wants to find the Accuracy
truth. The language is generally very accurate. The
few errors (e.g. prevent her to continue, in
Darby also possesses many other strengths. She is a very intelligent person,
threat and environement) do not in any way
for example she is able to work out the connection between the two judges.
impede the readers understanding.
In addition, she has very deep principles. She realises that very important
people are involved in the situation but she is still determined to make the Appropriacy of register and format
truth public. She knows that the environement is in threat and this is very Consistently appropriate.
important for her. Target reader
Would be fully informed about Darbys
So, I hope I showed that Darby has many strengths. The aspect of her
character and what the writer admires about
personality that I most admire is her braveness. However this does not mean
her.
that she is not afraid. Instead, it means that she acts with courage despite
her fear. Marks awarded
Band 5.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2 45
PAPER 2: WRITING
Test 2 Question 5b (sample script)
Lucky Jim is the story of a university professor. Lucky Jim is Jim Dixon. He Content
teaches history and he doesnt like very much his job. He doesnt like the The candidate devotes too much space to
another teachers, especially the chief professor, and even he doesnt like very outlining the plot and omits to say anything
much his girlfriend Margaret. Sometimes she is his girlfriend and sometimes about the reason for the novels title.
she isnt. She teaches also history in the university. He particularly not like Organisation and cohesion
Bertrand the chief professors son and he try to steal his girlfriend. He does a The review is not well organised as it has one
lot of stupid and embarasing things and he has often drank very much. When very long and one very short paragraph. The
he stays at the professors house one weekend he smokes in bed and makes summary of the plot is not very coherent as it
fire. He burns his bed. Then he has to make a very important lecture called provides too much irrelevant detail.
Merrie England and he nervous about it so he becomes too drunk. He looses Range
his job. Then he also gets another job in London and the girlfriend of the son of The candidate displays a slightly narrow
the chief professor. One day they see that same professor and his wife and range of language here.
Bertrand in London and they can just laugh at them. Accuracy
There are a number of errors in the writing
This story is quiet funny. The people are all too stupid and not one is nice or
(e.g. the another, word order in he doesnt
kind but the book make me laugh. It make a good film. I certainly recommend
like very much his job, looses rather than
the story to the other students. loses, quiet instead of quite and so on).
Although some errors are quite basic for the
level (try instead of tries, for example), they
do not prevent the reader from understanding
the writers intention.
Target reader
Would be informed about the plot of the play
but would not be informed about the reason
for the title.
Marks awarded
Band 2.
46 c a e h a n d b o o k f o r te ac h e r s | pa p e r 2 : w r i t i n g | sa m p l e sc r i p ts a n d m a r k sch e m e s te s t 2
PAPER 3
USE OF
ENGLISH
GENERAL DESCRIPTION STRUCTURE AND TASKS
No. of Qs 5.
PART 5
Task type Key word transformations.
and focus Lexical and grammatical.
No. of Qs 8.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h 47
The five parts of the PART 3 WORD FORMATION
!
In this part, there is an emphasis on vocabulary and grammar.
Each correct answer in Part 3 receives 1 mark.
! Sample tasks and answer keys: pages 51, 55, 56 and 60.
Part 3 consists of a text containing 10 gaps (plus one gap as an
example). At the end of some of the lines, and separated from
! Each correct answer in Part 1 receives 1 mark. the text, there is a stem word in capital letters. Candidates
need to form an appropriate word from given stem words to
Part 1 consists of a text in which there are 12 gaps (plus one fill each gap.
gap as an example). Each gap represents a missing word or
phrase. The text is followed by 12 sets of four words or The focus of this task is primarily lexical, though an
phrases, each set corresponding to a gap. Candidates have to understanding of structure is also required. It tests the
choose which one of the four words or phrases in the set fills candidates knowledge of how prefixes, suffixes, internal
the gap correctly. changes and compounds are used in forming words.
Candidates may be required to demonstrate understanding of
Candidates are required to draw on their lexical knowledge
the text beyond sentence level.
and understanding of the text in order to fill the gaps. Some
questions test at a phrasal level, such as collocations and set
PART 4 GAPPED SENTENCES
phrases. Other questions test meaning at sentence level or
beyond, with more processing of the text required. A lexico-
grammatical element may be involved, such as when In this part, there is an emphasis on vocabulary
In this part, there is an emphasis on grammar and vocabulary. Part 4 consists of five questions; each question is made up of
three discrete sentences. Each sentence contains one gap and
! Sample tasks and answer keys: pages 52, 55, 57 and 60. the gapped word is common to all sentences. Candidates must
write the one word which is appropriate in all three sentences.
The focus of the gapped words is either grammatical, such as In this part, there is an emphasis on grammar and vocabulary
articles, auxiliaries, prepositions, pronouns, verb tenses and
forms; or lexico-grammatical, such as phrasal verbs, linkers
and words within fixed phrases. The answer will always be a
! Sample tasks and answer keys: pages 54, 55, 59 and 60.
The absence or misuse of punctuation is ignored, although Part 5 consists of eight questions (plus an example). Each
spelling, as in all parts of the Use of English paper, must be question contains three parts: a lead-in sentence, a key word,
correct. and a second sentence of which only the beginning and end
are given. Candidates have to fill the gap in the second
sentence so that the completed sentence is similar in meaning
to the lead-in sentence. The gap must be filled with between
three and six words, one of which must be the key word. The
key word must not be changed in any way.
48 c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h
In this part of the paper the focus is both lexical and Give your students practice in completing the answer sheet.
grammatical and a range of structures is tested. The ability to When writing their answers on the answer sheet, they must
express a message in different ways shows flexibility and be careful to make sure that they put the answer by the
resource in the use of language. appropriate question number. This is especially important if
they leave some questions unanswered. They must also be
The mark scheme splits the answer into two parts and
sure to write in capital letters in Parts 2, 3, 4 and 5.
candidates gain one mark for each part which is correct.
By part
Preparation PART 1
General When studying vocabulary in preparation for the paper,
your students should pay attention to collocation, the shades
The texts in Parts 1, 2 and 3 all have titles. Encourage your
of meaning differentiating sets of similar words, and
students to pay attention to each title as it will indicate the
complementation (e.g. whether words are followed by a
main theme of the text.
certain preposition, or by a gerund or an infinitive, etc.).
Encourage your students to read through each text (Parts 1,
Advise your students to consider all the options carefully
2 and 3) carefully before beginning to answer the questions so
before deciding on an answer. Some of the options may be
that they have a clear idea of what it is about.
very tempting, but only one will be semantically and
In Parts 2 and 5, there may be more than one permissible grammatically correct in that particular context.
answer for a question. However, students should only give one
answer for each question. If they give two answers, and one of PART 2
them is incorrect, they will not be given a mark. If they want
Any preparation task which promotes grammatical
to change an answer, they should rub it out.
accuracy is useful, especially those which focus on verb forms
All parts of the paper have detailed instructions and and the use of auxiliary and modal verbs, pronouns,
completed examples. These should be studied carefully so that prepositions, conjunctions, modifiers and determiners.
your students know what kind of answers they are expected to
Remind your students that only one word is required for
give and how they should show them on the answer sheet.
each answer. Answers of more than one word will not earn the
Your students should be encouraged to read extensively so mark.
that they build up a wide vocabulary and become familiar
Some gaps in this part can be filled by referring just to the
with the many uses of different structures. This should enable
immediate phrase or sentence, but others will require
them to deal with a range of lexical items and grammatical
understanding of the paragraph or whole text.
structures in a variety of text types.
When studying for the paper, it will be useful for your PART 3
students to refer to dictionaries and grammar books. However,
Preparation tasks which promote familiarity with the
they should also develop strategies for operating
principles of word formation (use of prefixes, suffixes, internal
independently of reference books (by, for example, guessing
changes, compounding) will be helpful.
the meaning of unknown words from the context) as they are
not permitted to take dictionaries into the exam with them. Remind your students that they need to understand the
context of each gap in the text to decide which class of word
Students should develop an efficient personal system for
(noun, verb, adjective or adverb) is required.
recording the new vocabulary they learn. They should record
as much detail as possible, including information about Sometimes a plural form or a specific part of a verb will be
complementation and collocations of the words learned. required.
Encourage your students to plan their time carefully and Sometimes a negative prefix will be required. There is
not to spend too long on any one part of the test. They should usually at least one word requiring a prefix in each Part 3 task,
try to make sure that they have a few minutes at the end of the so advise your students to look out for these.
test to check through their answers. They can do the various
parts of the test in any order, but it may be better to do them in PART 4
the order of the question paper so as to avoid the possibility of
Preparation tasks which heighten students awareness of
putting answers in the wrong sections of the answer sheet.
the multiple meanings and/or usage of certain vocabulary
Remind your students to check the spelling of their items are useful.
answers as incorrect spelling will lose them marks.
Remind your students that they are looking for the ONE
Remind your students that handwriting should be clear so word which is common to all three sentences in each
that it can be read easily by the markers. question.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h 49
PART 5
50 c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h
Part 1
1 A amenable B dependable C responsible D reliable
For questions 1 12, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).
Mark your answers on the separate answer sheet. 2 A Views B Aspects C Factors D Pieces
Example:
3 A expectations B implications C assumptions D propositions
0 A expressed B directed C indicated D guided
feelings, perceptions and so on. It has also been shown that the left and right halves, or
7 A evolved B extended C advanced D elevated
hemispheres, of the brain are (1) .. for different functions. While language is processed in the left,
or analytical hemisphere, music is processed in the right, or emotional hemisphere. (2) .. of 8 A battle B fight C quarrel D struggle
music like tone, pitch and melody are all probably processed in different parts of the brain. Some
9 A activate B motivate C stimulate D animate
features of musical experience are processed not just in the auditory parts of the brain, but in the
The tempo of music seems to be (4) .. related to its emotional impact, with fast music often 11 A vital B important C compulsory D dominant
(5) .. as happier and slower music as sadder. It is the same with the major biological rhythm of
12 A notify B report C associate D communicate
the body: our heart (6) .. quickens when were happy, but slows when were sad. Military music
may have (7) .. from attempts to get us ready for (8) .. by using fast drumming to (9) ..
our hearts into beating faster. Music is perhaps one of the most complex experiences the brain
(10) .. with and it has become an absolutely (11) .. part of our rituals and ceremonies. It has
power beyond language to (12) .. mood and co-ordinate our emotional states.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 1
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51
PAPER 3: USE OF ENGLISH
Test 1 Part 1 (questions 112)
52
Part 2 Part 3
For questions 13 27, read the text below and think of the word which best fits each gap. Use only For questions 28 37, read the text below. Use the word given in capitals at the end of some of the
one word in each gap. There is an example at the beginning (0). lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet. Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 B Y Example: 0 C O M P A R I S O N
Mosquitoes
According to the World Health Organisation, malaria, a disease spread (0) ........ mosquitoes, affects
millions of people every year. Everyone knows how irritating the noise made by a mosquito,
PAPER 3: USE OF ENGLISH
(13) .. by a painful reaction to its bite, can be. It is astonishing that so (14) .. is known about
An ancient tree
why mosquitoes are drawn to or driven away from people, given (15) .. level of distress and In Totteridge, in north London, there is a yew tree estimated to be between
disease caused by these insects. We know that the most effective chemical (16) .. protecting 1,000 and 2,000 years old. This tree, however, is a mere youngster in
people against mosquitoes is diethyltoluamide, commonly shortened (17) .. deet. (18) .. deet (0) .. with others of the species. The record in the UK is held by a yew in COMPARE
works well, it has some serious drawbacks: it can damage clothes and some people are allergic to it. Scotland that is thought to be between 4,000 and 5,000 years old. However,
such trees are becoming (28) .. rare and the Totteridge specimen was INCREASE
Scientists know that mosquitoes find some people more attractive than others, but they do not know considered of (29) .. importance to be named in 1999 as one of the 41 SUFFICE
(19) .. this should be. They also know that people vary in (20) .. reactions to mosquito bites. great trees in London. Like many yews, the Totteridge tree (30) .. DOUBT
One person has a painful swelling while (21) .. who is bitten by the same mosquito (22) .. predates the buildings around it and its exact age is unknown.
The Totteridge tree needs little (31) .. . Some of its outer branches hang MAINTAIN
hardly notice. Scientists have (23) .. discovered the reason for this, but they have carried
(24) .. experiments to show that mosquitoes are attracted to, or put (25) .. by, certain smells. down so low that they have taken root. But this is part of the trees natural
In the future, scientists hope to develop a smell that mosquitoes cannot resist. This could be used in architecture and contributes to its (32) .. in high winds. With the best of STABLE
a trap (26) .. that, instead of attacking people, mosquitoes would fly into the trap and be (33) .. , ancient yew sites are often tidied up with no benefit to the tree. INTEND
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 1
destroyed. For the time (27) .. however, we have to continue spraying ourselves with unpleasant Dead branches are not (34) .. shed by the tree and their wood harbours a READY
multitude of insects, an inseparable part of the old trees natural (35) .. . DIVERSE
liquids if we want to avoid getting bitten.
Something of the trees history is lost with the (36) .. of dead wood. After REMOVE
all, the decaying, twisted and (37) .. parts give the tree character. ATTRACT
Test 1 Part 2 (questions 1327) and Test 1 Part 3 (questions 2837)
Turn over
Part 4
For questions 38 42, think of one word only which can be used appropriately in all three sentences. 40 The workers at the car factory are at present .. in negotiations to improve their
Here is an example (0).
position.
Example:
As the business expanded and more staff were required, the company .. the
0 They say the new minister is a lovely person and very .. to talk to.
services of a recruitment agency.
My neighbours have not had a very .. life, but they always seem cheerful.
When my brother and his new girlfriend announced that they were .. it took the
Its .. enough to see why the town is popular with tourists.
whole family by surprise.
Example: 0 E A S Y
Write only the missing word IN CAPITAL LETTERS on the separate answer sheet.
___________________________________________________________________________________
41 The instructions were written in such a complicated way that Joe had to spend a long time
.. out how to set up the printer.
38 I cant see the .. of all this paperwork, can you? First results indicated that the new drug was .. and had no side effects.
I was so frustrated that I was on the .. of giving up, but my piano teacher John was annoyed to find the drinks machine was not .. yet again.
Rita complained that it was not .. that she had a smaller company car than her
colleagues.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 1
Turn over
53
PAPER 3: USE OF ENGLISH
Test 1 Part 4 (questions 3842)
54
Part 5
For questions 43 50, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between three and 47 It hasnt rained quite as much this year as in previous years.
six words, including the word given. Here is an example (0).
SLIGHTLY
Example:
This year, it has rained .... did in previous years.
0 James would only speak to the head of department alone.
ON
Example: 0 If the weather doesnt get .... stopping the tennis match.
PAPER 3: USE OF ENGLISH
INSISTED ON SPEAKING
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
__________________________________________________________________________________
Test 1 Part 5 (questions 4350)
49 I dont mind whether we stay in or go out this evening, but John wants to go to the cinema.
43 There were a lot of things that we had to think about before we could accept their offer.
DIFFERENCE
OBLIGED
It doesnt .... whether we stay in or go out this evening, but John
There were several things that we .... consideration before we wants to go to the cinema.
could accept their offer.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 1
RAISED
HESITATE
25 off
26 so
27 being
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | a ns w e r k e ys f o r te s t 1 55
56
Part 1 1 A performed B shown C executed D held
For questions 1 12, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0). 2 A localities B circumstances C surroundings D backgrounds
Mark your answers on the separate answer sheet. 3 A builds B forms C composes D creates
Example:
4 A liable B subject C related D adapted
0 A climate B weather C season D condition
5 A transmitted B played C directed D broadcast
0 A B C D
6 A reflect B exhibit C produce D register
PAPER 3: USE OF ENGLISH
Outdoor entertainment has a long history in countries with a warm (0) .. . In ancient Greece,
for example, plays were (1) ..... in large open arenas. Today, audiences enjoy concerts of 9 A absorb B attract C withdraw D detain
classical, opera, pop and rock music in outdoor (2) .. . These are usually less formal and
10 A firm B strong C forceful D rough
restrictive for the listeners than a stuffy concert hall, and a warm, starry night (3) ..... a unique
atmosphere. 11 A enclosure B shade C wrapper D cover
Music heard inside a building is (4) ........ to different acoustics. Sound vibrations are (5) ........ 12 A defeated B overcome C cleared D handled
from a musical instrument or voice to the eardrum and the buildings structure can (6) ..... these
vibrations, which we then experience as an echo. Obstructions such as pillars can (7) ........
vibrations, and hard surfaces resonate or vibrate, (8) ..... the sound, while carpets and curtains
may (9) ........ and deaden voices and music.
The music at open-air concerts, on the other hand, must often compete with the noise of traffic,
bird song or wind and thunder. A (10) ..... wind can carry the sound away and a sudden
summer storm can drown out the music altogether. In addition, if there is any risk of rain, all
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 2
instruments and sound equipment must be housed under (11) ........ to avoid the danger of
electrocution. Once these problems are (12) .. , outdoor concerts allow people the
opportunity to enjoy a wide range of live music in the fresh air.
Turn over
Part 2 Part 3
For questions 13 27, read the text below and think of the word which best fits each gap. Use only For questions 28 37, read the text below. Use the word given in capitals at the end of some of the
one word in each gap. There is an example at the beginning (0). lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet. Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 O U R Example: 0 A P P L I C A T I O N S
kind of reader you could possibly imagine. Book lists appear from time to time, often Photography was still in its (29) ..... when, in 1858, French artist Felix INFANT
arousing controversy (15) .. being too elitist or too populist. But our list is the result of Tournachon took the first aerial photograph from a hot-air balloon. From
consultations with bookbuyers and booksellers, people (16) .. know and love books. these crude (30) ..... , aerial photographs have been taken from BEGIN
(31) ..... higher vantage points and now cameras on satellites can capture INCREASE
Currently, there are well (17) .. a million books in print. Add (18) .. these yet another
images of earth from space. This would have been (32) ..... in 1858. Today, IMAGINE
100,000 books published each year and the choice for readers becomes bewildering,
such images provide a wealth of detailed information and (33) ..... they have CONSEQUENCE
(19) .. certain books, both classics and contemporary works, stand out. While our list
made an enormous contribution to our understanding of the Earths
doesnt identify classics (20) .. the traditional sense, many of the works included
atmosphere and weather patterns. They are also invaluable to (34) ..... and ARCHAEOLOGY
(21) .. considered to be classic books. The list aims to make the reader aware of
those monitoring urban (35) ..... . EXPAND
(22) .. is available that is stimulating, rewarding and inspiring. (23) .. else does one
learn about a good read other (24) .. by enthusiastic recommendation? Although aerial photographs and maps both present a birds eye view of the
Earths surface, they are valuable in different ways. In terms of (36) ..... , ACCURATE
This month we are highlighting fifty books from the area of business and reference. These
maps will always provide a more reliable representation of the surface of the
fifty titles represent the perfect business and reference library for your needs, (25) ..
Earth. However, aerial photography has become the more (37) ..... as a INFLUENCE
personal or professional. Our selection will help you to expand and enhance (26) ..
means of documenting the worlds changing landscape and ecosystems.
understanding of todays fast-changing world of business.
Look out for next months fifty choices, (27) .. will take you a step nearer completion of
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57
PAPER 3: USE OF ENGLISH
Test 2 Part 2 (questions 1327) and Test 2 Part 3 (questions 2837)
58
Part 4
For questions 38 42, think of one word only which can be used appropriately in all three sentences. 41 The use of wind power is still controversial but, in its .. , we can say that its a
Here is an example (0).
renewable source of energy.
Example:
It soon became clear that what my neighbour really wanted was to ask me
0 They say the new minister is a lovely person and very .. to talk to.
a.. .
My neighbours have not had a very .. life, but they always seem cheerful.
Because of their effect on the environment, large cars have fallen out of .. in
Its .. enough to see why the town is popular with tourists.
some parts of the world.
Example: 0 E A S Y
Write only the missing word IN CAPITAL LETTERS on the separate answer sheet. 42 The teacher .. up the books that were on the desk and put them away in the
PAPER 3: USE OF ENGLISH
___________________________________________________________________________________ cupboard.
Leaders of the main trade unions have .. in Dublin for an emergency meeting
You are lucky to see this bird today because they are not .. at this time of
today.
year.
39 My cousin isnt doing all that well academically but hes a genius on the football
.. .
This company has gained a reputation for being one of the most innovative in its
.. .
This year, Im growing sunflowers in this .. and next year it will be maize.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | sa m p l e pa p e r te s t 2
40 At the start of his career, James was .. between taking a job in television and
becoming an accountant.
The main suspect in the case told the police that his jacket had been .. when
he fell off his bicycle.
In some urban areas, tower blocks are being .. down to be replaced by rows
of houses.
Turn over
Part 5
For questions 43 50, complete the second sentence so that it has a similar meaning to the first 47 No-one can believe how successful the composers first musical has been.
sentence, using the word given. Do not change the word given. You must use between three and
six words, including the word given. Here is an example (0). TAKEN
ON
48 Tom is so tall he can only just get through that door without stooping.
James ...... to the head of department alone.
ANY
The gap can be filled with the words insisted on speaking, so you write:
If Tom was ...... be able to get through that door
without stooping
Example: 0 INSISTED ON SPEAKING
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
49 Despite arriving at work late on several occasions, my brother was still promoted.
__________________________________________________________________________________
TURNED
43 This is the number to call to book theatre tickets for tonight. Even ...... late for work on several occasions, my
brother was still promoted.
RESERVED
HAVE
44 Once Noriko had performed her solo, there was no reason for us to stay for the rest of the
concert. We ought to ...... we are going to hold the annual art
exhibition.
POINT
There was ...... for the rest of the concert once Noriko
had performed her solo.
METHOD
46 Harry wished he had asked a mechanic to check the car before he bought it.
WITHOUT
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59
PAPER 3: USE OF ENGLISH
Test 2 Part 5 (questions 4350)
PAPER 3: USE OF ENGLISH
Answer keys
Test 2
PART ONE PART TWO PART THREE PART FOUR PART FIVE
60 c a e h a n d b o o k f o r te ac h e r s | pa p e r 3 : use o f e n g l is h | a ns w e r k e ys f o r te s t 2
PAPER 3: USE OF ENGLISH
Candidate answer sheet
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PAPER 4
LISTENING
GENERAL DESCRIPTION STRUCTURE AND TASKS
Answer format Candidates are advised to write their Format A monologue (which may be
introduced by a presenter) lasting
answers in the spaces provided on the
approximately 3 minutes. Candidates
question paper while listening. There will
are required to complete the sentences
be 5 minutes at the end of the test to copy
with information heard on the
the answers onto a separate answer recording.
sheet.
Candidates indicate their answers by No. of Qs 8.
shading the correct lozenges or writing
the required word or words in capital PART 3
letters in a box on the answer sheet.
Task type Multiple choice.
Recording The instructions for each task are given and focus Attitude and opinion.
information in the question paper, and are also heard
Format A conversation between two or more
on the recording. These instructions
speakers of approximately 4 minutes.
include the announcement of pauses of
There are six multiple-choice
specified lengths, during which questions, each with four options.
candidates can familiarise themselves
No. of Qs 6.
with the task and, for some items, predict
some of the things they are likely to hear.
A variety of voices, styles of delivery and PART 4
accents will be heard in each Listening
Task type Multiple matching.
paper to reflect the various contexts
and focus Gist, attitude, main points, interpreting
presented in the recordings, as
context.
appropriate to the international contexts
of the test takers. Format Five short themed monologues, of
approximately 30 seconds each. Each
Marks Each correct answer receives 1 mark. multiple-matching task requires
selection of the correct options from a
list of eight.
No. of Qs 10.
62 c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g
The four parts of the PART 3 MULTIPLE CHOICE
Listening paper This part tests the candidates ability to listen to longer interviews
and discussions and show understanding of the speakers attitudes
PART 1 MULTIPLE CHOICE and opinions.
This part tests the candidates ability to listen to short dialogues and
show understanding of gist, detail, function, agreement, course of
! Sample tasks pages 67, 75, tapescripts pages 7071 and
7879, and answer keys pages 73 and 81.
action, as well as the speakers purpose, feelings, attitudes and
!
opinions.
Each correct answer in Part 3 receives 1 mark.
Part 1 consists of three unrelated short texts. These texts are A series of six 4-option multiple-choice questions focuses on
approximately 1 minute in length and involve more than one the attitude and opinions of speakers, both explicitly stated
speaker. Texts are taken from a wide range of real-life contexts and implied. The questions may also focus on either detailed
and, therefore, contain a correspondingly wide range of topics, or gist understanding. Questions follow the order of
voices and styles of delivery. There are two 3-option multiple- information presented in the text.
! Sample tasks pages 67, 75, tapescripts pages 70 and 78, and
! Sample tasks, pages 68, 76, tapescripts pages 7172 and
7980, and answer keys pages 73 and 81.
answer keys pages 73 and 81.
! Each correct answer in Part 2 receives 1 mark. ! Each correct answer in Part 4 receives 1 mark.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g 63
use this time to familiarise themselves with the task and
By part
begin to make predictions about what they are likely to hear.
PART 1
A variety of voices, styles of delivery and accents will be
heard in each Listening paper to reflect the various contexts Remind your students that they need to listen to the whole
presented in the recordings. extract carefully once through before choosing their answers;
that they should not assume too soon that they have heard
Classroom discussion activities in the target language
the correct answer. Remind them that because the two
provide an invaluable source of listening practice. Students
questions each have a different focus, information relevant to
ability to understand what they hear can improve dramatically
the answers could come from different parts of the recording,
if they are regularly exposed to audio materials: the more
so they may not be able to answer the questions in sequence
English they hear, delivered at natural speed in a variety of
as they would in a longer text.
voices and contexts, the more confident they will become in
extracting key information and gist meaning, even when they Similarly, your students should be wary of choosing an
are not able to decode every single word or phrase. These skills answer simply because it contains words and phrases heard
are essential to learners at CAE level. on the recording. Rather, they should read through the
questions before they listen and think about what they are
A daily learning programme which includes a hearing
being asked to listen for. This could be the speakers purpose,
English component from audio recordings will help prepare
attitudes and opinions, the gist of an argument, or perhaps
your students for the Listening test. Your students should be
whether or not the speakers agree about a certain point under
exposed to varieties of English, to speakers of different ages
discussion.
and backgrounds and to the language of different contexts,
e.g. formal announcements, lectures, less formal talks, Very few questions will test the literal meaning of the text
informal discussions, interviews, etc. alone; most will require candidates to think about what is said
and relate it to the ideas presented in the options. Therefore,
Your students should be encouraged to deal with texts in
encourage your students to mark one answer to each question
different ways depending on the nature of the listening task.
at the end of the first listening, even if theyre not sure it is
For example, they might listen to a text once for gist,
correct. The second listening can then be used to confirm this
producing a summary of the main ideas or attitudes
answer or not.
expressed. They could then be asked to listen to the same text
again, this time retrieving specific information.
PART 2
Make your students aware of how much they themselves
bring to a listening task. Encourage them to make predictions Remind your students that the task instruction and the set
about listening texts from their own experience and world of sentences or notes on the page provide a lot of information
knowledge. The instruction provides information about the about what they are going to hear. Encourage them to use the
speaker, topic and context. Encourage your students to use preparation time wisely. One way of doing this is to give them
this information to help them tune in to the text quickly when pre-listening tasks in the classroom that will help them to
they hear it. Remind your students that they should use the think about likely vocabulary and other language features
pause before each recording to read through the task carefully, associated with the topic and context. For example, they can
so they are prepared for what they hear. Encourage them to look at the information in the instruction and try to visualise
use the task on the question paper to guide them through the the speaker and the situation; to imagine the kind of
listening text and keep their place as they answer the information that might be given, and the type of language that
Remind your students that in long texts, the questions Encourage your students to read through the set of
come in the same order as the information in the recording, sentences and think about the type of information that is
and therefore reflect the structure of the text. Help them to missing. Remind them that most questions will focus on
identify discourse markers, interviewers questions and other concrete pieces of information (e.g. nouns, proper names, etc.)
textual features that structure a text and are often reflected in and will generally be single words or very short noun groups
the layout and wording of the task on the page. (e.g. adjective plus noun), and that usually no more than three
words are required.
Remind your students that in sentence-completion tasks
they should write their answers clearly in CAPITAL LETTERS. Tell your students not to try and write long answers and not
to repeat information which is already on the page. Some
Encourage your students to answer all the questions, even students try to paraphrase the information they hear rather
if they are not sure, as there are no marks deducted for wrong than using the actual words on the recording. This is not a
answers and it may be that they have understood more than good idea. The ability to produce paraphrase is not a skill that
they think. is tested in this task; the keys focus on the actual words heard
on the recording.
64 c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g
In sentence completion tasks, the word(s) students write listening strategies. As in Part 3, a sound knowledge of the
must complete the sentence logically and grammatically. By type of words used to report attitudes and feelings in the
using the actual words on the recording, students can questions will help your students in this part.
complete the sentences without worrying too much about the
Remind your students that they must answer both tasks
grammar. They should, however, check that they have heard
and that they will only hear the series of monologues twice.
the correct form of the word. For example, if students do not
They can choose how they approach the tasks, however,
hear clearly whether a word is singular or plural, they should
perhaps attempting one task on each listening, or perhaps
check the rest of the sentence to see which is required.
approaching both tasks simultaneously, answering the most
accessible questions on the first listening and the more
PART 3
challenging questions when the recording is repeated.
This is the longest part of the Listening test, and your
Research has shown that different candidates approach
students should be given plenty of exposure to longer
this task in different ways, with equal success, so avoid
interviews and discussions. Students need to follow the line of
imposing one particular strategy on them. Classroom activities
development in these texts and recognise when the
could focus, for example, on helping your students to identify
conversation has moved on from one particular aspect of the
the best method of approaching this task for themselves.
issue being discussed to another. For example, on a first
listening in class, your students can listen simply for the
number of issues discussed, what they are, and where the
natural breaks in the dialogue come, as well as each speakers
general attitude towards those issues.
PART 4
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66
Part 1
Extract Three
You will hear three different extracts. For questions 1 6, choose the answer (A, B or C) which fits
best according to what you hear. There are two questions for each extract.
You hear part of an interview with a food writer called Richard Capstick.
Extract Two
You hear part of an interview with a woman who trained the winning horse in a top
showjumping competition.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | sa m p l e pa p e r te s t 1
A to demonstrate how tough she had to be
B to explain how she reacted to her victory
C to emphasise how fortunate she was to win
4 How did she feel before her horse won the competition?
Turn over
Part 2
Part 3
You will hear a marine wildlife photographer called Bruce Hind talking about his work.
You will hear part of a radio interview in which the comedian and writer Jane Clarkson is talking about
For questions 7 14, complete the sentences.
her work. For questions 15 20, choose the answer (A, B, C or D) which fits best according to what
you hear.
8 of the photographs he hopes to take. 16 According to Jane, why did some critics dislike her novel?
A her patience
B her ability to listen
Bruce disagrees with people who say his way of taking photographs is not
C her habit of watching people
D her rational way of thinking
10
19 What was the disadvantage of the stage image which Jane developed?
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67
PAPER 4: LISTENING
Test 1 Part 2 (questions 714) and Test 1 Part 3 (questions 1520)
PAPER 4: LISTENING
Test 1 Part 4, Tasks One and Two (questions 2130)
68 c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | sa m p l e pa p e r te s t 1
PAPER 4: LISTENING tell the difference between the track Id started listening
to and the one I was listening to then.
Sample tapescript Test 1 PAUSE 5 SECONDS
Please note the 5 min pause at the end of the recording is not
represented in real time. ***
REPEAT EXTRACT 1
This is the Cambridge Certificate in Advanced English
PAUSE 3 SECONDS
Listening test.
Extract two.
SAMPLE TEST 1.
You hear part of an interview with a woman who trained the
Im going to give you the instructions for this test.
winning horse in a top showjumping competition.
Ill introduce each part of the test and give you time to look at
Now look at questions 3 and 4.
the questions.
PAUSE 15 SECONDS
At the start of each piece you will hear this sound:
***
*** Int: What do you remember about the first time one of your
Youll hear each piece twice. horses was a winner?
Remember, while youre listening, write your answers on the Trainer: Its an incredible experience, after all those months of
question paper. Youll have 5 minutes at the end of the test to training. When my horse, Black Prince, won the National
copy your answers onto the separate answer sheet. Showjumping Competition, people expected me to be
exhilarated, but I was absolutely stunned by it. People
Therell now be a pause. Please ask any questions now,
ask, How did you celebrate? but youre completely
because you must not speak during the test.
wiped out! And it takes a while for it to sink in. I think
PAUSE 5 SECONDS youre like an Olympic athlete you know, they say it
never comes home to them until theyre on their way
Now open your question paper and look at Part 1.
home.
PAUSE 5 SECONDS
Int: You were worried about Black Prince before the
Youll hear three different extracts. For questions 16, choose competition, werent you?
the answer (A, B, or C) which fits best according to what you
Trainer: Not so much him, because he was in pretty good
hear. There are two questions for each extract.
condition on the whole, and although the heavens had
Extract one. opened and it was getting awfully muddy underfoot,
Black Prince excelled on that sort of ground. I hate to
You hear two people on a music programme talking about the
admit this now, but we had a replacement rider at the
singer Nancy Graham.
last minute, and I did just wonder if he could hack it
Now look at questions 1 and 2. its a challenging course. Fortunately of course I was
proved wrong, so I had to eat my words! I also [fade]
PAUSE 15 SECONDS
*** PAUSE 5 SECONDS
Jon: I bought Nancy Grahams first album. I loved it and ***
thought it was a really new sound and a different way to REPEAT EXTRACT 2
sing the old jazz and blues songs. This one, however, PAUSE 3 SECONDS
seems in a way more of the same and, although theres
Extract three.
been an injection of country music to vary that jazz
sound, I did think she was slightly running out of steam You hear part of an interview with a food writer called Richard
and maybe shes released this album too soon. Capstick.
Meg: I think theres a lot of great stuff on it the late night Now look at questions 5 and 6.
jazz numbers in particular. It just gets a bit bland at
PAUSE 15 SECONDS
times for me. When the true country stars sing of pain
and anguish you believe them, which I cant say I do ***
here. Int: So, Richard, you worked as an assistant in the kitchens
of several well-established restaurants, moving round to
Jon: Maybe its just that shes just not quite mature enough gain experience. You found being involved in the
yet to have had the necessary experience to inject into preparation of new and different things every day very
the songs, and thats why? exciting. But at the same time you seem to have
Meg: I have to say I did find it wonderfully soothing. I actually discovered you really didnt want to be a chef?
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Richard:Yes, it was quite tough just coming to that decision! dolphins are often protected, so you need to check
I realised being a top chef is all about teamwork, and whether you need to get official permission to
basically I just wasnt up to being in charge of a whole photograph there. So that means leaving enough time to
kitchenful of people. Theres more to it than just creating apply in advance to the relevant authorities.
fabulous dishes.
So, well, eventually I find myself at sea, and thats where
Int: And so you turned to writing about food? the real excitement starts ... Most of the time, Ill be in a
boat, often quite a small one, and of course they dont
Richard: Id never really seen myself in that role at all, because
stay very still at the best of times, and quite a few
I assumed, wrongly of course, that you couldnt actually
potentially great photos have been ruined by sudden
write for a living without some kind of recognised
storms, when you just cant get the photos you want.
training or something. But a customer at a caf where
The other challenge is to prevent water damage to my
I was working asked me to write an article about food for
cameras, so I usually keep them in a plastic food
a magazine she was setting up, and when I did it,
container, which is watertight, even if it doesnt look
I thought, I love this! and soon it wasnt even a part-
entirely professional!
time thing, it took over my whole life.
And the results? Well, because I travel a lot, Im rarely at
Int: And you became the successful writer you are today
home, so my son keeps most of my photos in his house,
[fade]
so I can see them there if I want. Im really delighted
PAUSE 5 SECONDS when photos are accepted by magazines, because they
then reach a wider public than in an exhibition or if I do
***
REPEAT EXTRACT 3 a commission for a book.
PAUSE 3 SECONDS
PAUSE 10 SECONDS
70 c a e h a n d b o o k f o r te ac h e r s | 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 te s t 1
Jane: Well, a lot of male comedians had written books, so stuff. All of a sudden, with the demise of these theatres,
there was a bit of a bandwagon waiting to be jumped on, rooms above pubs opened up and comedians started
but with my impeccable timing I jumped slightly late, telling jokes and developing their acts there. It was
when everyone was starting to get heartily sick of cheap, one performer one microphone, and anyone
comedians books. Also theres a kind of fury coming could do it. In some ways, its a healthier performance
from some journalists about comics writing books. art than acting, because with acting youre at the mercy
Theyre absolutely livid, as if they see your book in a of everybody else deciding whether you can work or not.
bookshop and they jump up and down, shouting, Its not With stand-up comedy, you might only get paid peanuts,
fair! Why should she make money out of writing as well but nobody can stop you from just driving to a venue,
as performing? often hundreds of miles in terrible weather, and going
on stage.
Int: Was it a difficult transition?
Int: But what is it when youre actually on stage [fade]
Jane: Well, if you think logically, writing is the obvious step.
Ive spent years trying to make people listen to my PAUSE 10 SECONDS
c a e h a n d b o o k f o r te ac h e r s | 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 te s t 1 71
And shes so casual about it, thats what gets me, just Now youll hear Part 4 again.
assumes I have nothing better to do. Its ridiculous,
because three weeks later all the brochures are ***
REPEAT PART 4
gathering dust, and a week after that, they end up in the
PAUSE 5 SECONDS
bin! Its not part of my job to make sure other people are
fit or tidy up after them. But all this takes up valuable Thats the end of Part 4.
time, which means I cant get on with collating the
Therell now be a pause of 5 minutes for you to copy your
reports for meetings, and then I have to stay late. Its so
answers onto the separate answer sheet. Be sure to follow the
thoughtless.
numbering of all the questions. Ill remind you when theres 1
PAUSE 3 SECONDS minute left, so that youre sure to finish in time.
Much as Id like to say Im very fit, the fact is I have to PAUSE 1 MINUTE
PAUSE 3 SECONDS
Speaker 4
PAUSE 2 SECONDS
The fact is that by the time Ive got up, sorted out my
daughter Lucy, been to the studio, done some work on
my ongoing project, picked Lucy up from school and got
home, theres very little time for me to concentrate on
keeping fit. At least in my work, no two days are the
same. Luckily Lucy isnt fussy about food, so we eat a
pretty balanced diet, but nothing too trendy. And three
evenings a week I get a babysitter in, and do as many
lengths of the local pool as I can possibly manage. Im
determined to try to keep that up.
PAUSE 3 SECONDS
Speaker 5
PAUSE 2 SECONDS
PAUSE 10 SECONDS
72 c a e h a n d b o o k f o r te ac h e r s | 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 te s t 1
PAPER 4: LISTENING
Answer keys
Test 1
PART ONE PART TWO PART THREE PART FOUR
1 C 7 planning 15 B 21 B
2 B 8 drawings 16 D 22 G
3 B 9 equipment 17 C 23 C
4 A 10 creative 18 B 24 A
5 A 11 permission 19 C 25 E
6 C 12 storms 20 A 26 C
13 food 27 H
14 magazines 28 F
29 D
30 B
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74
Part 1
Extract Three
You will hear three different extracts. For questions 1 6, choose the answer (A, B or C) which fits
best according to what you hear. There are two questions for each extract.
You hear a man telling a friend the story of his encounter with a tiger while he was
working in India.
You hear part of a radio discussion in which two musicians, Alan and Jodie, are talking B He ignored instructions hed been given.
about their careers. C He failed to inform anyone where he was going.
PAPER 4: LISTENING
1 How does Alan compare writing songs for albums and for films?
Extract Two
You hear part of an interview with a successful fashion retailer called Jason Pendry.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | sa m p l e pa p e r te s t 2
A critical of his design team
B reluctant to give media interviews
C apprehensive about losing customers
Turn over
Part 2
Part 3
You will hear a nature conservation worker called Brian Dover talking about his job.
You will hear part of a radio interview in which two actors, Patsy Turner and Dale Green, are talking
For questions 7 14, complete the sentences.
about their careers. For questions 15 20, choose the answer (A, B, C or D) which fits best
according to what you hear.
CONSERVATION WORKER
15 According to Patsy Turner, how can actors influence the writers of TV soap operas?
The subject Brian chose to study at university was 8 16 What makes Patsy continue acting in soap operas?
14 work. 20 For Dale, what is the most fulfilling part of being an actor?
c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | sa m p l e pa p e r te s t 2
Turn over
75
PAPER 4: LISTENING
Test 2 Part 2 (questions 714) and Test 2 Part 3 (questions 1520)
PAPER 4: LISTENING
Test 2 Part 4, Tasks One and Two (questions 2130)
Part 4
You will hear five short extracts in which people are talking about the jobs they do now and the jobs they used to do in the past.
For questions 21 25, choose from the list (A H) the job each speaker For questions 26 30, choose from the list (A H) the aspect of their
used to do in the past. new job that each speaker appreciates most.
76 c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | sa m p l e pa p e r te s t 2
PAPER 4: LISTENING though. They tend to use young talent and then very
quickly discard it unless its selling well. When I started,
Sample tapescript Test 2 they brought you on for a while before they expected
Please note the 5 min pause at the end of the recording is not you to make millions. So thats different.
represented in real time.
PAUSE 5 SECONDS
This is the Cambridge Certificate in Advanced English
Listening Test. ***
REPEAT EXTRACT 1
SAMPLE TEST 2.
PAUSE 3 SECONDS
Im going to give you the instructions for this test.
Extract two.
Ill introduce each part of the test and give you time to look at
You hear part of an interview with a successful fashion
the questions.
retailer called Jason Pendry.
At the start of each piece you will hear this sound:
Now look at questions 3 and 4.
*** PAUSE 15 SECONDS
Youll hear each piece twice.
***
Remember, while youre listening, write your answers on the Int: So, Jason, it must be exciting when your latest fashion
question paper. Youll have 5 minutes at the end of the test to collection is about to be seen for the first time.
copy your answers onto the separate answer sheet.
Jason: Suddenly youre very much in demand, everyone wants
Therell now be a pause. Please ask any questions now, to talk to you well, to an extent thats quite enjoyable.
because you must not speak during the test. But even when youve been achieving excellent sales and
have a loyal following, youre still on edge when your
PAUSE 5 SECONDS
collection comes out, because this one may not work
Now open your question paper and look at Part 1. and they may all desert you. Its tempting to blame your
creative team, if things go wrong but you know its
PAUSE 5 SECONDS
usually down to you.
Youll hear three different extracts. For questions 16, choose
Int: What is the secret of your success, compared with other
the answer (A, B, or C) which fits best according to what you
retailers?
hear. There are two questions for each extract.
Jason: Retail is detail. Our garments are ultra-fashionable, and
Extract one.
Ive improved our production standards beyond all
You hear part of a radio discussion in which two musicians, recognition. I was one of the first to put shoes next to
Alan and Jodie, are talking about their careers. suits in our stores, to make it easy for customers to
match up accessories with outfits. And of course I check
Now look at questions 1 and 2.
the sales figures every week, to see whats selling and
PAUSE 15 SECONDS what isnt. You have to keep your finger on the pulse.
*** Int: And what do you think ... (fade)
Jodie: Writing songs for films is more restricting than creating
songs for an album, isnt it Alan? PAUSE 5 SECONDS
Alan: Actually its great, because instead of wandering round ***
REPEAT EXTRACT 2
the streets wondering what to write about, they give you
a pretty specific brief the song has to reflect the mood PAUSE 3 SECONDS
of a scene or the characters. So you feel its genuinely
part of the film rather than being stuck on the end as a Extract three.
bit of extra marketing, and thats more interesting. You hear a man telling a friend the story of his encounter with
Jodie: Theres the phenomenon now of a young, inexperienced a tiger while he was working in India.
and, some might say, talentless singer whos won a TV Now look at questions 5 and 6.
competition and shot to stardom in a week. Thats
different from our beginnings. You were in your late PAUSE 15 SECONDS
twenties when you began to be successful with your first ***
band and you progressed from there. Things are F: Whats all this about you and a tiger?
changing in that respect, arent they?
M: Well, I was working in a national park in India. Id just
Alan: I think theres just as much talent around now as there finished work one day and decided to cycle back to my
ever was. Theres not such a nurturing atmosphere, lodgings. Wed been told by our manager to watch out
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for tigers, that we should always travel in the jeep. But it efforts, I feel real pleasure. Mind you, the problems
was such a beautiful evening I was determined to cycle. around are enormous. A major issue that we have to
Id done it many times without ever sighting a tiger, so I tackle is that there have been huge reductions in
told my colleague I was off home and left. populations of farmland birds. Ways have to be found to
fit modern needs into the environment we live in. People
F: So what happened?
do need new homes, but they also need open spaces
M: Well, I was cycling along when I suddenly spotted where they can breathe and get close to nature, and
something in the undergrowth a tiger. She suddenly these should be incorporated into new housing projects
charged at me, ears back, so I immediately dropped my at the design stage. The Countryside Board aims to find
bike and ran away, as anyone would, with the tiger in the best way to deal with the ways cities are spreading.
pursuit. Then I remembered something Id read about At the moment, Im working on a plan to plant trees so
not running away, so I simply stopped, turned round and that isolated forest areas may become one large forest.
stared her out. It took some courage, I can tell you. The And then when new species are introduced, or
tiger was a bit confused by this, so stopped too, and after threatened ones begin to recover, they have a better
a brief standoff, lost interest and slipped away. chance to spread and establish themselves.
Youll hear a nature conservation worker called Brian Dover ***
talking about his job. For questions 714, complete the REPEAT PART 2
PAUSE 45 SECONDS
Thats the end of Part 2.
*** Now turn to Part 3.
Well, I suppose I should start at the beginning. Ive
always been interested in wildlife. As a child, I used to go PAUSE 5 SECONDS
out looking for butterflies and frogs. I was lucky, because
Youll hear part of a radio interview in which two actors, Patsy
a lot of the older people in the area would tell me things,
show me where to find interesting examples. I came into Turner and Dale Green, are talking about their careers. For
contact with these people because they were customers questions 1520, choose the answer (A, B, C or D) which fits
of my parents, who ran the newsagents shop where we best according to what you hear.
lived. I enjoyed all the science subjects at school, and You now have 1 minute to look at Part 3.
when it came to choosing a subject for university, I was
tempted to go in for medicine, but in the end I decided to PAUSE 1 MINUTE
follow my heart and settled on botany and Ive never ***
regretted it. Int: With us this evening we have the distinguished actors,
Patsy Turner and Dale Green. Lets start with you, Patsy.
Well, after various jobs along the way, Im now called
Youve worked with great success on the stage and more
Site Co-ordinator for the Countryside Board. In fact Im
recently in the much loved soap opera Roundtown. Tell
very lucky, as theres always masses of competition
me, in a blockbuster television soap, how much
when it comes to jobs with organisations which are
influence do the cast have when it comes to shaping
responsible for protecting the countryside. I enjoy the
their characters?
job, as it means getting to grips with both practical tasks
and management skills theres never a dull moment! Patsy: You must remember we have the restrictions of the
The only aspect thats perhaps a bit too much of a character. Youre given a very comprehensive biography
challenge is liaising with landowners. Unlike ordinary when you come into the show. And from that point on,
farmers or people involved in the tourist business, they there is some sort of dialogue between the writers and
can be hard to get on with ... inflexible, you might say. the actor. You do something slightly different in your
But that aside, I do look forward to work each day, and performance and one of them may pick it up and say,
especially when there are visible benefits from my Oh, I like that aspect of the character, Ill try and take it
78 c a e h a n d b o o k f o r te ac h e r s | 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 te s t 2
a bit further. But its very rarely discussed in any Dale: There is a sense in which actors feel that theyre
formal sense. So from that point of view I suppose, powerless, waiting for the next phone call. If they have
over the years, its difficult to say how much control we no role, they feel useless and left out. But in actual fact
have. its up to the actors themselves to seize power, to
suggest other work or write it, because thats the only
Int: One question Ive always wanted to ask is why actors
way they can influence the quality of the work they do.
stay in long-running soap operas?
And in the end, the quality of a performance is all there
Patsy: I cant speak for everyone, but for me the joy of an is; actors have to hang on to that and see to it that they
ongoing series is that you can go on happily week after have control over that. At least, Ive been lucky enough
week, turning up with the rest of the cast at the studio, to do so.
thinking that you know whats on the cards but you
Int: Now then the big question. What for you is the function
arent always aware whats round the next corner. So its
of an actor in todays society?
no good as an actor saying, Oh, but my character
wouldnt do that! Maybe you feel sure that she wouldnt, Dale: That is a question everyone has to decide for
given that youve played her for years in a variety of themselves. Do we want to be merely exhibitionists or
situations. It doesnt mean to say something cant be do we have something much more important to
flung at you, as it would be in life, that actually throws express? We can be a vehicle for fun, fantasy or fear, but
you off balance and you react in an unexpected way. And though we all long for the approval of audiences and
thats whats intriguing. Thats why I dont like to know critics, we must never make the work we do dependent
too much about the coming storyline. on it. That sounds a bit earnest but make no mistake, I
love to display my gifts and talents. The true reward,
Int: What about the interface between the soap opera and
though, lies elsewhere. If, by playing a character, I can
the actors life? When theyve been entwined so long,
make something happen inside the heads of the
does one seep into the other?
viewers, then I know Im part of something bigger.
Patsy: The playing of the character I dont think has affected
Int: Patsy, would you agree with that point (fade)
me. I think being in a high-profile drama certainly has,
because it makes demands on you which are PAUSE 10 SECONDS
comparable with the sort of profile you would expect
Now youll hear Part 3 again.
from A list Hollywood stars. I suppose I have had to
change my life to deal with those demands, because I
dont actually function terribly well under that sort of
***
REPEAT PART 3
spotlight. Im interested in doing my job and hopefully
doing it well, rather than just getting my face in the PAUSE 5 SECONDS
press. I also didnt expect that, just because you appear
Thats the end of Part 3.
in peoples living rooms night after night and people
know the character you play so intimately, theyre Now turn to Part 4.
misled into thinking they know you too. Thats hard to
PAUSE 5 SECONDS
respond to sometimes.
Part 4 consists of two tasks. Youll hear five short extracts in
Int: Can I bring you in here, Dale? You started acting on the
which people are talking about the jobs they do now and the
radio and on stage for a number of years and now also
jobs they used to do in the past. Look at Task 1. For
write and direct plays. What about getting the job in the
questions 2125, choose from the list (AH) the job each
first place, persuading the casting directors that youre
speaker used to do in the past. Now look at Task 2. For
right for the part?
questions 2630, choose from the list (AH) the aspect of their
Dale: Well, I think most actors are drawn to acting because we new job that each speaker appreciates most. While you listen
want to be more than we seem to be, to transcend our you must complete both tasks.
outer shell. Thats how we engage the imagination of the
You now have 45 seconds to look at Part 4.
audience, but were not always given the chance. I found
early on in my career that when I walked through the PAUSE 45 SECONDS
door for a casting interview and people had heard me on
the radio, they actually looked up, they thought I was ***
Speaker 1
going to be 1 metre 80 tall and then their eyes came
down to my level and they realised that this wasnt the PAUSE 2 SECONDS
person to play the romantic hero!
It was quite a shock initially coming here after the
Int: So how do actors cope when theyre rejected? You know, traffic, commuting on crowded buses, nowhere to park,
when youre sitting at home hoping to be asked to an you know, all the usual hassles that people put up with
audition? as part of their daily life, plus the added stresses of noise
c a e h a n d b o o k f o r te ac h e r s | 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 te s t 2 79
in the playground, bells going, late assignments not to Speaker 5
mention all the paperwork. Our guest house now is hard
PAUSE 2 SECONDS
work as we have lots of visitors, most of whom are
appreciative. But seeing the changing seasons and the People say Im a bit young to have a mid-life crisis! I
stars in the night sky which Im learning to recognise, think I just started off on the wrong track. It was hard to
now that I can see them without the street lights, thats change from the relative quiet and routine of the office
really great! to the rough and tumble of the classroom, but I think
Ive got a handle on it now. I really like being with kids
PAUSE 3 SECONDS
with all their difficulties and annoying habits! Before I
Speaker 2 used to spend all day keying in problems, changes of
circumstances, family breakdowns etc. But they were
PAUSE 2 SECONDS
just names and numbers which I typed and which
Its hard now to think back to my old job. Sometimes appeared on a screen. Now I can talk to the kids face-to-
when Im talking to the fishermen at dawn in the face and hopefully make a difference.
harbour, choosing fish to offer on the menu, I get a
PAUSE 10 SECONDS
flashback of myself in a stuffy office, tied to a desk,
looking wistfully out at the blue sky. The set 40-hour Now youll hear Part 4 again.
week routine and the same old paperwork that had to be
completed day in day out, checking customer accounts, ***
loan applications etc. seem a million miles away from REPEAT PART 4
this place. Now every day brings new demands and fresh
PAUSE 5 SECONDS
opportunities for me to tackle in trying to develop a first-
class hotel. Its tough being in sole charge; thats my only Thats the end of Part 4.
reservation.
Therell now be a pause of 5 minutes for you to copy your
PAUSE 3 SECONDS answers onto the separate answer sheet. Be sure to follow the
numbering of all the questions. Ill remind you when theres
Speaker 3
1 minute left, so that youre sure to finish in time.
PAUSE 2 SECONDS
PAUSE 4 MINUTES
extra, all that stuff. And on the whole, I didnt mind the
Thats the end of the test. Please stop now. Your supervisor will
trips. I got to see a lot of fascinating places, but the
now collect all the question papers and answer sheets.
travelling was so unpredictable, all that hanging around
in airports. Now I feel much more focused. Theres much
more of a routine in local government. Nine times out of
ten, I know when Im going to leave work and so I dont
miss the kids events at school, or our anniversary. A
much more harmonious lifestyle!
PAUSE 3 SECONDS
Speaker 4
PAUSE 2 SECONDS
PAUSE 3 SECONDS
80 c a e h a n d b o o k f o r te ac h e r s | 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 te s t 2
PAPER 4: LISTENING
Answer keys
Test 2
PART ONE PART TWO PART THREE PART FOUR
1 C 7 newsagent()s (shop) 15 B 21 E
2 C 8 botany 16 D 22 H
3 C 9 management/managerial 17 A 23 C
4 A 10 landowners 18 D 24 A
5 B 11 (visible) benefits 19 A 25 F
6 C 12 (farmland) birds 20 C 26 E
13 forest areas/forests 27 F
14 seasonal 28 D
29 H
30 A
c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | a ns w e r k e ys f o r te s t 2 81
PAPER 4: LISTENING
Candidate answer sheet
82 c a e h a n d b o o k f o r te ac h e r s | pa p e r 4 : l is te n i n g | c a n d i date a ns w e r s h e e t
PAPER 5
SPEAKING
GENERAL DESCRIPTION STRUCTURE AND TASKS
Timing 4 minutes.
PART 4
Task type A discussion on topics related to the collaborative
and format task (spoken questions).
Timing 4 minutes.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g 83
The four parts of the PART 2 LONG TURN
Speaking test This part tests the candidates ability to produce an extended piece of
discourse.
Format
The paired format of the CAE Speaking test (two examiners ! Sample tasks and assessment criteria: pages 89, 93 and
9596.
and two candidates) offers candidates the opportunity to
demonstrate, in a controlled but friendly environment, their
ability to use their spoken language skills effectively in a range In Part 2, candidates are given the opportunity to speak for 1
of contexts. The test takes 15 minutes. One examiner, the minute without interruption. Each candidate is given a
interlocutor, conducts the test and gives a global assessment different set of pictures and asked to comment on and react to
of each candidates performance. The other, the assessor, does them. A prompt is given to the candidates in the form of a
not take any part in the interaction but focuses solely on direct question; this is written above the pictures. Candidates
listening to, and making an assessment of, each candidates are asked to compare, express opinions and speculate about
oral proficiency. two from a set of three pictures.
At the end of the Speaking test, candidates are thanked for Candidates have the opportunity to show their ability to
attending, but are given no indication of the level of their organise their thoughts and ideas and express themselves
achievement. coherently in appropriate language. The listening candidate is
also asked to comment briefly (for about 30 seconds) after
The standard format is two examiners and two candidates. In
their partners long turn. They should not, however, speak
cases where there is an uneven number of candidates at a
during their partners long turn.
centre, the last Speaking test of the session will be taken by
three candidates together instead of two. When three Candidates will always be asked to speculate about something
candidates are tested together, the test format, test materials which relates to the focus of the visuals. They will never be
and procedure will remain unchanged but the timing will be asked to merely describe the visuals.
longer: 23 minutes instead of 15.
PART 3 COLLABORATIVE TASK
The Speaking test consists of four parts, each of which is
assessed. Each part of the test focuses on a different type of
This part tests the candidates ability to engage in a discussion and
interaction: between the interlocutor and each candidate, to work towards a negotiated outcome of the task set.
between the two candidates, and among all three. The
patterns of discourse vary within each part of the test.
! Sample tasks and assessment criteria: pages 90, 94 and
9596.
PART 1 INTERVIEW
The candidates are not actively invited to talk to each other in There is no right or wrong answer to the task. The task gives
this part of the test, though they may if they wish. This short candidates the opportunity to show their range of language
social exchange is a natural way to begin an interaction, and it and their ability to invite the opinions and ideas of their
gives candidates time to settle before dealing with the more partner. Candidates are expected to share the interaction in
specific tasks in Parts 2, 3 and 4. this way and to initiate and respond appropriately.
84 c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g
PART 4 DISCUSSION answer, will help your students participate more effectively in
the Speaking test.
This part tests the candidates ability to engage in a discussion based
Give your students a mock Speaking test so that they
on the topics or issues raised in the collaborative task in Part 3.
experience taking part in an interaction of this length and
questions which encourage the candidates to broaden and sample papers). However, you can remind your students that
discuss further the topics introduced in Part 3. The questions they can ask the examiner to repeat the instructions or a
develops. N.B. In some centres candidates from the same school are paired
This part of the test gives candidates an opportunity to show together. However, where candidates from a number of different
their ability to exchange information, express and justify their schools are entered at the same centre, some candidates may find
opinions, and agree or disagree with one another. It also that they are paired with a candidate from another school. Students
provides candidates with an opportunity to show that they are may check with the centre through which they are entering for the
capable of discussing topics and certain issues in more depth local procedure, if they wish.
than in the earlier parts of the test.
By part
Preparation PART 1
General In this part of the test, examiners will ask candidates one
or two questions about themselves, for example where they
It is essential that your students are given plenty of practice
live, to help them relax. They will then ask some further
in class in participating in group and pair activities. This will
questions about, for example, their leisure time, their studies,
help them interact effectively with their partners by initiating
their future plans, travel and holiday experiences, their daily
discussion and responding appropriately to their partners and
the interlocutors comments and questions. Pair and group routine. Encourage your students to respond promptly with
activities should, therefore, be a regular part of classroom answers which are as complete (not just one word) and
It is essential that students do not pause for too long before Give your students role-cards with the name of a celebrity
they begin speaking. A short pause to gather their thoughts is and tell them they must pretend to be the person written on
acceptable, but anything longer than this will give them less the card. Their task is to interview each other in pairs or small
time to produce a sample of language. Being able to groups and find out as much as possible about each other in a
paraphrase if they do not know or cannot remember a word, given time. This will help them to sustain an interaction in a
and extending their responses rather than giving a one-word less familiar situation.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g 85
Advise your students to try and use a variety of tenses, throughout the course, thus ensuring that they have a range of
structures and vocabulary in this part of the test. This will language and structures to draw on when necessary.
create a good impression and give them confidence to tackle
the other parts of the test. PART 3
time each other and see how long speaking for a minute takes. strategies which invite their partner to contribute to the
Students sometimes finish their long turn too early as they discussion but do not give the impression that they are relying
have little idea what speaking for a minute entails. on their partner to do all the work.
Ask your students to collect pictures from newspapers and Act out a scenario with one of your students in which you
magazines and use these in class to practise comparing them. either constantly interrupt what they are saying or say almost
Ask your students to group pictures into sets and imagine nothing at all. Tell the student that they should deal politely
what they might be asked to talk about in a Part 2 task in the with your interruptions or try to encourage you to say
exam. something. The other students can then repeat the exercise in
pairs or groups. This will provide invaluable training in
Help your students to gain confidence and project their managing and developing an interaction.
voices by asking them to stand at the back of the classroom
and give a short 1-minute presentation on a topic of their
Ask your students to keep a notebook in which they list a
variety of functional language, e.g. ways of interrupting
choice. The other students must listen carefully then ask a
politely, or ways of asking their partner for their opinion.
question based on the presentation.
Encourage them to use as many different ways of doing these
Students need to be clear about what is considered an things as possible to avoid repetition.
adequate response, e.g. their response needs to go beyond the
Warn your students not to reach their decisions in the first
level of pure description and contain a speculative element.
minute or so of the collaborative task. If students begin by
For example:
saying, I think we should choose this one, they leave
This picture shows two people who are on an expedition.
themselves with nothing to evaluate or talk about for the
They have to work together to achieve their goal.
remaining time. Train your students to discuss each picture in
is not as impressive as relation to the task before making any decisions.
These people look like theyre on an expedition to the
Your students should be encouraged to react to as great a
North Pole or they might be climbing a mountain together.
variety of visual stimuli as possible and express ideas and
This could be a personal challenge, a kind of dream for
opinions of their own. Simply agreeing or disagreeing with
them, or they might be doing it because they have work to
their partner, or echoing what their partner has said, while
do during the trip like doing some research into animal
being a natural thing to do, will not enable them to show what
life or the natural world, so they could be friends or they
they themselves can do.
could be colleagues. Either way, their relationship must be
very strong. Their lives could depend on how well they co-
PART 4
operate with each other if there is an emergency.
After doing a Part 3 task, ask your students to try to predict
Tell your students not to waste time explaining which
what kind of questions they think they might be asked in Part
pictures they are going to talk about, e.g. Im going to talk
4. They could do this in groups and then compare their ideas
about the picture on the left and the one in the middle. It will
with those of another group. This will help them prepare for
be obvious which pictures they are talking about when they
what they might be asked to talk about in Part 4.
begin addressing the task. In addition, if they change their
mind and want to talk about a different picture, they may Tell your students they are not being assessed on their
feel unable to do so having selected particular pictures at the ideas, but they should be aware that examiners can only
start. assess them on the language they produce.
Tell your students not to adopt closure techniques such as, Divide your students into pairs or groups of three and give
Thats all! They should keep talking until the interlocutor them a controversial statement to discuss, e.g. Cars should be
says, Thank you. In this way, they will maximise the time banned. This will encourage them to express opinions about
available for their 1-minute long turn. topics they may never have thought of.
Make sure that your students have plenty of practice in Photocopy an article from an English-language newspaper
organising their ideas coherently. Teaching them useful or magazine and get your students to discuss the article in
phrases for linking ideas and comparing pictures will help small groups. When they have finished, they can compare
them. They can build up their own lists of suitable phrases their ideas with those of another group.
86 c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g
Set up a regular debating session in class and give your
students 1 minute to stand up and argue for or against a
particular topic, e.g. Global warming will mean the end of the
world as we know it. At the end of the debate, take a vote on
who has put forward the most convincing arguments.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g 87
88
Part 1
Part 1
3 minutes (5 minutes for groups of three)
3 minutes (5 minutes for groups of three)
First of all, wed like to know something about you. x If you could live in another country, where would you choose? (Why?)
PAPER 5: SPEAKING
Entertainment
Select one or two questions and ask candidates in turn, as appropriate.
x What are the most popular sports in your country?
x Where are you from? x What do you do to keep fit and healthy?
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 1
x Is it a good idea to continue studying throughout your life? (Why? / Why not?)
x How important is it to have a routine when working or studying? (Why?)
x When do you prefer to work or study in the morning, afternoon or evening? (Why?)
x Which jobs are popular in your country nowadays? (Why?)
1 Travelling by train Part 2
2 Face to face 4 minutes (6 minutes for groups of three)
Interlocutor In this part of the test, Im going to give each of you three pictures. Id like you to talk
about them on your own for about a minute, and also to answer a question briefly
about your partners pictures.
(Candidate A), its your turn first. Here are your pictures. They show people travelling
by train.
Id like you to compare two of the pictures, and say what different aspects of train
travel they show, and how the people might be feeling.
All right?
Candidate A
1 minute ..
Interlocutor Thank you.
(Candidate B), which picture do you think best shows the advantages of travelling
by train? ... (Why?)
Candidate B
approximately ..
30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Now, (Candidate B), here are your pictures. They show people talking face to face.
Id like you to compare two of the pictures, and say why these people might be
talking to each other, and how they might be feeling.
All right?
Candidate B
1 minute ..
Interlocutor Thank you.
(Candidate A), which of these people do you think know each other the best?
(Why?)
Candidate A
approximately ..
30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 1
89
PAPER 5: SPEAKING
Test 1 Part 2
90
21 The computer generation Parts 3 and 4
8 minutes (12 minutes for groups of three)
Part 3
Interlocutor Now, Id like you to talk about something together for about three minutes.
(5 minutes for groups of three)
Test 1 Parts 3 and 4
Here are some pictures showing different ways in which computers affect our
PAPER 5: SPEAKING
lives.
First, talk to each other about how these pictures show the role of computers
nowadays. Then decide which picture best reflects the difference computers have
made to our lives.
All right?
Candidates
3 minutes ..
(5 minutes for
groups of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.
Part 4
Interlocutor Select any of the following questions, as appropriate: Select any of the following
prompts, as appropriate:
x Some people say that computers are helping to
create a generation of people without social skills. x What do you think?
Whats your opinion? x Do you agree?
x How about you?
x What are the advantages and disadvantages of
shopping by computer?
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 1
x How far do you agree that the computer is the greatest invention of modern
times?
x In future, what role do you think there will be for people who are not interested
in technology? ... (Why?)
And your names are? x What do you hope to be doing this time next year?
Can I have your mark sheets, please? x How might you use your English in the future?
x Would you consider living abroad permanently?
Thank you.
x Are you someone who likes to plan for the future or do you prefer to let things happen?
First of all, wed like to know something about you.
PAPER 5: SPEAKING
Learning
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 2
x What is your happiest memory of school?
x What were the most useful things you learned at school?
x What do you enjoy learning?
x If you had an opportunity to learn something new, what would you choose?
3 Together Part 2
4 On ice 4 minutes (6 minutes for groups of three)
Interlocutor In this part of the test, Im going to give each of you three pictures. Id like you to talk
about them on your own for about a minute, and also to answer a question briefly
about your partners pictures.
(Candidate A), its your turn first. Here are your pictures. They show people together
in different situations.
Id like you to compare two of the pictures, and say why the people might have
come together, and how important their relationship with each other might be.
All right?
Candidate A
1 minute ..
Interlocutor Thank you.
(Candidate B), which of these people do you think rely on each other the most?
... (Why?)
Candidate B
approximately ..
30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Now, (Candidate B), here are your pictures. They show people on ice.
Id like you to compare two of the pictures, and say why the people might be on the
ice, and how the atmosphere is different in each situation.
All right?
Candidate B
1 minute ..
Interlocutor Thank you.
(Candidate A), which of these people do you think are enjoying themselves the
most? (Why?)
Candidate A
approximately ..
30 seconds
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 2
93
PAPER 5: SPEAKING
Test 2 Part 2
94
22 Raising money Parts 3 and 4
8 minutes (12 minutes for groups of three)
Part 3
Interlocutor Now, Id like you to talk about something together for about three minutes.
(5 minutes for groups of three)
Test 2 Parts 3 and 4
Id like you to imagine your school wants to organise an event to raise money for
PAPER 5: SPEAKING
a new library. Here are some of the events that have been suggested.
First, talk to each other about how difficult it would be to organise these events.
Then decide which two would be the most successful in raising money.
All right?
Candidates
3 minutes ..
(5 minutes for
groups of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.
Part 4
Interlocutor Select any of the following questions, as appropriate: Select any of the following
prompts, as appropriate:
x Do you think its better to give money to
local organisations or international organisations? x What do you think?
(Why?) x Do you agree?
x How about you?
x People often help by giving their time, not money.
Is this a good idea? (Why? / Why not?)
x Some people say the problem with the world today is that people only care
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g | sa m p l e pa p e r te s t 2
about themselves. Whats your opinion?
x How important do you think money is for a happy life? (Why? / Why not?)
Vocabulary Resource
Marking
Discourse Management
Assessment is based on performance in the whole test, and is
Pronunciation
not related to performance in particular parts of the test. In
Interactive Communication. many countries, Oral Examiners are assigned to teams, each of
which is led by a Team Leader who may be responsible for
The interlocutor awards a mark for Global Achievement. approximately 15 Oral Examiners. Team Leaders give advice
Grammatical Resource and support to Oral Examiners, as required. The Team Leaders
are responsible to a Senior Team Leader, who is the
This refers to the accurate and appropriate use of a range of professional representative of Cambridge ESOL for the
both simple and complex forms. Performance is viewed in Speaking tests. Senior Team Leaders are appointed by
terms of the overall effectiveness of the language used in Cambridge ESOL and attend an annual co-ordination and
spoken interaction. development session in the UK. Team Leaders are appointed
Vocabulary Resource by the Senior Team Leader in consultation with the local
administration.
This refers to the candidates ability to use a range of
vocabulary to meet task requirements. At CAE level, the tasks After initial training of examiners, standardisation of marking
require candidates to speculate and exchange views on is maintained by both annual examiner co-ordination sessions
unfamiliar topics. Performance is viewed in terms of the and by monitoring visits to centres by Team Leaders. During
overall effectiveness of the language used in spoken co-ordination sessions, examiners watch and discuss sample
interaction. Speaking tests recorded on video and then conduct practice
tests with volunteer candidates in order to establish a
Discourse Management common standard of assessment. The sample tests on video
This refers to the candidates ability to link utterances are selected to demonstrate a range of nationalities and
together to form coherent speech, without undue hesitation. different levels of competence, and are pre-marked by a team
The utterances should be relevant to the tasks and should be of experienced assessors.
arranged logically to develop the themes or arguments
required by the tasks.
Pronunciation
Interactive Communication
c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g a s se s sm e nt 95
Cambridge ESOL Common Scale LEVEL MASTERY
c2 CERTIFICATE OF PROFICIENCY IN ENGLISH:
for Speaking Fully operational command of the spoken language
Able to handle communication in most situations, including
The Cambridge ESOL Common Scale for Speaking has been unfamiliar or unexpected ones.
developed to help users to: Able to use accurate and appropriate linguistic resources to
express complex ideas and concepts and produce extended
interpret levels of performance in the Cambridge tests discourse that is coherent and always easy to follow.
Rarely produces inaccuracies and inappropriacies.
from beginner to advanced Pronunciation is easily understood and prosodic features are
identify typical performance qualities at particular levels used effectively; many features, including pausing and
hesitation, are native-like.
locate performance in one examination against
performance in another.
LEVEL EFFECTIVE OPERATIONAL PROFICIENCY
The Common Scale is designed to be useful to test candidates c1 CERTIFICATE IN ADVANCED ENGLISH:
and other test users (e.g. admissions officers or employers). Good operational command of the spoken language
Able to handle communication in most situations.
The description at each level of the Common Scale aims to Able to use accurate and appropriate linguistic resources to
provide a brief, general description of the nature of spoken express ideas and produce discourse that is generally coherent.
language ability at a particular level in real-world contexts. In Occasionally produces inaccuracies and inappropriacies.
Maintains a flow of language with only natural hesitation
this way the wording offers an easily understandable
resulting from considerations of appropriacy or expression.
description of performance which can be used, for example, in L1 accent may be evident but does not affect the clarity of the
specifying requirements to language trainers, formulating job message.
descriptions and specifying language requirements for new
posts. LEVEL VANTAGE
b2 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
b1 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
a2 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.
96 c a e h a n d b o o k f o r te ac h e r s | pa p e r 5 : s p e a k i n g c a m b r i d g e e s o l com mo n sc a l e f o r s p e a k i n g