cae handbook from december 2008
TRANSCRIPT
1cae handbook for teachers | contents
Contents
Preface
INTRODUCTION TOCAMBRIDGE ESOL
OVERVIEW OF CAE
READING PAPER
WRITING PAPER
USE OF ENGLISH PAPER
SPEAKING TEST
62 General description62 Structure and tasks63 The four parts of the Listening paper63 Preparation66 Sample paper – test 169 Sample tapescript – test 1
73 Answer keys – test 174 Sample paper – test 277 Sample tapescript – test 281 Answer keys – test 282 Candidate answer sheet
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.
Further information on the examination will be issued in the form of:
• regular update bulletins
• an extensive programme of seminars and conference presentations.
If you require additional CDs or further copies of this booklet, please email: [email protected]
LISTENING PAPER
83 General description83 Structure and tasks84 The four parts of the Speaking test85 Preparation88 Sample paper – test 1
92 Sample paper – test 295 Assessment96 Cambridge ESOL Common Scale for
Speaking
Inside front cover CAE content and overview
2
1
3
4
5
6 Course materials6 Past papers and examination reports6 Online support
6 Seminars for teachers6 Administrative information6 Further information
CAE SUPPORT
7 General description7 Structure and tasks8 The four parts of the Reading paper9 Preparation11 Sample paper – test 1
16 Answer keys – test 116 Sample paper – test 221 Answer keys – test 2 21 Candidate answer sheet
22 General description22 Structure and tasks23 The two parts of the Writing paper24 Preparation26 Task types28 Sample paper – test 1
31 Sample paper – test 233 Assessment34 Cambridge ESOL Common Scale for
Writing35 Sample scripts and mark schemes –
tests 1 and 2
47 General description47 Structure and tasks48 The five parts of the Use of English
paper49 Preparation
51 Sample paper – test 155 Answer keys – test 156 Sample paper – test 260 Answer keys – test 261 Candidate answer sheet
Inside back cover CAE Glossary and Acronyms
2 University of Cambridge ESOLExaminations
2 Key features of Cambridge ESOLexaminations
INTRODUCTION TO CAE2 The purpose of the review project3 The process of the project
3 Factors affecting the design of theexamination
EXAMINATION CONTENTAND PROCESSING
3 Content of CAE3 The level of CAE4 Varieties of English4 Recognition
4 Official accreditation in the UK4 The CAE candidature4 Marks and results5 Special circumstances
• to relate the examinations to the teaching curriculum in
such a way that they encourage positive learning
experiences, and to seek to achieve a positive impact
wherever possible
• to endeavour to be fair to all candidates, whatever their
national, ethnic and linguistic background, gender or
disability.
Cambridge ESOL examinations are designed around four
essential qualities: validity, reliability, impact and practicality.
Validity is normally taken to be the extent to which a test can
be shown to produce scores which are an accurate reflection
of the candidate’s true level of language skills. Reliability
concerns the extent to which test results are stable, consistent
and accurate, and therefore the extent to which they can be
depended on for making decisions about the candidate.
Impact concerns the effects, beneficial or otherwise, which an
examination has on the candidates and other users, whether
these are educational, social, economic or political, or various
combinations of these. Practicality can be defined as the
extent to which an examination is practicable in terms of the
resources needed to produce and administer it. All these
factors underpin the development and production of
Cambridge ESOL examinations.
Introduction to CAEThe Certificate in Advanced English (CAE) was originally
offered in 1991. An update in 1999 allowed the examination to
keep pace with changes in language teaching and testing.
Following the successful revision of the Certificate of
Proficiency in English (CPE) in 2002 and in light of feedback
received, it was decided to review CAE and implement changes
as appropriate.
! The purpose of the review project
The purpose of the project was to review CAE in order to
ensure that it met the current needs of candidates, teachers,
centres and other users in terms of content and length.
The aims were to:
• reflect developments in the field of language teaching
and learning
• reflect developments in Cambridge ESOL’s other General
English examinations, e.g. the revision of CPE
• take account of information about candidates gained
through the Candidate Information Sheets completed by
all candidates at each administration of the examination
• ensure a thoroughly validated examination
• define a specific test focus for each part of each paper
• ensure the examination meets the needs of candidates
and other users.
The outcome, in terms of benefits for the various areas and
stakeholders, is the result of extensive research and several
rounds of consultation with all users, both online and face-to-
face.
2 cae handbook for teachers | introduction to cae
Introduction to Cambridge ESOL ! University of Cambridge ESOL Examinations
University of Cambridge ESOL Examinations (Cambridge ESOL)
is a part of the Cambridge Assessment Group, which is a
department of the University of Cambridge*. It has a tradition
of language assessment dating back to 1913, and is one of the
world’s largest educational assessment agencies. Cambridge
ESOL offers an extensive range of examinations, certificates
and diplomas for learners and teachers of English. In 2006,
over 2 million people took these examinations at centres in
over 130 countries.
Cambridge ESOL’s systems and processes for designing,
developing and delivering examinations and assessment
services are certified as meeting the internationally
recognised ISO9001:2000 standard for quality management.
Cambridge ESOL examinations are suitable for learners of all
nationalities, whatever their first language and cultural
background, and there are examinations suitable for learners
of almost any age. Although they are designed for native
speakers of languages other than English, no language related
restrictions apply. The range of Cambridge ESOL examinations
includes specialist examinations in Business English and
English for Academic Purposes, as well as tests for young
learners and a suite of certificates and diplomas for language
teachers.
The examinations cover all four language skills – reading,
writing, listening and speaking. They include a range of tasks
which assess candidates’ ability to use English, so that in
preparing for the examinations, candidates develop the skills
they need to make practical use of the language in a variety of
contexts. Above all, what the Cambridge ESOL examinations
assess is the ability to communicate effectively in English.
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
! Key features of Cambridge ESOL examinations
Cambridge ESOL undertakes:
• to assess language skills at a range of levels, each of
them having a clearly defined relevance to the needs of
language learners
• to assess skills which are directly relevant to the range
of uses for which learners will need the language they
have learned, and which cover the four language skills –
reading, writing, listening and speaking – as well as
knowledge of language structure and use
• to provide accurate and consistent assessment of each
language skill at the appropriate level
* Cambridge Assessment is the operating name for the University ofCambridge Local Examinations Syndicate (UCLES).
3cae handbook for teachers | examination content and processing
! The process of the project
The project included the following main stages:
• Data collection, e.g. market information including survey
questionnaires sent to candidates, teachers, Oral
Examiners and examination administrators; information
on candidature collected on Candidate Information
Sheets.
• The development of examination specifications,
including the development of the test construct, test
content and the definition of the test focuses; the
production, editing and trialling of draft task types and
materials; the development and trialling of assessment
criteria; and research into the validity and reliability of
the material and assessment procedures.
• The production of examination support materials,
including public specifications, and training materials
for examiners and writers of examination materials.
Throughout the project, Cambridge ESOL has gathered
feedback on its proposals for the examination by holding
meetings with representatives of key ESOL organisations and
English language specialists, and by holding consultative
seminars with teachers and Directors of Studies. During
trialling, teachers and students have been asked to complete
questionnaires on trial materials.
! Factors affecting the design of the examination
Analysis of CAE Candidate Information Sheets and CAE
market survey questionnaires showed consistent agreement
on the kind of candidate taking CAE, on how the examination
should reflect candidates’ needs and interests, and on
administrative aspects of the examination. Extensive research
was also conducted into the current examination.
The design of the updated examination has incorporated the
insights provided by this information and aims to provide:
• coverage of candidates’ needs and interests
• coverage of language abilities underlying these needs
and interests (in reading, writing, language systems,
listening and speaking)
• reliable assessment (range of testing focuses broadened)
• positive educational impact
• ease of examination administration
• an examination which is more user friendly for
candidates in terms of its length.
Examination content andprocessing! Content of CAE
Cambridge ESOL examinations reflect a view of language
proficiency in terms of a language user’s overall
communicative ability; at the same time, for the purposes of
practical language assessment, the notion of overall ability is
subdivided into different skills and subskills. This ‘skills and
components’ view is well established in the language research
and teaching literature.
Four main skills of reading, writing, listening and speaking are
recognised, and each of these is assessed in a test component
of the same name. Reading and listening are multi-
dimensional skills involving the interaction of the
reader/listener’s mental processing capacities with their
language and content knowledge; further interaction takes
place between the reader/listener and the external features of
the text and task. Purpose and context for reading/listening
shape these interactions and this is reflected in the CAE
Reading and Listening components through the use of
different text and task types which link to a relevant target
language use context beyond the test.
Writing ability is also regarded as a linguistic, cognitive, social
and cultural phenomenon that takes place in a specific
context and for a particular purpose. Like Reading and
Listening, CAE Writing involves a series of complex
interactions between the task and the writers, who are
required to draw on different aspects of their knowledge and
experience to produce a written performance for evaluation.
Like writing, speaking involves multiple competences
including vocabulary and grammatical knowledge,
phonological control, knowledge of discourse, and pragmatic
awareness, which are partially distinct from their equivalents
in the written language. Since speaking generally involves
reciprocal oral interaction with others, Speaking in CAE is
assessed directly, through a face-to-face encounter between
candidates and examiners.
A fifth test component in CAE (Use of English) focuses on the
language knowledge structures or system(s) that underpin a
user’s communicative language ability in the written medium;
these are sometimes referred to as ‘enabling’ (sub)skills and
include knowledge of vocabulary, morphology, syntax,
punctuation, and discourse structure.
Each of these five test components in CAE provides a unique
contribution to a profile of overall communicative language
ability that defines what a candidate can do at this level.
! The level of CAE
CAE is at Level C1 of the Council of Europe Common European
Framework of Reference for Languages, and a description of
this level is given below in terms of:
• what material learners can handle
• what learners can be expected to be able to do.
The type of material a CAE candidate can deal with
At this level, learners are expected to be able to use the
structures of the language with ease and fluency. They are
aware of the relationship between the language and the
culture it exists in, and of the significance of register. This
means that to some extent they are able to adapt their
44 cae handbook for teachers | examination content and processing
language use to a variety of social situations, and express
opinions and take part in discussions and arguments in a
culturally appropriate way. Learners at this level can develop
their own interests in reading both factual and fictional texts.
They can also produce a variety of types of texts and
utterances, such as letters of varying degrees of formality.
They can use language in a creative and flexible way, with the
ability to respond appropriately to unforeseen as well as
predictable situations, producing, if required, extended and
complex utterances.
The written and spoken texts encountered in most common
everyday situations can be dealt with at a level below that
reached by the C1 learner, but certain more difficult situations,
e.g. discussing abstract or cultural topics with a good degree of
fluency, demand this level of language. Users at this level can
enjoy a wide range of social contacts.
What a CAE candidate can do
Examinations at Level C1 may be used as proof of the level of
language necessary to work at a managerial or professional
level or follow a course of academic study at university level.
The ALTE ‘Can Do’ Project
The Association of Language Testers in Europe (ALTE) has
developed a framework which covers five levels of language
proficiency aligned to the Council of Europe Common
European Framework of Reference for Languages. (See Table 1.)
Research carried out by ALTE has shown what language
learners can typically do at each level. Table 2 (overleaf) gives
some examples at CAE level of typical general ability plus
ability in each of the skill areas and in a range of contexts.
! Varieties of English
Candidates’ responses to tasks in the Cambridge ESOL
examinations are acceptable in varieties of English which
would enable candidates to function in the widest range of
international contexts. Candidates are expected to use a
particular variety with some degree of consistency in areas
such as spelling, and not for example switch from using a
British spelling of a word to an American spelling of the same
word in the same written response to a given task.
! Recognition
CAE is recognised as fulfilling English language entrance
requirements by many higher education institutions and
corporate bodies across the world. More information about
recognition is available from centres, British Council offices,
Cambridge ESOL and from www.CambridgeESOL.org
! Official accreditation in the UK
CAE has been accredited by the Qualifications and Curriculum
Authority (QCA), the statutory regulatory authority for external
qualifications in England, and its counterparts in Wales and
Northern Ireland, at Level 2 in the National Qualifications
Framework, under the title ‘Cambridge ESOL Level 2 Certificate
in ESOL International’.
! The CAE candidature
Information is collected about CAE candidates at each session,
when candidates fill in a Candidate Information Sheet. The
candidates for CAE come from a wide range of backgrounds
and take the examination for a number of different reasons.
The following points summarise the characteristics of the
current CAE candidature.
Nationality
CAE is taken by candidates throughout the world in about 80
countries, although the total number of nationalities
represented in the candidature is over 190. The majority of
these candidates enter for CAE in European and South
American countries.
Age and Gender
The majority of candidates are aged between 16 and 19. About
62% of the candidates are female.
Education
Most candidates are students, although there are considerable
differences in the proportion of students in different countries.
Preparation
A large proportion of candidates (about 85%) undertake a
preparatory course before taking the examination.
Reasons for taking CAE
Candidates’ reasons for wanting an English language
qualification are roughly distributed as follows:
• to gain employment (32%)
• for further study (24%)
• out of personal interest (12%)
• other (32%).
! Marks and results
• A candidate’s overall CAE grade is based on the total
score gained by the candidate in all five papers. It is not
necessary to achieve a satisfactory level in all five papers
in order to pass the examination.
4
Cambridge Main Suite ALTE levels CEF levels
Certificate of Proficiency in English
Certificate in Advanced English
First Certificate in English
Preliminary English Test
Key English Test
5
4
3
2
1
C2
C1
B2
B1
A2
Table 1
• All the papers are equally weighted, each contributing
40 marks to the examination’s overall total number of
200 marks.
• Results are reported as three passing grades (A, B and C)
and two failing grades (D and E) and are set according to
the following information:
– statistics on the candidature
– statistics on the overall candidate performance
– statistics on individual items, for those parts of the
examination for which this is appropriate (Papers 1, 3
and 4)
– advice, based on the performance of candidates and
recommendations of examiners, where this is
relevant (Papers 2 and 5)
– comparison with statistics from previous years’
examination performance and candidature.
• Candidates are issued with statements of results
approximately two months after the examination has
been taken. These include the grades awarded, a
graphical display of the candidate’s performance in each
paper (shown against the scale Exceptional – Good –
Borderline – Weak), and a standardised score out of 100
(which is converted from the aggregate mark of 200).
This score allows candidates to see exactly how they
performed. It has set values for each grade, allowing
comparison across sessions of the examination:
Grade A = 80–100 marks
Grade B = 75–79 marks
Grade C = 60–74 marks
Grade D = 55–59 marks
Grade E = 54 marks or below.
This means that the score a candidate needs to achieve
a passing grade will always be 60.
• Certificates are issued to candidates gaining a passing
grade (A, B or C) approximately six weeks after the issue
of statements of results.
• Certificates are not issued to candidates awarded the
failing grades D and E.
! Special circumstances
Special circumstances covers three main areas: special
arrangements, special consideration and malpractice.
• Special arrangements:
These are available for candidates with a permanent or
long-term disability, such as a visual or hearing difficulty, or
a temporary difficulty such as a broken hand, or ear
infection affecting a candidate’s ability to hear clearly. They
may include extra time, separate accommodation or
equipment, Braille transcription, etc. Consult the
Cambridge ESOL Local Secretary in your area for more
details as soon as possible.
• Special consideration:
Cambridge ESOL will give special consideration to
candidates affected by adverse circumstances immediately
before or during an examination. Special consideration can
be given where an application is sent through the centre
and is made within 10 working days of the examination
date. Examples of acceptable reasons for giving special
consideration are in cases of illness or other unexpected
events.
5cae handbook for teachers | examination content and processing
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 asexpressed 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.
6
• Malpractice:
Cambridge ESOL will consider cases where candidates are
suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or
because of infringement of regulations. Centres are notified
if a candidate’s results have been investigated.
CAE support! Course materials
A number of coursebooks and practice materials are available
from publishers. A list of UK publishers which produce
material related to the examinations is available from
Cambridge ESOL Information and is on the Cambridge ESOL
website. CAE requires an all-round language ability and this
should be borne in mind when selecting course materials.
Most coursebooks will need to be supplemented; care should
be taken to ensure that coursebooks and practice materials
selected accurately reflect the content and format of the
examination.
N.B. Cambridge ESOL does not undertake to advise on textbooks or
courses of study.
! Past papers and examination reports
Cambridge ESOL produces past examination papers, which
can be used for practice, and examination reports, which
provide a general view of how candidates performed overall
and on each paper, and offer guidance on the preparation of
candidates. Details of how you can order past papers and
examination reports, and a downloadable order form, are
available from www.CambridgeESOL.org/support
The sample question papers included in this handbook have
been produced to reflect the format of the examination.
However, candidates are strongly advised not to concentrate
unduly on working through practice tests and examinations as
this will not by itself make them more proficient in the
different skills.
! Online support
Cambridge ESOL provides an online resource for teachers,
designed to help them understand the examinations better
and to prepare candidates more effectively.
The Teaching Resources website can be found at
www.CambridgeESOL.org/teach
In some countries, a dedicated Cambridge ESOL website is
available. These websites can be found at
www.CambridgeESOL.(initials for country), e.g.
www.CambridgeESOL.gr (Greece)
www.CambridgeESOL.ch (Switzerland).
! Seminars for teachers
Cambridge ESOL offers a wide range of seminars designed for
teachers concerned with the examinations; some are also
suitable as introductions for administrators, school directors,
etc. Some seminars are intended to provide information and
support for teachers who are familiar with the examinations,
and others can be used to introduce teachers to established
examinations and also to new or revised examinations.
Contact Cambridge ESOL Information for further details.
! Administrative information
The CAE examination will be offered three times a year in
March, June and December.
Candidates must enter through a recognised centre.
! Further information
Copies of the regulations and details of entry procedure,
current fees and further information about this and other
Cambridge examinations can be obtained from the Cambridge
ESOL Local Secretary in your area, or from the address on the
back cover of this handbook. In some areas this information
can also be obtained from the British Council.
cae handbook for teachers | cae support
cae handbook for teachers | paper 1: reading 7
1PAPER READING
GENERAL DESCRIPTION
Paper format The paper contains four parts,with a range of textsaccompanying comprehensiontasks. A text may consist ofseveral short pieces.
Timing 1 hour 15 minutes.
No. of parts 4.
No. of questions 34.
Task types Multiple choice, gapped text,multiple matching.
Text types From the following:newspapers, magazines,journals, books (fiction andnon-fiction), promotional andinformational materials.
Length of texts Approximately 550–850 wordsper text. Approximately 3,000words overall.N.B. The total number of wordsof the three short texts inPart 1 is within the range of550–850 words.
Answer format For all parts of this paper,candidates indicate theiranswers by shading the correctlozenges on the separateanswer sheet.
Marks Parts 1, 2 and 3: each correctanswer receives 2 marks.Part 4: each correct answerreceives 1 mark.
STRUCTURE AND TASKS
PART 1 Task type Multiple choice.and focus Detail, opinion, tone, purpose, main idea,
implication, attitude, text organisation features(exemplification, comparison, reference).
Format Three themed texts followed by two 4-optionmultiple-choice questions on each text.
No. of Qs 6.
PART 2 Task type Gapped text. and focus Text structure, cohesion and coherence.
Format A text from which paragraphs have been removedand placed in jumbled order after the text.Candidates must decide from where in the textthe paragraphs have been removed.
No. of Qs 6.
PART 3 Task type Multiple choice.and focus Detail, opinion, tone, purpose, main idea,
implication, attitude, text organisation features(exemplification, comparison, reference).
Format A text followed by 4-option multiple-choicequestions.
No. of Qs 7.
PART 4Task type Multiple matching.and focus Specific information, detail, opinion and attitude.
Format A text or several short texts preceded by multiple-matching questions. Candidates must match aprompt to elements in the text.
No. of Qs 15.
8 cae handbook for teachers | paper 1: reading
! PART 1 – MULTIPLE CHOICE
In this part there is an emphasis on the understanding of a shorttext, including detail, opinion, tone, purpose, main idea, implication,attitude, and also text organisation features such as exemplification,comparison and reference.
! Sample tasks and answer keys: pages 11–12, 16–17; 16
and 21.
! Each correct answer in Part 1 receives 2 marks.
Part 1 consists of three short texts, from a variety of sources.
The texts share a broad theme and the linking theme is stated
in the instructions. Each text is followed by two 4-option
multiple-choice questions testing comprehension of text
content. Some questions will focus on detail in sections of the
text, and there may be questions designed to test
understanding of the whole short text and of text organisation.
! PART 2 – GAPPED TEXT
In this part, there is an emphasis on understanding how texts arestructured and the ability to follow text development.
! Sample tasks and answer keys: pages 13, 16, 18 and 21.
! Each correct answer in Part 2 receives 2 marks.
Part 2 consists of one long gapped text from which six
paragraphs of equal length have been removed and placed in
jumbled order after the text, together with a seventh
paragraph which does not fit in any of the gaps. The text may
be drawn from a fiction or non-fiction source (including
journalism). This part tests comprehension of text structure,
cohesion, coherence and global meaning.
Candidates are required to decide from where in the text each
paragraph has been removed. Each paragraph may be used
only once, and there is one paragraph that candidates do not
need to use.
Candidates need to read the gapped text first in order to gain
an overall idea of the structure and the meaning of the text,
and to notice carefully the information and ideas before and
after each gap as well as throughout the whole of the gapped
text. They should then decide which paragraphs fit the gaps,
remembering that each letter may only be used once and that
there is one paragraph which they will not need to use.
! PART 3 – MULTIPLE CHOICE
In this part, there is an emphasis on the understanding of a long text,including detail, opinion, tone, purpose, main idea, implication,attitude, and also text organisation features such as exemplification,comparison and reference.
! Sample tasks and answer keys: pages 14, 16, 19 and 21.
! Each correct answer in Part 3 receives 2 marks.
Part 3 consists of one long text, drawn from a variety of
sources which include fiction. The text is followed by seven
4-option multiple-choice questions which are presented in the
same order as the information in the text so that candidates
can follow the development of the text.
This task tests detailed understanding, including opinions and
attitudes expressed; the ability to distinguish between, for
example, apparently similar viewpoints, outcomes or reasons.
Candidates should be able to deduce meaning from context
and interpret the text for inference and style. They should also
be able to understand text organisation features such as
exemplification, comparison and reference, including lexical
reference. The final question may depend on interpretation of
the text as a whole, e.g. the writer’s purpose, attitude or
opinion.
! PART 4 – MULTIPLE MATCHING
In this part, there is an emphasis on locating specific information,detail, opinion and attitude in a text or a group of short texts.
! Sample tasks and answer keys: pages 15, 16, 20 and 21.
! Each correct answer in Part 4 receives 1 mark.
Part 4 consists of one or two sets of questions followed by a
single page of text: the text may be continuous, or divided into
sections, or consist of a group of short texts. In total, there are
15 questions and four to eight options.
Candidates are required to match the questions with the
relevant information from the text. To do this, they need to
understand detail, attitude or opinion in the question, and
locate a section of text where that idea is expressed,
discounting ideas in other sections which may appear similar,
but which do not reflect the whole of the question accurately.
Some of the options may be correct for more than one
question and there may be more than one correct answer to
some questions. If so, the instructions to candidates will say
this.
In addition to the use of letters, e.g. A–H, the range of possible
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.
The four parts of the Reading paper
9cae handbook for teachers | paper 1: reading
PreparationGeneral! Your students should read as widely as possible both in
class and at home. This will enable them to become familiar
with a wide range of language. In class encourage your
students to interact fully with each text by focusing on pre-
reading questions. This will help train them in prediction
techniques.
! It is helpful to introduce a programme of reading at home.
As part of the weekly homework assignments, an idea might
be to introduce a reading scheme which involves the students
in providing verbal or written reviews on the texts they have
read. These could include: unabridged short stories or novels,
newspaper and magazine articles, leaflets, non-fiction, etc.
Where possible, your students should be encouraged to follow
up on their hobbies and interests by reading magazines or
looking on the internet for articles in English about sport,
computers, fashion, etc. Research in these areas could also
lead to a series of short class talks or articles for a class
project. A class or school magazine may also encourage
interest in reading.
! It is important to make sure your students are familiar with
the format of the Reading paper. It will be helpful to spend
time going through sample papers. The Reading paper has a
standard structure and format so that students will know
what to expect in each part of the paper.
! Students should be encouraged to read a text without
thinking that they need to understand every word. They are
not allowed to use a dictionary in the examination and they
should be trained to deduce the meaning of unknown words
from the context. Students often spend time worrying about
the text at word level rather than trying to get a more global
view of what it is about. Focus your students’ attention on
understanding the overall function and message of texts or
sections of texts.
! Your students need to read the instructions, title and sub-
title of each reading text carefully. This is meant to give them
an idea of what to expect from the text; it will tell them where
the pieces come from and/or what the text is about. If there is
a visual, it is usually included to help with a reference in the
text that the students may not be familiar with, for example, a
photo of a certain animal or place.
! It is important that your students are familiar with the
instructions on the front page of the question paper, and for
each part of the test. Your students should also be familiar
with the technique of indicating their answer on the separate
answer sheet so that they can do this quickly and accurately.
Students need to be shown how to do this and have practice
doing this in a timed exercise. They must record their answers
on the answer sheet.
! When your students are familiar with the different task
types, it is a good idea to discuss which part(s) take them
longer to complete. Following this discussion you can suggest
possible timings for each task. Your students need to be
reminded that Parts 1, 2 and 3 are allocated 2 marks per
question, while Part 4 is allocated 1 mark per question.
Students at CAE level need to process large quantities of text
in a defined time-scale and therefore need practice in
planning their time carefully.
By part! PART 1
! Your students should familiarise themselves with a wide
range of sources, registers, topics and lexical fields.
Preparation should include practice in reading a text quickly
for a first overall impression, followed by close reading of the
text in order to prevent any misunderstanding.
! Your students should read the question and underline the
part of the text which answers the question. They should then
look at the options and decide which one is the closest in
answering the question. Students often make the mistake of
only briefly referring to the text when answering a question,
and just choosing an answer which sounds plausible or
reflects their own ideas. It is often useful to ask each student
to justify their answer to the rest of the class.
! Ask your students to check the questions which take the
form of incomplete sentences very carefully; the whole
sentence has to match what is written in the text and not just
the phrase in option A, B, C or D.
! Your students should be aware of the thematic link
between the texts as this will help them in moving from one
text to the next.
! Make sure that your students read texts in which opinion,
attitudes and feelings are expressed, e.g. interviews with
famous people talking about how they began their careers and
what made them successful, or short stories about how
characters feel about the situation they find themselves in.
Activities which focus on recognising and evaluating attitude
and opinion and which enhance your students’ abilities to
infer underlying meaning will also be helpful.
! Your students should be given practice in text organisation
features. For example, there may be a question which tests the
ability to differentiate between a main idea and an example,
or one which asks the students to connect an abstract
argument with a concrete illustration. Items may test
comparison and contrast, both literal and metaphorical or the
understanding of cohesive devices and structures.
! It is important that your students avoid just matching
words in the text with words in the question or option.
! PART 2
! Your students should be encouraged to read the text as a
whole, and not to focus on each gap separately. They need to
understand that getting an idea of the structure and
understanding the development of the theme of the text are
10 cae handbook for teachers | paper 1: reading
both important prerequisites to doing the task. Students
frequently make the wrong choices by selecting an option
which fits the text before the gap, and neglecting to check that
the text after the gap follows on smoothly.
! Sometimes your students will need to choose carefully
between two paragraphs as possible answers and will need
practice in making decisions about which is the most logical
paragraph to fill the particular gap. Give your students plenty
of practice in recognising a wide range of linguistic devices
which mark the logical and cohesive development of a text,
e.g. words and phrases indicating time, cause and effect,
contrasting arguments, paraphrasing of vocabulary, use of
pronouns, repetition and the use of verb tenses.
! You should alert your students to the dangers of
approaching the gapped-text task as an exercise requiring
them merely to identify extracts from the text and sections in
the text containing the same words, including names and
dates. The task is designed to test understanding of the
development of ideas, opinion and events rather than the
recognition of individual words.
! PART 3
! The advice on preparation for Part 1 also applies to Part 3.
Sources for texts in this part, however, will not include
ephemera and candidates will need substantial practice in
dealing with a relatively long and complex text.
! Candidates need to read the text closely in order to
distinguish between, for example, apparently similar
viewpoints, outcomes, or reasons.
! Candidates should read each question very carefully, as
well as the four possible answers. The questions can be
answered correctly only by close reference to the text.
! PART 4
! Your students will need practice in skimming and scanning
texts in order to prepare for the multiple-matching task. They
should practise scanning texts for the particular information
required and not feel that they must read every word in the
text. It is also important that they have enough practice in
timing their reading.
! Remind your students that the questions for the multiple-
matching task are printed before the text so that the
candidates know what to look for in the text.
! Draw your students’ attention to the particular wording of
questions, since these are intended to lead the reader to
specific information, and to disregard irrelevant information.
It can be helpful for students to underline key words in the
questions as this helps when trying to find the information in
the text which provides the answers.
! Sometimes a question may consist of two parts, for
example: a writer’s surprise at being confronted by a difficult
situation. Students may find evidence of a difficult situation in
a section of the text but fail to realise that it may be the wrong
section as no surprise is expressed in that part. It is important
that your students understand that they need to find a
paraphrase of the whole question, not just one part.
! Discourage your students from selecting an answer solely
on the basis of matching a word in the question with a word in
the text, since careful reading of a particular part of the text is
required to ensure an accurate match in terms of meaning.
! Give your students plenty of opportunity to read articles
and reviews where different people discuss work, books,
hobbies, etc. Ask your students to prepare their own
questions, perhaps as a homework exercise to be used later in
class. This will help them gain a better understanding of how
the test is constructed and will also give them some insight
into what clues they need to look for when doing this part.
cae handbook for teachers | paper 1: reading | sample paper – test 1 11
Turn
ove
r
Pa
rt 1
Yo
u ar
e go
ing
to re
ad th
ree
extra
cts
whi
ch a
re a
ll co
ncer
ned
in s
ome
way
with
sci
entif
ic re
sear
ch. F
or
ques
tions
1 –
6, c
hoos
e th
e an
swer
(A, B
, C o
r D) w
hich
you
thin
k fit
s be
st a
ccor
ding
to th
e te
xt.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
YO
UNG
ENVI
RONM
ENTA
L JO
URN
ALI
ST C
OM
PETI
TION
HO
W T
O E
NTE
R:
If
you’
re a
ged
16-2
5, w
e’re
loo
king
for
or
igin
al a
rticl
es o
f 1,
000
wor
ds (
or l
ess)
w
ith
an
envi
ronm
enta
l or
co
nser
vatio
n th
eme.
Th
e cl
osin
g da
te fo
r en
tries
is 3
0 D
ecem
ber 2
006.
Yo
ur
artic
le
shou
ld
show
pr
oof
of
inve
stig
ativ
e re
sear
ch,
rath
er t
han
rely
ing
sole
ly o
n in
form
atio
n fro
m th
e in
tern
et a
nd
phon
e in
terv
iew
s.
You
don’
t ha
ve t
o go
fa
r; a
repo
rt on
pol
lutio
n in
a lo
cal s
tream
w
ould
be
as v
alid
as
a pi
ece
abou
t th
e re
mot
est r
ainf
ores
t.
Yo
ur
artic
le
shou
ld
show
yo
u ar
e pa
ssio
nate
an
d kn
owle
dgea
ble
abou
t en
viro
nmen
tal
issu
es.
It
shou
ld a
lso
be
obje
ctiv
e an
d ac
cura
te,
whi
le
bein
g cr
eativ
e en
ough
to
ho
ld
the
read
er’s
in
tere
st.
We
are
not
look
ing
for
‘thin
k pi
eces
’ or o
pini
on c
olum
ns.
Yo
ur
aim
sh
ould
be
to
ad
vanc
e un
ders
tand
ing
and
awar
enes
s of
en
viro
nmen
tal i
ssue
s. Y
ou s
houl
d be
abl
e to
con
vey
com
plex
idea
s to
read
ers
of th
is
gene
ral i
nter
est m
agaz
ine
in a
n en
gagi
ng
and
auth
orita
tive
man
ner.
Fa
cts
or i
nfor
mat
ion
cont
aine
d in
sho
rt-lis
ted
artic
les
will
be c
heck
ed.
R
ead
the
rule
s ca
refu
lly.
Be
fore
ent
erin
g fo
r the
com
petit
ion,
you
ng p
eopl
e m
ust h
ave
1 ea
.
A co
nduc
ted
som
e re
leva
nt re
sear
ch in
thei
r loc
al a
r
B ga
ined
a q
ualif
icat
ion
in e
nviro
nmen
tal r
esea
rch.
C un
cove
red
som
e of
the
evid
ence
in th
eir r
esea
rch
them
selv
es.
D co
nsul
ted
a nu
mbe
r of s
peci
alis
ts o
n th
e su
bjec
t und
er re
sear
ch.
Th
e ar
ticle
s su
bmitt
ed m
ust
2 on
cept
s.
A
focu
s on
stra
ight
forw
ard
c
B in
clud
e a
rang
e of
vie
ws.
s.
C be
acc
essi
ble
to n
on-s
peci
alis
tD
reve
al th
e w
riter
’s s
tand
poin
t.
PAPER 1: READINGTest 1 Part 1 (questions 1–2)
cae handbook for teachers | paper 1: reading | sample paper – test 112
EX
TRA
CT
FRO
M A
NO
VEL
Ch
apte
r One
Th
e la
ndin
g cu
pboa
rd is
sta
cked
hig
h w
ith w
hat G
lyn
calls
low
-use
mat
eria
l: co
nfer
ence
pap
ers a
nd re
sear
ch p
aper
s inc
ludi
ng, h
e ho
pes,
a pa
per
that
he
need
s rig
ht n
ow f
or t
he a
rticl
e on
whi
ch h
e is
wor
king
. A
ll of
the
se g
o ba
ck t
o hi
s po
stgra
duat
e da
ys,
in n
o co
nven
ient
seq
uent
ial o
rder
but
all
jum
bled
up.
A c
risp
colu
mn
of
Past
and
Pres
ent
mag
azin
e is
wed
ged
agai
nst
a he
ap o
f ta
ttere
d fil
es.
Forg
otte
n stu
dent
s dr
ift to
his
feet
as
he r
umm
ages
, and
lie
repr
oach
ful
on t
he f
loor
: ‘
Susa
n Co
chra
ne’s
con
tribu
tions
to
my
sem
inar
ha
ve
been
pe
rfunc
tory
’ …
la
belle
d bo
xes
of
aeria
l
phot
ogra
phs
show
ing
arch
aeol
ogic
al s
ites
are
sque
ezed
aga
inst
a fu
rther
row
of
files
. T
o re
mov
e on
e w
ill b
ring
the
lot
cras
hing
dow
n, l
ike
an i
ll-ju
dged
mov
e in
tha
t ga
me
invo
lvin
g a
tow
er o
f ba
lanc
ed b
lock
s. B
ut h
e ha
s gl
imps
ed b
ehin
d th
em a
furth
er c
ache
whi
ch m
ay w
ell i
nclu
de w
hat h
e is
look
ing
for.
line
12
On
the
shel
f ab
ove
he s
pots
the
gold
-lette
red
spin
e of
his
own
doct
oral
thes
is, it
s gre
en c
loth
blo
tche
d br
own
with
age
. O
n to
p of
it
sits
a 19
85 ru
n of
the
Arch
aeol
ogic
al J
ourn
al.
Com
e to
thin
k of
it,
the
cont
ents
of t
he l
andi
ng c
upbo
ard
are
a ni
ce r
efle
ctio
n of
his
prof
essio
n –
it is
a la
ndsc
ape
in w
hich
eve
ryth
ing
co-e
xists
requ
iring
expe
rt de
cons
truct
ion.
But
he
does
not
dw
ell o
n th
at, i
nten
t ins
tead
on
this
incr
easin
gly
irrita
ting
sear
ch.
3 Th
e w
riter
men
tions
a g
ame
in li
ne 1
2 in
ord
er to
em
phas
ise
A
the
diffi
culty
in a
cces
sing
som
e m
ater
ial s
tore
d in
the
cupb
oard
.
B th
e po
or c
ondi
tion
of m
uch
of th
e co
nten
ts o
f the
cup
boar
d.
C
Gly
n’s
appr
oach
to lo
catin
g ite
ms
stor
ed in
the
cupb
oard
.
D G
lyn’
s sk
ill in
man
oeuv
ring
the
mat
eria
l in
the
cupb
oard
. 4
In th
e se
cond
par
agra
ph, t
he w
riter
mak
es a
com
paris
on b
etw
een
the
cupb
oard
and
A th
e de
velo
pmen
t of G
lyn’
s ac
adem
ic c
aree
r.
B G
lyn’
s pa
rticu
lar a
rea
of w
ork.
C G
lyn’
s w
ay o
f life
.
D th
e cu
rrent
sta
te o
f Gly
n’s
rese
arch
.
Tu
rn o
ver
THE
THEO
RY O
F EV
ERYT
HING
Ti
me
was
whe
n ph
ysic
ists
dre
amed
of
a
final
th
eory
of
fu
ndam
enta
l ph
ysic
s, a
per
fect
set
of
equa
tions
th
at w
ould
des
crib
e ev
ery
forc
e an
d pa
rticl
e in
nat
ure.
Tod
ay t
hat
drea
m
is b
eing
ove
rtake
n by
the
sus
pici
on
that
the
re i
s no
suc
h th
ing.
Som
e ev
en
fear
th
at
all
atte
mpt
s at
a
deep
er u
nder
stan
ding
of
natu
re a
re
dead
end
s. T
his
will
lend
sup
port
to
thos
e w
ho h
ave
long
cla
imed
tha
t re
sear
ch in
to f
unda
men
tal p
hysi
cs is
a
was
te o
f tim
e an
d m
oney
; th
at a
t be
st i
t pr
ovid
es a
nsw
ers
to o
bscu
re
ques
tions
w
hich
fe
w
peop
le
unde
rsta
nd o
r car
e ab
out.
So d
o th
ese
rese
rvat
ions
und
erm
ine
pure
phy
sics
as
a sc
ient
ific
purs
uit?
Su
rely
, it
mak
es n
o di
ffere
nce
if th
e tru
ths
that
phy
sici
sts
seek
turn
out
to
be m
ore
com
plex
and
mes
sy t
han
they
onc
e ho
ped.
It c
ould
eve
n m
ake
the
sear
ch m
ore
intri
guin
g. T
here
are
as
m
any
prof
ound
qu
estio
ns
out
ther
e as
ther
e ha
ve e
ver b
een,
and
to
answ
er
them
ph
ysic
ists
ne
ed
the
kind
of
hard
exp
erim
enta
l evi
denc
e th
at
can
only
co
me
from
pu
re
rese
arch
.
Can
we,
the
refo
re,
just
ify s
pend
ing
the
huge
sum
s of
mon
ey th
at s
uch
rese
arch
dem
ands
? W
hat
it bo
ils
dow
n to
is
whe
ther
we
thin
k th
e se
arch
fo
r fu
ndam
enta
l tru
ths
is
impo
rtant
. Thi
s qu
est f
or k
now
ledg
e is
a d
efin
ing
hum
an q
ualit
y, b
ut it
’s
hard
to q
uant
ify h
ow o
ur li
ves
have
be
en ‘
impr
oved
’ by
it.
Ther
e ha
ve
been
ple
nty
of t
echn
olog
ical
spi
n-of
fs f
rom
the
spa
ce r
ace
and
othe
r ex
perim
ents
. Bu
t th
e sp
in-o
ffs a
re
not
the
poin
t. In
sho
win
g us
how
th
e un
iver
se
wor
ks,
fund
amen
tal
phys
ics
coul
d al
so te
ll us
som
ethi
ng
prof
ound
abo
ut o
urse
lves
. An
d fo
r th
at, a
few
billi
on d
olla
rs w
ould
be
a sm
all p
rice
to p
ay.
5 Ac
cord
ing
to th
e w
riter
, tec
hnol
ogic
al ‘s
pin-
offs
’ fro
m s
cien
tific
rese
arch
A do
not
just
ify th
e su
ms
inve
sted
in it
.
B re
veal
the
true
aim
s of
thos
e pr
omot
ing
it.
C
shou
ld c
onvi
nce
the
publ
ic o
f the
val
ue o
f it.
D
shou
ld n
ot b
e th
e m
ain
reas
on fo
r pur
suin
g it.
6
In th
is p
iece
, the
writ
er is
gen
eral
ly
A
dist
rust
ful o
f tho
se w
ho d
oubt
the
valu
e of
pur
e re
sear
ch.
B
supp
ortiv
e of
thos
e w
ishi
ng to
car
ry o
ut p
ure
rese
arch
.
C sc
eptic
al a
bout
the
long
-term
ben
efits
of p
ure
rese
arch
.
D op
timis
tic a
bout
the
pros
pect
s of
fund
ing
for p
ure
rese
arch
.
PAPER 1: READINGTest 1 Part 1 (questions 3–6)
cae handbook for teachers | paper 1: reading | sample paper – test 1 13
Part
2
You
are
goin
g to
rea
d an
ext
ract
fro
m a
mag
azin
e ar
ticle
. Si
x pa
ragr
aphs
hav
e be
en r
emov
ed f
rom
the
ex
tract
. C
hoos
e fro
m t
he p
arag
raph
s A
– G
the
one
whi
ch f
its e
ach
gap
(7 –
12)
. Th
ere
is o
ne e
xtra
pa
ragr
aph
whi
ch y
ou d
o no
t nee
d to
use
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
Whe
n th
e hi
ppos
roar
, sta
rt pa
ddlin
g!
Ric
hard
Jac
kson
and
his
wife
spe
nt th
eir h
oney
moo
n go
ing
dow
n th
e Za
mbe
zi ri
ver i
n a
cano
e.
‘The
y sa
y th
is is
a g
ood
test
of a
rela
tions
hip,
’ sai
d Ti
m a
s he
han
ded
me
the
padd
le.
I w
asn’
t sur
e th
at s
uch
a to
ugh
chal
leng
e w
as w
hat w
as n
eede
d on
a h
oney
moo
n, b
ut it
was
too
late
to
go b
ack.
M
y w
ife, L
eigh
, and
I w
ere
stan
ding
with
our
gui
de,
Tim
Cam
e, o
n th
e ba
nks
of th
e Za
mbe
zi n
ear
the
Zam
bia/
Bots
wan
a bo
rder
. T
his
was
to
be t
he
high
light
of
our
hone
ymoo
n: a
saf
ari
dow
nriv
er,
endi
ng a
t th
e po
int
whe
re D
avid
Liv
ings
tone
firs
t sa
w th
e Vi
ctor
ia F
alls
.
7
Nei
ther
of
us
ha
d an
y ca
noei
ng
expe
rienc
e.
Tent
ativ
ely
we
set
off
dow
nstre
am,
padd
ling
with
m
ore
enth
usia
sm th
an e
xper
tise.
So
on w
e he
ard
the
first
dis
tant
rum
blin
gs o
f w
hat
seem
ed l
ike
thun
der.
‘Is
tha
t Vi
ctor
ia F
alls
?’
we
inqu
ired
naïv
ely.
‘N
o,’ s
aid
Tim
dis
mis
sive
ly.
‘Tha
t’s o
ur
first
rapi
d.’
Easy
, we
thou
ght.
Wro
ng!
8
The
cano
e pl
otte
d a
craz
ed p
ath
as w
e ca
reer
ed
from
sid
e to
sid
e, o
ur b
est e
fforts
see
min
g on
ly to
ad
d to
our
plig
ht.
Thi
s w
as t
he f
irst
of m
any
rapi
ds,
all
rela
tivel
y m
inor
, al
l en
joya
bly
chal
leng
ing
for t
ouris
ts li
ke u
s.
9
The
over
nigh
t st
ops
wou
ld m
ean
moo
ring
at a
de
serte
d is
land
in t
he m
iddl
e of
the
riv
er,
whe
re
Tim
’s
willi
ng
supp
ort
team
w
ould
be
w
aitin
g,
havi
ng e
rect
ed a
cam
p an
d go
t the
wat
er w
arm
for
our
buck
et s
how
ers.
As
the
ice
slow
ly m
elte
d in
th
e dr
inks
, re
stau
rant
-qua
lity
food
wou
ld a
ppea
r fro
m a
coo
ker u
sing
hot
coa
ls.
Then
peo
ple
wou
ld
begi
n to
rela
x, a
nd th
e da
y’s
stor
ies
wou
ld ta
ke o
n ep
ic p
ropo
rtion
s.
10
One
mor
ning
, Tim
dec
ided
to c
ount
the
num
ber o
f hi
ppos
w
e sa
w,
in
an
atte
mpt
to
ga
uge
the
popu
latio
n in
thi
s pa
rt of
the
riv
er.
Mos
t of
the
w
ildlif
e ke
eps
a ca
utio
us d
ista
nce,
and
we
wer
e as
sure
d th
at,
safe
in
our
cano
e, a
ny p
oten
tial
thre
ats
wou
ld b
e m
ore
scar
ed o
f us
than
we
wer
e of
them
– b
ut w
e ha
d be
en w
arne
d to
giv
e th
ese
river
gia
nts
a w
ide
berth
. Th
ey’d
nor
mal
ly s
tay
in
mid
-stre
am, w
atch
ing
us w
ith s
ome
susp
icio
n, a
nd
gree
ting
our d
epar
ture
with
a c
acop
hony
of g
runt
s.
11
Tim
yel
led
‘Pad
dle!
’ and
ove
r the
nex
t 100
met
res
an O
lym
pic
runn
er w
ould
hav
e st
rugg
led
to k
eep
up w
ith u
s.
The
hipp
o ga
ve u
p th
e ch
ase,
and
al
thou
gh
Tim
sa
id
he
was
ju
st
a yo
ungs
ter
show
ing
off,
our
opin
ion
was
th
at
he
had
hone
ymoo
ners
on
the
men
u. T
hat w
ould
cer
tain
ly
be t
he w
ay w
e to
ld t
he s
tory
by
the
time
we
got
hom
e.
12
At s
ome
times
of t
he y
ear,
you
can
even
enj
oy a
na
tura
l jac
uzzi
in o
ne o
f the
rock
poo
ls b
esid
e th
e fa
lls.
No
perm
anen
t stru
ctur
es a
re a
llow
ed o
n th
e is
land
– e
very
thin
g ha
s to
be
rem
oved
whe
n yo
u le
ave.
Th
e tra
vel
broc
hure
s sa
y it’
s th
e w
orld
’s m
ost
excl
usiv
e pi
cnic
spo
t. It
’s c
erta
inly
the
idea
l pla
ce
to w
ind
dow
n af
ter a
nea
r mis
s w
ith a
hip
po.
A Lu
ckily
we
coul
d m
ake
our
mis
take
s in
pr
ivac
y as
, ap
art
from
Tim
and
ano
ther
co
uple
, fo
r tw
o da
ys w
e w
ere
alon
e.
Our
on
ly o
ther
com
pany
was
the
arra
y of
bird
an
d an
imal
life
. T
he p
addl
ing
was
fai
rly
gent
le a
nd w
hen
we
got
tired
, Ti
m w
ould
le
ad u
s to
the
sho
re a
nd o
pen
a co
ol-b
ox
cont
aini
ng a
pic
nic
lunc
h.
B If
that
was
the
sca
riest
mom
ent,
the
mos
t ro
man
tic w
as u
ndou
bted
ly o
ur fi
nal n
ight
’s
cam
psite
. L
ivin
gsto
ne I
slan
d is
per
ched
lit
eral
ly o
n to
p of
Vic
toria
Fal
ls.
The
safa
ri co
mpa
ny
we
wer
e w
ith
have
ex
clus
ive
acce
ss to
it: i
t’s ju
st y
ou, a
she
er d
rop
of a
fe
w h
undr
ed m
etre
s an
d th
e co
ntin
ual r
oar
as m
illion
s of
litre
s of
wat
er p
our
over
the
ed
ge.
C Th
ere
was
pl
enty
of
pa
ssin
g tra
ffic
to
obse
rve
on la
nd a
s w
ell –
gira
ffes,
hip
pos,
el
epha
nts
and
war
thog
s,
whi
le
eagl
es
soar
ed o
verh
ead.
W
e ev
en s
potte
d tw
o ra
re w
hite
rhi
nos
– sa
dly
shor
n of
the
ir ho
rns
in a
n at
tem
pt to
sto
p po
achi
ng.
We
padd
led
clos
er to
get
a b
ette
r loo
k.
D W
e ha
d a
4-m
etre
alu
min
ium
can
oe t
o ou
rsel
ves.
It
was
a s
mal
l cra
ft fo
r su
ch a
m
ight
y riv
er, b
ut q
uite
big
eno
ugh
to h
ouse
th
e od
d do
mes
tic d
ispu
te.
Cou
ples
had
, it
seem
ed, e
nded
sim
ilar
trips
arg
uing
rat
her
than
pad
dlin
g.
But
it w
asn’
t ju
st n
ewly
-w
eds
at ri
sk.
Tim
ass
ured
us
that
a g
roup
of
co
med
ians
fro
m
Nor
th
Amer
ica
had
faile
d to
see
the
funn
y si
de to
o.
E Bu
t nu
mbe
r 15
0 ha
d ot
her
idea
s.
As w
e hu
gged
the
ban
k he
dro
pped
und
er t
he
wat
er.
We
expe
cted
him
to
re-s
urfa
ce in
th
e sa
me
spot
, as
the
oth
ers
had
done
. In
stea
d, t
here
was
a s
udde
n ro
ar a
nd h
e em
erge
d lu
ngin
g to
war
ds th
e ca
noe.
F
Ove
r the
nex
t hou
r or s
o th
e no
ise
grew
to
terri
fyin
g di
men
sion
s.
By
th
e tim
e w
e ed
ged
arou
nd t
he b
end
to c
onfro
nt it
, w
e w
ere
conv
ince
d w
e w
ould
be
face
d w
ith
mou
ntai
ns o
f whi
te w
ater
. In
stea
d, d
espi
te
all
the
soun
d an
d fu
ry,
the
Zam
bezi
se
emed
onl
y sl
ight
ly r
uffle
d by
a l
ine
of
smal
l roc
ks.
G
Whe
n w
e’d
all
hear
d en
ough
, w
e sl
ept
unde
r ca
nvas
, rig
ht n
ext t
o th
e riv
er b
ank.
Fo
rtuna
tely
, w
e pi
cked
a
time
of
year
la
rgel
y fre
e of
mos
quito
es, s
o ou
r net
s an
d va
rious
lo
tions
re
mai
ned
unus
ed.
Th
e so
unds
of u
nsee
n an
imal
s w
ere
our n
ight
ly
lulla
by.
Tu
rn o
ver
PAPER 1: READINGTest 1 Part 2 (questions 7–12)
cae handbook for teachers | paper 1: reading | sample paper – test 114
Part
3
You
are
goin
g to
rea
d a
new
spap
er a
rticl
e.
For
ques
tions
13
– 19
, cho
ose
the
answ
er (
A, B
, C o
r D
) w
hich
you
thin
k fit
s be
st a
ccor
ding
to th
e te
xt.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Gro
omed
for T
V M
arty
n H
arris
look
s ba
ck o
n hi
s ex
perie
nce
of b
eing
trai
ned
to a
ppea
r on
TV.
I am
ter
rible
on
TV.
I s
louc
h, s
neer
, sta
mm
er,
fidge
t, fo
rget
my
lines
and
sw
allo
w th
e en
ds o
f m
y w
ords
. I
t ra
nkle
s, be
caus
e I
know
ins
ide
I am
sc
intil
latin
g, s
ensit
ive
and
since
re.
Tel
evisi
on c
an
mak
e an
y fo
ol
look
lik
e an
in
telle
ctua
l.
New
srea
ders
can
con
trive
to lo
ok n
ice
and
even
the
wor
st pr
esen
ters
can
see
m s
ensib
le, b
ut I
com
e ov
er
as
a sh
ifty
subv
ersiv
e.
Th
e sin
gle
tele
visio
n pr
ogra
mm
e I h
ave
pres
ente
d w
as s
o aw
ful t
hat e
ven
my
mot
her c
ould
n’t f
ind
a go
od w
ord
for i
t. A
fter a
ca
tastr
ophi
c ra
dio
show
last
year
, whe
n I a
ddre
ssed
th
e in
terv
iew
er b
y th
e w
rong
nam
e th
roug
hout
, I
swor
e I’d
nev
er d
o br
oadc
astin
g ag
ain.
Unt
il no
w, t
hat i
s. I
have
my
first
nove
l out
nex
t m
onth
, w
hich
is
calle
d D
o It
Agai
n, a
nd t
he P
R pe
ople
info
rm m
e yo
u ju
st ha
ve to
get
out
ther
e an
d pr
omot
e it.
Sco
tland
one
day
, th
e so
uth
coas
t of
En
glan
d th
e ne
xt.
It’s
goin
g to
be
hect
ic a
nd I
have
to
get
my
act t
oget
her.
Whi
ch is
how
I fin
d m
ysel
f be
ing
scru
tinise
d fo
r te
levi
sual
pot
entia
l by
tw
o sv
elte
cr
eatu
res
from
Pu
blic
Im
age
Ltd,
w
hile
ca
mer
aman
Ala
stair
focu
ses
on m
y tre
mbl
ing
uppe
r lip
. P
ublic
Im
age
is th
e ou
tfit
whi
ch h
as b
een
teac
hing
MPs
how
to lo
ok g
ood
on T
V.
They
also
gr
oom
ex
ecut
ives
fro
m
maj
or
com
pani
es
in
ever
ythi
ng fr
om c
orpo
rate
pre
sent
atio
ns to
han
dlin
g br
oadc
ast i
nter
roga
tion,
but
as
far a
s I’m
con
cern
ed,
if th
ey c
an m
ake
polit
icia
ns l
ook
like
real
peo
ple,
th
ey a
re g
ood
enou
gh fo
r me.
‘He
blin
ks a
lot
, do
esn’
t he
?’ s
ays
Dia
na,
the
spee
ch s
peci
alist
, stu
dyin
g m
y im
age
on a
vid
eo
mon
itor.
‘And
the
cros
sed
legs
look
def
ensiv
e. B
ut
the
voic
e isn
’t ba
d.’
Jea
nnie
, who
is in
trodu
ced
to
me
as P
ublic
Imag
e’s
‘cha
rism
a co
nsul
tant
’, ta
kes
a ste
p ba
ckw
ards
to st
udy
the
gene
ral p
ostu
re.
‘Nee
ds
to g
et h
is bo
ttom
bac
k in
the
sofa
. A
nd th
e ja
cket
m
akes
him
look
a b
it de
form
ed.
Whe
re d
oes
he g
et
his c
loth
es fr
om?’
‘Hon
esty
is
the
mos
t im
porta
nt
thin
g,’
says
D
iana
. ‘W
e do
n’t w
ant t
o tu
rn p
eopl
e in
to a
ctor
s.
We
wan
t to
brin
g ou
t the
per
sona
lity.
And
of c
ours
e sp
eech
is
mos
t im
porta
nt t
oo.
Lot
s of
pol
itici
ans
don’
t bre
athe
pro
perly
, so
they
hav
e to
sho
ut.
They
gi
ve th
emse
lves
sore
thro
ats a
nd p
olyp
s on
the
voca
l ch
ords
. Br
eath
e fro
m t
he d
iaph
ragm
and
you
can
sp
eak
quite
loud
ly a
nd fo
r qui
te a
long
tim
e w
ithou
t str
ain.
Th
en m
ost
impo
rtant
ly, t
here
are
the
thr
ee
E’s:
Ene
rgy,
Ent
husia
sm a
nd E
njoy
men
t. A
nd d
o try
to st
op b
linki
ng.’
And
so,
as
I bre
athe
from
the
diap
hrag
m, c
lenc
h m
y ey
elid
s ap
art
and
desp
erat
ely
try t
o pr
ojec
t ho
nesty
as
wel
l as
the
thre
e Es
at o
nce,
the
cam
era
rolls
. ‘T
oday
we
are
visit
ing
the
hom
e of
Mar
tyn
Har
ris,’
says
Dia
na d
ishon
estly
, ‘a
jou
rnal
ist w
ho
has
rece
ntly
pub
lishe
d hi
s fir
st no
vel
Do
It Ag
ain.
So
, w
hat
can
you
tell
us a
bout
the
plo
t, M
arty
n?’
‘Um
m …
’ A
lon
g pa
use.
‘E
rrr …
‘
A l
onge
r pa
use.
‘Te
e he
e, h
argh
… ’
An
asin
ine
gigg
le.
‘All
right
Ala
stair,
’ sa
ys D
iana
pat
ient
ly, ‘
we’
ll try
that
ag
ain.
’ W
e try
it
agai
n, m
any,
man
y tim
es,
each
tim
e ch
ippi
ng a
way
at
anot
her
tic a
nd m
anne
rism
and
ga
uche
rie.
On
the
seco
nd r
un-th
roug
h, m
y cr
osse
d le
gs k
eep
bobb
ing
up a
nd d
own,
whi
ch m
akes
me
look
as
if I
wan
t to
run
away
(I
do, I
do)
. O
n th
e th
ird r
un t
hey
are
uncr
osse
d, b
ut m
y ha
nds
are
clen
ched
in m
y la
p. O
n th
e fo
urth
I ha
ve w
renc
hed
my
hand
s fro
m m
y la
p, b
ut n
ow t
hey
are
fiddl
ing
with
my
ears
. O
n th
e fif
th, I
’m th
row
ing
away
the
ends
of m
y se
nten
ces,
whi
ch so
unds
as i
f I th
ink
my
audi
ence
is th
ick
(I do
n’t r
eally
). Te
levi
sion
does
cur
ious
thi
ngs
to y
our
face
, dr
aggi
ng it
tow
ards
the
edge
s of
the
scre
en.
If yo
u ha
ve a
long
face
, as
I hav
e, it
mak
es y
ou lo
ok li
ke a
ca
dave
rous
mul
e.
It em
phas
ises
the
dark
ness
of
lipsti
ck
and
eyes
hado
w,
so
mak
e-up
sh
ould
be
m
inim
al, a
nd u
sed
mai
nly
to s
ofte
n fa
cial
sha
dow
s.
Doe
s D
iana
thin
k it
is w
icke
d, I
won
der,
to m
ould
po
litic
ians
in th
is w
ay?
‘As
soon
as
anyo
ne g
ets
on
telly
thes
e da
ys, w
e ex
pect
them
to b
e as
goo
d as
the
prof
essio
nals,
be
caus
e th
at’s
w
here
w
e ge
t ou
r sta
ndar
ds fr
om.
It’s u
nfai
r, bu
t tha
t’s th
e w
ay o
f the
w
orld
. A
s fo
r th
e et
hics
, I le
ave
that
to o
ther
s an
d ge
t on
with
my
job.
’ A
nd it
’s a
job
she
does
ver
y w
ell,
beca
use
on th
e fin
al r
un-th
roug
h, a
fter
thre
e ho
urs
or s
o, I
rea
lly
don’
t loo
k to
o ba
d. S
tead
y ga
ze, b
reat
hing
from
the
diap
hrag
m,
no
twitc
hes,
no
blin
king
.
Not
a
cons
umm
ate
prof
essio
nal
in t
he b
usin
ess,
but
not
bad.
I’m b
rimm
ing
with
hon
esty
, ene
rgy,
ent
husia
sm
and
enjo
ymen
t and
I’m
talk
ing
a lo
t of t
wad
dle,
but
yo
u’d
hard
ly n
otic
e. W
hen
you
wat
ch p
oliti
cian
s on
TV, y
ou’ll
see
a lo
t mor
e ju
st lik
e m
e.
13
The
writ
er b
elie
ves
that
one
reas
on h
e is
terri
ble
on T
V is
that
A
he d
oesn
’t m
ake
enou
gh e
ffort
to p
erfo
rm w
ell.
B
he c
an’t
help
bei
ng ru
de to
inte
rvie
wer
s.
C
his
pers
onal
ity s
eem
s un
appe
alin
g to
vie
wer
s.
D
his
pers
onal
ity d
iffer
s fro
m th
at o
f new
srea
ders
and
pre
sent
ers.
14
The
writ
er h
as b
ecom
e in
volv
ed w
ith P
ublic
Imag
e Lt
d be
caus
e
A
he w
ants
to fi
nd o
ut w
hat s
uch
com
pani
es d
o.
B
he h
as b
een
told
that
it is
in h
is in
tere
sts
to d
o so
.
C he
is in
trigu
ed b
y th
e w
ork
they
do
for p
oliti
cian
s.
D
he h
as b
een
told
that
the
com
pany
is g
ood
at p
rom
otin
g no
vels
.
15
Dia
na a
nd J
eann
ie b
oth
say
that
one
of t
he w
riter
’s p
robl
ems
whe
n ap
pear
ing
on T
V co
ncer
ns
A
the
way
he
sits
.
B th
e cl
othe
s he
wea
rs.
C
the
way
his
eye
s m
ove.
D th
e w
ay h
e m
oves
.
16
Wha
t doe
s D
iana
tell
the
writ
er a
bout
pol
itici
ans?
A
They
are
usu
ally
relu
ctan
t to
tell
the
truth
.
B Th
ey o
ften
fail
to re
alis
e th
at th
ey a
re s
hout
ing.
C Th
ey a
re fr
eque
ntly
ner
vous
whe
n th
ey a
ppea
r on
TV.
D
They
freq
uent
ly s
peak
in a
way
that
is h
arm
ful t
o th
em.
17
Th
e w
riter
bel
ieve
s th
at h
is re
spon
se to
Dia
na’s
firs
t que
stio
n so
unds
A
insi
ncer
e.
B
silly
.
C ru
de.
D
pred
icta
ble.
18
Whe
n th
e w
riter
ask
s D
iana
abo
ut h
er jo
b, s
he
A sa
ys th
at s
he is
onl
y in
tere
sted
in d
oing
it w
ell.
B
adm
its th
at s
omet
imes
it re
sults
in p
eopl
e lo
okin
g fo
olis
h.
C
says
that
it fr
eque
ntly
invo
lves
frus
tratio
ns.
D
agre
es th
at it
is h
ard
to ju
stify
it.
19
In
the
final
par
agra
ph, t
he w
riter
con
clud
es th
at
A he
has
und
eres
timat
ed h
ow c
halle
ngin
g ap
pear
ing
on T
V ca
n be
for p
oliti
cian
s.
B
he h
as le
arnt
how
to s
ound
con
vinc
ing
with
out s
ayin
g an
ythi
ng m
eani
ngfu
l.
C so
me
peop
le c
an b
e tra
ined
to d
o ab
solu
tely
any
thin
g.
D
view
ers
are
mor
e pe
rcep
tive
than
is g
ener
ally
bel
ieve
d.
Turn
ove
r
PAPER 1: READINGTest 1 Part 3 (questions 13–19)
cae handbook for teachers | paper 1: reading | sample paper – test 1 15
Part
4
You
are
goin
g to
rea
d an
arti
cle
cont
aini
ng r
evie
ws
of c
rime
nove
ls. F
or q
uest
ions
20
– 34
, cho
ose
from
the
revi
ews
(A –
F).
The
revi
ews
may
be
chos
en m
ore
than
onc
e.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. In
whi
ch re
view
are
the
follo
win
g m
entio
ned?
a
book
suc
cess
fully
ada
pted
for a
noth
er m
ediu
m
20
char
acte
rs w
hose
idea
l wor
ld s
eem
s to
tally
sec
ure
21
a gr
ippi
ng b
ook
whi
ch in
trodu
ces
an im
pres
sive
mai
n ch
arac
ter
22
a ch
arac
ter w
hose
intu
ition
is c
halle
nged
23
the
dist
urbi
ng s
imila
rity
betw
een
real
ity a
nd fi
ctio
n w
ithin
a n
ovel
24
an o
rigin
al a
nd p
rovo
cativ
e lin
e in
sto
ryte
lling
25
the
mai
n ch
arac
ter h
avin
g a
pers
onal
con
nect
ion
whi
ch b
rings
dis
turb
ing
reve
latio
ns
26
the
com
plet
ion
of a
n ou
tsta
ndin
g se
ries
of w
orks
27
the
inte
rwea
ving
of c
urre
nt li
ves
and
prev
ious
act
s of
wic
kedn
ess
28
a de
liber
atel
y m
isle
adin
g us
e of
the
writ
ten
wor
d 29
a ra
ther
une
xpec
ted
choi
ce o
f cen
tral c
hara
cter
30
an a
bund
ant a
mou
nt o
f inc
oncl
usiv
e in
form
atio
n ab
out a
cas
e 31
a ch
arac
ter s
eein
g th
roug
h co
mpl
exity
in a
n at
tem
pt to
ave
rt di
sast
er
32
a no
vel w
hich
dis
play
s th
e ta
lent
of a
new
aut
hor
33
the
char
acte
rs’ i
nvol
vem
ent i
n a
crim
e in
evita
bly
lead
ing
to a
pai
nful
con
clus
ion
34
C
HIL
LIN
G R
EAD
S TO
LO
OK
OU
T FO
R
Som
e rec
omm
enda
tions
from
the l
ates
t bat
ch o
f crim
e nov
els
A
Zou
ache
may
not
be
the
obvi
ous
hero
ine
for
a cr
ime
nove
l, bu
t Nov
embe
r see
s he
r deb
ut in
Fid
elis
Mor
gan’
s w
onde
rful
Resto
ratio
n th
rille
r U
nnat
ural
Fi
re.
From
deb
tor t
o pr
ivat
e ey
e, th
is Co
unte
ss is
an
arist
ocra
t, fle
eing
for
her
life
thro
ugh
the
stree
ts of
17
th-c
entu
ry L
ondo
n.
Feat
urin
g a
colo
urfu
l cas
t of
misf
its
and
brill
iant
ly
rese
arch
ed
perio
d de
tail,
U
nnat
ural
Fire
has
a b
ase
in th
e m
yste
rious
sci
ence
of
alc
hem
y, a
nd w
ill a
ppea
l to
adh
eren
ts of
bot
h cr
ime
and
histo
rical
fict
ion.
B
Min
ette
Wal
ters
is
one
of t
he m
ost
accl
aim
ed
writ
ers i
n Br
itish
crim
e fic
tion
who
se b
ooks
like
The
Sc
ulpt
ress
hav
e m
ade
succ
essf
ul t
rans
ition
s to
our
TV
scr
eens
. P
reoc
cupi
ed w
ith d
evel
opin
g str
ong
plot
s an
d ch
arac
teris
atio
n ra
ther
tha
n w
ith c
rime
itsel
f, sh
e ha
s cre
ated
som
e di
sturb
ing
and
inno
vativ
e ps
ycho
logi
cal n
arra
tives
. Th
e Sh
ape
of S
nake
s is
set
in th
e w
inte
r of 1
978.
Onc
e ag
ain
Wal
ters
use
s he
r na
rrativ
e sk
ills
to l
ead
the
read
er a
stray
(th
ere
is a
clev
er u
se o
f co
rresp
onde
nce
betw
een
char
acte
rs),
befo
re r
esol
ving
the
mys
tery
in h
er la
test
intri
cate
ly
plot
ted
bests
elle
r w
hich
is
full
of s
uspe
nse.
O
nce
agai
n sh
e sh
ows
why
she
is
such
a s
tar
of B
ritish
cr
ime
fictio
n.
C
Eliz
abet
h W
oodc
raft’
s fe
isty
barri
ster h
eroi
ne in
G
ood
Bad
Wom
an,
Fran
kie,
is
a di
ehar
d M
otow
n m
usic
fan
. A
s th
e tit
le s
ugge
sts, d
espi
te h
er jo
b on
th
e rig
ht s
ide
of th
e la
w, s
he e
nds
up o
n th
e w
rong
sid
e –
arre
sted
for m
urde
r. N
o fa
vour
ite o
f the
pol
ice
– w
ho a
re h
appy
to s
ee h
er g
o do
wn
– in
ord
er to
pr
ove
her i
nnoc
ence
she
mus
t sol
ve th
e ca
se, o
ne th
at
invo
lves
an
old
frien
d an
d so
me
unco
mfo
rtabl
e tru
ths
a bi
t to
o cl
ose
to h
ome.
G
ood
Bad
Wom
an i
s an
en
thra
lling
, fa
st-pa
ced
cont
empo
rary
th
rille
r th
at
pres
ents
a gr
eat n
ew h
eroi
ne to
the
genr
e.
D
Blac
k D
og
is St
ephe
n Bo
oth’
s hu
gely
ac
com
plish
ed d
ebut
, now
pub
lishe
d in
pap
erba
ck.
It fo
llow
s th
e m
yste
rious
disa
ppea
ranc
e of
tee
nage
r La
ura
Ver
non
in th
e Pe
ak D
istric
t. B
en C
oope
r, a
youn
g D
etec
tive
Cons
tabl
e, h
as k
now
n th
e vi
llage
rs
all h
is lif
e, b
ut h
is in
stinc
tive
feel
ings
abo
ut th
e ca
se
are
calle
d in
to q
uesti
on b
y th
e ar
rival
of D
iane
Fry
, a
ruth
less
ly a
mbi
tious
det
ectiv
e fro
m a
noth
er d
ivisi
on.
As
the
inve
stiga
tion
twist
s an
d tu
rns,
Ben
and
Dia
ne
disc
over
tha
t to
und
ersta
nd t
he p
rese
nt,
they
mus
t al
so u
nder
stand
the
pas
t –
and,
in
a w
orld
whe
re
none
of t
he s
uspe
cts
is en
tirel
y in
noce
nt, m
isery
and
su
fferin
g ca
n be
the
only
out
com
e.
E A
ndre
w
Roth
’s
dese
rved
ly
cele
brat
ed
Roth
Tr
ilogy
has
dra
wn
to a
clo
se w
ith t
he p
aper
back
pu
blic
atio
n of
the
thi
rd b
ook,
The
Offi
ce,
set
in a
19
50s
cath
edra
l ci
ty.
Jane
t By
field
has
eve
ryth
ing
that
Wen
dy A
pple
yard
lac
ks:
she
’s b
eaut
iful,
she
has
a ha
ndso
me
husb
and,
and
an
ador
able
litt
le
daug
hter
, Ro
sie.
At
first
it se
ems
to W
endy
as
thou
gh
noth
ing
can
touc
h th
e By
field
s’
perfe
ct
exist
ence
, but
old
sin
s gr
adua
lly c
ome
back
to h
aunt
th
e pr
esen
t, an
d ne
w si
ns a
re b
red
in th
eir p
lace
. Th
e sh
adow
s se
ep t
hrou
gh t
he n
eigh
bour
hood
and
onl
y W
endy
, the
out
sider
look
ing
in, i
s abl
e to
glim
pse
the
truth
. Bu
t can
she
gra
sp it
s tw
isted
logi
c in
tim
e to
pr
even
t a tr
aged
y w
hose
root
s lie
bur
ied
deep
in th
e pa
st?
F A
nd f
inal
ly,
Regi
nald
Hill
has
a b
rillia
nt n
ew
Dal
ziel
and
Pas
coe
nove
l, D
ialo
gues
, re
leas
ed i
n
the
sprin
g.
Th
e un
cann
y re
sem
blan
ce
betw
een
storie
s ent
ered
for a
loca
l new
spap
er c
ompe
titio
n an
d th
e ci
rcum
stanc
es o
f tw
o su
dden
disa
ppea
ranc
es
attra
cts
the
atte
ntio
n of
M
id-Y
orks
hire
Po
lice.
Su
perin
tend
ent A
ndy
Dal
ziel
real
ises
they
may
hav
e a
dang
erou
s cr
imin
al o
n th
eir h
ands
– o
ne th
e m
edia
ar
e so
on c
allin
g th
e W
ordm
an.
The
re a
re e
noug
h cl
ues
arou
nd to
wea
ve a
tape
stry,
but
it’s
not
cle
ar
who
’s p
layi
ng w
ith w
hom
. Is
it th
e W
ordm
an v
ersu
s th
e po
lice,
or
the
crim
inal
ver
sus
his
vict
ims?
A
nd
just
how
far w
ill th
e ga
mes
go?
PAPER 1: READINGTest 1 Part 4 (questions 20–34)
16 cae handbook for teachers | paper 1: reading | answer keys for test 1 and sample paper – test 2
Part
1 Yo
u ar
e go
ing
to r
ead
thre
e ex
tract
s w
hich
are
all
conc
erne
d in
som
e w
ay w
ith c
omm
unic
atio
n. F
or
ques
tions
1 –
6, c
hoos
e th
e an
swer
(A,
B, C
or
D) w
hich
you
thin
k fit
s be
st a
ccor
ding
to th
e te
xt.
M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Wha
t’s it
like
bei
ng a
repo
rter
on
a st
uden
t new
spap
er?
St
uden
t rep
orte
r Dar
ren
Bent
on te
lls u
s
Be
ing
a re
porte
r on
a
stude
nt
new
spap
er c
an b
e a
daun
ting
task
-
you
are,
afte
r all,
face
d w
ith e
nsur
ing
that
stu
dent
s on
the
col
lege
cam
pus
are
awar
e of
eve
ryth
ing
they
nee
d to
kn
ow, e
spec
ially
the
stuff
that
oth
ers
wou
ld r
athe
r th
ey d
idn’
t. A
ll th
is, a
s w
ell a
s ke
epin
g a
soci
al li
fe, a
circ
le
of f
riend
s, an
d, o
f co
urse
, doi
ng t
he
degr
ee.
Turn
ove
r
It's
in
the
unco
verin
g an
d in
vesti
gativ
e bi
ts th
at s
tude
nt h
acke
ry
real
ly c
omes
into
its o
wn.
We
have
no
budg
et, v
ery
little
tim
e an
d no
libr
ary
of
reso
urce
s at
ou
r di
spos
al.
But
then
, all
you
real
ly n
eed
is a
hunc
h,
a te
leph
one
and
an
abun
danc
e of
patie
nce.
The
mor
e pe
ople
who
kno
w
you'r
e a
repo
rter t
he b
ette
r. Ev
eryo
ne
has
a sto
ry, w
heth
er th
ey k
now
it o
r no
t. O
ne l
ittle
off-
the-
cuff
com
men
t ca
n le
ad to
all
man
ner o
f rev
elat
ions
, m
aybe
eve
n a
real
scoo
p.
Ther
e is
one
piec
e of
adv
ice
that
so
meo
ne o
nce
gave
me
whi
ch h
as
prov
ed p
retty
use
ful.
Alw
ays,
alw
ays
mak
e a
back
up o
f yo
ur w
ork
and
carry
it r
ound
with
you
24/
7. I
hav
e ne
ver
know
n co
mpu
ters
to
cras
h as
m
uch
as
the
ones
in
stu
dent
ne
wsp
aper
offi
ces.
line
21 lin
e 23
line
12
line
16
1 W
hat i
s th
e w
riter
em
phas
isin
g in
the
first
par
agra
ph?
A
wha
t a re
spon
sibl
e jo
b a
stud
ent r
epor
ter h
as
B th
ings
that
a s
tude
nt re
porte
r nee
ds to
bea
r in
min
d C
how
mun
dane
muc
h of
the
wor
k of
a s
tude
nt re
porte
r is
D th
ings
that
pre
vent
a s
tude
nt re
porte
r fro
m d
oing
a g
ood
job
2 W
hich
wor
d or
phr
ase
from
the
tex
t is
use
d to
exp
ress
the
goa
l of
the
inve
stig
ativ
e jo
urna
list?
A ha
cker
y (li
ne 1
2)
B a
hunc
h (li
ne 1
6)
C of
f-the
-cuf
f com
men
t (lin
e 21
) D
a re
al s
coop
(lin
e 23
)
PAPER 1: READINGTest 2 Part 1 (questions 1–2)
PAPER 1: READINGAnswer keys
Test 1PART ONE
1 C
2 C
3 A
4 B
5 D
6 B
PART TWO
7 D
8 F
9 A
10 G
11 E
12 B
PART THREE
13 C
14 B
15 A
16 D
17 B
18 A
19 B
PART FOUR
20 B
21 E
22 C
23 D
24 F
25 B
26 C
27 E
28 E
29 B
30 A
31 F
32 E
33 D
34 D
cae handbook for teachers | paper 1: reading | sample paper – test 2 17
EX
TRA
CT
FRO
M A
NO
VEL
An
unex
pect
ed v
isito
r Th
e tro
uble
with
fam
ily-k
now
n-th
ings
is
that
the
y al
way
s se
em
pecu
liar
if yo
u try
to e
xpla
in th
em to
any
one
else
. I’v
e pr
obab
ly
mad
e us
sou
nd li
ke h
ostil
e he
rmits
who
mov
e th
e fu
rnitu
re a
cros
s th
e fro
nt d
oor i
f a st
rang
er tu
rns i
nto
the
stree
t, bu
t it i
sn’t
that
bad
. D
ad a
lway
s ge
ts on
all
right
with
eve
ryon
e he
wor
ks w
ith, a
nd
Mum
get
s on
fin
e w
ith a
ll th
e pe
ople
who
go
into
the
sho
p fo
r m
edic
ine
or a
dvic
e. S
he e
ven
know
s m
ost o
f th
em b
y na
me
and
wha
t the
ir tro
uble
s are
. It’s
just
that
it d
oesn
’t go
muc
h fu
rther
than
th
at w
ith th
em.
line
8
Then
sud
denl
y th
is di
stant
rela
tive,
Kat
hlee
n, w
ho n
one
of u
s ha
d ev
er h
eard
of
befo
re,
wro
te f
rom
Can
ada
to s
ay s
he w
as d
oing
so
me
rese
arch
int
o fa
mily
hist
ory.
Tha
t w
as a
bit
of a
sho
ck
beca
use
whe
n w
e th
ink
of ‘f
amily
’ we
just
thin
k of
the
four
of u
s. N
eith
er M
um n
or D
ad h
ad b
roth
ers
or s
ister
s, an
d th
eir
pare
nts
died
a lo
ng ti
me
ago,
so
we
don’
t go
in f
or a
unts
and
uncl
es a
nd
gran
dpar
ents.
Whe
n th
ere’
s ju
st th
e fo
ur o
f yo
u, a
ll in
the
sam
e ho
use,
you
don
’t ex
pect
to h
ave
a hi
story
. Sh
e’d
encl
osed
a p
iece
of
flim
sy p
aper
, fo
lded
up
smal
l, w
hich
op
ened
out
to
show
a h
uge
fam
ily t
ree,
with
gap
s an
d qu
estio
n m
arks
all
over
the
plac
e, a
nd h
er n
ame
and
ours
und
erlin
ed in
red.
M
um a
nd D
ad h
ad lo
oked
agh
ast.
All
thos
e pe
ople
! It w
as li
ke a
n un
expe
cted
inva
sion
of d
ead
grea
t-aun
ts an
d se
cond
cou
sins a
nd a
ll th
e re
st –
and
that
was
n’t a
ll –
som
e of
them
wer
e sti
ll al
ive!
3
Wha
t doe
s th
e w
ord
‘it’ i
n lin
e 8
refe
r to?
A th
e fa
mily
’s im
med
iate
circ
le o
f frie
nds
B th
e fa
mily
’s g
ener
al a
ttitu
de to
stra
nger
s C
the
impo
rtanc
e of
wor
k in
the
fam
ily’s
life
D
the
exte
nt o
f the
fam
ily’s
soc
ial i
nter
actio
ns
4
How
did
the
writ
er’s
fam
ily re
act t
o th
e si
ght o
f the
fam
ily tr
ee?
A
They
foun
d it
amus
ing.
B
They
foun
d it
conf
usin
g.
C Th
ey fo
und
it fa
scin
atin
g.
D Th
ey fo
und
it al
arm
ing.
e-no
ugh
is en
ough
M
y fri
end
was
au
dibl
y un
happ
y w
ith m
e w
hen
he
phon
ed.
‘You
kn
ow,
you
real
ly s
houl
d be
ver
y ca
refu
l w
hen
you
emai
l. Th
e in
tern
et
is no
t a
secu
re p
lace
. O
ne
care
less
to
uch
on
the
keyb
oard
, and
you
can
ups
et
som
ebod
y...
know
w
hat
I m
ean?
’ I’d
w
orke
d ou
t w
hat
had
gone
wro
ng b
efor
e I w
as a
ble
to s
peak
thr
ough
the
thi
ck
laye
r of e
gg a
ccum
ulat
ing
on
my
face
. A
mut
ual f
riend
of
ours
in
the
USA
, no
torio
us
for
his
tenu
ous
gras
p of
te
chno
logy
, ha
d co
mm
itted
th
e gr
eat,
and
incr
easin
gly
com
mon
, com
pute
r fa
ux p
as
of
acci
dent
ally
re
flect
ing
back
a
mes
sage
yo
u’ve
re
ceiv
ed i
n an
em
ail
you’
re
now
sen
ding
out
. Th
e ee
k m
omen
t I w
as n
ow e
ndur
ing
was
a d
irect
con
sequ
ence
of
this.
A
m
essa
ge
that
th
e m
utua
l frie
nd in
the
USA
had
se
nt to
my
frien
d in
Lon
don
had
som
ehow
in
clud
ed
an
earli
er m
essa
ge f
rom
me
to
frien
d in
U
SA
that
w
as
sligh
tly
moc
king
of
fri
end
here
. A
ctua
lly,
such
a h
umili
atin
g sli
p-up
as
this
does
n’t
have
to
be
ac
cide
ntal
. So
me
of
the
clum
sier
emai
l ut
ilitie
s au
tom
atic
ally
re
peat
th
e re
ceiv
ed
emai
l in
ev
ery
re
ply,
alth
ough
how
frie
nd
in U
SA m
anag
ed t
o in
clud
e m
y so
mew
hat
sarc
astic
se
ntim
ents
abou
t a th
ird p
arty
in
a m
essa
ge t
o th
at t
hird
pa
rty s
till b
affle
s m
e a
little
. A
nyho
w,
the
dam
age,
suc
h as
it
was
, w
as d
one
and
I ap
olog
ised.
Not
muc
h el
se
you
can
do, r
eally
, to
get o
ut
of
the
sort
of
jam
I’d
in
adve
rtent
ly g
ot m
ysel
f int
o.
line
24
line
25
5 Th
e ph
rase
‘the
eek
mom
ent’
(line
s 24
-25)
refe
rs to
the
writ
er’s
A fe
elin
gs o
f em
barra
ssm
ent.
B an
ger a
t his
frie
nd in
the
USA
. C
real
isat
ion
that
he
had
mad
e an
erro
r. D
inab
ility
to u
nder
stan
d hi
s fri
end’
s re
actio
n.
6 In
the
third
par
agra
ph, t
he w
riter
sug
gest
s th
at
A
the
com
men
ts in
his
em
ail m
ay h
ave
been
mis
inte
rpre
ted.
B hi
s fri
end
in th
e U
SA is
ups
et b
y w
hat h
as h
appe
ned.
C an
asp
ect o
f the
situ
atio
n re
mai
ns la
rgel
y un
expl
aine
d.
D
his
frien
d in
Lon
don
was
uni
mpr
esse
d by
his
apo
logy
.
Turn
ove
r
PAPER 1: READINGTest 2 Part 1 (questions 3–6)
18 cae handbook for teachers | paper 1: reading | sample paper – test 2
Pa
rt 2
You
are
goin
g to
rea
d an
ext
ract
fro
m a
mag
azin
e ar
ticle
. Si
x pa
ragr
aphs
hav
e be
en r
emov
ed f
rom
the
ex
tract
. C
hoos
e fro
m t
he p
arag
raph
s A
– G
the
one
whi
ch f
its e
ach
gap
(7 –
12)
. Th
ere
is o
ne e
xtra
pa
ragr
aph
whi
ch y
ou d
o no
t nee
d to
use
. M
ark
your
ans
wer
on
the
sepa
rate
ans
wer
she
et.
TRAC
KING
THE
MOUN
TAIN
LION
Rup
ert I
saac
son
join
s a
volu
ntee
r pro
ject
to p
rote
ct m
ount
ain
lions
in Id
aho,
USA
. Af
ter
two
hour
s of
tru
dgin
g up
the
mou
ntai
nsid
e th
roug
h de
ep s
now
drift
s, t
he d
ogs
bega
n to
bar
k.
Ther
e, in
our
pat
h, w
as w
hat w
e’d
been
look
ing
for:
the
paw
prin
t of
a m
ount
ain
lion.
It
belo
nged
to
a fe
mal
e th
at h
ad re
cent
ly p
asse
d by
. Kev
in a
nd K
en,
the
houn
dsm
en,
cons
ulte
d br
iefly
with
Joh
n, t
he
biol
ogis
t, w
hile
the
fou
r ho
unds
whi
mpe
red
with
ex
cite
men
t, st
rain
ing
at th
eir
lead
s, e
ager
to b
egin
th
e ch
ase.
7
I ca
rried
one
of
the
two
rifle
s, f
ollo
wed
by
a pi
lot
lugg
ing
mea
surin
g in
stru
men
ts, a
nd a
doc
tor a
nd a
po
stm
an
stru
gglin
g w
ith
cam
eras
an
d ra
dio
ante
nnae
. Si
x ot
hers
puf
fed
and
pant
ed t
heir
way
be
hind
us,
all
of th
em –
like
me
– pr
ofes
sion
al c
ity-
folk
unu
sed
to s
uch
stre
nuou
s ex
ertio
n.
8
Whe
n w
e fin
ally
cau
ght u
p w
ith th
e do
gs th
ey w
ere
bunc
hed
up a
t a
rock
, be
hind
whi
ch a
n an
gry
fem
ale
mou
ntai
n lio
n sn
arle
d an
d sp
at, s
wip
ing
with
its
cla
ws.
We
kept
bac
k, r
eady
to r
un if
it m
ade
a bi
d fo
r fre
edom
, w
hile
Jo
hn
crep
t do
wn
the
mou
ntai
n be
hind
it.
Hav
ing
appr
oach
ed t
he l
ion
quie
tly f
rom
bel
ow,
he t
ook
his
rifle
fro
m h
is b
ag,
load
ed it
, too
k ai
m a
nd s
hot.
9
We
mov
ed
in,
bris
kly
effic
ient
, ph
otog
raph
ing,
m
easu
ring
and
wei
ghin
g as
Joh
n ha
d ta
ught
us.
H
avin
g ch
ange
d th
e ba
ttery
in it
s ra
dio-
colla
r, w
e br
ough
t th
e si
lken
-coa
ted
crea
ture
rou
nd w
ith a
n in
ject
ion.
Sna
rling
and
uns
tead
y, it
slu
nk a
way
into
co
ver
and
we
bega
n th
e lo
ng
trek
dow
n th
e m
ount
ain.
10
How
ever
, ou
r in
itial
pre
judi
ces
soon
fad
ed,
as w
e re
alis
ed th
e pa
ir ha
d m
ore
in c
omm
on w
ith u
s th
an
we’
d th
ough
t, an
d as
the
skill
and
dedi
catio
n w
hich
th
ey p
ut i
nto
the
proj
ect
beca
me
appa
rent
. Th
is
was
mos
t no
ticea
ble
the
next
day
, w
hen
our
task
w
as
to
prov
ide
a m
othe
r an
d cu
bs
with
ne
w
batte
ries
in th
eir c
olla
rs. A
s w
e re
ache
d th
e po
int i
n th
e ca
nyon
w
here
th
e pi
nes
grew
th
icke
st,
sudd
enly
a la
rge
mal
e lio
n w
ent
stre
akin
g ac
ross
th
e sn
owy
plai
n. K
en a
nd K
evin
set
off
thro
ugh
the
sage
brus
h.
11
Whi
le th
is w
as h
appe
ning
, Ken
and
Kev
in c
rept
up
behi
nd a
nd t
ried
to d
rop
a pi
tiful
ly s
mal
l la
sso
– m
ade
from
the
dogs
’ lea
ds –
ove
r th
e lio
n’s
head
. Se
nsin
g th
eir p
rese
nce,
the
anim
al w
hirle
d ar
ound
, sl
ashi
ng w
ith it
s cl
aws.
I w
ent
in w
ith t
he h
ound
s ag
ain,
and
a s
urre
al d
ance
dev
elop
ed.
12
Of c
ours
e it
was
n’t a
lway
s so
dra
mat
ic –
man
y of
ou
r day
s in
the
mou
ntai
ns w
ere
quite
mun
dane
. But
fo
r m
e, th
e be
st th
ing
abou
t the
trip
was
wat
chin
g hu
nter
s an
d en
viro
nmen
talis
ts
shar
ing
an
adve
ntur
e an
d pu
tting
m
oney
an
d en
ergy
in
to
cons
erva
tion,
all
the
whi
le s
how
ing
that
rea
lly th
ey
are
two
side
s of
the
sam
e co
in.
Turn
ove
r
A Th
e da
rt hi
t the
lion
ess
in th
e ba
ck o
f the
le
g. It
flin
ched
, gro
wle
d an
d th
en tu
rned
sl
eepi
ly b
ack
to th
e ho
unds
. Lik
e a
tirin
g bo
xer,
its s
lash
ing
mov
emen
ts b
ecam
e sl
ower
and
slo
wer
unt
il it
slum
ped
into
th
e sn
ow, u
ncon
scio
us.
B
Fina
lly,
on
the
fifth
or
si
xth
try,
the
houn
dsm
en
man
aged
to
dr
op
the
rest
rain
t ov
er t
he l
ion’
s he
ad a
nd t
ie i
t ar
ound
a s
ageb
rush
tru
nk.
Qui
ckly
and
ef
ficie
ntly
they
did
the
sam
e w
ith o
ne o
f its
hin
d le
gs, t
hen
I hel
ped
them
to s
it on
th
e pr
otes
ting
lion
until
Joh
n ar
rived
with
th
e tra
nqui
lliser
. C
On
the
way
, Jo
hn
told
m
e he
ha
d re
crui
ted
Ken
and
Kevi
n, tw
o hu
nter
s, to
as
sist
in t
he li
on s
tudy
bec
ause
of
thei
r lo
cal
know
ledg
e.
At
fir
st
my
fello
w
volu
ntee
rs f
elt
unco
mfo
rtabl
e w
ith t
his.
H
ow c
ould
the
se m
en k
ill an
imal
s on
e da
y, th
en tr
y to
pro
tect
them
the
next
? D
The
men
exc
hang
ed n
ods,
the
n be
nt
dow
n to
set
the
anim
als
loos
e. A
nd w
ith
a w
hoop
, th
ey
wer
e of
f, bo
undi
ng
thro
ugh
the
snow
, lea
ving
the
rest
of u
s to
lum
ber a
fter t
hem
, eac
h la
den
with
his
al
lotte
d en
cum
bran
ce.
E Ke
vin
bare
ly h
ad ti
me
to re
ply
befo
re th
e lio
n re
ache
d ou
t a
mas
sive
paw
and
sw
iped
at
th
e rif
le.
With
im
pres
sive
sp
eed,
Joh
n se
ized
his
ow
n rif
le,
and
– w
hat
seem
ed li
ke a
spl
it-se
cond
late
r –
the
crea
ture
la
y m
otio
nles
s on
th
e gr
ound
, a
tranq
uillis
er d
art
in i
ts t
awny
si
de.
F
This
mot
ley
crew
for
med
the
ten
-stro
ng
payi
ng v
olun
teer
gro
up t
akin
g pa
rt in
a
Uni
vers
ity o
f Id
aho
stud
y in
to t
he e
ffect
of
hab
itat
fragm
enta
tion
on w
ildlif
e. O
ur
task
was
to
radi
o-co
llar
mou
ntai
n lio
ns
and
gath
er d
ata
on t
heir
feed
ing
habi
ts,
with
the
ultim
ate
aim
of p
ersu
adin
g st
ate
auth
oriti
es
to
curb
ur
ban
grow
th
and
adop
t m
ore
wild
life-
frien
dly
fore
stry
pr
actic
es.
G
They
spr
inte
d ef
fortl
essl
y ov
er th
e ro
cky
grou
nd,
whi
le I
stu
mbl
ed a
long
in
thei
r w
ake.
Afte
r fiv
e ki
lom
etre
s w
e sp
otte
d th
e lio
n. ‘Q
uick
,’ sa
id K
en,
thru
stin
g th
e ho
unds
’ co
llars
in
to
my
hand
. ‘Y
ou
dist
ract
it fo
r a m
omen
t.’ S
carc
ely
able
to
belie
ve w
hat I
was
doi
ng, I
foun
d m
ysel
f le
tting
the
stra
inin
g do
gs lu
nge
at th
e lio
n ju
st e
noug
h to
mak
e it
com
e at
us,
then
ju
mpi
ng b
ack
in ti
me
to a
void
its
claw
s.
PAPER 1: READINGTest 2 Part 2 (questions 7–12)
cae handbook for teachers | paper 1: reading | sample paper – test 2 19
Part
3 Yo
u ar
e go
ing
to r
ead
a ne
wsp
aper
arti
cle.
For
que
stio
ns 1
3 –
19, c
hoos
e th
e an
swer
(A,
B, C
or
D)
whi
ch y
ou th
ink
fits
best
acc
ordi
ng to
the
text
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
How
I fo
und
my
true
voi
ce
As a
n in
terp
rete
r, Su
zann
e G
lass
cou
ld sp
eak
only
for o
ther
s – b
ut th
e wo
rk p
rovi
ded
terr
ific
mat
eria
l for
he
r firs
t nov
el.
‘No,
no,
no!
Y
ou’v
e go
t to
get
aw
ay f
rom
thi
s or
yo
u’re
goi
ng to
lose
it.’
The
voi
ce r
ever
bera
ting
in
my
head
was
my
own.
I
was
at
an i
nter
natio
nal
conf
eren
ce.
My
thro
at w
as k
illin
g m
e an
d m
y he
adph
ones
w
ere
pinc
hing
.
I ha
d ju
st be
en
inte
rpre
ting
a sp
eake
r w
hose
las
t w
ords
had
bee
n:
‘We
mus
t ta
ke v
ery
serio
usly
the
sta
ndar
disa
tion
of
the
leng
th o
f cu
cum
bers
and
the
siz
e of
tom
atoe
s.’
You
can
’t af
ford
to
have
you
r ow
n th
ough
ts w
hen
you’
re i
nter
pret
ing
simul
tane
ously
, so
, of
cou
rse,
I
miss
ed th
e sp
eake
r’s n
ext s
ente
nce
and
lost
his t
rain
of
thou
ght.
Sitt
ing
in a
dar
kene
d bo
oth
at th
e ba
ck o
f a
huge
con
fere
nce
hall,
I w
as th
row
n. F
ortu
nate
ly, m
y co
lleag
ue g
rabb
ed m
y m
icro
phon
e an
d to
ok o
ver.
This
high
-pre
ssur
e, h
igh-
outp
ut w
ork
was
not
qu
ite th
e dr
eam
pro
fess
ion
I had
hop
ed fo
r. A
lthou
gh
I had
fun
with
it in
the
begi
nnin
g –
occa
siona
lly b
eing
am
ong
the
first
to h
ear
of m
edic
al a
nd p
oliti
cal
brea
kthr
ough
s wou
ld b
e ex
citin
g fo
r any
25-
year
-old
–
I rea
lised
that
this
was
a jo
b in
whi
ch I
wou
ld n
ever
be
able
to fi
nd m
y ow
n vo
ice.
I h
ad a
lway
s kn
own
that
w
ords
wou
ld b
e m
y lif
e in
one
form
or a
noth
er.
My
mot
her
thou
ght s
he’d
giv
en b
irth
to a
n al
ien
whe
n I
bega
n to
tal
k at
the
age
of
seve
n m
onth
s. T
hat
mom
ento
us d
ay,
she
had
plac
ed m
y pl
aype
n in
the
ha
llway
and
gon
e in
to th
e be
droo
m.
In im
itatio
n of
th
e w
ords
she
had
rep
eate
d to
me
agai
n an
d ag
ain,
I
appa
rent
ly c
alle
d ou
t to
war
ds t
he b
edro
om d
oor:
‘I
see
you.
I
see
you.
’ I
was
alre
ady
in tr
aini
ng f
or a
ca
reer
as a
pro
fess
iona
l par
rot.
But
how
m
istak
en
I w
as
to
thin
k th
at
inte
rnat
iona
l in
terp
retin
g w
ould
be
glam
orou
s. T
he
spea
ker
rare
ly s
tops
to th
ink
that
ther
e’s
som
eone
at
the
back
of t
he ro
om, l
isten
ing
to h
is w
ords
, abs
orbi
ng
thei
r m
eani
ng,
and
conv
ertin
g th
em i
nto
anot
her
lang
uage
at
the
sam
e tim
e.
Ofte
n I
was
con
front
ed
with
a d
rone
r, a
whi
sper
er o
r a
mum
bler
thro
ugh
my
head
phon
es.
The
mum
bler
s w
ere
the
wor
st. M
ost o
f th
e tim
e, a
n in
terp
rete
r is
thou
ght o
f as
a m
achi
ne –
a
funn
el, a
con
duit.
Whi
ch, I
supp
ose,
is p
reci
sely
wha
t w
e ar
e. S
omet
imes
, whe
n th
ose
we
are
trans
latin
g fo
r he
ar u
s co
ugh
or s
neez
e, o
r tur
n ro
und
and
look
at u
s
behi
nd th
e sm
oky
glas
s of
the
boot
h, I
thin
k th
ey’re
su
rpris
ed to
see
that
we’
re a
ctua
lly a
live.
Ironi
cally
, pa
rt of
the
sec
ret
of i
nter
pret
ing
is no
n-ve
rbal
com
mun
icat
ion.
You
hav
e to
sen
se w
hen
your
par
tner
is ti
red,
and
offe
r to
take
ove
r. A
t the
sa
me
time,
you
hav
e to
be
care
ful n
ot to
cut
him
shor
t an
d ho
g th
e m
icro
phon
e. I
nter
pret
ers c
an b
e a
bit l
ike
acto
rs:
the
y lik
e to
sho
w o
ff.
You
do
deve
lop
frien
dshi
ps
whe
n yo
u’re
w
orki
ng
in
such
cl
ose
prox
imity
, bu
t th
ere’
s a
huge
am
ount
of
co
mpe
titiv
enes
s am
ong
inte
rpre
ters
. Th
ey c
heck
on
each
oth
er a
nd s
omet
imes
eve
n co
unt
each
oth
er’s
m
istra
nsla
tions
. Tr
ansla
ting
othe
r pe
ople
’s i
deas
pre
vent
ed m
e fro
m f
eelin
g in
volv
ed a
nd c
reat
ive
as a
n in
terp
rete
r.
Act
ually
, yo
u ca
n’t
be a
cre
ativ
e in
terp
rete
r. I
t’s a
co
ntra
dict
ion
in te
rms.
Som
etim
es, w
hen
I disa
gree
d w
ith a
spe
aker
, I w
ante
d to
rip
off
my
head
phon
es,
jum
p up
and
run
out o
f the
boo
th, s
hout
ing:
‘Ru
bbish
. Ru
bbish
. Y
ou’re
talk
ing
a lo
t of n
onse
nse,
and
this
is w
hat I
thin
k ab
out i
t.’ I
nste
ad, I
had
to s
it th
ere
and
regu
rgita
te o
pini
ons
in v
iole
nt c
ontra
dict
ion
with
my
own.
So
met
imes
, I’d
get
my
reve
nge
by p
layi
ng
gam
es w
ith t
he s
peak
er’s
ton
e of
voi
ce.
If
he w
as
bein
g se
rious
, I’d
mak
e hi
m s
ound
jocu
lar.
If h
e w
as
bein
g lig
ht-h
earte
d, I’
d m
ake
him
soun
d ea
rnes
t. Ev
entu
ally
, I w
ante
d to
find
a c
aree
r whe
re m
y ow
n w
ords
wou
ld m
atte
r an
d w
here
my
own
voic
e w
ould
be
hear
d. S
o, to
redr
ess
the
bala
nce,
I de
cide
d to
writ
e a
nove
l. W
hile
I w
as w
ritin
g it,
I di
d go
bac
k an
d in
terp
ret
at a
few
con
fere
nces
to
get
insid
e th
e he
ad o
f Dom
iniq
ue, m
y m
ain
char
acte
r. A
t firs
t, I w
as
a lit
tle r
usty
and
a c
oupl
e of
the
del
egat
es t
urne
d ro
und
to g
lare
at m
e, b
ut a
fter t
wen
ty m
inut
es, I
was
ba
ck
into
it,
pl
ayin
g th
at
old
gam
e of
m
enta
l gy
mna
stics
. I
nter
pret
ing
is lik
e le
arni
ng t
o tu
rn
som
ersa
ults:
yo
u ne
ver f
orge
t how
to d
o it.
Bu
t for
m
e, si
tting
in th
e bo
oth
had
a gh
ost-l
ike
qual
ity to
it –
as
thou
gh I
had
gone
bac
k in
to a
pas
t life
. A
life
that
be
long
ed to
the
time
befo
re I
foun
d m
y ow
n vo
ice.
Turn
ove
r
13
In th
e fir
st p
arag
raph
, the
writ
er s
ays
she
disc
over
ed th
at
A th
ere
wer
e so
me
subj
ects
she
had
no
inte
rest
in d
ealin
g w
ith.
B
the
stan
dard
of h
er w
ork
as a
n in
terp
rete
r was
get
ting
low
er.
C
her m
ind
was
wan
derin
g w
hen
she
shou
ld h
ave
been
doi
ng h
er jo
b.
D
she
coul
d no
long
er u
nder
stan
d su
bjec
ts s
he h
ad p
revi
ousl
y co
vere
d.
14
Wha
t doe
s th
e w
riter
say
abo
ut b
eing
an
inte
rpre
ter i
n th
e se
cond
par
agra
ph?
A It
was
the
kind
of j
ob h
er p
aren
ts h
ad a
lway
s ex
pect
ed h
er to
do.
B It
turn
ed o
ut to
be
mor
e ch
alle
ngin
g th
an s
he h
ad a
ntic
ipat
ed.
C
It w
as w
hat s
he h
ad w
ante
d to
be
ever
sin
ce s
he w
as a
sm
all c
hild
.
D It
gave
her
acc
ess
to im
porta
nt in
form
atio
n be
fore
oth
er p
eopl
e.
15
Wha
t doe
s th
e w
riter
say
abo
ut s
peak
ers
she
inte
rpre
ted
for?
A
Som
e of
them
had
a te
nden
cy to
get
irrit
ated
with
inte
rpre
ters
.
B Sh
e pa
rticu
larly
dis
liked
thos
e sh
e st
rugg
led
to h
ear p
rope
rly.
C
They
usu
ally
had
the
wro
ng id
ea a
bout
the
func
tion
of in
terp
rete
rs.
D
Som
e of
them
mad
e lit
tle a
ttem
pt to
use
thei
r ow
n la
ngua
ge c
orre
ctly
.
16
Th
e w
riter
say
s th
at re
latio
nshi
ps b
etw
een
inte
rpre
ters
A
can
mak
e it
diffi
cult
for i
nter
pret
ers
to d
o th
eir j
obs
wel
l.
B ar
e af
fect
ed b
y in
terp
rete
rs’ d
esire
s to
pro
ve h
ow g
ood
they
are
.
C us
ually
sta
rt w
ell b
ut e
nd in
arg
umen
ts.
D
are
base
d on
sec
ret r
esen
tmen
ts.
17
The
writ
er s
ays
that
whe
n sh
e di
sagr
eed
with
spe
aker
s, s
he w
ould
som
etim
es
A m
istra
nsla
te s
mal
l par
ts o
f wha
t the
y sa
id.
B
mak
e it
clea
r fro
m h
er to
ne o
f voi
ce th
at s
he d
id n
ot a
gree
.
C ex
agge
rate
thei
r poi
nt o
f vie
w.
D
give
the
impr
essi
on th
at th
ey d
id n
ot re
ally
mea
n w
hat t
hey
said
.
18
Th
e w
riter
say
s th
at w
hen
she
retu
rned
to in
terp
retin
g,
A sh
e di
d no
t sta
rt of
f ver
y w
ell.
B
she
brie
fly w
ishe
d sh
e ha
d no
t giv
en it
up.
C sh
e th
ough
t tha
t tw
o of
the
dele
gate
s re
cogn
ised
her
.
D sh
e ch
ange
d he
r ide
as a
bout
the
mai
n ch
arac
ter i
n he
r nov
el.
19
W
hat i
s th
e w
riter
’s m
ain
poin
t in
the
artic
le a
s a
who
le?
A It
is n
ot a
lway
s a
good
idea
to g
o in
to a
pro
fess
ion
beca
use
it lo
oks
glam
orou
s.
B
Mos
t int
erpr
eter
s ev
entu
ally
bec
ome
disi
llusi
oned
with
the
wor
k.
C
Bein
g an
inte
rpre
ter d
id n
ot a
llow
her
to s
atis
fy h
er n
eed
to b
e cr
eativ
e.
D
Mos
t int
erpr
eter
s w
ould
act
ually
like
to d
o so
met
hing
mor
e cr
eativ
e.
PAPER 1: READINGTest 2 Part 3 (questions 13–19)
20 cae handbook for teachers | paper 1: reading | sample paper – test 2
Pa
rt 4
You
are
goin
g to
read
an
artic
le c
onta
inin
g re
view
s of
sci
ence
boo
ks. F
or q
uest
ions
20
– 34
, cho
ose
from
th
e re
view
s (A
– G
). Th
e re
view
s m
ay b
e ch
osen
mor
e th
an o
nce.
M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
Abou
t whi
ch o
f the
boo
ks is
the
follo
win
g st
ated
?
It de
scrib
es p
erso
nal a
ntip
athy
that
stim
ulat
ed s
cien
tific
ent
erpr
ise.
20
It
cent
res
on a
n in
divi
dual
who
dis
play
s th
e ne
gativ
e ch
arac
teris
tics
21
of a
par
ticul
ar s
tere
otyp
e.
It is
an
over
tly jo
lly b
ook
abou
t a s
cien
tific
bre
akth
roug
h.
22
The
orga
nisa
tion
of th
e bo
ok le
nds
itsel
f to
easy
refe
renc
e.
23
It pr
esen
ts th
e in
terw
eavi
ng o
f an
early
life
with
a s
cien
tific
24
disc
iplin
e.
It gi
ves
a co
mpe
lling
glim
pse
of th
e ris
kier
asp
ects
of s
cien
tific
stu
dy.
25
Des
pite
bei
ng o
dd, i
t has
a h
uman
e ap
proa
ch.
26
Its h
eavy
sub
ject
mat
ter m
ay c
ause
it to
be
aban
done
d.
27
Extre
me
and
unpl
easa
ntly
vin
dict
ive
elem
ents
of a
n in
divi
dual
28
scie
ntis
t’s p
erso
nalit
y ar
e re
veal
ed.
Man
y pe
ople
wer
e lo
okin
g fo
rwar
d to
its
publ
icat
ion.
29
Th
e au
thor
’s a
ttitu
de to
fello
w p
rofe
ssio
nals
is n
ot s
hare
d by
oth
ers
30
in h
is o
r her
fiel
d of
wor
k.
Its e
mot
ive
and
subj
ectiv
e ap
proa
ch m
ay ir
ritat
e th
e re
ader
. 31
It
will
appe
al to
read
ers
who
app
reci
ate
peac
eful
co-
exis
tenc
e.
32
It m
akes
refe
renc
e to
a h
ypot
hesi
s w
hich
was
igno
red
by p
eopl
e at
33
that
tim
e.
It de
scrib
es a
pub
lic a
ttem
pt to
dis
cred
it a
scie
ntis
t. 34
A Th
e Un
iver
se
in
a N
utsh
ell
B Th
e Sc
ienc
e
Book
C
Riva
ls
D Th
e Se
ven
Da
ught
ers
of
Ev
e E
Uncl
e
Tung
sten
F
The
North
ern
Li
ghts
G
Sur
vivi
ng
G
aler
as
Scie
nce B
ooks
Anja
na A
huja
revi
ews a
sele
ctio
n of
scie
nce p
ublic
atio
ns.
The
mos
t an
ticip
ated
boo
k of
the
yea
r w
as T
he
Uni
vers
e in
a N
utsh
ell b
y St
ephe
n H
awki
ng.
A
follo
w-u
p to
his
best-
selle
r A
Brie
f H
istor
y of
Ti
me,
this
is a
sum
ptuo
usly
ill
ustra
ted
rom
p th
roug
h co
smol
ogy
writ
ten
in b
ite-s
ized
cha
pter
s.
It is
a co
mpe
tent
intro
duct
ion
to h
ow th
e un
iver
se
bega
n w
ith a
Big
Ban
g an
d m
ay e
nd u
p w
ith a
Bi
g Cr
unch
. A
long
the
way
, th
ere
are
mul
ti-di
men
siona
l un
iver
ses
to
be
conq
uere
d,
so
Haw
king
’s b
ook
may
end
up
lyin
g gu
iltily
on
the
coffe
e ta
ble.
M
y ne
xt c
hoic
e is
The
Scie
nce
Book
: 2
50
Mile
stone
s in
the
Hist
ory
of S
cien
ce,
edite
d by
Pe
ter
Talla
ck.
A s
ilver
sla
b of
a b
ook,
it g
uide
s th
e re
ader
th
roug
h a
chro
nolo
gy
of
scie
nce,
be
ginn
ing
in S
waz
iland
37,
000
year
s ago
with
the
orig
ins
of c
ount
ing,
and
end
ing
with
the
rec
ent
Hum
an G
enom
e Pr
ojec
t. T
opic
s ar
e su
mm
arise
d on
one
pag
e, m
akin
g it
idea
l for
dip
ping
into
bits
of
sci
ence
suc
h as
sup
erco
nduc
tivity
and
why
th
ere
are
diffe
rent
blo
od g
roup
s.
Ri
valry
is o
ften
the
lifeb
lood
of s
cien
ce, a
nd s
o I
was
thr
illed
to
see
Mic
hael
Whi
te’s
ins
pire
d tre
atise
on
the
subj
ect
earli
er t
his
year
. R
ival
s de
tails
ei
ght
feud
s, bo
th
histo
rical
an
d co
ntem
pora
ry,
that
fue
lled
acad
emic
end
eavo
ur.
We
lear
n th
at S
ir Is
aac
New
ton
harb
oure
d an
al
mos
t pat
holo
gica
l des
ire to
hum
iliat
e an
d hi
nder
co
mpe
titor
s.
His
mai
n riv
al
was
G
ottfr
ied
Wilh
elm
von
Lei
bniz
, a
Ger
man
mat
hem
atic
ian
who
cla
imed
to
have
inv
ente
d ca
lcul
us a
t th
e sa
me
time
as, a
nd in
depe
nden
tly o
f, N
ewto
n. T
he
enra
ged
Engl
ishm
an
ralli
ed
supp
orte
rs
to
deni
grat
e vo
n Le
ibni
z as
a p
lagi
arist
.
Th
ose
who
like
to w
itnes
s ha
rmon
y am
ong
thei
r fe
llow
hum
ans
will
be
hear
tene
d to
rea
d Th
e Se
ven
Dau
ghte
rs o
f Eve
by
Brya
n Sy
kes.
Syk
es
is an
O
xfor
d U
nive
rsity
ge
netic
ist
who
ha
s di
scov
ered
tha
t 95
per
cen
t of
Eur
opea
ns a
re
desc
ende
d fro
m o
ne o
f se
ven
ance
stral
mot
hers
, an
d hi
s bo
ok is
the
unas
ham
edly
upb
eat s
tory
of
how
the
disc
over
y ca
me
abou
t. In
this
racy
, pac
y ac
coun
t, Sy
kes
besto
ws
nick
nam
es o
n hi
s se
ven
Euro
pean
mat
riarc
hs (
Kat
rine,
Xen
ia,
Jasm
ine,
V
elda
, Urs
ula,
Tar
a an
d H
elen
a), a
nd in
dulg
es in
am
usin
g sp
ecul
atio
n ab
out w
hat t
hey
wou
ld h
ave
been
like
.
Biog
raph
ies
are
alw
ays
cove
ted
poss
essio
ns.
I
reco
mm
end
two
of th
is ye
ar’s
cro
p.
The
first
is O
liver
Sac
ks’s
poi
gnan
t mem
oir,
Unc
le T
ungs
ten.
It
is a
story
of a
stra
nge
child
hood
bou
nd u
p w
ith
the
histo
ry o
f ch
emist
ry.
Sac
ks,
a ne
urol
ogist
w
ho h
as w
ritte
n el
oque
nt a
ccou
nts
(Awa
keni
ngs,
The
Man
Who
Mist
ook
His
Wife
For
a H
at)
of
how
stra
nge
the
hum
an m
ind
can
be, d
ream
s th
at
elem
ents
in th
e Pe
riodi
c Ta
ble
are
his
frien
ds.
It is,
adm
itted
ly, a
slig
htly
biz
arre
boo
k, b
ut w
ritte
n w
ith e
lega
nce
and
com
pass
ion.
M
y se
cond
sug
gesti
on i
s Th
e No
rther
n Li
ghts,
Lu
cy J
ago’
s fic
tiona
lised
acc
ount
of
the
life
of
Kris
tian
Birk
elan
d. H
e w
as a
Nor
weg
ian
scie
ntist
w
ho tr
ied
to u
nder
stand
the
Aur
ora
Bore
alis,
the
danc
ing
colo
ured
lig
hts
that
stre
ak a
cros
s po
lar
skie
s. B
irkel
and,
bor
n in
the
mid
dle
of th
e 19
th
cent
ury,
was
a t
extb
ook
ecce
ntric
: o
bses
sive,
ab
sent
-min
ded
and
diso
rgan
ised.
As
Jago
ex
plai
ns, h
is th
eory
– th
at th
e da
ncin
g lig
hts a
rose
fro
m th
e in
terp
lay
betw
een
the
Earth
’s m
agne
tic
field
and
cha
rged
par
ticle
s stre
amin
g fro
m th
e su
n –
was
larg
ely
disr
egar
ded.
It
is a
perfe
ct w
inte
r ta
le o
f ice
and
ligh
t. H
owev
er, s
ome
may
find
the
blur
ring
of f
act
and
fictio
n, a
nd t
he e
xcita
ble
spec
ulat
ion
abou
t Bi
rkel
and’
s fin
al y
ears
a l
ittle
try
ing.
If
you’
re lo
okin
g fo
r a b
ook
to s
hock
you
out
of
com
plac
ency
, you
cou
ld tr
y Su
rviv
ing
Gal
eras
by
Stan
ley
Will
iam
s, a
chill
ing
first-
hand
acc
ount
of
a vo
lcan
o er
uptio
n in
199
3 th
at k
illed
sev
eral
of
Will
iam
s’s c
olle
ague
s. A
long
the
way
, Will
iam
s, w
ho w
as in
jure
d, te
lls u
s ab
out t
he e
lite
band
of
rese
arch
ers
who
wou
ld s
tudy
vol
cano
es d
espi
te
the
very
re
al
dang
ers
invo
lved
.
Will
iam
s’s
vene
ratio
n of
th
ese
hero
-vul
cano
logi
sts
is co
ntro
vers
ial
in t
he g
eolo
gy c
omm
unity
, but
his
tale
offe
rs a
n irr
esist
ible
insig
ht in
to th
e re
ckle
ss,
dark
er si
de o
f sci
ence
.
PAPER 1: READINGTest 2 Part 4 (questions 20–34)
21cae handbook for teachers | paper 1: reading | answer keys for test 2 and candidate answer sheet
PAPER 1: READINGAnswer keys
Test 2PART ONE
1 A
2 D
3 D
4 D
5 A
6 C
PART TWO
7 D
8 F
9 A
10 C
11 G
12 B
PART THREE
13 C
14 D
15 B
16 B
17 D
18 A
19 C
PART FOUR
20 C
21 F
22 D
23 B
24 E
25 G
26 E
27 A
28 C
29 A
30 G
31 F
32 D
33 F
34 C
Candidate answer sheet
22 cae handbook for teachers | paper 2: writing
2
GENERAL DESCRIPTION
Paper format The paper contains two parts.
Timing 1 hour 30 minutes.
No. of parts 2.
No. of questions Candidates are required tocomplete two tasks: a compulsory one in Part 1 and one from a choice of five in Part 2.
Task types From the following: an article,a competition entry,a contribution to a longerpiece, an essay, an informationsheet, a letter, a proposal,a report, a review. Each task has a given purposeand a target reader.
Answer format The questions are in a bookletwith lined pages for theanswers. The blank pages atthe back of the booklet can beused for writing notes orfinishing answers, if necessary.
Marks Each question on this papercarries equal marks.
STRUCTURE AND TASKS
PART 1 Task type QUESTION 1and focus Writing one of the following: an article, a report,
a proposal, a letter.Focus on evaluating, expressing opinions,hypothesising, persuading.
Format Candidates are required to deal with inputmaterial of up to 150 words. This may includematerial taken from advertisements, extractsfrom letters, emails, postcards, diaries, shortarticles, etc.
No. of tasks One compulsory task.and length 180–220 words.
PART 2 Task type QUESTIONS 2–4and focus Writing one of the following: an article, a
competition entry, a contribution to a longerpiece, an essay, an information sheet, a letter, aproposal, a report, a review.
QUESTION 5 (Question 5 has two options)Writing one of the following, based on one of twoprescribed reading texts: an article, an essay, areport, a review.Varying focuses according to the task, including:comparing, giving advice, giving opinions,justifying, persuading.
Format A situationally based writing task specified in nomore than 80 words.
No. of tasks One task to be selected from a choice of five.and length 220–260 words.
PAPER WRITING
23cae handbook for teachers | paper 2: writing
! Each question on the Writing paper carries equalmarks.
! Expected word length
Candidates are asked to write 180–220 words for Part 1 and
220–260 words for Part 2.
Writing approximately the right number of words is an
integral part of task achievement. If significantly fewer words
are written, this is likely to mean that the task has not been
successfully completed, whereas overlong pieces of writing
may involve irrelevance, repetition of ideas, poor organisation
and have a negative effect on the target reader.
! PART 1 – COMPULSORY TASK
This part tests the candidate’s ability to produce a specified task typein response to instructions and one or more texts, which may besupported by visual prompts.
! Sample questions and scripts: pages 28, 31, 35 and 41.
! Task type and focus
In Part 1, candidates are asked to write one of the following:
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.
The task includes instructions and input material which
candidates are required to consider and use appropriately in
their answer.
The range of functions in the task may include evaluating,
expressing opinions, hypothesising, justifying, persuading,
prioritising, summarising and comparing, as well as
recommending, suggesting, advising, apologising, describing
and explaining. Tasks will always include an element of
persuasion.
! Task format
The input of up to 150 words may come from a variety of
sources, for example extracts from newspapers, letters,
articles, leaflets, notices, memos, notes, emails,
announcements, diaries, an annotated text, advertisements,
questionnaires, etc. Visuals such as tables of survey results
may be included with the textual input to support or extend a
topic.
The focus is on content (within specified functions), effective
organisation of the input material, appropriacy of the piece of
writing to the intended audience, and accuracy. It is important
that candidates cover all the functions specified in the
question so that the target reader is fully informed.
Candidates need to adopt an appropriate style, layout, register
and tone so that the effect on the target reader is positive.
They need to use the relevant information appropriately,
ensuring adequate coverage of each point. They should
consider organisation and cohesion, as well as accuracy of
language. Evidence of a range of language is also required,
which means building on key words from the input rather
than lifting whole segments.
Part 1 also offers candidates the opportunity to expand on the
information given and enables them to demonstrate their
range of language.
! PART 2
This part consists of four questions from which candidates mustchoose one. One of the four questions offers two options based on thelist of set texts. (There are two set texts, and one question will beoffered on each.)
! Task format
In Part 2, the input for the five tasks is considerably less than
in Part 1. Each writing task in Part 2 has a context, a purpose
for writing and a target reader, specified in no more than
80 words. Attention to every element in the question is
essential for effective task achievement and candidates should
consider carefully what level of formality is appropriate to the
task.
! PART 2 – QUESTIONS 2–5
! Sample questions and scripts: pages 29, 32, 36–40 and 42–46.
! Task type and focus
In Part 2, candidates have a choice of tasks. Questions 2–4 are
general questions based on a range of topics. These tasks may
include any of the following: an article, a competition entry, a
contribution to a longer piece (e.g. to a book), an essay, an
information sheet, a letter, a proposal, a report or a review. The
letter may include the writing of references, letters of
application, and other formal letters, for example to the editor
of a magazine. Questions 5(a) and 5(b) are based on two set
texts. There will be one question on each of the set texts (see
following section).
As with Part 1, candidates will be expected to show that they
are sensitive to the style and tone required by a task, and
must be prepared to demonstrate appropriate use of two or
more of the following functions as specified in the task:
describing, evaluating, hypothesising, persuading, expressing
opinion, comparing, giving advice, justifying and judging
priorities.
The different task types are intended to provide frameworks
for candidates so that they can put together and develop their
ideas on a topic with a purpose for writing and a target reader
in mind.
The two parts of the Writing paper
24 cae handbook for teachers | paper 2: writing
! PART 2 – QUESTIONS 5(a) AND 5(b)
This consists of a choice of two tasks, one based on each of twobooks. These are specified in the Examination Regulations issuedevery year and are also available through the Cambridge ESOLwebsite: www.CambridgeESOL.org/cae
! Task type and focus
Candidates are required to write one of the following: an
article, an essay, a report or a review.
This option is intended to give candidates the opportunity to
read a range of literature written in English and to show in
their writing that they have appreciated the themes,
characters and relationships within the work they have read.
Alternatively, or in addition, candidates may choose to watch a
film version of the book. It is not compulsory to prepare a set
text, or to write on one in a Cambridge ESOL examination, but
it is hoped that the study of a text can be a rewarding and
enjoyable experience. Teachers are best placed to make a
judgement as to which of the set texts on offer may be
appropriate and stimulating for a particular teaching
situation.
Two books of a different style and genre are offered each year.
Each book will normally remain on the list for two years.
Assessment is based, as for the other Part 2 tasks, on control
of language in the given context.
PreparationGeneral! Candidates write most effectively when they choose tasks
and topics suited to their interests and experience. When
preparing your students for the examination, it is important to
make sure they are familiar with the paper and the range of
task types and topics.
! Your students will need guidance on the particular features
of each task type and the appropriate style and tone. Adopting
an inappropriate style may mean that the overall impression
mark is adjusted.
! Train your students to read the questions carefully,
underlining the most important parts. They then need to plan
an answer which addresses all the points required by the task.
This will help them produce well-structured and appropriately
balanced answers which deal adequately with each point they
need to address.
! The time allowed for the Writing paper (1 hour 30 minutes)
is designed to be sufficient for candidates to make brief plans
and then write two answers. Any corrections they need to
make should be clear so that the examiner can follow and
mark what they have written.
! Each question on the Writing paper carries equal marks so
your students should practise planning the time they spend
on each question carefully.
! Counting words wastes time in an examination and leads
to clumsy alterations to what a candidate has already written.
Students need practice in writing tasks within the word limit
so that they know when they have written enough in their
own handwriting.
! Your students need to think carefully about whom the
target reader is for each task and try to write in an appropriate
style and register. Is the target reader, for example, somebody
they know or a stranger, or someone in a position of
authority? Do they need to present difficult information
politely (as in a complaint) or are they trying to persuade
somebody to do something? It is important to have a balance
between the function(s) required by the task and the
relationship with the target reader.
! When planning their writing, your students will need help
in balancing their answers so that one part does not
dominate at the expense of another. It is important that your
students use effective paragraphing, and they should be
encouraged to develop each of the required points in a
separate paragraph.
! Linking ideas effectively is also something your students
will need guidance with. Using a variety of linking words and
phrases is important, as is ensuring that the flow of ideas in
the writing is logical and easy for the reader to follow.
! Your students should be encouraged to use a range of
complex language. If, in doing so, they make mistakes, the
examiner will always give credit for the complex language
attempted as long as the mistakes do not impede
communication.
! Your students will need to practise developing points as
fully as possible in order to demonstrate a range of language
and in using as wide a variety of vocabulary as possible by, for
example, using synonyms.
! Make sure your students are aware of the importance of
spelling and punctuation. Although spelling errors and faulty
punctuation are not specifically penalised they can sometimes
impede communication. If so, the overall impression mark will
be adjusted. (N.B. American usage and spelling are acceptable
– see Varieties of English, page 4). Remind them of the
importance of checking their work.
! Each question on the Writing paper carries equal marks so
your students should practise planning the time they spend
on each question carefully.
! Remind your students that they must write their answers
on the lined pages following each question in the booklet.
They may use the blank pages at the back of the question
booklet to make notes, but these notes will not be marked.
They may also use these pages to finish their answers, if
necessary, but they should make it clear that the writing is
part of their answer.
! Make sure your students have practice in answering
questions without the use of dictionaries. Dictionaries are not
allowed in the CAE examination.
25cae handbook for teachers | paper 2: writing
! It is important to write clearly so that the answers are easy
to read. However, it is not important if candidates write in
upper or lower case, or if their writing is joined up or not.
By part! PART 1
! Train your students to read the opening paragraphs and
instructions and to think carefully about what their role is and
the purpose of the task. Whom are they writing to and why?
What are they trying to achieve in the task?
! Part of the task in Part 1 is organising and using the
information given appropriately, so your students will need
practice in reading the input, looking carefully at the task
instructions and then deciding how to organise and develop
the information. They can then move on to planning their
answer.
! The opening instructions tell students what is expected in
their answer, for example, describing what they enjoyed,
explaining any problems that occurred, and recommending
improvements. Your students must cover these functions in
the task, so it is a good idea to get them to use these as
informal headings for their plan so they can make sure they
have something to say under each point. They should have
practice in deciding which material in the input is relevant to
each part of the task.
! Students are given the opportunity to expand on some of
the points. They should be encouraged to use this opportunity
to demonstrate a range of structure and vocabulary.
! Students can use key words from the question but should
not lift whole segments from the input texts. No credit is given
for language which has been obviously lifted from the
question. Your students should therefore be given practice in
using their own words when using information from the
input. This is especially important when they are expected to
adapt the style and tone of the wording to something more
appropriate for the target reader, e.g. informal notes into
formal language.
! PART 2
! It is important that your students familiarise themselves
with the different task types that appear on the paper, and are
confident that they know the differences between them. Since
not all task types appear on every paper, it is important for
them to have experience of writing all the different types.
! Your students should be aware that certain functions
(describing, narrating, explaining, giving opinions) will be
needed for many of the task types. Students need to be
familiar with the structures and vocabulary relevant to the
required functions and know how to express levels of
formality.
! Your students will have a much better chance of performing
well in the task if they are familiar with the topic area of the
task. Your students should avoid a topic if it is unsuited to
their interests or experience.
! It is worth giving your students some practice in selecting
which task to do. They should be encouraged to look at the
task types and topic areas and to consider which register,
functions, grammatical structures and vocabulary are required
by each task. They can then select the task which they feel
they can complete most successfully.
! The expected word length for the Part 2 tasks is 220–260
words. Your students should be given practice in deciding how
to allocate this in their plan and in which tasks the lower end
of the word count might be appropriate. Being concise is an
advanced level writing skill and your students should be
reminded of this.
! Remind your students that they should not reproduce a
task that they have done in class on the same topic as this is
unlikely to address the specific points in the task set. It is
essential that they address the points in the question and not
just write about an issue which is loosely connected to the
topic.
! Your students should be made aware that they should not
attempt the set text question (Question 5) unless they are
familiar with one of the texts.
26 cae handbook for teachers | paper 2: writing26
Task types in the CAE Writing paper Preparation
AN ARTICLE is usually written for an English-language
magazine or newspaper, and the reader is assumed to have
similar interests to the writer. The main purpose is to interest
and engage the reader, so there should be some opinion or
comment.
A successful article interests and engages the reader.
Descriptions, examples and anecdotes are often appropriate,
and effective answers will be lively and include some colourful
use of language. A personal angle usually works well, and a
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
judges. Candidates will usually be expected to nominate
somebody for something or propose themselves for selection
for something (e.g. a grant to study). A competition entry will
include some degree of persuasion and give reason(s) why the
candidate’s choice is best.
Competition entries need to catch the attention of the reader
and to try to persuade the reader that the entry is the best.
Students should be taught the language of persuasion and
how to finish an entry with a strong final paragraph.
A CONTRIBUTION TO A LONGER PIECE is written for
someone who is in the process of collecting information for
use in a larger document (e.g. a book, a guidebook or a piece
of research). The main purpose is to supply information and
opinion. The choice of register is likely to be influenced by the
purpose of the longer document, as indicated in the task
instructions. A contribution should be clearly organised and
may also include headings.
As the style of the contributions to longer pieces will be
defined by the larger document to which they make a
contribution, students need practice in identifying what this
document is (given in the question) and deciding what an
appropriate style may be, e.g. a guidebook may require a
factual, neutral style, whereas a piece for a book may demand
a more discursive style.
AN ESSAY is usually written for a teacher and may be written
as a follow-up to a class activity. It should be well organised,
with an introduction, clear development and an appropriate
conclusion. The main purpose of the task is the development
of an argument and/or discussion of issues surrounding a
certain topic. Candidates will usually be expected to give
reasons for their opinions.
Essays need to present an argument and give reasons for this.
Your students need to be taught to give opinions and to agree
or disagree in a formal or neutral register. They should be
advised that they are free to agree or disagree with the
statement in the task, or discuss both sides.
Effective planning and paragraphing is important in essay
writing, as is the correct use of appropriate linking words and
phrases. Students also need practice in writing appropriate
opening and concluding paragraphs.
AN INFORMATION SHEET is written for an audience who
needs information, instruction or help in some area.
Candidates will be expected to produce clear factual
information and/or advice on a topic. An information sheet
should be clearly organised and may also include headings.
A successful information sheet gets the relevant points across
clearly and succinctly. It is important that the purpose of the
leaflet is made clear and the information is clearly organised.
A LETTER is written in response to the situation outlined in
the question. Letters in the CAE Writing paper will require a
response which is consistently appropriate for the specified
target reader, and candidates can expect to be asked to write
letters to, for example, the editor of a newspaper or magazine,
to the director of an international company, to a school or
college principal, or to a friend.
Letters may include a narrative element which details
personal experience, e.g. to a newspaper or magazine; other
letters may be more concerned with giving factual
information. Letter types may also include letters of
application. Candidates may also be asked to write a reference
for a friend. This can be framed within a letter format but may
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.
27cae handbook for teachers | paper 2: writing
Task types in the CAE Writing paper Preparation
A PROPOSAL is written for a superior (e.g. a boss or college
principal) or a peer group (e.g. club members or colleagues).
Candidates will be expected to make one or more suggestions,
supported by some factual information, in order to persuade
the reader of a course of action. A proposal should be clearly
organised and may include headings.
Proposals are often structured in a similar way to reports and
should be clearly organised under headings. Students should
be taught how to make polite recommendations and
suggestions and how to use a range of persuasive language.
A REPORT is usually written for a superior (e.g. a boss or
college principal) or a peer group (e.g. club members or
colleagues). Candidates will be expected to give some factual
information and make suggestions or recommendations. A
report should be clearly organised and may include headings.
Students need to be taught a report format, with the use of
headings where appropriate. They should also work on
specific vocabulary areas such as transport, leisure and
entertainment, and learn how to make suggestions and
recommendations.
A REVIEW is usually written for an English-language
magazine, newspaper or website. The main purpose is to
describe and express a personal opinion about something
which the writer has experienced (e.g. a film, a holiday, a
product, a website, etc.) and to give the reader a clear
impression of what the item discussed is like. Description and
explanation are key functions for this task, and a review will
normally include a recommendation to the reader.
Students should be encouraged to read as wide a range of
reviews as possible, such as those for holidays, books,
television programmes and consumer goods. They need to be
taught the use of appropriate adjectives, and how to describe
and explain. They also need to know how to give an opinion,
positive or negative, and make a recommendation.
SET TEXT questions may be articles, essays, reports or
reviews. Assessment is based on control of language in the
given context.
Discuss the characters and the plot of the set text, or the film
version, with your students. The set text question will ask
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.
28 cae handbook for teachers | paper 2: writing | sample paper – test 1
Part
1
You
mus
t ans
wer
this
que
stio
n. W
rite
your
ans
wer
in 1
80 –
220
wor
ds in
an
appr
opria
te s
tyle
on
the
oppo
site
pag
e.
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st s
umm
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ou h
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job
with
an
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our
frien
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n ha
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ritte
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ask
ing
abou
t it.
R
ead
the
extra
ct f
rom
you
r fri
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s le
tter
and
from
you
r di
ary
belo
w.
The
n, u
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the
in
form
atio
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prop
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writ
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nd g
ivin
g yo
ur re
ason
s.
Do y
ou t
hink
I’d
like
the
job
? M
ost
of a
ll I
want
to
hear
ple
nty
of m
usic
. I’d
like
to m
ake
enou
gh m
oney
for
a h
olid
ay t
oo.
If I
cou
ld u
se m
y En
glis
h an
d ge
t
usef
ul w
ork
expe
rien
ce, t
hat
woul
d be
gre
at!
Chee
rs,
Jan
Ju
ly 2
Bori
ng o
ffic
e wo
rk!
No
chan
ce t
o le
arn
anyt
hing
. I
answ
er t
he p
hone
and
mak
e co
ffee
.
July
10
Pay
day!
Thi
ngs
are
impr
ovin
g! T
he m
oney
’s no
t ba
d.
July
15
Did
som
e tr
ansl
atio
n an
d de
alt
with
enq
uiri
es f
rom
Eng
lish
visi
tors
.
?
July
22
Anot
her
free
vis
it t
o fe
stiv
al!
W
rite
your
lette
r. Y
ou d
o no
t nee
d to
incl
ude
post
al a
ddre
sses
. Yo
u sh
ould
use
you
r ow
n w
ords
as
far a
s po
ssib
le.
Que
stio
n 1
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Turn
ove
r
PAPER 2: WRITINGTest 1 Part 1 (question 1)
cae handbook for teachers | paper 2: writing | sample paper – test 1 29
Part
2
Writ
e an
ans
wer
to o
ne o
f the
que
stio
ns 2
– 5
in th
is p
art.
Writ
e yo
ur a
nsw
er in
220
– 2
60 w
ords
in
an a
ppro
pria
te s
tyle
on
the
oppo
site
pag
e. P
ut th
e qu
estio
n nu
mbe
r in
the
box
at th
e to
p of
the
page
. 2
You
have
bee
n as
ked
to p
rovi
de a
refe
renc
e fo
r a fr
iend
of y
ours
who
has
app
lied
for a
job
as a
re
cept
ioni
st in
an
Engl
ish
lang
uage
col
lege
. Th
e pe
rson
app
oint
ed w
ill be
goo
d at
dea
ling
with
a
rang
e of
diff
eren
t peo
ple
and
will
have
exc
elle
nt a
dmin
istra
tive
skills
.
You
shou
ld in
clud
e in
form
atio
n ab
out y
our
frien
d’s
char
acte
r an
d pe
rson
al q
ualit
ies
and
skills
, th
eir p
revi
ous
rele
vant
exp
erie
nce
and
reas
ons
why
they
sho
uld
be c
onsi
dere
d fo
r thi
s jo
b.
Writ
e yo
ur re
fere
nce.
3
You
see
the
follo
win
g an
noun
cem
ent i
n an
inte
rnat
iona
l mag
azin
e:
GR
EAT
SCIE
NTI
STS
COM
PETI
TIO
N
We
are
plan
ning
a s
erie
s of
TV
prog
ram
mes
abo
ut t
he 1
0 gr
eate
st s
cien
tists
of
all t
ime.
W
hich
sci
entis
t
wou
ld y
ou n
omin
ate
to b
e in
clud
ed in
the
ser
ies?
W
rite
to u
s de
scrib
ing
this
per
son’
s ac
hiev
emen
ts a
nd
expl
aini
ng w
hy y
ou fe
el h
e or
she
sho
uld
be in
clud
ed.
Writ
e yo
ur c
ompe
titio
n en
try.
4 Yo
u se
e th
is a
dver
tisem
ent i
n an
inte
rnat
iona
l stu
dent
mag
azin
e.
HO
ST F
AMIL
IES
WAN
TED
We
are
invi
ting
appl
icat
ions
fr
om
fam
ilies
w
ho
wou
ld
like
to
offe
r ac
com
mod
atio
n to
in
tern
atio
nal
stud
ents
dur
ing
thei
r st
ay i
n yo
ur c
ount
ry.
If
you
are
inte
rest
ed,
plea
se w
rite
an
swer
ing
the
follo
win
g qu
estio
ns:
W
hat
do y
ou t
hink
are
the
adv
anta
ges
for
a st
uden
t of
sta
ying
with
a h
ost
fam
ily c
ompa
red
with
col
lege
acc
omm
odat
ion?
Wha
t qu
aliti
es is
it n
eces
sary
for
a su
cces
sful
hos
t fa
mily
to
have
?
Why
wou
ld y
ou li
ke t
o ho
st in
tern
atio
nal s
tude
nts?
M
r S
Mar
tin
Hos
ts In
tern
atio
nal L
td.
W
rite
your
lette
r of a
pplic
atio
n.
5 An
swer
one
of t
he fo
llow
ing
two
ques
tions
bas
ed o
n on
e of
the
title
s be
low
. W
rite
the
lette
r (a)
or
(b) a
s w
ell a
s th
e nu
mbe
r 5 in
the
ques
tion
box
on th
e fo
llow
ing
page
.
(a)
The
Pelic
an B
rief b
y Jo
hn G
risha
m
A
book
shop
web
site
has
invi
ted
its re
ader
s to
sen
d in
a re
view
of a
boo
k. Y
ou d
ecid
e to
w
rite
a re
view
of T
he P
elic
an B
rief,
brie
fly o
utlin
ing
the
plot
and
say
ing
whe
ther
or n
ot y
ou
reco
mm
end
it to
oth
er re
ader
s an
d w
hy.
W
rite
your
revi
ew.
(b)
Luck
y Ji
m b
y Ki
ngsl
ey A
mis
Your
teac
her
has
aske
d yo
u to
writ
e an
ess
ay s
ayin
g w
hich
cha
ract
er in
Luc
ky J
im y
ou
find
mos
t int
eres
ting.
You
sho
uld
desc
ribe
this
cha
ract
er a
nd s
ay w
hy y
ou th
ink
he o
r she
is
the
mos
t int
eres
ting
char
acte
r in
the
stor
y.
W
rite
your
ess
ay.
Que
stio
n
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PAPER 2: WRITINGTest 1 Part 2 (questions 2–5)
30 cae handbook for teachers | paper 2: writing
cae handbook for teachers | paper 2: writing | sample paper – test 2 31
Part
1
Yo
u m
ust
answ
er
this
qu
estio
n.
Write
yo
ur
answ
er
in 1
80 –
220 w
ord
s in a
n a
ppro
priate
sty
le o
n t
he
opp
osite p
ag
e.
1
Yo
u a
re a
stu
dent
at
an
inte
rnatio
nal
colle
ge.
Th
e s
ocia
l co
mm
itte
e i
s p
lan
nin
g a
we
eke
nd t
rip
and
has a
sked
yo
u t
o w
rite
a p
roposal sug
gestin
g a
suitable
ven
ue.
You
have a
ske
d s
tude
nts
w
hat
kin
d o
f tr
ip t
hey w
ould
lik
e.
Re
ad
the s
tud
ents
’ co
mm
ents
belo
w,
an
d t
he a
dve
rtis
em
ents
for
two v
enu
es w
hic
h h
ave b
een
sugg
este
d.
Th
en,
usin
g t
he i
nfo
rmati
on
ap
pro
pri
ate
ly,
write
yo
ur
pro
po
sa
l fo
r th
e c
om
mitte
e,
descri
bin
g t
he t
wo c
hoic
es,
reco
mm
en
din
g o
ne o
f th
em
and g
ivin
g r
easons f
or
your
choic
e.
W
rite
yo
ur
pro
po
sa
l.
Yo
u s
ho
uld
use y
our
ow
n w
ord
s a
s f
ar
as p
ossib
le.
B
RIA
R P
AR
K H
OT
EL
In b
ea
utifu
l g
roun
ds
just
outs
ide L
eig
hto
nbu
ry
T
enn
is c
ourt
s
Sw
imm
ing p
ool
Fre
e b
us t
o a
nd
fro
m c
ity c
en
tre
In
tern
atio
na
l m
en
u
LA
KE
SID
E A
CT
IVIT
Y C
EN
TR
E
S
elf-c
ate
ring c
hale
ts
Woo
dla
nd s
ett
ing
Id
ea
l fo
r w
alk
ing,
ca
noein
g,
sa
ilin
g
O
n-s
ite f
oo
d s
ho
p
Students’ comments:
•
I ne
ed e
xer
cise
aft
er a
ll th
e st
udyi
ng!
•
Peac
e an
d q
uiet
!
•
Shop
ping
– f
or p
rese
nts
•
Goo
d f
ood
•
Ent
erta
inm
ent
– ci
nem
a? c
once
rt?
Tu
rn o
ve
r
Qu
es
tio
n
1
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PAPER 2: WRITINGTest 2 Part 1 (question 1)
32 cae handbook for teachers | paper 2: writing | sample paper – test 2
Part
2
Write
an
answ
er
to o
ne o
f th
e q
uestio
ns 2
– 5
in t
his
part
. W
rite
your
answ
er
in 2
20
– 2
60 w
ord
s i
n
an a
ppro
priate
sty
le o
n t
he o
pposite p
age.
Put
the q
uestion n
um
be
r in
the b
ox a
t th
e t
op o
f th
e p
ag
e.
2
Yo
u r
ead t
he f
ollo
win
g a
nno
unce
me
nt
in a
n inte
rnation
al film
ma
gazin
e.
SC
IEN
CE
FIC
TIO
N F
ILM
S
A r
ecen
t su
rvey
has
sh
ow
n u
s th
at s
cien
ce f
icti
on
fil
ms
are
ver
y p
op
ula
r, e
spec
iall
y w
ith
y
ou
ng
peo
ple
. W
e ar
e in
tere
sted
to
kn
ow
wh
y.
W
e w
ou
ld l
ike
yo
u,
the
read
ers,
to
su
bm
it a
rtic
les
des
crib
ing
wh
at y
ou
co
nsi
der
to
be
the
esse
nti
al i
ng
red
ien
ts o
f a
go
od
sci
ence
fic
tio
n f
ilm
, an
d e
xp
lain
ing
wh
y y
ou
th
ink
sc
ien
ce f
icti
on
fil
ms
are
so p
op
ula
r.
We
wil
l p
ub
lish
th
e m
ost
in
tere
stin
g a
rtic
les.
W
rite
yo
ur
art
icle
.
3
An inte
rnatio
nal g
uid
e b
ook c
alle
d A
World o
f T
raditio
ns is b
ein
g p
rod
uced,
giv
ing d
eta
ils o
f pla
ces in
diffe
rent
cou
ntr
ies w
he
re v
isitors
can lea
rn a
bo
ut
tra
ditio
nal
ways o
f lif
e.
Yo
u h
ave
decid
ed t
o w
rite
a c
ontr
ibutio
n t
o t
he g
uid
e b
ook.
Yo
ur
contr
ibution s
ho
uld
: •
descri
be o
ne p
art
icula
r pla
ce in y
our
co
untr
y
• expla
in w
hat
vis
itors
co
uld
lea
rn t
he
re a
bo
ut
traditio
na
l w
ays o
f lif
e
• sugg
est
wh
y t
hese w
ays o
f lif
e a
re a
n im
port
an
t p
art
of
local or
nation
al culture
.
W
rite
yo
ur
co
ntr
ibu
tio
n t
o t
he g
uid
eb
oo
k.
4
Yo
u s
ee t
he f
ollo
win
g a
nno
unce
me
nt
in a
n inte
rna
tiona
l tr
avel m
ag
azin
e.
D
o y
ou
tra
vel
mu
ch?
We
are
con
du
ctin
g a
surv
ey c
om
par
ing
the
faci
liti
es a
nd
ser
vice
s at
air
po
rts
aro
un
d t
he
wo
rld
. W
e w
ou
ld l
ike
you
, o
ur
read
ers,
to
wri
te a
rep
ort
ab
ou
t an
air
po
rt y
ou
hav
e u
sed
. I
n y
ou
r re
po
rt y
ou
sh
ou
ld:
• o
utl
ine
the
po
siti
ve a
spec
ts o
f th
e ai
rpo
rt
• d
escr
ibe
any
pro
ble
ms
you
exp
erie
nce
d
• su
gges
t im
pro
vem
ents
th
at y
ou
wo
uld
lik
e to
see
.
W
rite
yo
ur
rep
ort
.
5
An
sw
er
on
e o
f th
e f
ollo
win
g t
wo
qu
estio
ns b
ase
d o
n o
ne
of
the
title
s b
elo
w.
Wri
te t
he
le
tte
r (a
) o
r (b
) a
s w
ell
as t
he
nu
mb
er
5 in
th
e q
ue
stio
n b
ox o
n t
he
fo
llow
ing
pa
ge
.
(a
) T
he
Pe
lica
n B
rie
f b
y J
oh
n G
rish
am
As p
art
of
yo
ur
co
urs
e,
yo
ur
teache
r has a
sked y
ou t
o w
rite
an e
ssay o
n t
he m
ain
ch
ara
cte
r in
The P
elic
an B
rief.
In
yo
ur
essa
y y
ou
sh
ou
ld o
utlin
e t
he
ma
in s
tre
ng
ths o
f D
arb
y S
ha
w’s
pe
rso
nalit
y a
nd e
xpla
in w
hic
h a
spe
ct
of
her
pe
rson
alit
y y
ou m
ost
ad
mir
e a
nd w
hy.
W
rite
yo
ur
ess
ay.
(b
) L
ucky J
im b
y K
ing
sle
y A
mis
Yo
u h
ave b
een a
sked t
o w
rite
a r
evie
w o
f L
ucky J
im f
or
your
co
llege m
ag
azin
e.
In
your
revie
w,
briefly o
utlin
e t
he p
lot,
expla
in w
hy y
ou t
hin
k it
is c
alle
d L
ucky J
im,
and
say w
heth
er
or
not
yo
u w
ou
ld r
eco
mm
en
d t
he s
tory
to o
ther
stu
dents
.
Write
yo
ur
revie
w.
Qu
esti
on
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PAPER 2: WRITINGTest 2 Part 2 (questions 2–5)
33cae handbook for teachers | paper 2: writing – assessment
AssessmentCandidates’ answers are assessed with reference to two mark
schemes: one based on the examiner’s overall impression (the
General Impression Mark Scheme), the other on the
requirements of the particular task (the Task Specific Mark
Scheme). The General Impression Mark Scheme summarises
the content, organisation and cohesion, range of structures
and vocabulary, register and format, and target reader
indicated in the task. The Task Specific Mark Scheme focuses
on criteria specific to each particular task. Examples of
candidate responses, together with the Task Specific Mark
Schemes, can be found on pages 35–46.
Candidates are penalised for dealing inadequately with the
requirements of the Task Specific Mark Scheme. The accuracy
of language, including spelling and punctuation, is assessed
on the general impression scale for all tasks.
Writing approximately the correct length of text is an integral
part of task achievement. Significantly fewer words are likely
to mean that the task has not been completed, whereas over-
long pieces of writing may involve irrelevance or have a
negative effect on the target reader. If this is the case, over-
length answers will be penalised.
The examiner’s first priority is to give credit for the
candidates’ efforts at communication, but candidates are
penalised for content irrelevant to the task set.
MarkingThe panel of examiners is divided into small teams, each with
a very experienced examiner as Team Leader. A Principal
Examiner guides and monitors the marking process, beginning
with a meeting of the Principal Examiner for the paper and the
Team Leaders. This is held immediately after the examination
and begins the process of establishing a common standard of
assessment by the selection and marking of sample scripts for
all the questions in Paper 2. These are chosen to demonstrate
the range of responses and different levels of competence, and
a Task Specific Mark Scheme is finalised for each individual
task on the paper. Examiners discuss these Task Specific and
General Impression Mark Schemes and refer to them regularly
while they are working.
During marking, each examiner is apportioned scripts chosen
on a random basis from the whole entry in order to ensure
there is no concentration of good or weak scripts or of one
large centre from one country in the allocation of any one
examiner. A rigorous process of co-ordination and checking is
carried out before, during and after the marking process.
The CAE General Impression Mark Scheme is interpreted at
Council of Europe Level C1.
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.
! General Impression Mark Scheme
*Candidates who do not address all the content points will be
penalised for dealing inadequately with the requirements of
the task.
Candidates who fully satisfy the Band 3 descriptor will
demonstrate an adequate performance in writing at CAE level.
BAND
5For a Band 5 to be awarded, the candidate’s writing has a verypositive effect on the target reader. The content is relevant* andthe topic is fully developed. Information and ideas are skilfullyorganised through a range of cohesive devices, which are usedto good effect. A wide range of complex structures andvocabulary is used effectively. Errors are minimal, andinaccuracies which do occur have no impact on communication.Register and format are consistently appropriate to the purposeof the task and the audience.
BAND
4For a Band 4 to be awarded, the candidate’s writing has apositive effect on the target reader. The content is relevant* andthe topic is developed. Information and ideas are clearlyorganised through the use of a variety of cohesive devices. Agood range of complex structures and vocabulary is used. Someerrors may occur with vocabulary and when complex language isattempted, but these do not cause difficulty for the reader.Register and format are usually appropriate to the purpose ofthe task and the audience.
BAND
3For a Band 3 to be awarded, the candidate’s writing has asatisfactory effect on the target reader. The content is relevant*with some development of the topic. Information and ideas aregenerally organised logically, though cohesive devices may notalways be used appropriately. A satisfactory range of structuresand vocabulary is used, though word choice may lack precision.Errors which do occur do not cause difficulty for the reader.Register and format are reasonably appropriate to the purposeof the task and the audience.
BAND
2For a Band 2 to be awarded, the candidate’s writing has anegative effect on the target reader. The content is not alwaysrelevant. Information and ideas are inadequately organised andsometimes incoherent, with inaccurate use of cohesive devices.The range of structures and vocabulary is limited and/orrepetitive, and errors may be basic or cause difficulty for thereader. Register and format are sometimes inappropriate to thepurpose of the task and the audience.
BAND
1For a Band 1 to be awarded, the candidate’s writing has a verynegative effect on the target reader. The content is oftenirrelevant. Information and ideas are poorly organised, oftenincoherent, and there is minimal use of cohesive devices. Therange of structures and vocabulary is severely limited, and errorsfrequently cause considerable difficulty for the reader. Registerand format are inappropriate to the purpose of the task and theaudience.
BAND
0For a Band zero to be awarded, there is either too little languagefor assessment or the candidate’s writing is totally irrelevant orillegible.
34 cae handbook for teachers | paper 2: writing – cambridge esol common scale for writing
Cambridge ESOLCommon Scale for Writing The Cambridge ESOL Common Scale for Writing has been
developed to allow users to:
• interpret levels of performance in the Cambridge tests
from beginner to advanced
• identify typical performance qualities at particular levels
• locate performance in one examination against
performance in another.
The Common Scale is designed to be useful to test candidates
and other test users (e.g. admissions officers or employers).
The description at each level of the Common Scale is not
intended as a specification for the test content, but rather
aims to provide a brief, general description of the nature of
written language ability at a particular level in real-world
contexts. In this way the wording offers an easily
understandable description of performance which can be
used, for example, in specifying requirements to language
trainers, formulating job descriptions and specifying language
requirements for new posts.
LEVELc2
MASTERYCERTIFICATE OF PROFICIENCY IN ENGLISH:Fully operational command of the written language• Can write on a very wide range of topics.• Is able to engage the reader by effectively exploiting stylistic
devices such as sentence length, variety and appropriacy ofvocabulary, word order, idiom and humour.
• Can write with only very rare inaccuracies of grammar orvocabulary.
• Is able to write at length organising ideas effectively.
LEVELc1
EFFECTIVE OPERATIONAL PROFICIENCY CERTIFICATE IN ADVANCED ENGLISH:Good operational command of the written language• Can write on most topics.• Is able to engage the reader by using stylistic devices such as
sentence length, variety and appropriacy of vocabulary, wordorder, idiom and humour though not always appropriately.
• Can communicate effectively with only occasional inaccuraciesof grammar and vocabulary.
• Is able to construct extended stretches of discourse usingaccurate and mainly appropriate complex language which isorganisationally sound.
LEVELb2
VANTAGE FIRST CERTIFICATE IN ENGLISH:Generally effective command of the written language• Can write on familiar topics.• Shows some ability to use stylistic devices such as variety and
appropriacy of vocabulary and idiom though not alwaysappropriately.
• Can communicate clearly using extended stretches of discourseand some complex language despite some inaccuracies ofgrammar and vocabulary.
• Can organise extended writing which is generally coherent.
LEVELb1
THRESHOLD PRELIMINARY ENGLISH TEST:Limited but effective command of the written language• Can write on most familiar and predictable topics.• Can communicate clearly using longer stretches of discourse
and simple language despite relatively frequent inaccuracies ofgrammar or vocabulary.
• Can organise writing to a limited extent.
LEVELa2
WAYSTAGE KEY ENGLISH TEST:Basic command of the written language• Can write short basic messages on very familiar or highly
predictable topics possibly using rehearsed or fixedexpressions.
• May find it difficult to communicate the message because offrequent inaccuracies of grammar or vocabulary.
35cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 1 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
letter must:
• describe the job
• say whether or not they would
recommend it
• give reasons for their opinion.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatConsistently informal to unmarked.
! RangeLanguage of description, evaluation
and recommendation.
! Target readerWould be informed.
QUESTION 1: CANDIDATE A
Examiner comments
! ContentAll points covered with some expansion.
! Organisation and cohesionClearly organised into paragraphs, with
attention paid to use of cohesive devices.
! RangeEvidence of a range of appropriate
vocabulary.
! AccuracyGenerally accurate with occasional
awkwardness in choice of structure
(e.g. ‘I send you’).
! Appropriacy of register and formatConsistently informal with successful attempt
at a friendly tone appropriate for the target
reader.
! Target readerWould be fully informed.
! Marks awardedBand 4.
Candidate A
Dear Jan,
I was happy to hear from you again after such a long period of time. So Isend you the information you wanted.
First, the job with this international company organizing music festivals hastwo sides.
I had days where I sat behind a desk in an unfriendly office giving informationto people who called. I had to do nothing important except making coffee forthe organising committee during their long hours of talk. But, those few dayswere soon forgotten, because after I had shown my ability to work hard Iwas responsible for more important tasks. I worked as an interpreter severaltimes, but also had to advise and help English visitors. So I improved myEnglish skills and learned a lot about official and politically correct language.
The next important point is that you will be able to make a reallyextraordinary journey. Really, there is not need to worry about money.
As I know your interest in music I especially point out the fact that one getsfree entry to several festivals and sometimes even the change to meet one ofthe performing stars face to face.
I believe this job to be perfect for you and might even affect your futurecareer.
Cheers,
36 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 2 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
reference must:
• describe character/qualities and
skills
• describe previous experience
• explain why the person should
be selected.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatConsistently formal to unmarked.
! RangeLanguage of description, explanation
and recommendation.
Vocabulary related to personality.
! Target readerWould be informed.
QUESTION 2: CANDIDATE B
Examiner comments
! ContentGood realisation of the task.
! Organisation and cohesionThe task is well organised and there is
evidence of use of a range of cohesive
devices.
! RangeA very good range of vocabulary and
structure.
! AccuracyMinimal errors; controlled and natural use of
language.
! Appropriacy of register and formatConsistently appropriate.
! Target readerVery positive effect on target reader, who
would consider Ms Wong’s application.
! Marks awardedBand 5.
Candidate B
To whom it may concern:
Michelle Wong
Michelle and I have been working for seven years for ACB Ltd, an internationalcompany specialised in the use of plastics engineering.
During the time we have worked together she proved herself to be a verycompetent and efficient receptionist. She is undoubtedly a trustworthy andpunctual person, rarely absent from work. She has a level-headed approach toproblems and is never daunted when things go wrong, remaining self-possessed. She is extremely dedicated to her job and she is known to be ahard-worker, working overtime should the need arise.
As a colleague, she is a friendly person who is always on hand to help.Therefore, she is liked and respected by everyone.
Regarding dealing with customers, she has a great deal of experience, and herpolite and tactful manner is vital in customer relations.
When she started work in the company, due to her organised manner, sheused to get a little nervous when she was under stain. Nevertheless, shesoon changed drastically and became more self-assured.
It is undeniable that Michelle has a talent for foreign languages, and she isfluent in English, French and Chinese. This is a great advantage when workingin an English language college. Despite being such an intelligent person shekeeps a low-profile.
For all these reasons, I strongly believe that Michelle would have much tocontribute, and therefore I have no hesitation in supporting her applicationwholeheartedly.
37cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 3 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
competition entry must:
• nominate a scientist
• describe their achievement(s)
• justify their nomination.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatMay mix registers if appropriate to
approach taken by candidate.
! RangeLanguage of description, explanation
and justification.
Vocabulary related to science.
! Target readerWould be informed.
QUESTION 3: CANDIDATE C
Examiner comments
! ContentAll points covered with some expansion.
! Organisation and cohesionClearly organised into paragraphs. Letter
format is natural for competition entry.
! RangeA good range of appropriate vocabulary and
structure.
! AccuracyAmbitious attempt at task with some errors,
particularly with word choice (e.g.
‘delightness’, ‘deformated’, ‘refused’), which,
however, do not impede communication.
! Appropriacy of register and formatConsistent and appropriate.
! Target readerAchieves the desired effect.
! Marks awardedBand 3.
Candidate C
Dear to whom it may concern,
I am writing to you to express my delightness about the planned series of TVprogrammes about science, and paralelly I do so, because I would like tonominate one person, who is in my opinion, the most important scientist of alltimes – Albert Einstein.
I am convinced about this because of three main reasons: the impact of hisdiscoveries on our lives, the effect of his theories on a modern science andfinally the extraordinary charisma and attitude of Einstein, who became aneternal symbol of free-thinking.
Firstly, the discoveries of this man changed our lives more than we think. Hiswork led to constructing such devices as nuclear bomb or laser. Today we knowthat all history of human mankind from 1940s is deformated by the threat ofnuclear war. A technological progress of mankind is based on abilities that laseroffer to us. This man influenced the way of our lives more than anybody else,beyond the shadow of a doubt.
What is more, the ideas of Einstein are somehow even more powerful thantheir application in our life. The three papers on photoelectric effect hepublished in 1920’s shaped science in every aspect. E-mc2 has become thesymbol of a modern science and despite the fact that only few people are ableto understand to it, we have it all of us in our minds. I think that the level ofour understanding of phenomenons and questions as a speed of light, how thetime works, what is space, what are black holes about, and so on, still haven’treached the level of Einstein’s mind.
The last reason of my nomination lies in the charisma of Einstein’s personality.He is the father of free-thinking. ‘The rebel’, who was almost all his life refusedby “science authorities” He is the one who opened the gates of that, what weknow now as a ‘NEW-AGE”. But he managed to prove to everyone that he isthe biggest genius ever born and I think that he would definetly deserve thehighest position in your ranking.
Yours faithfully
38 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 4 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
letter of application must:
• outline the advantages of staying
in a host family rather than in
college accommodation
• describe what qualities are
necessary to be a host family
• explain why they are interested
in hosting students.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatFormal to unmarked.
! RangeLanguage of description, comparison
and explanation.
! Target readerWould be informed and consider
application.
QUESTION 4: CANDIDATE D
Examiner comments
! ContentSome attempt at task but with notable
omissions in the response. The candidate has
not explained the advantages to students of
host family accommodation, nor described
the qualities a host family needs to have.
! Organisation and cohesionSlightly over paragraphed.
! RangeSatisfactory for the task.
! AccuracyMostly accurate with very few errors.
! Appropriacy of register and formatSatisfactory.
! Target readerWould be partially informed.
! Marks awardedBand 2.
Candidate D
Dear Mr S. Martin,
My name is Holly Parker and I’m writing this letter as a response to yourlatest add in the ‘Student International Magazine’.
We are a family of four: my husband Gregory, forty-five, working as aconsultant manager for a tourist agency; our two sons Eric, 18 years old, andJohn, 16 years old; both students; and of course myself, 43 years old andworking as an account manager. We have a 5 bedroom and 4 bathroomcottage and we live at a short distance from the best tourist attractions inthe region and within walking distance from the nearest bus and rail-waystation.
We would be more than happy to wellcome amongst us a male foreignstudent, to live with us as a part of our family, for the duration of two years.
Besides lodging we offer three meals per day and he would be more thanwellcome to any family outings and activities.
We are making this application because we would like to experience living withsomeone coming from another culture and also because my boys are going toleave soon to France as exchange students and I would like to know whatwould be the best option for us as parents, to send them to collegeaccomodation or to families like us.
I sincerely hope my letter of application will be accepted and that we arefound suitable to host an international student.
Best regards
39cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 5a (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
review must:
• briefly describe the plot of
The Pelican Brief
• say whether or not they would
recommend it
• give reasons for their opinion.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatMay mix registers if appropriate to
approach taken by candidate.
! RangeLanguage of description,
recommendation and explanation.
! Target readerWould be informed.
QUESTION 5A: CANDIDATE E
Examiner comments
! ContentContent points are addressed, though there is
a lack of balance between description of the
plot and opinion/recommendation.
! Organisation and cohesionBroadly organised into two paragraphs
though there is little attention to cohesion.
! RangeAttempt to use a range of vocabulary
(e.g. ‘I bit my nails’). However, little evidence
of successful use of a range of structure.
! AccuracyLack of control of basic structure.
Language issues obscure message in places
(e.g. ‘Boyfriend and that other also
murdered.’).
! Appropriacy of register and formatNot inappropriate though little discernible
adaptation to audience.
! Target readerVery negative effect.
! Marks awardedBand 1.
Candidate E
Pelican Brief is very exciting story. It is writen by John Grisham, who wrotelot of thrillers. The book begins when two judges are murdered. Darby Shaw isheroine of book and she tries to find reasons of the murders. She believes thatoil tycoon Victor Mattiese guilty, because he want to get oil on land where livespecial pelicans. He has to make legal process for permission to work on thatland. Two murdered judges protected the environment. Darby understandsthat Mattiese, who made business before with President of USA thinksPresident can now make new judges who will let him to use land. Darby tellsto her boyfriend her idea that tycoon is corrupt and he tells other person.Boyfriend and that other also murdered. Darby knows she correct. Journalist,Gray Grantham, helps to Darby to prove she is right. The bad guys try to killDarby and Gray. Of course, all well that ends well. Darby is not murdered andfalls in love again.
I liked very much this book and recomend to read it to other readers on yourwebsite. Is very good film too but book is better, from my point of view. I bitmy nails when I read the book because it so exciting and thrilling.
40 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 1
PAPER 2: WRITING Test 1 Question 5b (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
essay must:
• describe the most interesting
character in Lucky Jim
• give reasons for their opinion.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatConsistently formal to unmarked.
! RangeLanguage of description and opinion.
! Target readerWould be informed.
QUESTION 5B: CANDIDATE F
Examiner comments
! ContentThe content of the task is covered.
! RangeAttempts to use a range of language are not
always entirely successful (e.g. ‘burns down’).
! Organisation and cohesionClearly organised and paragraphed with some
attention paid to cohesion.
! AccuracyA number of non-impeding errors.
! Appropriacy of register and formatConsistent and appropriate.
! Target readerWould be informed.
! Marks awardedBand 3.
Candidate F
There are many interesting characters in Lucky Jim but as for me the most ofthese is the protagonist Jim Dixon.
Jim is a young professor at university in England just after the WW2. He saysthat he became it because he doesn’t know what to do in his life and is not atall happy to work there. He doesn’t like teaching and he doesn’t like his bossthe professor Welch. Instead he imagines to work for a rich man to help himnot to be bored and this happens in the end of the story. In fact Jim doesn’tlike a lot of the other personages in the book and the story is mainly abouthis life in battle with them.
Another reason Jim is the most interesting is that funny things happen tohim, especially when he had drunk. For example at Welch’s house he runsaway from singing and goes to the pub. When he returns he by accident burnsdown his bed. Also he drinks to give him courage before his speech and finishesby mocking the university stuff.
Though Jim is not always a good man I find him interesting and am veryhappy when in the end of the story he gets a good job and Christine at thesame time.
41cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 1 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
proposal must:
• describe the two venues
• recommend one of the venues
• give reasons for choice.
! Organisation and cohesionClearly organised, possibly with
headings.
! Appropriacy of register andformatFormal to unmarked. Must be
consistent.
! RangeLanguage of description,
recommendation and persuasion.
! Target readerWould be informed.
QUESTION 1: CANDIDATE G
Examiner comments
! ContentAll points addressed, though last paragraph
needs more expansion.
! Organisation and cohesionWell organised into paragraphs but weaker
internal cohesion e.g. ‘also … also’ in the
third paragraph. The proposal would benefit
from a title and headings.
! RangeReasonable range of vocabulary but good
range of structure.
! AccuracySeveral non-intrusive errors.
! Appropriacy of register and formatGenerally consistent.
! Target readerWould be informed.
! Marks awardedBand 3.
Candidate G
The aim of this proposal is to suggest a suitable venue for the weekend tripthe social committee is organising.
The people taking part of this weekend activity attend college, therefore theactivities involved should be proper.
One of the first suggestions given was mainly about phisical exercise. It wouldbe a great opportunity for them to keep fit and relax doing a sport. Second,the students expressed their wish for quiet and peace, are also concernedabout the food they will receive and also about going shopping for presents.The last comment was related to entertainment, either a film or a concert.
Regarding the students’ opinions and wishes for the trip but also taking intoconsideration the two choices of locations, I recommend that the ‘Briar ParkHotel’. Although ‘Lakeside Activity Centre offers a peaceful setting in woodlandand opportunities for walking, canoeing and sailing, ‘Briar Park Hotel’ bestmeets all the demandings. It has beautiful grounds outside Leightonbury, aswimming pool and also tennis courts for sports. The free bus to and from citycentre is perfect for going shopping and the international menu has good food.
As a conclusion, I believe that Briar Park Hotel is a good option which thesocial committee should choose for the weekend trip
42 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 2 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
article must:
• describe essential ingredients of
good science fiction film
• explain why science fiction films
are popular.
! Organisation and cohesionClearly organised into paragraphs with
suitable linking.
! Appropriacy of register andformatMay mix registers if appropriate to the
approach taken by candidate.
! RangeLanguage of description and opinion.
Film-related vocabulary.
! Target readerWould be informed and consider
publishing the article.
QUESTION 2: CANDIDATE H
Examiner comments
! ContentAll points covered with suitable development.
! Organisation and cohesionClearly organised with attention paid to
cohesion.
! RangeGood range of vocabulary and structure.
! AccuracyGenerally accurate with occasional slips
(e.g. ‘impossible to happen’, ‘reluctant to
saying’) where more complex language
attempted.
! Appropriacy of register and formatAppropriately engaging.
! Target readerWould be informed and interested.
! Marks awardedBand 4.
Candidate H
X-Files, Men in Black, Starship Troopers, Gattaca and Co
Everybody knows about these names. You don’t? Then ask a teenager and youwill quickly get the answer. They are all titles of famous science fiction films orseries.
All science fiction movies share several characteristics, the necessaryingredients which will draw the viewer’s attention. One of them is the presenceof real characters, normal people in an unreal environment. It allows theviewer to identify himself/herself to his/her hero. It is not by chance that themain character is always a human. It is only the world which he/she evolvesin that is strange, either completely futuristic or crowded with aliens or giantinsects. That way, the person who watches the film can imagine that he/she isactually saving the world from an alien invasion or fighting enormous spiders.
Another essential feature of a good science fiction movie is mystery. Have younoticed that, after watching any science fiction film, there is alwayssomething that you don’t completely understand? It is done on purpose to letyour imagination run wild. The fact that there is no answer makes you thinkthat, after all, what you have seen is not totally impossible to happen oneday or another.
And that is why this kind of movies is so popular among young people. Theirimagination is generally much bigger than the imagination of older people. Theyare often less reluctant to saying “this is impossible, it can’t happen”,compared with adults whose rational mind is an obstacle to enjoying thistype of movies.
43cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 3 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
contribution must:
• identify and describe one
specific place/area
• explain what visitors could learn
about traditional ways of life
• suggest why they are an
important part of local or
national culture. (May be
embedded in previous points.)
! Organisation and cohesionClearly organised with suitable
paragraphing.
! Appropriacy of register andformatAny as long as consistent.
! RangeLanguage of description and
speculation.
Vocabulary related to places and
lifestyles.
! Target readerWould be informed.
QUESTION 3: CANDIDATE I
Examiner comments
! ContentThe points are addressed but there is notable
irrelevance in content (e.g. trip to San
Sebastian).
! Organisation and cohesionClearly organised.
! RangeLimited.
! AccuracyA number of errors, some of which impede.
! Appropriacy of register and formatMore appropriate to advertising than to
required genre.
! Target readerWould be partially informed.
! Marks awardedBand 2.
Candidate I
COME TO SPAIN, YOU WON’T REGRET THAT!
If you come to Spain, you will discover so many interesting things aboutdifferent topics: music, sport, dance, food, holidays in the beach ....
You will realize all these experiences just by the mere fact of living during tendays in July in Pamplona. We have a lot of Hotels, Residences, Hostels ....which you can book for the summer from now. You can make your reservationsin www.spainhotel.es.
The 7th of July is the typical day of Pamplona: Sanfermin, and you can see thebulls running in the streets. There are so many events programmed aroundthat day: the Pablo Sarasate’s Orchestra plays a very emotive performancewhich consists on Spanish Composers, there is a football match between RealMadrid and Barcelona every year, the Government of Navarra organises afestival where dancers from every cities of Spain are invited to dance with the‘regional’ music of each city, restaurants have their best cookers and theyprepare delicious typical menus for people from other countries….
You can learn costumes from all different places of Spain if you come toPamplona in July!
It is possible also to rent a car and to go to San Sebastian just for a day. Itis wonderful! You will be able to swim in the sea while seeing the snow in thePyrinees Mountains.
These ways of life in Pamplona are very important because it is known in allthe World. People from America, Europe, Asia .... everywhere use to come, andPamplona becomes the ‘centre point’ in the news.
Don’t forget to be dressed in white and red colours.
You will enjoy yourself so much at the same time as you will learn ourcostumes, history, etc ....
(For further information www.navarrasummer.com)
44 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 4 (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
report must:
• outline positive aspects of
airport
• describe problems
• suggest improvements.
N.B. personal aspect may be implicit.
! Organisation and cohesionClear organisation with appropriate
paragraphing. Headings may be an
advantage.
! Appropriacy of register andformatFormal or unmarked.
! RangeLanguage of description and
recommendation.
! Target readerWould be informed.
QUESTION 4: CANDIDATE J
Examiner comments
! ContentAll points addressed.
! Organisation and cohesionOrganised in report format with good use of
headings.
! RangeSufficient range of language
(e.g. ‘… information can easily be found on
the information screens.’).
! AccuracySome basic but non-impeding errors
(e.g. ‘Oslo airport was first open … and still
are the main airport …’, ‘… an silent airport.’).
! Appropriacy of register and formatAppropriate.
! Target readerWould be informed and the report achieves
the required effect.
! Marks awardedBand 3.
Candidate J
AIRPORT SURVEY: AIRPORT OF OSLO, NORWAY
The aim of this report is to evaluate the facilities and services of Oslo Airport,Gardemoen.
The history of Oslo Airport Gardemoen:
Oslo Airport Gardemoen was first open in 1996 and was and still are the mainairport of Norway. it is located about half an hour north of the capital and caneasily be reached by the airport-train from the city centre. You will find a largenumber of different aircraft-companies, which can take you to any parts of theworld.
The silent, clean airport:
In addition to many other airports Gardemoen is known as an silent airport.The idea is not to make the travellers stressed, so you will therefore neverhear a voice speaking over the speaking system. However, information caneasily be found on the information screens.
The airport is also clean at any time of the day, because of the large number ofcleaners who look after the buildings.
The weather of the North can make trouble:
Norway is located up in the North so snow and cold temperatures do oftenappear. That is Gardemoen’s main problem. As a traveller be always awared ofthis and do not become angry if your plane is delayed because of the snow.
What can be done?
It is difficult to handle the weather because of the fact that we are justhuman. Anyways, it is important to always be awar of snow and coldtemperatures and have a staff which take action at the first sign of snow.
Conclution:
Oslo Airport Gardemoen is a nice place to start or end your journy. it is apeaceful, clean airport, but be prepeared that the weather can give you sometrouble.
45cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 5a (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
essay must:
• outline the main strengths of
Darby Shaw’s personality
• say which aspect of her
personality the candidate most
admires
• explain why this aspect of her
personality is the one they most
admire.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatFormal to unmarked. Must be
consistent.
! RangeLanguage of description, opinion and
explanation.
Vocabulary related to commenting on
character.
! Target readerWould be informed.
QUESTION 5A: CANDIDATE K
Examiner comments
! ContentAll the points are fully covered and suitably
expanded.
! Organisation and cohesionThe essay is well organised in clearly
connected paragraphs.
! RangeThe candidate uses a good range of relevant
vocabulary effectively.
! AccuracyThe language is generally very accurate. The
few errors (e.g. ‘prevent her to continue’, ‘in
threat’ and ‘environement’) do not in any way
impede the reader’s understanding.
! Appropriacy of register and formatConsistently appropriate.
! Target readerWould be fully informed about Darby’s
character and what the writer admires about
her.
! Marks awardedBand 5.
Candidate K
The main character in The Pelican Brief is Darby Shaw. At the beginning of thenovel she is studying law and having a relation with Thomas Callahan, one ofher professors. Together they become interested in the suspicious deaths oftwo Supreme Court judges. Darby writes a report about it and this documentleads to Callahan’s violent death. Darby knows she is in great danger but thisdoes not prevent her to continue the investigation.
As this brief description suggests, Darby is a very brave person. She was verylucky that she did not die with Callahan. She knows that her actions aremaking dangerous men become angry, she tries to hide from them but shedoes not stop her investigation. She is afraid but she still wants to find thetruth.
Darby also possesses many other strengths. She is a very intelligent person,for example she is able to work out the connection between the two judges.In addition, she has very deep principles. She realises that very importantpeople are involved in the situation but she is still determined to make thetruth public. She knows that the environement is in threat and this is veryimportant for her.
So, I hope I showed that Darby has many strengths. The aspect of herpersonality that I most admire is her braveness. However this does not meanthat she is not afraid. Instead, it means that she acts with courage despiteher fear.
46 cae handbook for teachers | paper 2: writing | sample scripts and mark schemes – test 2
PAPER 2: WRITING Test 2 Question 5b (sample script)
Mark scheme and sample script with examiner comments
! ContentFor Band 3 or above, the candidate’s
review must:
• briefly outline the plot
• explain why the book is called
Lucky Jim
• say whether the candidate
would or would not recommend
the book to other students.
! Organisation and cohesionClearly organised into paragraphs with
appropriate linking devices.
! Appropriacy of register andformatFormal to unmarked. Must be
consistent.
! RangeLanguage of description, explanation
and opinion.
Vocabulary related to description of
plot, comment on character and
recommendation of a book.
! Target readerWould be informed.
QUESTION 5B: CANDIDATE L
Examiner comments
! ContentThe candidate devotes too much space to
outlining the plot and omits to say anything
about the reason for the novel’s title.
! Organisation and cohesionThe review is not well organised as it has one
very long and one very short paragraph. The
summary of the plot is not very coherent as it
provides too much irrelevant detail.
! RangeThe candidate displays a slightly narrow
range of language here.
! AccuracyThere are a number of errors in the writing
(e.g. ‘the another’, word order in ‘he doesn’t
like very much his job’, ‘looses’ rather than
loses, ‘quiet’ instead of quite and so on).
Although some errors are quite basic for the
level (‘try’ instead of tries, for example), they
do not prevent the reader from understanding
the writer’s intention.
! Appropriacy of register and formatNot consistent.
! Target readerWould be informed about the plot of the play
but would not be informed about the reason
for the title.
! Marks awardedBand 2.
Candidate L
Lucky Jim is the story of a university professor. Lucky Jim is Jim Dixon. Heteaches history and he doesn’t like very much his job. He doesn’t like theanother teachers, especially the chief professor, and even he doesn’t like verymuch his girlfriend Margaret. Sometimes she is his girlfriend and sometimesshe isn’t. She teaches also history in the university. He particularly not likeBertrand the chief professor’s son and he try to steal his girlfriend. He does alot of stupid and embarasing things and he has often drank very much. Whenhe stays at the professor’s house one weekend he smokes in bed and makesfire. He burns his bed. Then he has to make a very important lecture calledMerrie England and he nervous about it so he becomes too drunk. He looseshis job. Then he also gets another job in London and the girlfriend of the son ofthe chief professor. One day they see that same professor and his wife andBertrand in London and they can just laugh at them.
This story is quiet funny. The people are all too stupid and not one is nice orkind but the book make me laugh. It make a good film. I certainly recommendthe story to the other students.
47cae handbook for teachers | paper 3: use of english
3
GENERAL DESCRIPTION
Paper format The paper contains five parts.
Timing 1 hour.
No. of parts 5.
No. of questions 50.
Task types Multiple-choice cloze, opencloze, word formation, gappedsentences, key wordtransformations.
Answer format Candidates may write on thequestion paper, but musttransfer their answers to theseparate answer sheets withinthe time limit.Candidates indicate theiranswers by shading the correctlozenges or writing therequired word or words incapital letters in a box on theseparate answer sheets.
Marks Parts 1, 2, and 3: each correctanswer receives 1 mark. Part 4: each correct answerreceives 2 marks.Part 5: each answer receives upto 2 marks.
STRUCTURE AND TASKS
PART 1Task type Multiple-choice cloze.and focus Lexical/lexico-grammatical.
Format A modified cloze test containing 12 gaps andfollowed by 4-option multiple-choice items.
No. of Qs 12.
PART 2Task type Open cloze. and focus Grammatical/lexico-grammatical.
Format A modified cloze test containing 15 gaps.
No. of Qs 15.
PART 3Task type Word formation.and focus Lexical/lexico-grammatical.
Format A text containing 10 gaps. Each gap correspondsto a word. The stems of the missing words aregiven beside the text and must be changed toform the missing word.
No. of Qs 10.
PART 4Task type Gapped sentences.and focus Lexical.
Format Questions are made up of three discretesentences. Each sentence contains one gap. Thegapped word is common to the three sentences.Candidates must write one word which isappropriate in all three sentences.
No. of Qs 5.
PART 5Task type Key word transformations.and focus Lexical and grammatical.
Format Eight separate items, each with a lead-in sentenceand a gapped second sentence to be completed inthree to six words, one of which is a given ‘keyword’.
No. of Qs 8.
PAPER USE OF ENGLISH
48 cae handbook for teachers | paper 3: use of english
! PART 1 – MULTIPLE-CHOICE CLOZE
In this part, there is an emphasis on vocabulary and grammar.
! Sample tasks and answer keys: pages 51, 55, 56 and 60.
! Each correct answer in Part 1 receives 1 mark.
Part 1 consists of a text in which there are 12 gaps (plus one
gap as an example). Each gap represents a missing word or
phrase. The text is followed by 12 sets of four words or
phrases, each set corresponding to a gap. Candidates have to
choose which one of the four words or phrases in the set fills
the gap correctly.
Candidates are required to draw on their lexical knowledge
and understanding of the text in order to fill the gaps. Some
questions test at a phrasal level, such as collocations and set
phrases. Other questions test meaning at sentence level or
beyond, with more processing of the text required. A lexico-
grammatical element may be involved, such as when
candidates have to choose the option which fits correctly with
a following preposition or verb form.
! PART 2 – OPEN CLOZE
In this part, there is an emphasis on grammar and vocabulary.
! Sample tasks and answer keys: pages 52, 55, 57 and 60.
! Each correct answer in Part 2 receives 1 mark.
Part 2 consists of a text in which there are 15 gaps (plus one
gap as an example). Candidates are required to draw on their
knowledge of the structure of the language and understanding
of the text in order to fill the gaps. In this part, as there are no
sets of words from which to choose the answers, candidates
have to think of a word which will fill the gap correctly.
The focus of the gapped words is either grammatical, such as
articles, auxiliaries, prepositions, pronouns, verb tenses and
forms; or lexico-grammatical, such as phrasal verbs, linkers
and words within fixed phrases. The answer will always be a
single word. In some cases, there may be more than one
possible answer and this is allowed for in the mark scheme.
The absence or misuse of punctuation is ignored, although
spelling, as in all parts of the Use of English paper, must be
correct.
! PART 3 – WORD FORMATION
In this part, there is an emphasis on vocabulary.
! Sample tasks and answer keys: pages 52, 55, 57 and 60.
! Each correct answer in Part 3 receives 1 mark.
Part 3 consists of a text containing 10 gaps (plus one gap as an
example). At the end of some of the lines, and separated from
the text, there is a stem word in capital letters. Candidates
need to form an appropriate word from given stem words to
fill each gap.
The focus of this task is primarily lexical, though an
understanding of structure is also required. It tests the
candidates’ knowledge of how prefixes, suffixes, internal
changes and compounds are used in forming words.
Candidates may be required to demonstrate understanding of
the text beyond sentence level.
! PART 4 – GAPPED SENTENCES
In this part, there is an emphasis on vocabulary
! Sample tasks and answer keys: pages 53, 55, 58 and 60.
! Each correct answer in Part 4 receives 2 marks.
Part 4 consists of five questions; each question is made up of
three discrete sentences. Each sentence contains one gap and
the gapped word is common to all sentences. Candidates must
write the one word which is appropriate in all three sentences.
The focus of the task is lexical and aims to test candidates’
knowledge of lexical patterns such as collocation, phrasal
verbs and other word combinations. It tests whether
candidates know items of vocabulary in a range of contexts
and with a range of meanings
! PART 5 – KEY WORD TRANSFORMATIONS
In this part, there is an emphasis on grammar and vocabulary
! Sample tasks and answer keys: pages 54, 55, 59 and 60.
! Each answer in Part 5 receives 0, 1 or 2 marks.
Part 5 consists of eight questions (plus an example). Each
question contains three parts: a lead-in sentence, a key word,
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.
The five parts of the Use of English paper
49cae handbook for teachers | paper 3: use of english
In this part of the paper the focus is both lexical and
grammatical and a range of structures is tested. The ability to
express a message in different ways shows flexibility and
resource in the use of language.
The mark scheme splits the answer into two parts and
candidates gain one mark for each part which is correct.
PreparationGeneral! The texts in Parts 1, 2 and 3 all have titles. Encourage your
students to pay attention to each title as it will indicate the
main theme of the text.
! Encourage your students to read through each text (Parts 1,
2 and 3) carefully before beginning to answer the questions so
that they have a clear idea of what it is about.
! In Parts 2 and 5, there may be more than one permissible
answer for a question. However, students should only give one
answer for each question. If they give two answers, and one of
them is incorrect, they will not be given a mark. If they want
to change an answer, they should rub it out.
! All parts of the paper have detailed instructions and
completed examples. These should be studied carefully so that
your students know what kind of answers they are expected to
give and how they should show them on the answer sheet.
! Your students should be encouraged to read extensively so
that they build up a wide vocabulary and become familiar
with the many uses of different structures. This should enable
them to deal with a range of lexical items and grammatical
structures in a variety of text types.
! When studying for the paper, it will be useful for your
students to refer to dictionaries and grammar books. However,
they should also develop strategies for operating
independently of reference books (by, for example, guessing
the meaning of unknown words from the context) as they are
not permitted to take dictionaries into the exam with them.
! Students should develop an efficient personal system for
recording the new vocabulary they learn. They should record
as much detail as possible, including information about
complementation and collocations of the words learned.
! Encourage your students to plan their time carefully and
not to spend too long on any one part of the test. They should
try to make sure that they have a few minutes at the end of the
test to check through their answers. They can do the various
parts of the test in any order, but it may be better to do them in
the order of the question paper so as to avoid the possibility of
putting answers in the wrong sections of the answer sheet.
! Remind your students to check the spelling of their
answers as incorrect spelling will lose them marks.
! Remind your students that handwriting should be clear so
that it can be read easily by the markers.
! Give your students practice in completing the answer sheet.
When writing their answers on the answer sheet, they must
be careful to make sure that they put the answer by the
appropriate question number. This is especially important if
they leave some questions unanswered. They must also be
sure to write in capital letters in Parts 2, 3, 4 and 5.
By part! PART 1
! When studying vocabulary in preparation for the paper,
your students should pay attention to collocation, the shades
of meaning differentiating sets of similar words, and
complementation (e.g. whether words are followed by a
certain preposition, or by a gerund or an infinitive, etc.).
! Advise your students to consider all the options carefully
before deciding on an answer. Some of the options may be
very tempting, but only one will be semantically and
grammatically correct in that particular context.
! PART 2
! Any preparation task which promotes grammatical
accuracy is useful, especially those which focus on verb forms
and the use of auxiliary and modal verbs, pronouns,
prepositions, conjunctions, modifiers and determiners.
! Remind your students that only one word is required for
each answer. Answers of more than one word will not earn the
mark.
! Some gaps in this part can be filled by referring just to the
immediate phrase or sentence, but others will require
understanding of the paragraph or whole text.
! PART 3
! Preparation tasks which promote familiarity with the
principles of word formation (use of prefixes, suffixes, internal
changes, compounding) will be helpful.
! Remind your students that they need to understand the
context of each gap in the text to decide which class of word
(noun, verb, adjective or adverb) is required.
! Sometimes a plural form or a specific part of a verb will be
required.
! Sometimes a negative prefix will be required. There is
usually at least one word requiring a prefix in each Part 3 task,
so advise your students to look out for these.
! PART 4
! Preparation tasks which heighten students’ awareness of
the multiple meanings and/or usage of certain vocabulary
items are useful.
! Remind your students that they are looking for the ONE
word which is common to all three sentences in each
question.
50 cae handbook for teachers | paper 3: use of english
! PART 5
! Transformation tasks which increase awareness of
expressions with parallel or synonymous meanings, and
develop flexibility in the use of language, are good preparation
for this part.
! Remind your students that the key word MUST be used in
each answer and that the key word may NOT be changed in
any way.
! Also remind your students that their answer must NOT
exceed six words. Contractions count as two words.
51cae handbook for teachers | paper 3: use of english | sample paper – test 1
Part
1
Fo
r q
ue
stio
ns 1
– 1
2,
rea
d t
he t
ext
belo
w a
nd d
ecid
e w
hic
h a
nsw
er
(A,
B,
C o
r D
) b
est
fits
each g
ap.
T
here
is a
n e
xa
mple
at
the b
egin
nin
g (
0).
M
ark
you
r answ
ers
on
th
e s
ep
ara
te a
ns
wer
sh
ee
t.
E
xam
ple
: 0
A
expre
ssed
B
directe
d
C
indic
ate
d
D
guid
ed
0
A
B
C
D
Wh
at
we k
no
w a
bo
ut
mu
sic
an
d t
he b
rain
Work
on
the
hu
ma
n b
rain
has (
0)
……
.. h
ow
diffe
rent
part
s a
re c
entr
es o
f activity f
or
diffe
rent
skill
s,
feelin
gs,
perc
eptio
ns
an
d
so
on.
It
has
als
o
be
en
sh
ow
n
that
the
le
ft
an
d
right
halv
es,
or
he
mis
ph
ere
s,
of
the b
rain
are
(1)
……
.. fo
r diffe
ren
t fu
nctions.
While
la
ng
ua
ge is p
rocesse
d in
th
e left
,
or
ana
lytical
he
mis
phere
, m
usic
is p
rocesse
d i
n t
he r
ight,
or
em
otion
al
he
mis
phere
. (
2)
……
.. of
music
lik
e t
on
e,
pitch a
nd m
elo
dy a
re a
ll pro
bab
ly p
rocessed i
n d
iffe
rent
pa
rts o
f th
e b
rain
. S
om
e
featu
res o
f m
usic
al
experi
ence a
re p
rocessed n
ot
just
in t
he a
uditory
part
s o
f th
e b
rain
, but
in t
he
vis
ual o
nes.
We d
on
’t y
et
fully
un
ders
tan
d t
he (
3)
……
.. o
f th
is.
Th
e t
em
po o
f m
usic
se
em
s t
o b
e (
4)
……
.. re
late
d t
o i
ts e
motion
al
imp
act,
with f
ast
music
oft
en
(5)
……
.. a
s h
app
ier
an
d s
low
er
music
as s
add
er.
It
is t
he s
am
e w
ith t
he m
ajo
r bio
logic
al
rhyth
m o
f
the
bo
dy:
ou
r h
ea
rt (
6)
……
.. q
uic
ke
ns w
he
n w
e’r
e h
appy,
but
slo
ws w
hen w
e’r
e s
ad.
Mili
tary
music
may h
ave (
7)
……
.. fro
m a
tte
mp
ts t
o g
et
us r
ea
dy f
or
(8)
……
.. b
y u
sin
g f
ast
dru
mm
ing t
o (
9)
……
..
our
heart
s i
nto
beatin
g f
aste
r.
Music
is p
erh
ap
s o
ne o
f th
e m
ost
co
mple
x e
xp
eri
ences t
he b
rain
(10)
……
.. w
ith
an
d it
has b
eco
me a
n a
bsolu
tely
(11)
……
.. p
art
of
ou
r ritu
als
an
d c
ere
mo
nie
s.
It
has
po
wer
beyon
d la
ng
ua
ge t
o (
12)
……
.. m
oo
d a
nd
co-o
rdin
ate
ou
r e
mo
tio
na
l sta
tes.
Tu
rn o
ver
1
A
am
ena
ble
B
dep
en
da
ble
C
re
sp
onsib
le
D
relia
ble
2
A
Vie
ws
B
Aspects
C
F
acto
rs
D
Pie
ces
3
A
expecta
tions
B
implic
atio
ns
C
assu
mptions
D
pro
positio
ns
4
A
su
rely
B
pla
inly
C
evid
ently
D
directly
5
A
felt
B
end
ure
d
C
enco
unte
red
D
touch
ed
6
A
puls
e
B
spee
d
C
pace
D
rate
7
A
evolv
ed
B
exte
nde
d
C
adva
nce
d
D
ele
vate
d
8
A
batt
le
B
fight
C
qua
rre
l D
str
ug
gle
9
A
activate
B
m
otiva
te
C
stim
ula
te
D
anim
ate
10
A
man
ag
es
B
co
pes
C
bea
rs
D
hold
s
11
A
vital
B
impo
rtant
C
co
mp
uls
ory
D
do
min
ant
12
A
notify
B
re
port
C
associa
te
D
co
mm
un
icate
PAPER 3: USE OF ENGLISHTest 1 Part 1 (questions 1–12)
52 cae handbook for teachers | paper 3: use of english | sample paper – test 1
Tu
rn o
ver
Part
3
Fo
r q
ue
stio
ns 2
8 –
37,
read t
he t
ext
belo
w.
Use t
he w
ord
giv
en i
n c
ap
ita
ls a
t th
e e
nd o
f so
me
of
the
lin
es t
o f
orm
a w
ord
that
fits
in t
he g
ap i
n t
he s
am
e l
ine.
The
re is a
n e
xa
mple
at
the b
egin
nin
g (
0).
Write
yo
ur
answ
ers
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
ns
wer
sh
eet.
E
xam
ple
: 0
C
O M
P A
R
I S
O N
An
an
cie
nt
tree
In T
ott
eri
dg
e,
in n
ort
h L
ond
on,
there
is a
ye
w t
ree e
stim
ate
d t
o b
e b
etw
een
1,0
00
and
2,0
00
ye
ars
old
.
This
tr
ee,
ho
we
ver,
is
a
mere
yo
un
gste
r in
(0)
……
.. w
ith
oth
ers
of
the s
pecie
s.
The r
ecord
in t
he
UK
is h
eld
by a
ye
w i
n
Scotla
nd t
hat
is t
ho
ug
ht
to b
e b
etw
een 4
,000 a
nd 5
,000 y
ears
old
. H
ow
ever,
such tr
ees a
re beco
min
g (2
8)
……
.. ra
re a
nd th
e T
ott
erid
ge specim
en w
as
co
nsid
ere
d o
f (2
9)
……
.. i
mp
ort
ance t
o b
e n
am
ed i
n 1
999 a
s o
ne
of
the 4
1
‘gre
at
tre
es’
in
Lo
nd
on.
Lik
e
many
ye
ws,
the
Tott
eri
dg
e
tre
e
(30)
……
..
pre
date
s t
he b
uild
ings a
roun
d it
an
d its
exact
ag
e is u
nkn
ow
n.
Th
e T
ott
erid
ge t
ree n
eeds l
ittle (
31
) …
…..
. S
om
e o
f its o
ute
r bra
nches h
ang
do
wn s
o l
ow
th
at
they h
ave t
ake
n r
oot.
B
ut
this
is p
art
of
the t
ree
’s n
atu
ral
arc
hitectu
re a
nd
co
ntr
ibute
s t
o i
ts (
32
) …
…..
in h
igh w
inds.
With t
he b
est
of
(33)
……
.. , ancie
nt
ye
w s
ites a
re o
ften t
idie
d u
p w
ith n
o b
enefit
to t
he t
ree.
De
ad
bra
nches a
re n
ot
(34
) …
…..
sh
ed b
y t
he t
ree a
nd t
he
ir w
oo
d h
arb
ou
rs a
mu
ltitu
de
of
inse
cts
, a
n i
nse
pa
rab
le p
art
of
the
old
tre
e’s
na
tura
l (3
5)
……
.. .
So
meth
ing o
f th
e t
ree’s
his
tory
is l
ost
with t
he (
36
) …
…..
of
de
ad w
ood.
Aft
er
all,
the d
ecayin
g,
twis
ted a
nd (
37
) …
…..
pa
rts g
ive t
he t
ree c
hara
cte
r.
C
OM
PA
RE
INC
RE
AS
E
SU
FF
ICE
DO
UB
T
MA
INT
AIN
ST
AB
LE
INT
EN
D
RE
AD
Y
DIV
ER
SE
RE
MO
VE
AT
TR
AC
T
PAPER 3: USE OF ENGLISHTest 1 Part 2 (questions 13–27) and Test 1 Part 3 (questions 28–37)
Part
2
Fo
r qu
estions 1
3 –
27
, re
ad
th
e t
ext
be
low
an
d t
hin
k o
f th
e w
ord
whic
h b
est
fits
each g
ap.
Use
only
o
ne w
ord
in e
ach g
ap.
The
re is a
n e
xa
mple
at
the b
egin
nin
g (
0).
Write
yo
ur
answ
ers
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
ns
wer
sh
eet.
E
xam
ple
: 0
B
Y
Mo
sq
uit
oes
Accord
ing t
o t
he W
orl
d H
ealth O
rgan
isatio
n,
mala
ria,
a d
isease
sp
rea
d (
0)
....
....
mo
sq
uito
es,
aff
ects
mill
ions
of
pe
ople
every
ye
ar.
E
very
on
e
kn
ow
s
ho
w
irrita
ting
the
no
ise
ma
de
by
a
mo
sq
uito,
(13)
……
.. b
y a
pain
ful re
actio
n t
o its
bite,
ca
n b
e.
It
is a
sto
nis
hin
g t
hat
so (
14)
……
.. is
kno
wn a
bo
ut
why m
osq
uito
es a
re d
raw
n t
o o
r driven a
way f
rom
pe
ople
, giv
en (
15)
……
.. le
vel
of
dis
tress a
nd
dis
ease c
ause
d b
y t
hese i
nsects
. W
e k
no
w t
hat
the m
ost
eff
ective c
he
mic
al
(16)
……
.. pro
tectin
g
peo
ple
ag
ain
st
mosq
uito
es is diethyltoluamide
, co
mm
on
ly s
ho
rten
ed (
17
) …
…..
deet.
(1
8)
……
.. d
ee
t
wo
rks w
ell,
it
has s
om
e s
erio
us d
raw
ba
cks:
it c
an
da
ma
ge
clo
the
s a
nd
so
me
pe
op
le a
re a
llerg
ic t
o it.
Scie
ntists
kno
w t
hat
mosq
uito
es f
ind s
om
e p
eo
ple
more
att
ractive t
ha
n o
thers
, but
they d
o n
ot
kn
ow
(19)
……
.. th
is s
ho
uld
be
. T
hey a
lso k
no
w t
hat
pe
ople
vary
in (
20)
……
.. r
eactio
ns t
o m
osq
uito b
ite
s.
On
e p
ers
on
has a
pain
ful
sw
elli
ng
while
(2
1)
……
.. w
ho i
s b
itte
n b
y t
he s
am
e m
osquito (
22)
……
..
hard
ly n
otice.
S
cie
ntists
have
(23
) …
…..
dis
co
vere
d th
e re
aso
n fo
r th
is,
but
they
have carr
ied
(24)
……
.. e
xp
eri
ments
to s
ho
w t
hat
mosquitoes a
re a
ttra
cte
d t
o,
or
put
(25)
……
.. b
y,
cert
ain
sm
ells
.
In t
he
fu
ture
, scie
ntists
ho
pe
to
develo
p a
sm
ell
that
mo
squitoes c
an
not
resis
t.
This
co
uld
be
use
d in
a
trap
(26
) …
…..
th
at,
in
ste
ad
of
att
ackin
g
pe
ople
, m
osq
uito
es
wo
uld
fly
into
th
e
tra
p
an
d
be
destr
oyed.
For
the t
ime (
27)
……
.. h
ow
eve
r, w
e h
ave t
o c
ontinu
e s
pra
yin
g o
urs
elv
es w
ith u
np
leasa
nt
liqu
ids if
we w
ant
to a
void
gett
ing b
itte
n.
cae handbook for teachers | paper 3: use of english | sample paper – test 1 53
Part
4
Fo
r qu
estio
ns 3
8 –
42
, th
ink o
f o
ne w
ord
only
whic
h c
an b
e u
se
d a
ppro
priate
ly in a
ll th
ree s
ente
nce
s.
H
ere
is a
n e
xa
mple
(0
).
Ex
am
ple
: 0
Th
ey s
ay t
he n
ew
min
iste
r is
a lovely
pers
on a
nd v
ery
……
……
……
.. t
o t
alk
to.
M
y n
eig
hb
ou
rs h
ave n
ot
had a
very
……
……
……
.. life,
but
they a
lways s
ee
m c
hee
rful.
It
’s …
……
……
…..
en
ou
gh t
o s
ee w
hy t
he t
ow
n is p
op
ula
r w
ith t
ourists
.
Ex
am
ple
: 0
E
A S
Y
Write
on
ly t
he m
issin
g w
ord
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
nsw
er
sh
ee
t.
___________________________________________________________________________________
38
I can’t s
ee t
he …
……
……
…..
of
all
this
pap
erw
ork
, can y
ou?
I
was s
o f
rustr
ate
d t
hat
I w
as o
n t
he …
……
……
…..
of
giv
ing u
p,
but
my p
iano t
each
er
pers
ua
de
d m
e t
o k
eep o
n p
ractisin
g.
N
ow
, le
t’s m
ove o
n t
o t
he f
inal …
……
……
…..
for
dis
cussio
n a
t th
is m
eetin
g.
39
I th
ink it’s …
……
……
…..
to
sa
y t
ha
t n
ot
eve
ryo
ne
in
th
e b
oa
rdro
om
ag
ree
d w
ith
th
e d
ecis
ion
abo
ut
the s
ite o
f th
e n
ew
facto
ry.
R
ita c
om
pla
ine
d t
hat
it w
as n
ot
……
……
……
.. t
ha
t she h
ad a
sm
alle
r co
mpa
ny c
ar
than h
er
colle
ag
ues.
M
y h
usb
an
d lo
oks n
oth
ing
lik
e h
is b
roth
ers
and
sis
ters
be
ca
use h
e is s
o …
……
……
…..
.
Tu
rn o
ver
40
Th
e w
ork
ers
at
the c
ar
facto
ry a
re a
t p
rese
nt
……
……
……
.. in n
eg
otiatio
ns t
o im
pro
ve t
heir
positio
n.
A
s t
he b
usin
ess e
xp
an
de
d a
nd m
ore
sta
ff w
ere
re
quir
ed,
the c
om
pany …
……
……
…..
the
serv
ices o
f a r
ecru
itm
ent
age
ncy.
W
he
n m
y b
roth
er
an
d h
is n
ew
gir
lfrie
nd a
nn
ou
nce
d t
hat
they w
ere
……
……
……
.. it
took t
he
whole
fa
mily
by s
urp
rise
.
41
Th
e instr
uctio
ns w
ere
writt
en in s
uch a
co
mplic
ate
d w
ay t
hat
Jo
e h
ad t
o s
pe
nd a
lon
g t
ime
……
……
……
.. o
ut
ho
w t
o s
et
up t
he p
rin
ter.
F
irst
results in
dic
ate
d t
hat
the n
ew
dru
g w
as …
……
……
…..
an
d h
ad n
o s
ide e
ffects
.
John w
as a
nnoyed t
o f
ind t
he d
rinks m
achin
e w
as n
ot
……
……
……
.. y
et
ag
ain
.
42
Lis
a is in …
……
……
…..
… w
hile
I’m
aw
ay f
rom
th
e o
ffic
e,
OK
?
T
he
y’v
e in
tro
du
ce
d a
sm
all
……
……
……
.. f
or
pa
rkin
g o
uts
ide
th
e s
tatio
n.
T
he
pro
testo
rs m
ove
d b
ack q
uic
kly
in
re
actio
n t
o a
su
dd
en
……
……
……
.. b
y t
he
po
lice
.
PAPER 3: USE OF ENGLISHTest 1 Part 4 (questions 38–42)
54 cae handbook for teachers | paper 3: use of english | sample paper – test 1
47
It h
asn’t r
ain
ed q
uite a
s m
uch t
his
yea
r as in p
revio
us y
ears
.
SL
IGH
TL
Y
T
his
year,
it
has r
ain
ed …
……
……
…..
……
……
……
.. d
id in p
revio
us y
ears
. 48
Unle
ss t
he w
eath
er
impro
ves,
they w
ill h
ave t
o s
top t
he t
en
nis
ma
tch.
M
EA
N
If
th
e w
ea
the
r d
oe
sn
’t g
et
……
……
……
..…
……
……
…..
sto
pp
ing
th
e t
en
nis
ma
tch
. 49
I don’t m
ind w
heth
er
we s
tay in o
r go o
ut
this
eve
nin
g,
but
John w
ants
to g
o t
o t
he c
ine
ma.
D
IFF
ER
EN
CE
It d
oesn’t …
……
……
…..
……
……
……
.. w
heth
er
we s
tay in o
r g
o o
ut
this
even
ing,
but
Joh
n
wa
nts
to g
o t
o t
he
cin
em
a.
50
It’s
possib
le t
hat
the t
hie
ve
s e
nte
red t
he b
uild
ing b
y f
orc
ing a
win
do
w a
t th
e b
ack.
B
RO
KE
N
T
he t
hie
ves m
ay …
……
……
…..
……
……
……
.. t
he b
uild
ing t
hro
ugh a
win
do
w a
t th
e b
ack.
Part
5
Fo
r q
ue
stio
ns 4
3 –
50
, co
mple
te t
he
secon
d s
ente
nce s
o t
hat
it h
as a
sim
ilar
me
an
ing t
o t
he
fir
st
se
nte
nce
, u
sin
g t
he
wo
rd g
ive
n.
Do
no
t c
ha
ng
e t
he
wo
rd g
ive
n.
You
must
use b
etw
een t
hre
e a
nd
six
word
s,
inclu
din
g t
he w
ord
giv
en
. H
ere
is a
n e
xa
mple
(0
).
Ex
am
ple
: 0
Ja
me
s w
ould
only
sp
eak t
o t
he h
ead o
f de
part
me
nt
alo
ne.
O
N
Ja
mes …
……
……
…..
……
……
……
.. t
o t
he h
ea
d o
f dep
art
ment
alo
ne.
Th
e g
ap c
an b
e f
illed w
ith
the w
ord
s ‘in
sis
ted o
n s
peakin
g’, s
o y
ou w
rite
:
Ex
am
ple
: 0
INS
ISTE
D ON
SPE
AKIN
G
Write
on
ly t
he m
issin
g w
ord
s I
N C
AP
ITA
L L
ET
TE
RS
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
__________________________________________________________________________________
43
Th
ere
we
re a
lot
of
thin
gs t
hat
we
ha
d t
o t
hin
k a
bo
ut
befo
re w
e c
ould
acce
pt
their o
ffe
r.
O
BL
IGE
D
T
here
were
seve
ral th
ings t
hat
we …
……
……
…..
……
……
……
..
consid
era
tion b
efo
re w
e
could
acce
pt
their o
ffe
r.
44
Do
you t
hin
k y
ou c
ould
he
lp m
e t
o f
ill in
this
applic
ation f
orm
?
W
ON
DE
RIN
G
I
……
……
……
..…
……
……
…..
me a
han
d f
illin
g in
this
applic
atio
n f
orm
. 45
I know
th
at
it w
as w
rong o
f m
e t
o s
hout
in f
ront
of
the c
usto
mers
.
RA
ISE
D
I
know
th
at
I should
……
……
……
..…
……
……
…..
in f
ront
of
the c
usto
me
rs.
46
If y
ou n
ee
d a
ny h
elp
, you c
an a
lwa
ys c
all
me
.
HE
SIT
AT
E
If
you n
ee
d a
ny h
elp
, …
……
……
…..
……
……
……
.. m
e.
PAPER 3: USE OF ENGLISHTest 1 Part 5 (questions 43–50)
55cae handbook for teachers | paper 3: use of english | answer keys for test 1
PAPER 3: USE OF ENGLISHAnswer keys
Test 1PART ONE
1 C
2 B
3 B
4 D
5 A
6 D
7 A
8 A
9 C
10 B
11 A
12 D
PART TWO
13 followed
14 little
15 the
16 for
17 to
18 Though/Although/While/Whilst
19 why
20 their
21 another
22 may/might/will
23 not/never
24 out
25 off
26 so
27 being
PART THREE
28 increasingly
29 sufficient
30 undoubtedly/doubtlessly
31 maintenance
32 stability
33 intentions
34 readily
35 diversity
36 removal
37 unattractive
PART FOUR
38 point
39 fair
40 engaged
41 working
42 charge
PART FIVE
43 were obliged to ][ take into
44 was wondering if/whether][ you could/would/mightlend/give
45 not have raised ][ my voice
46 don’t/do not hesitate ][ tocall
47 slightly less ][ than it
48 (any) better ][ it will mean
49 make any/much difference][ to me
50 have broken ][ into
][ shows where the answer issplit into two parts for markingpurposes.
56 cae handbook for teachers | paper 3: use of english | sample paper – test 2
Par
t 1
For
que
stio
ns 1
– 1
2, r
ead
the
text
bel
ow a
nd d
ecid
e w
hich
ans
wer
(A
,B,C
or
D)
best
fits
eac
h ga
p.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
Mar
k yo
ur a
nsw
ers
on
th
e se
par
ate
answ
er s
hee
t.
Exa
mp
le:
0 A
cl
imat
eB
wea
ther
Cse
ason
Dco
nditi
on
0A
BC
D
Mu
sic
in t
he
gre
at o
utd
oo
rs
Out
door
ent
erta
inm
ent
has
a lo
ng h
isto
ry in
cou
ntrie
s w
ith a
war
m (
0)…
…..
. In
anc
ient
Gre
ece,
for
exam
ple,
pla
ys w
ere
(1)
…...
.. in
lar
ge o
pen
aren
as.
Tod
ay,
audi
ence
s en
joy
conc
erts
of
clas
sica
l, op
era,
pop
and
roc
k m
usic
in
outd
oor
(2)
……
.. .
The
se a
re u
sual
ly l
ess
form
al a
nd
rest
rictiv
e fo
r th
e lis
tene
rs t
han
a st
uffy
con
cert
hal
l, an
d a
war
m,
star
ry n
ight
(3)
…...
.. a
uniq
ue
atm
osph
ere.
Mus
ic h
eard
ins
ide
a bu
ildin
g is
(4)
......
.. to
diff
eren
t ac
oust
ics.
S
ound
vib
ratio
ns a
re(5
) ...
.....
from
a m
usic
al in
stru
men
t or
voic
e to
the
eard
rum
and
the
build
ing’
s st
ruct
ure
can
(6)
…...
.. th
ese
vibr
atio
ns,
whi
ch w
e th
en e
xper
ienc
e as
an
echo
. O
bstr
uctio
ns s
uch
as p
illar
s ca
n(7
) ...
.....
vibr
atio
ns,
and
hard
sur
face
s re
sona
te o
r vi
brat
e,(8
) …
.....
the
soun
d, w
hile
car
pets
and
cur
tain
s
may
(9)
......
.. an
d de
aden
voi
ces
and
mus
ic.
The
mus
ic a
t op
en-a
ir co
ncer
ts,
on t
he o
ther
han
d, m
ust
ofte
n co
mpe
te w
ith t
he n
oise
of
traf
fic,
bird
son
g or
win
d an
d th
unde
r.
A(1
0) …
.....
win
d ca
n ca
rry
the
soun
d aw
ay a
nd a
sud
den
sum
mer
sto
rm c
an d
row
n ou
t th
e m
usic
alto
geth
er.
In
addi
tion,
if
ther
e is
any
ris
k of
rai
n, a
ll
inst
rum
ents
and
sou
nd e
quip
men
t m
ust
be h
ouse
d un
der
(11)
.....
... t
o av
oid
the
dang
er o
f
elec
troc
utio
n.
O
nce
thes
e pr
oble
ms
are
(12)
……
.. ,
outd
oor
conc
erts
al
low
pe
ople
th
e
oppo
rtun
ity to
enj
oy a
wid
e ra
nge
of li
ve m
usic
in th
e fr
esh
air.
1 A
pe
rfor
med
Bsh
own
Cex
ecut
edD
held
2 A
lo
calit
ies
Bci
rcum
stan
ces
Csu
rrou
ndin
gs
Dba
ckgr
ound
s
3 A
bu
ilds
Bfo
rms
Cco
mpo
ses
Dcr
eate
s
4 A
lia
ble
Bsu
bjec
tC
rela
ted
Dad
apte
d
5 A
tr
ansm
itted
Bpl
ayed
Cdi
rect
edD
broa
dcas
t
6 A
re
flect
Bex
hibi
tC
prod
uce
Dre
gist
er
7 A
ha
rmB
halt
Cim
pede
Dpr
even
t
8 A
tw
istin
gB
bend
ing
Cdi
stor
ting
Dad
just
ing
9 A
ab
sorb
Bat
trac
tC
with
draw
Dde
tain
10
A
firm
Bst
rong
Cfo
rcef
ulD
roug
h
11
A
encl
osur
eB
shad
eC
wra
pper
Dco
ver
12
A
defe
ated
Bov
erco
me
Ccl
eare
dD
hand
led
Tu
rn o
ver
PAPER 3: USE OF ENGLISHTest 2 Part 1 (questions 1–12)
57cae handbook for teachers | paper 3: use of english | sample paper – test 2
Tu
rn o
ver
Part
3
Fo
r q
ue
stio
ns 2
8 –
37,
read t
he t
ext
belo
w.
Use t
he w
ord
giv
en i
n c
ap
ita
ls a
t th
e e
nd o
f so
me
of
the
lin
es t
o f
orm
a w
ord
that
fits
in t
he g
ap i
n t
he s
am
e l
ine.
Th
ere
is a
n e
xa
mple
at
the b
egin
nin
g (
0).
Write
yo
ur
answ
ers
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
ns
wer
sh
eet.
E
xam
ple
: 0
A
P P
L I
C A
T I
O N
S
Aeri
al
ph
oto
gra
ph
y
Ph
oto
gra
phy
has
many
form
s
and
(0)
……
..
.
Of
all
of
them
, th
e
pra
ctice o
f ta
kin
g p
ictu
res o
f eart
h f
rom
th
e a
ir h
as h
ad t
he m
ost
va
lue f
or
geo
gra
phers
(28
) …
....
. .
Ph
oto
gra
phy
was
still
in
its
(29
) …
....
. w
he
n,
in
18
58,
Fre
nch
art
ist
Felix
To
urn
acho
n to
ok th
e firs
t a
eri
al
ph
oto
gra
ph
fr
om
a
h
ot-
air
ballo
on.
F
rom
the
se
cru
de
(3
0)
…..
...
, aeri
al
ph
oto
gra
phs
have
bee
n
take
n
fro
m
(31)
…..
...
hig
her
vanta
ge p
oin
ts a
nd n
ow
ca
mera
s o
n s
ate
llite
s c
an c
aptu
re
imag
es o
f e
art
h f
rom
space.
This
wou
ld h
ave b
ee
n (
32)
…..
...
in 1
858.
To
day,
su
ch
im
ages p
rovid
e a
we
alth o
f d
eta
iled
info
rmation a
nd (
33
) …
....
. th
ey h
ave
mad
e
an
en
orm
ous
co
ntr
ibutio
n
to
ou
r un
ders
tan
din
g
of
the
Eart
h’s
atm
osp
he
re a
nd w
eath
er
patt
ern
s.
They a
re a
lso invalu
able
to (
34)
…..
...
and
those m
onito
rin
g u
rba
n (
35)
…..
...
.
Altho
ug
h a
eri
al
ph
oto
gra
phs a
nd m
aps b
oth
pre
sent
a b
ird’s
eye v
iew
of
the
Eart
h’s
surf
ace,
they a
re v
alu
ab
le i
n d
iffe
rent
wa
ys.
In t
erm
s o
f (3
6)
…..
...
,
maps w
ill a
lways p
rovid
e a
mo
re r
elia
ble
re
pre
se
nta
tio
n o
f th
e s
urf
ace
of
the
Eart
h.
Ho
wever,
aeri
al
photo
gra
phy h
as b
eco
me t
he m
ore
(3
7)
…..
...
as a
mea
ns o
f docu
me
ntin
g t
he w
orld
’s c
ha
ngin
g lan
dscape a
nd e
cosyste
ms.
A
PP
LY
WO
RL
D
INF
AN
T
BE
GIN
INC
RE
AS
E
IMA
GIN
E
CO
NS
EQ
UE
NC
E
AR
CH
AE
OL
OG
Y
EX
PA
ND
AC
CU
RA
TE
INF
LU
EN
CE
PAPER 3: USE OF ENGLISHTest 2 Part 2 (questions 13–27) and Test 2 Part 3 (questions 28–37)
Part
2
Fo
r qu
estions 1
3 –
27
, re
ad
th
e t
ext
be
low
an
d t
hin
k o
f th
e w
ord
wh
ich
be
st
fits
each g
ap.
Use
on
ly
on
e w
ord
in e
ach g
ap.
The
re is a
n e
xa
mple
at
the b
egin
nin
g (
0).
Write
yo
ur
answ
ers
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
ns
wer
sh
eet.
E
xam
ple
: 0
O
U R
Th
e b
es
t b
oo
ks
Are
th
ere
o
ne th
ousan
d
bo
oks th
at
all
of
us shou
ld re
ad
so
metim
e in
(0
) …
…..
liv
es?
Th
roug
ho
ut
this
year,
w
e
will
b
e
reco
mm
en
din
g
a
co
llection
of
bo
oks
that,
w
he
n
take
n
(13)
……
.. a
wh
ole
, w
ill f
orm
a l
ibra
ry o
f 1,0
00
title
s t
hat
will
inspir
e a
nd s
atisfy
(1
4)
……
..
kin
d
of
read
er
yo
u
co
uld
p
ossib
ly
imag
ine.
B
ook
lists
ap
pe
ar
fro
m
tim
e
to
tim
e,
oft
en
aro
usin
g c
ontr
overs
y (
15)
……
.. b
ein
g t
oo
elit
ist
or
too
po
pu
list.
B
ut
ou
r lis
t is
th
e r
esu
lt o
f
consultatio
ns w
ith
bo
okb
uye
rs a
nd b
ookselle
rs,
pe
ople
(1
6)
……
.. k
no
w a
nd love b
ooks.
Cu
rre
ntly,
the
re a
re w
ell
(17)
……
.. a
mill
ion b
ooks in p
rint.
A
dd (
18
) …
…..
these y
et
anoth
er
100,0
00
books
publis
he
d
each
year
an
d
the
choic
e
for
read
ers
beco
mes
be
wild
erin
g,
(19)
……
.. c
ert
ain
bo
oks,
both
cla
ssic
s a
nd c
onte
mp
ora
ry w
ork
s,
sta
nd o
ut.
W
hile
our
list
doesn’t
ide
ntify
cla
ssic
s
(20
) …
…..
th
e
traditio
nal
se
nse,
many
of
the
work
s
inclu
de
d
(21)
……
.. consid
ere
d to
be cla
ssic
b
ooks.
T
he lis
t aim
s to
m
ake th
e re
ad
er
aw
are
o
f
(22)
……
.. is a
vaila
ble
that
is s
tim
ula
ting,
rew
ard
ing a
nd i
nspir
ing.
(23
) …
…..
els
e d
oes o
ne
learn
abo
ut
a g
ood r
ea
d o
ther
(24)
……
.. b
y e
nth
usia
stic r
eco
mm
end
ation
?
Th
is m
onth
we a
re h
igh
lightin
g f
ifty
books f
rom
the a
rea o
f busin
ess a
nd r
efe
rence.
Th
ese
fift
y t
itle
s r
epre
se
nt
the p
erf
ect
busin
ess a
nd r
efe
rence l
ibra
ry f
or
you
r ne
eds,
(25)
……
..
pers
on
al
or
pro
fessio
nal.
Our
se
lectio
n w
ill h
elp
you t
o e
xp
an
d a
nd e
nh
ance (
26
) …
…..
und
ers
tandin
g o
f to
day’s
fast-
cha
ngin
g w
orld o
f b
usin
ess.
Look o
ut
for
next
mo
nth
’s f
ifty
choic
es,
(27
) …
…..
will
take y
ou a
ste
p n
eare
r co
mple
tion o
f
you
r 1
,00
0-b
oo
k lib
rary
.
58 cae handbook for teachers | paper 3: use of english | sample paper – test 2
Part
4
Fo
r qu
estio
ns 3
8 –
42,
thin
k o
f o
ne w
ord
only
whic
h c
an b
e u
se
d a
ppro
priate
ly in a
ll th
ree s
ente
nce
s.
H
ere
is a
n e
xa
mple
(0
).
Ex
am
ple
: 0
Th
ey s
ay t
he n
ew
min
iste
r is
a lovely
pers
on a
nd v
ery
……
……
……
.. t
o t
alk
to.
M
y n
eig
hb
ou
rs h
ave
no
t h
ad
a v
ery
……
……
……
.. life
, b
ut
the
y a
lwa
ys s
ee
m c
he
erf
ul.
It
’s …
……
……
…..
en
ou
gh t
o s
ee w
hy t
he t
ow
n is p
op
ula
r w
ith t
ourists
.
Ex
am
ple
: 0
E
A S
Y
Write
on
ly t
he m
issin
g w
ord
IN
CA
PIT
AL
LE
TT
ER
S o
n t
he s
ep
ara
te a
nsw
er
sh
ee
t.
___________________________________________________________________________________
38
Th
e t
wo n
atio
ns h
ave a
sha
red c
ulture
and a
……
……
……
.. la
ng
ua
ge.
Y
ou a
re l
ucky t
o s
ee
this
bir
d t
od
ay b
ecause
th
ey a
re n
ot
……
……
……
.. a
t th
is t
ime o
f
ye
ar.
It
’s …
……
……
…..
sense f
or
dri
vers
to s
low
do
wn w
he
n it’s r
ain
ing.
39
My
cousin
is
n’t
doin
g
all
that
we
ll acad
em
ica
lly
but
he
’s
a
ge
niu
s
on
th
e
footb
all
……
……
……
.. .
T
his
co
mp
any
has
gain
ed
a
rep
uta
tion
for
be
ing
on
e
of
the
mo
st
innovative
in
its
……
……
……
.. .
T
his
year,
I’m
gro
win
g s
unflo
wers
in t
his
……
……
……
.. a
nd n
ext
yea
r it w
ill b
e m
aiz
e.
40
At
the s
tart
of
his
ca
reer,
Ja
mes w
as …
……
……
…..
betw
een t
akin
g a
jo
b in t
ele
vis
ion a
nd
beco
min
g a
n a
ccou
nta
nt.
T
he m
ain
susp
ect
in t
he c
ase t
old
th
e p
olic
e t
hat
his
jacket
ha
d b
een …
……
……
…..
wh
en
he f
ell
off
his
bic
ycle
.
In
so
me u
rban a
reas,
tow
er
blo
cks a
re b
ein
g …
……
……
…..
do
wn t
o b
e r
ep
lace
d b
y r
ow
s
of
houses.
Tu
rn o
ver
41
Th
e u
se
of
win
d p
ow
er
is s
till
co
ntr
ove
rsia
l b
ut,
in
its
……
……
……
.. ,
we c
an s
ay t
hat
it’s
a
ren
ew
able
sourc
e o
f en
erg
y.
It
so
on
beca
me
cle
ar
that
what
my
neig
hbou
r re
ally
w
ante
d
wa
s
to
ask
me
a…
……
……
…..
.
B
eca
use
of
their
eff
ect
on t
he e
nvir
on
me
nt,
larg
e c
ars
have
falle
n o
ut
of
……
……
……
.. in
so
me
pa
rts o
f th
e w
orld
.
42
Th
e t
ea
ch
er
……
……
……
.. u
p t
he
bo
oks t
ha
t w
ere
on
th
e d
esk a
nd
pu
t th
em
aw
ay i
n t
he
cupb
oa
rd.
T
he t
rain
slo
wly
……
……
……
.. s
pe
ed a
s it
pulle
d o
ut
of
the s
tatio
n.
Lea
de
rs o
f th
e m
ain
tra
de u
nio
ns h
ave …
……
……
…..
in D
ub
lin f
or
an e
merg
ency m
eetin
g
today.
PAPER 3: USE OF ENGLISHTest 2 Part 4 (questions 38–42)
cae handbook for teachers | paper 3: use of english | sample paper – test 2 59
Part
5
Fo
r q
ue
stio
ns 4
3 –
50,
co
mple
te t
he
secon
d s
ente
nce s
o t
hat
it h
as a
sim
ilar
me
an
ing t
o t
he
fir
st
se
nte
nce
, u
sin
g t
he
wo
rd g
ive
n.
Do
no
t c
ha
ng
e t
he
wo
rd g
ive
n.
You
must
use b
etw
een t
hre
e a
nd
six
word
s,
inclu
din
g t
he w
ord
giv
en
. H
ere
is a
n e
xa
mple
(0
).
Ex
am
ple
: 0
Ja
me
s w
ould
only
sp
eak t
o t
he h
ead o
f de
part
me
nt
alo
ne.
O
N
Ja
mes …
……
……
…..
……
……
……
..…
……
……
…..
to t
he h
ead o
f dep
art
ment
alo
ne.
Th
e g
ap c
an b
e f
illed w
ith t
he w
ord
s ‘in
sis
ted o
n s
peakin
g’, s
o y
ou w
rite
:
Ex
am
ple
: 0
INS
ISTE
D ON
SPE
AKIN
G
Write
on
ly t
he m
issin
g w
ord
s I
N C
AP
ITA
L L
ET
TE
RS
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
__________________________________________________________________________________
43
Th
is is t
he
nu
mb
er
to c
all
to b
oo
k t
he
atr
e t
icke
ts f
or
ton
igh
t.
R
ES
ER
VE
D
T
heatr
e t
ickets
for
tonig
ht
……
……
……
..…
……
……
…..
……
……
……
.. t
his
nu
mbe
r.
44
Once N
oriko
ha
d p
erf
orm
ed h
er
solo
, th
ere
was n
o r
eason
for
us t
o s
tay f
or
the
rest
of
the
co
nce
rt.
P
OIN
T
T
here
was …
……
……
…..
……
……
……
..…
……
……
…..
for
the r
est
of
the c
once
rt o
nce N
oriko
had p
erf
orm
ed h
er
solo
. 45
I’m
not
sure
ho
w M
ark
gro
ws s
uch im
pre
ssiv
e t
om
ato
es.
M
ET
HO
D
I
don’t k
no
w …
……
……
…..
……
……
……
..…
……
……
…..
gro
w s
uch im
pre
ssiv
e t
om
ato
es.
46
Harr
y w
ish
ed h
e h
ad a
sked a
mech
an
ic t
o c
heck t
he c
ar
befo
re h
e b
oug
ht
it.
W
ITH
OU
T
H
arr
y r
egre
tted …
……
……
…..
……
……
……
..…
……
……
…..
it
checke
d b
y a
mech
anic
.
47
No-o
ne c
an b
elie
ve h
ow
successfu
l th
e c
om
pose
r’s f
irst
music
al has b
ee
n.
T
AK
EN
Th
e
success
of
the
co
mpose
r’s
firs
t m
usic
al
……
……
……
..…
……
……
…..
……
……
……
..
su
rpri
se
. 48
To
m is s
o t
all
he
can
on
ly ju
st
ge
t th
rou
gh
th
at
do
or
with
ou
t sto
op
ing.
A
NY
If T
om
w
as …
……
……
…..
……
……
……
..…
……
……
…..
be
ab
le to
g
et
thro
ug
h th
at
do
or
with
out
sto
opin
g
49
De
spite a
rriv
ing a
t w
ork
late
on s
evera
l occa
sio
ns,
my b
roth
er
wa
s s
till
pro
mote
d.
T
UR
NE
D
E
ven
……
……
……
..…
……
……
…..
……
……
……
.. la
te fo
r w
ork
o
n seve
ral
occasio
ns,
my
bro
ther
was s
till
pro
mote
d.
50
We o
ught
to d
iscuss t
he d
ate
for
the a
nnu
al art
exhib
itio
n.
H
AV
E
W
e o
ug
ht
to …
……
……
…..
……
……
……
..…
……
……
…..
we a
re g
oin
g t
o h
old
th
e a
nn
ual
art
exhib
itio
n.
PAPER 3: USE OF ENGLISHTest 2 Part 5 (questions 43–50)
60 cae handbook for teachers | paper 3: use of english60 cae handbook for teachers | paper 3: use of english | answer keys for test 2
PAPER 3: USE OF ENGLISHAnswer keys
Test 2PART ONE
1 A
2 C
3 D
4 B
5 A
6 A
7 C
8 C
9 A
10 B
11 D
12 B
PART TWO
13 as
14 every/any
15 for/by/from/through
16 who/that
17 over
18 to
19 yet/but/although/though
20 in
21 are
22 what
23 How/how
24 than
25 whether/either
26 your/an
27 which
PART THREE
28 worldwide/world-wide
29 infancy
30 beginnings
31 increasingly
32 unimaginable
33 consequently
34 archaeologists/archeologists
35 expansion
36 accuracy
37 influential
PART FOUR
38 common
39 field
40 torn
41 favour/favor
42 gathered
PART FIVE
43 can be reserved ][ by calling/if you call
44 little/not any/no point (in) ][(our/us) staying
45 what/which method ][ Markadopts to/follows to/employsto/uses to
46 buying/having boughtthe/a/his car ][ withoutgetting/having
47 has taken everyone/everybody/us (all)/people ][by
48 any taller ][ he wouldnot/wouldn’t
49 though he + (had) ][ turnedup
50 have a discussion ][ aboutwhen
][ shows where the answer issplit into two parts for markingpurposes.
61cae handbook for teachers | paper 3: use of english | candidate answer sheet
PAPER 3: USE OF ENGLISHCandidate answer sheet
62 cae handbook for teachers | paper 4: l istening62
4PAPER LISTENINGGENERAL DESCRIPTION
Paper format The paper contains four parts. Each partcontains a recorded text or texts andcorresponding comprehension tasks. Eachpart is heard twice.
Timing Approximately 40 minutes.
No. of parts 4.
No. of questions 30.
Task types Multiple choice, sentence completion,multiple matching.
Text types Monologues: announcements, radiobroadcasts, speeches, talks, lectures,anecdotes, etc. Interacting speakers: radio broadcasts,interviews, discussions, etc.
Answer format Candidates are advised to write theiranswers in the spaces provided on thequestion paper while listening. There willbe 5 minutes at the end of the test to copythe answers onto a separate answersheet.Candidates indicate their answers byshading the correct lozenges or writingthe required word or words in capitalletters in a box on the answer sheet.
Recording The instructions for each task are giveninformation in the question paper, and are also heard
on the recording. These instructionsinclude the announcement of pauses ofspecified lengths, during whichcandidates can familiarise themselveswith the task and, for some items, predictsome of the things they are likely to hear.A variety of voices, styles of delivery andaccents will be heard in each Listeningpaper to reflect the various contextspresented in the recordings, asappropriate to the international contextsof the test takers.
Marks Each correct answer receives 1 mark.
STRUCTURE AND TASKS
PART 1 Task type Multiple choice. and focus Feeling, attitude, opinion, purpose,
function, agreement, course of action,gist, detail, etc.
Format Three short extracts from exchangesbetween interacting speakers with twomultiple-choice questions on eachextract.
No. of Qs 6.
PART 2 Task type Sentence completion.and focus Specific information, stated opinion.
Format A monologue (which may beintroduced by a presenter) lastingapproximately 3 minutes. Candidatesare required to complete the sentenceswith information heard on therecording.
No. of Qs 8.
PART 3Task type Multiple choice. and focus Attitude and opinion.
Format A conversation between two or morespeakers of approximately 4 minutes.There are six multiple-choicequestions, each with four options.
No. of Qs 6.
PART 4 Task type Multiple matching.and focus Gist, attitude, main points, interpreting
context.
Format Five short themed monologues, ofapproximately 30 seconds each. Eachmultiple-matching task requiresselection of the correct options from alist of eight.
No. of Qs 10.
63cae handbook for teachers | paper 4: l istening
! PART 1 – MULTIPLE CHOICE
This part tests the candidate’s ability to listen to short dialogues andshow understanding of gist, detail, function, agreement, course ofaction, as well as the speakers’ purpose, feelings, attitudes andopinions.
! Sample tasks pages 66, 74, tapescripts pages 69–70 and
77–78, and answer keys pages 73 and 81.
! Each correct answer in Part 1 receives 1 mark.
Part 1 consists of three unrelated short texts. These texts are
approximately 1 minute in length and involve more than one
speaker. Texts are taken from a wide range of real-life contexts
and, therefore, contain a correspondingly wide range of topics,
voices and styles of delivery. There are two 3-option multiple-
choice questions on each text.
! PART 2 – SENTENCE COMPLETION
This part tests the candidate’s ability to follow the main points of atext and retrieve specific information and stated opinion.
! Sample tasks pages 67, 75, tapescripts pages 70 and 78, and
answer keys pages 73 and 81.
! Each correct answer in Part 2 receives 1 mark.
Part 2 features an informational monologue of approximately
3 minutes in length. Texts typically take the form of talks,
lectures or broadcasts, aimed at a non-specialist audience, and
are delivered in a neutral or semi-formal style.
A series of eight independent sentences reports the main
ideas from the text and candidates show their understanding
of what they have heard by completing gaps in these
sentences. There is one gap per sentence, which is completed
by a single word or short phrase from the listening text. The
task focuses on the retrieval of specific information and stated
opinions from the text and questions follow the order of
information presented in the text.
Correct spelling is expected at this level, although some minor
variations are allowed, for example in proper names. Both US
and British English spellings are accepted.
! PART 3 – MULTIPLE CHOICE
This part tests the candidate’s ability to listen to longer interviewsand discussions and show understanding of the speakers’ attitudesand opinions.
! Sample tasks pages 67, 75, tapescripts pages 70–71 and
78–79, and answer keys pages 73 and 81.
! Each correct answer in Part 3 receives 1 mark.
Part 3 features interviews and discussions, involving two or
more speakers. The text is approximately 3–4 minutes in
length and typically takes the form of a broadcast interview or
discussion aimed at a non-specialist audience.
A series of six 4-option multiple-choice questions focuses on
the attitude and opinions of speakers, both explicitly stated
and implied. The questions may also focus on either detailed
or gist understanding. Questions follow the order of
information presented in the text.
! PART 4 – MULTIPLE MATCHING
This part tests the candidate’s ability to identify the gist of a numberof short texts on a theme by identifying main points and interpretingcontext.
! Sample tasks, pages 68, 76, tapescripts pages 71–72 and
79–80, and answer keys pages 73 and 81.
! Each correct answer in Part 4 receives 1 mark.
Part 4 consists of a series of five short monologues on a theme.
The text is 3–4 minutes in length with each monologue lasting
approximately 30 seconds. The monologues represent
spontaneous speech, delivered in an informal spoken style by
speakers with a range of backgrounds and voices. There are
two parallel multiple-matching tasks, each with a different
focus. In each case, the correct option has to be chosen from a
list of eight.
The series of monologues is heard twice, but candidates may
approach the tasks in either order. Each task focuses on a
different aspect of gist understanding, for example:
interpreting context, identifying the speaker, identifying main
points, attitudes and opinions.
PreparationGeneral! The instructions for each task are given on the question
paper and are also heard on the recording. This includes
information about the speakers, the topic and the context of
the text. Before each text is heard, candidates will have time to
read through and think about the questions. The length of this
preparation time is indicated on the tape. Candidates should
The four parts of the Listening paper
64 cae handbook for teachers | paper 4: l istening
use this time to familiarise themselves with the task and
begin to make predictions about what they are likely to hear.
! A variety of voices, styles of delivery and accents will be
heard in each Listening paper to reflect the various contexts
presented in the recordings.
! Classroom discussion activities in the target language
provide an invaluable source of listening practice. Students’
ability to understand what they hear can improve dramatically
if they are regularly exposed to audio materials: the more
English they hear, delivered at natural speed in a variety of
voices and contexts, the more confident they will become in
extracting key information and gist meaning, even when they
are not able to decode every single word or phrase. These skills
are essential to learners at CAE level.
! A daily learning programme which includes a ‘hearing
English’ component from audio recordings will help prepare
your students for the Listening test. Your students should be
exposed to varieties of English, to speakers of different ages
and backgrounds and to the language of different contexts,
e.g. formal announcements, lectures, less formal talks,
informal discussions, interviews, etc.
! Your students should be encouraged to deal with texts in
different ways depending on the nature of the listening task.
For example, they might listen to a text once for gist,
producing a summary of the main ideas or attitudes
expressed. They could then be asked to listen to the same text
again, this time retrieving specific information.
! Make your students aware of how much they themselves
bring to a listening task. Encourage them to make predictions
about listening texts from their own experience and world
knowledge. The instruction provides information about the
speaker, topic and context. Encourage your students to use
this information to help them tune in to the text quickly when
they hear it. Remind your students that they should use the
pause before each recording to read through the task carefully,
so they are prepared for what they hear. Encourage them to
use the task on the question paper to guide them through the
listening text and keep their place as they answer the
questions.
! Remind your students that in long texts, the questions
come in the same order as the information in the recording,
and therefore reflect the structure of the text. Help them to
identify discourse markers, interviewers’ questions and other
textual features that structure a text and are often reflected in
the layout and wording of the task on the page.
! Remind your students that in sentence-completion tasks
they should write their answers clearly in CAPITAL LETTERS.
! Encourage your students to answer all the questions, even
if they are not sure, as there are no marks deducted for wrong
answers and it may be that they have understood more than
they think.
By part
! PART 1
! Remind your students that they need to listen to the whole
extract carefully once through before choosing their answers;
that they should not assume too soon that they have heard
the correct answer. Remind them that because the two
questions each have a different focus, information relevant to
the answers could come from different parts of the recording,
so they may not be able to answer the questions ‘in sequence’
as they would in a longer text.
! Similarly, your students should be wary of choosing an
answer simply because it contains words and phrases heard
on the recording. Rather, they should read through the
questions before they listen and think about what they are
being asked to listen for. This could be the speaker’s purpose,
attitudes and opinions, the gist of an argument, or perhaps
whether or not the speakers agree about a certain point under
discussion.
! Very few questions will test the literal meaning of the text
alone; most will require candidates to think about what is said
and relate it to the ideas presented in the options. Therefore,
encourage your students to mark one answer to each question
at the end of the first listening, even if they’re not sure it is
correct. The second listening can then be used to confirm this
answer or not.
! PART 2
! Remind your students that the task instruction and the set
of sentences or notes on the page provide a lot of information
about what they are going to hear. Encourage them to use the
preparation time wisely. One way of doing this is to give them
pre-listening tasks in the classroom that will help them to
think about likely vocabulary and other language features
associated with the topic and context. For example, they can
look at the information in the instruction and try to visualise
the speaker and the situation; to imagine the kind of
information that might be given, and the type of language that
might be used.
! Encourage your students to read through the set of
sentences and think about the type of information that is
missing. Remind them that most questions will focus on
concrete pieces of information (e.g. nouns, proper names, etc.)
and will generally be single words or very short noun groups
(e.g. adjective plus noun), and that usually no more than three
words are required.
! Tell your students not to try and write long answers and not
to repeat information which is already on the page. Some
students try to paraphrase the information they hear rather
than using the actual words on the recording. This is not a
good idea. The ability to produce paraphrase is not a skill that
is tested in this task; the keys focus on the actual words heard
on the recording.
65cae handbook for teachers | paper 4: l istening
! In sentence completion tasks, the word(s) students write
must complete the sentence logically and grammatically. By
using the actual words on the recording, students can
complete the sentences without worrying too much about the
grammar. They should, however, check that they have heard
the correct form of the word. For example, if students do not
hear clearly whether a word is singular or plural, they should
check the rest of the sentence to see which is required.
! PART 3
! This is the longest part of the Listening test, and your
students should be given plenty of exposure to longer
interviews and discussions. Students need to follow the line of
development in these texts and recognise when the
conversation has moved on from one particular aspect of the
issue being 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 speaker’s
general attitude towards those issues.
! In multiple-choice tasks, encourage your students to
concentrate on the question stems, rather than the options in
their preparation, so that they can listen for the answer in the
text and then match this to the closest option.
! The multiple-choice questions will use language that
paraphrases and reports ideas from the text. As the texts often
focus on the attitudes and opinions of speakers, which are
discussed at length, your students need to have a good
command of the meaning and use of the type of language
used to report these ideas succinctly in the questions. They
will, for example, need to understand such words as reporting
verbs (e.g. regrets, admits, resents, etc.), adjectives and adverbs
describing attitudes and feelings (e.g. disappointed, frustrated,
unexpected, etc.), words used to report opinions (e.g. insists,
suggests, denies, etc.), and degrees of certainty (e.g. doubtful,
convinced, etc.).
! PART 4
! Remind your students that they will hear five different
speakers, but that the texts will have a thematic link. In this
part of the test, the whole series of texts is heard once and
then the whole series is repeated.
! Encourage your students to think about the theme of the
texts and to think about the kinds of attitudes and ideas that
they expect to hear in connection with the topic in question.
! Remind your students that they will be listening for gist
meaning rather than detail in these texts, so although they
may not understand every word, they should be able to pick
out the speaker’s main point, feeling, attitude or opinion, or to
identify the speaker from what they say.
! In order to help your students to develop this skill of gist
listening, it may not always be helpful to go through the text
with them afterwards, as close analysis of the language of the
texts will not help them to develop the most appropriate
listening strategies. As in Part 3, a sound knowledge of the
type of words used to report attitudes and feelings in the
questions will help your students in this part.
! Remind your students that they must answer both tasks
and that they will only hear the series of monologues twice.
They can choose how they approach the tasks, however,
perhaps attempting one task on each listening, or perhaps
approaching both tasks simultaneously, answering the most
accessible questions on the first listening and the more
challenging questions when the recording is repeated.
! Research has shown that different candidates approach
this task in different ways, with equal success, so avoid
imposing one particular strategy on them. Classroom activities
could focus, for example, on helping your students to identify
the best method of approaching this task for themselves.
66 cae handbook for teachers | paper 4: l istening | sample paper – test 1
Part
1
You
will
hear
thre
e di
ffere
nt e
xtra
cts.
For
que
stio
ns 1
6
, cho
ose
the
answ
er (A
, B o
r C) w
hich
fits
be
st a
ccor
ding
to w
hat y
ou h
ear.
Ther
e ar
e tw
o qu
estio
ns fo
r eac
h ex
tract
. Ex
tract
One
You
hear
two
peop
le o
n a
mus
ic p
rogr
amm
e ta
lkin
g ab
out t
he s
inge
r Nan
cy G
raha
m.
1 W
hat i
s th
e m
an’s
opi
nion
of N
ancy
’s s
econ
d al
bum
?
A H
e th
inks
it is
ver
y ex
perim
enta
l.
B H
e ap
prec
iate
s th
e co
ntin
uity
of s
tyle
.
C H
e w
onde
rs if
she
is la
ckin
g in
spira
tion.
2
Wha
t do
the
two
spea
kers
agr
ee a
bout
?
A th
e fre
shne
ss o
f the
mus
ic
B
the
lack
of r
eal e
mot
ion
in th
e m
usic
C th
e ca
lmin
g ef
fect
of t
he m
usic
on
the
liste
ner
Extra
ct T
wo
Yo
u he
ar p
art
of a
n in
terv
iew
with
a w
oman
who
tra
ined
the
win
ning
hor
se i
n a
top
show
jum
ping
com
petit
ion.
3
Why
doe
s sh
e co
mpa
re h
erse
lf to
an
Oly
mpi
c at
hlet
e?
A
to d
emon
stra
te h
ow to
ugh
she
had
to b
e
B to
exp
lain
how
she
reac
ted
to h
er v
icto
ry
C
to e
mph
asis
e ho
w fo
rtuna
te s
he w
as to
win
4
How
did
she
feel
bef
ore
her h
orse
won
the
com
petit
ion?
A un
certa
in o
f the
ride
r’s a
bilit
y
B fru
stra
ted
with
the
wor
seni
ng w
eath
er
C
doub
tful w
heth
er h
er h
orse
was
fit e
noug
h
Extra
ct T
hree
You
hear
par
t of a
n in
terv
iew
with
a fo
od w
riter
cal
led
Ric
hard
Cap
stic
k.
5 R
icha
rd d
ecid
ed n
ot to
bec
ome
a ch
ef b
ecau
se h
e la
cked
A ad
equa
te o
rgan
isat
iona
l ski
lls.
B
a ta
lent
for i
nven
tive
cook
ing.
C th
e ab
ility
to m
ake
quic
k de
cisi
ons.
6
Wha
t did
Ric
hard
thin
k ab
out f
ood
writ
ing
befo
re h
e go
t inv
olve
d in
it?
A
He
cons
ider
ed h
imse
lf w
ell s
uite
d to
it.
B
He
rega
rded
it a
s a
hobb
y ra
ther
than
a c
aree
r.
C H
e im
agin
ed a
qua
lific
atio
n w
as n
eede
d to
do
it.
Turn
ove
r
PAPER 4: LISTENINGTest 1 Part 1 (questions 1–6)
cae handbook for teachers | paper 4: l istening | sample paper – test 1 67
Part
3
You
will
hear
par
t of a
radi
o in
terv
iew
in w
hich
the
com
edia
n an
d w
riter
Jan
e C
lark
son
is ta
lkin
g ab
out
her w
ork.
For
que
stio
ns 1
5 2
0, c
hoos
e th
e an
swer
(A, B
, C o
r D) w
hich
fits
bes
t acc
ordi
ng to
wha
t yo
u he
ar.
15
Wha
t did
Jan
e fin
d di
fficu
lt ab
out w
ritin
g a
book
?
A
She
coul
dn’t
trave
l aro
und
the
coun
try.
B Sh
e di
dn’t
get a
ny in
stan
t rea
ctio
n to
her
wor
k.
C Sh
e ha
d to
spe
nd ti
me
look
ing
afte
r her
dau
ghte
r.
D
She
foun
d th
e pr
oces
s its
elf v
ery
chal
leng
ing.
16
Acco
rdin
g to
Jan
e, w
hy d
id s
ome
criti
cs d
islik
e he
r nov
el?
A Th
ey d
idn’
t thi
nk th
e bo
ok w
as fu
nny.
B
They
wer
e di
smis
sive
of h
er in
itial
suc
cess
.
C
They
thou
ght h
er m
ale
colle
ague
s w
ere
bette
r writ
ers.
D
They
thou
ght s
he s
houl
d st
ick
to b
eing
a c
omed
ian.
17
W
hich
asp
ect o
f Jan
e’s
wor
k as
a c
omed
ian
help
ed h
er to
writ
e?
A he
r pat
ienc
e
B
her a
bilit
y to
list
en
C he
r hab
it of
wat
chin
g pe
ople
D
her r
atio
nal w
ay o
f thi
nkin
g
18
Ac
cord
ing
to J
ane,
how
do
man
y pe
ople
reac
t to
fem
ale
com
edia
ns?
A Th
ey’re
con
vinc
ed w
omen
can
’t te
ll jo
kes.
B
They
’re a
fraid
the
wom
en w
ill br
eak
dow
n.
C Th
ey fi
nd w
omen
’s h
umou
r too
inte
nse.
D
They
find
wom
en’s
joke
s em
barra
ssin
g.
19
Wha
t was
the
disa
dvan
tage
of t
he s
tage
imag
e w
hich
Jan
e de
velo
ped?
A
It fri
ghte
ned
the
audi
ence
.
B
It m
ade
the
audi
ence
ang
ry.
C Pe
ople
thou
ght i
t ref
lect
ed h
er re
al p
erso
nalit
y.
D Pe
ople
did
not
take
her
ser
ious
ly a
ny m
ore.
20
W
hy d
oes
Jane
pre
fer b
eing
a s
olo
com
edia
n to
act
ing
in a
pla
y?
A Sh
e ca
n ch
oose
whe
re s
he w
orks
.
B
Ther
e is
a g
reat
er ra
nge
of ro
les.
C
It’s
mor
e re
war
ding
fina
ncia
lly.
D It’
s a
mor
e re
laxi
ng w
ay o
f life
.
Turn
ove
r
PAPER 4: LISTENING Test 1 Part 2 (questions 7–14) and Test 1 Part 3 (questions 15–20)
Part
2
You
will
hear
a m
arin
e w
ildlif
e ph
otog
raph
er c
alle
d Br
uce
Hin
d ta
lkin
g ab
out h
is w
ork.
For q
uest
ions
7
14,
com
plet
e th
e se
nten
ces.
MAR
INE
WIL
DLIF
E PH
OTO
GRA
PHER
Br
uce
says
that
7 i
s th
e m
ost i
mpo
rtant
asp
ect o
f his
wor
k.
Befo
re g
oing
on
a tri
p, B
ruce
mak
es
8 o
f the
pho
togr
aphs
he
hope
s to
take
.
Know
ing
the
type
of p
hoto
grap
hs h
e w
ants
to ta
ke h
elps
Bru
ce to
cho
ose
the
right
9
Bruc
e di
sagr
ees
with
peo
ple
who
say
his
way
of t
akin
g ph
otog
raph
s is
not
10
It’s
impo
rtant
to fi
nd o
ut w
heth
er
11 i
s ne
eded
to p
hoto
grap
h in
a p
artic
ular
pla
ce.
Bruc
e sa
ys th
at
12 h
ave
spoi
led
seve
ral p
rom
isin
g sh
ots.
Whe
n at
sea
, Bru
ce g
ener
ally
kee
ps h
is c
amer
as in
a c
onta
iner
des
igne
d fo
r sto
ring
13
He
is p
artic
ular
ly p
leas
ed w
hen
his
phot
ogra
phs
appe
ar in
14
68 cae handbook for teachers | paper 4: l istening | sample paper – test 1
PAPER 4: LISTENINGTest 1 Part 4, Tasks One and Two (questions 21–30)
69cae handbook for teachers | paper 4: l istening | sample tapescript – test 1
This is the Cambridge Certificate in Advanced English
Listening test.
SAMPLE TEST 1.
I’m going to give you the instructions for this test.
I’ll introduce each part of the test and give you time to look at
the questions.
At the start of each piece you will hear this sound:
— *** —
You’ll hear each piece twice.
Remember, while you’re listening, write your answers on the
question paper. You’ll have 5 minutes at the end of the test to
copy your answers onto the separate answer sheet.
There’ll now be a pause. Please ask any questions now,
because you must not speak during the test.
PAUSE 5 SECONDS
Now open your question paper and look at Part 1.
PAUSE 5 SECONDS
You’ll hear three different extracts. For questions 1–6, choose
the answer (A, B, or C) which fits best according to what you
hear. There are two questions for each extract.
Extract one.
You hear two people on a music programme talking about the
singer Nancy Graham.
Now look at questions 1 and 2.
PAUSE 15 SECONDS
— *** —
Jon: I bought Nancy Graham’s first album. I loved it and
thought it was a really new sound and a different way to
sing the old jazz and blues songs. This one, however,
seems in a way more of the same and, although there’s
been an injection of country music to vary that jazz
sound, I did think she was slightly running out of steam
and maybe she’s released this album too soon.
Meg: I think there’s a lot of great stuff on it – the late night
jazz numbers in particular. It just gets a bit bland at
times for me. When the true ‘country’ stars sing of pain
and anguish you believe them, which I can’t say I do
here.
Jon: Maybe it’s just that she’s just not quite mature enough
yet to have had the necessary experience to inject into
the songs, and that’s why?
Meg: I have to say I did find it wonderfully soothing. I actually
fell asleep listening to it but when I woke up I couldn’t
tell the difference between the track I’d started listening
to and the one I was listening to then.
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 1
PAUSE 3 SECONDS
Extract two.
You hear part of an interview with a woman who trained the
winning horse in a top showjumping competition.
Now look at questions 3 and 4.
PAUSE 15 SECONDS
— *** —
Int: What do you remember about the first time one of your
horses was a winner?
Trainer: It’s an incredible experience, after all those months of
training. When my horse, Black Prince, won the National
Showjumping Competition, people expected me to be
exhilarated, but I was absolutely stunned by it. People
ask, ‘How did you celebrate?’ but you’re completely
wiped out! And it takes a while for it to sink in. I think
you’re like an Olympic athlete – you know, they say it
never comes home to them until they’re on their way
home.
Int: You were worried about Black Prince before the
competition, weren’t you?
Trainer: Not so much him, because he was in pretty good
condition on the whole, and although the heavens had
opened and it was getting awfully muddy underfoot,
Black Prince excelled on that sort of ground. I hate to
admit this now, but we had a replacement rider at the
last minute, and I did just wonder if he could hack it –
it’s a challenging course. Fortunately of course I was
proved wrong, so I had to eat my words! I also … [fade]
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 2
PAUSE 3 SECONDS
Extract three.
You hear part of an interview with a food writer called Richard
Capstick.
Now look at questions 5 and 6.
PAUSE 15 SECONDS
— *** —
Int: So, Richard, you worked as an assistant in the kitchens
of several well-established restaurants, moving round to
gain experience. You found being involved in the
preparation of new and different things every day very
exciting. But at the same time you seem to have
discovered you really didn’t want to be a chef?
PAPER 4: LISTENINGSample tapescript – Test 1 Please note the 5 min pause at the end of the recording is not represented in real time.
70 cae handbook for teachers | paper 4: l istening | sample tapescript – test 17070
Richard:Yes, it was quite tough just coming to that decision!
I realised being a top chef is all about teamwork, and
basically I just wasn’t up to being in charge of a whole
kitchenful of people. There’s more to it than just creating
fabulous dishes.
Int: And so you turned to writing about food?
Richard: I’d never really seen myself in that role at all, because
I assumed, wrongly of course, that you couldn’t actually
write for a living without some kind of recognised
training or something. But a customer at a café where
I was working asked me to write an article about food for
a magazine she was setting up, and when I did it,
I thought, ‘I love this!’ and soon it wasn’t even a part-
time thing, it took over my whole life.
Int: And you became the successful writer you are today …
[fade]
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 3
PAUSE 3 SECONDS
That’s the end of Part 1.
Now turn to Part 2.
PAUSE 5 SECONDS
You’ll hear a marine wildlife photographer called Bruce Hind
talking about his work. For questions 7–14, complete the
sentences.
You now have 45 seconds to look at Part 2.
PAUSE 45 SECONDS
— *** —
Well, the first thing to say about marine photography is
that it’s not as easy as it might look. Actually taking
photos is only a part of it. Because you have to organise
a boat and crew and everything, forward planning is
actually the key to my work and without that I’d never
pick up a camera, because I wouldn’t know what I was
aiming for. Another important aspect is doing drawings
which show roughly what the photograph will contain –
if I do that first, it means I’m more likely to capture it on
film. And because I’ve decided beforehand what pictures
I want, I’m in a position to select the appropriate
equipment ... it’s all part of the process.
I mean, not everybody goes about it as I do, I know, and
some people say that I’m ruling out the creative side of
photography by working in this way. But in fact the
opposite is true. Because my aim is for every photo to
depict something new, I need to think about how I’m
going to achieve that, otherwise I’d just go home with
the same photos every time.
It’s also important to remember that marine
photography is not only about what you might want to
get as pictures. The seas where you find whales and
dolphins are often protected, so you need to check
whether you need to get official permission to
photograph there. So that means leaving enough time to
apply in advance to the relevant authorities.
So, well, eventually I find myself at sea, and that’s where
the real excitement starts ... Most of the time, I’ll be in a
boat, often quite a small one, and of course they don’t
stay very still at the best of times, and quite a few
potentially great photos have been ruined by sudden
storms, when you just can’t get the photos you want.
The other challenge is to prevent water damage to my
cameras, so I usually keep them in a plastic food
container, which is watertight, even if it doesn’t look
entirely professional!
And the results? Well, because I travel a lot, I’m rarely at
home, so my son keeps most of my photos in his house,
so I can see them there if I want. I’m really delighted
when photos are accepted by magazines, because they
then reach a wider public than in an exhibition or if I do
a commission for a book.
PAUSE 10 SECONDS
Now you’ll hear Part 2 again.
— *** —
REPEAT PART 2
PAUSE 5 SECONDS
That’s the end of Part 2.
Now turn to Part 3.
PAUSE 5 SECONDS
You’ll hear part of a radio interview in which the comedian
and writer Jane Clarkson is talking about her work. For
questions 15–20, choose the answer (A, B, C or D) which fits
best according to what you hear.
You now have 1 minute to look at Part 3.
PAUSE 1 MINUTE
— *** —
Int: Today I’m with the much-loved comedian and writer
Jane Clarkson. Obviously Jane, this year has been quite a
turning point for you ...
Jane: Well, I’ll never stop doing comedy, but there were
practical reasons for wanting to take some time off and
write a book. I felt my daughter had been neglected. She
was just about to make the tricky transition from
primary to secondary school and I thought she needed
her mum around. I seem to have spent most of her life
in a van touring from venue to venue for my comedy act.
And I did enjoy being at home for a bit, although I
missed the applause and the laughter. When I finished
writing in the evening, I’d turn the computer off and
there’d be nothing, which was hard to get used to.
Int: How was your novel received?
71cae handbook for teachers | paper 4: l istening | sample tapescript – test 1
Jane: Well, a lot of male comedians had written books, so
there was a bit of a bandwagon waiting to be jumped on,
but with my impeccable timing I jumped slightly late,
when everyone was starting to get heartily sick of
comedians’ books. Also there’s a kind of fury coming
from some journalists about comics writing books.
They’re absolutely livid, as if they see your book in a
bookshop and they jump up and down, shouting, ‘It’s not
fair! Why should she make money out of writing as well
as performing?’
Int: Was it a difficult transition?
Jane: Well, if you think logically, writing is the obvious step.
I’ve spent years trying to make people listen to my
anecdotes, so that must count for something! Also, if
you’ve been an observational comedian, which I am, it’s
not a great leap to use those skills you’ve developed, like
observing odd mannerisms to use for jokes, and turn
them into a book. At least that’s what I felt, but you don’t
become a writer instantly. I’ll have to wait and see
whether it was just beginners’ luck.
Int: I think why people give you a hard time about the novel
is surely because we’re so trapped into thinking Jane
Clarkson is a comedian. It’s as though, you know, you
can’t do anything else, which is quite ridiculous because
you’ve been writing radio comedy for years.
Jane: Yes, people do become obsessed about what you are. The
character I adopted for my comedy act became rather a
burden after a while. When I started going on stage
alone, I was very young and I wasn’t entirely convincing
as a comedian because nervous young women on stage
actually frighten audiences. They’re convinced you’re
going to fail and burst into tears, which will be very
embarrassing. So there’s a palpable tension in the room
and some audiences actually boo the female comedians
off the stage.
Int: How did you deal with that?
Jane: Well, I had to counteract that stereotype so I started
coming on shouting and being madder and crosser than
any audience could ever be and that defused the
tension. In fact, I rather overdid it and my character got
cruder than I ever really intended. I got so good at it that
people got confused between the everyday Jane and the
stage Jane.
Int: What attracted you in the first place to performing, and
particularly to making people laugh?
Jane: Oh, from an early age, I knew I wanted to be an actress. I
innocently thought I was going to be a glamorous film
star. The reason I started to do comedy acts was that in
the 1980s a lot of small provincial theatres closed down.
In the past, girls would’ve come out of drama school and
if they had a leaning towards comedy they’d join one of
these small theatres and play a variety of comedy roles
in all sorts of plays from Shakespeare to contemporary
stuff. All of a sudden, with the demise of these theatres,
rooms above pubs opened up and comedians started
telling jokes and developing their acts there. It was
cheap, one performer one microphone, and anyone
could do it. In some ways, it’s a healthier performance
art than acting, because with acting you’re at the mercy
of everybody else deciding whether you can work or not.
With stand-up comedy, you might only get paid peanuts,
but nobody can stop you from just driving to a venue,
often hundreds of miles in terrible weather, and going
on stage.
Int: But what is it when you’re actually on stage … [fade]
PAUSE 10 SECONDS
Now you’ll hear Part 3 again.
— *** —
REPEAT PART 3
PAUSE 5 SECONDS
That’s the end of Part 3.
Now turn to Part 4.
PAUSE 5 SECONDS
Part 4 consists of two tasks. You’ll hear five short extracts in
which people are talking about keeping fit. Look at Task 1. For
questions 21–25, choose from the list (A–H) the person who is
speaking. Now look at Task 2. For questions 26–30, choose
from the list (A–H) what each speaker is expressing. While you
listen you must complete both tasks.
You now have 45 seconds to look at Part 4.
PAUSE 45 SECONDS
— *** —
Speaker 1
PAUSE 2 SECONDS
People always think I should be the fittest person
around. I mean, here I am in the gym with all these
machines, just ready and waiting for me to use them.
But in reality there’s very little time for that. You see,
I open up for the early birds at seven, and then once the
business types have moved on to the office, it’s time to
help the mums and senior citizens to flex their muscles.
Then I grab a sandwich for lunch, and well, the day just
rolls on with more of the same, till lateish in the
evening. Don’t get me wrong, I really like the
predictability of it. But as for sorting out my own
programme – no chance!
PAUSE 3 SECONDS
Speaker 2
PAUSE 2 SECONDS
Every year when spring comes around, I’m called in and
told to send off for the brochures on all the gyms in the
area. Let’s face it, she could ask her children to do that!
72 cae handbook for teachers | paper 4: l istening | sample tapescript – test 17272
And she’s so casual about it, that’s what gets me, just
assumes I have nothing better to do. It’s ridiculous,
because three weeks later all the brochures are
gathering dust, and a week after that, they end up in the
bin! It’s not part of my job to make sure other people are
fit – or tidy up after them. But all this takes up valuable
time, which means I can’t get on with collating the
reports for meetings, and then I have to stay late. It’s so
thoughtless.
PAUSE 3 SECONDS
Speaker 3
PAUSE 2 SECONDS
Much as I’d like to say I’m very fit, the fact is I have to
keep an eye on my blood pressure – that’s doctor’s orders
and I’m slightly overweight. It’s a lifestyle thing, I
suppose. If I’m office-based, I’m there well before the
secretary gets in because I need to plan my day. But
invariably I’m travelling, spending a lot of time sitting
around. If I know I’ve got a long day of meetings and
presentations to clients, I force myself to go for a run
round the park at lunchtime. But that’s the best I can do!
Last year I paid vast sums of money to join a very smart
gym, but I was really just subsidising the owner’s
pension, because I never had time to go.
PAUSE 3 SECONDS
Speaker 4
PAUSE 2 SECONDS
The fact is that by the time I’ve got up, sorted out my
daughter Lucy, been to the studio, done some work on
my ongoing project, picked Lucy up from school and got
home, there’s very little time for me to concentrate on
keeping fit. At least in my work, no two days are the
same. Luckily Lucy isn’t fussy about food, so we eat a
pretty balanced diet, but nothing too trendy. And three
evenings a week I get a babysitter in, and do as many
lengths of the local pool as I can possibly manage. I’m
determined to try to keep that up.
PAUSE 3 SECONDS
Speaker 5
PAUSE 2 SECONDS
For most of my life I’ve been listening to people giving
me their half-baked theories on keeping fit. It’s just like
water off a duck’s back now – I must confess I hardly
even listen any more. As far as I’m concerned, it doesn’t
matter whether the latest thing is yoga or mud baths or
vitamin supplements. What’s important is doing
everything in moderation, and that includes diet and
exercise. If more people took that to heart, my surgery’d
be a lot less crowded, I can tell you!
PAUSE 10 SECONDS
Now you’ll hear Part 4 again.
— *** —
REPEAT PART 4
PAUSE 5 SECONDS
That’s the end of Part 4.
There’ll now be a pause of 5 minutes for you to copy your
answers onto the separate answer sheet. Be sure to follow the
numbering of all the questions. I’ll remind you when there’s 1
minute left, so that you’re sure to finish in time.
PAUSE 4 MINUTES
You have 1 more minute left.
PAUSE 1 MINUTE
That’s the end of the test. Please stop now. Your supervisor will
now collect all the question papers and answer sheets.
73cae handbook for teachers | paper 4: l istening | answer keys for test 1
PAPER 4: LISTENING Answer keys
Test 1PART ONE
1 C
2 B
3 B
4 A
5 A
6 C
PART THREE
15 B
16 D
17 C
18 B
19 C
20 A
PART FOUR
21 B
22 G
23 C
24 A
25 E
26 C
27 H
28 F
29 D
30 B
PART TWO
7 planning
8 drawings
9 equipment
10 creative
11 permission
12 storms
13 food
14 magazines
74 cae handbook for teachers | paper 4: l istening | sample paper – test 2
Part
1
You
will
hear
thre
e di
ffere
nt e
xtra
cts.
For
que
stio
ns 1
– 6
, cho
ose
the
answ
er (A
, B o
r C) w
hich
fits
be
st a
ccor
ding
to w
hat y
ou h
ear.
Ther
e ar
e tw
o qu
estio
ns fo
r eac
h ex
tract
. Ex
tract
One
You
hear
par
t of a
radi
o di
scus
sion
in w
hich
two
mus
icia
ns, A
lan
and
Jodi
e, a
re ta
lkin
g ab
out t
heir
care
ers.
1
How
doe
s Al
an c
ompa
re w
ritin
g so
ngs
for a
lbum
s an
d fo
r film
s?
A
He
pref
ers
the
freed
om o
f thi
nkin
g up
his
ow
n su
bjec
ts.
B
He
real
ises
that
a fi
lm s
ong
will
prov
ide
bette
r pub
licity
.
C
He
wel
com
es th
e ch
alle
nge
of w
ritin
g w
ithin
cer
tain
gui
delin
es.
2 Al
an a
nd J
odie
agr
ee th
at th
e m
usic
bus
ines
s ha
s ch
ange
d in
that
A so
me
perfo
rmer
s ar
e le
ss ta
lent
ed to
day
than
in th
e pa
st.
B
sing
ers
have
to k
now
how
to m
ake
use
of th
e m
edia
toda
y.
C
mus
icia
ns a
re n
ow e
xpec
ted
to b
ecom
e su
cces
sful
ver
y qu
ickl
y.
Extra
ct T
wo
Yo
u he
ar p
art o
f an
inte
rvie
w w
ith a
suc
cess
ful f
ashi
on re
taile
r cal
led
Jaso
n Pe
ndry
.
3
How
doe
s Ja
son
feel
whe
n he
pro
duce
s a
new
fash
ion
colle
ctio
n?
A
criti
cal o
f his
des
ign
team
B
relu
ctan
t to
give
med
ia in
terv
iew
s
C
appr
ehen
sive
abo
ut lo
sing
cus
tom
ers
4 W
hy d
oes
Jaso
n th
ink
he is
mor
e su
cces
sful
than
oth
er re
taile
rs?
A
He
mak
es s
ure
that
he
keep
s pa
ce w
ith th
e la
test
tren
ds.
B
He
inst
inct
ivel
y kn
ows
whi
ch c
loth
es a
re g
oing
to b
e po
pula
r.
C
He
prov
ides
a w
ide
rang
e of
clo
thes
for p
eopl
e to
cho
ose
from
.
Extra
ct T
hree
You
hear
a m
an t
ellin
g a
frien
d th
e st
ory
of h
is e
ncou
nter
with
a t
iger
whi
le h
e w
as
wor
king
in In
dia.
5
Wha
t did
the
man
do
to p
ut h
imse
lf at
risk
?
A H
e cy
cled
into
a fo
rbid
den
area
.
B
He
igno
red
inst
ruct
ions
he’
d be
en g
iven
.
C
He
faile
d to
info
rm a
nyon
e w
here
he
was
goi
ng.
6 H
ow d
oes
he fe
el a
bout
his
resp
onse
to th
e si
tuat
ion?
A di
sapp
oint
ed b
y hi
s se
nse
of p
anic
B
mod
est a
bout
his
ow
n br
aver
y
C
prou
d of
the
way
he
reac
ted
Turn
ove
r
PAPER 4: LISTENINGTest 2 Part 1 (questions 1–6)
cae handbook for teachers | paper 4: l istening | sample paper – test 2 75
Part
3
You
will
hear
par
t of a
radi
o in
terv
iew
in w
hich
two
acto
rs, P
atsy
Tur
ner a
nd D
ale
Gre
en, a
re ta
lkin
g ab
out
thei
r ca
reer
s.
For
ques
tions
15
– 20
, ch
oose
the
ans
wer
(A,
B,
C or
D)
whi
ch f
its b
est
acco
rdin
g to
wha
t you
hea
r. 15
Ac
cord
ing
to P
atsy
Tur
ner,
how
can
act
ors
influ
ence
the
writ
ers
of T
V so
ap o
pera
s?
A by
pro
posi
ng c
hang
es to
cha
ract
ers
they
pla
y
B
by a
lterin
g th
e w
ay th
ey a
ct th
eir p
arts
C
by re
flect
ing
thei
r cha
ract
ers’
his
tory
to d
ate
D by
dis
cuss
ing
the
succ
ess
of c
urre
nt s
tory
lines
16
Wha
t mak
es P
atsy
con
tinue
act
ing
in s
oap
oper
as?
A th
e fe
elin
g of
sec
urity
it g
ives
her
B
the
irreg
ular
ity o
f the
film
ing
sche
dule
s
C
the
enjo
ymen
t of w
orki
ng a
s pa
rt of
a te
am
D th
e ch
alle
nge
of re
actin
g to
cha
nges
in th
e pl
ot
17
How
has
app
earin
g in
the
popu
lar s
oap
oper
a af
fect
ed P
atsy
?
A
She
finds
the
leve
l of a
ttent
ion
rath
er d
iffic
ult t
o de
al w
ith.
B Sh
e lik
es th
e fa
ct th
at o
rdin
ary
peop
le fe
el th
ey k
now
her
.
C
She
enjo
ys c
erta
in a
spec
ts o
f a c
eleb
rity
lifes
tyle
.
D
She
feel
s th
e m
edia
intru
sion
has
affe
cted
her
wor
k.
18
Acco
rdin
g to
Dal
e G
reen
, why
are
som
e pe
ople
attr
acte
d to
act
ing?
A
They
long
to p
lay
rom
antic
role
s.
B Th
ey im
agin
e it
is a
gla
mor
ous
life.
C
They
wan
t to
be a
dmire
d by
thei
r pee
rs.
D Th
ey w
ish
to g
o be
yond
thei
r nor
mal
exp
erie
nce.
19
W
hat i
s D
ale’
s ad
vice
for o
ut-o
f-wor
k ac
tors
?
A
They
sho
uld
take
the
initi
ativ
e to
ens
ure
they
get
goo
d ro
les.
B
They
sho
uldn
’t w
orry
abo
ut th
e qu
antit
y of
role
s th
ey p
erfo
rm.
C Th
ey s
houl
d try
to fi
nd a
ltern
ativ
e so
urce
s of
inco
me.
D
They
sho
uldn
’t fe
el th
ey h
ave
to a
ccep
t sub
-sta
ndar
d w
ork.
20
Fo
r Dal
e, w
hat i
s th
e m
ost f
ulfil
ling
part
of b
eing
an
acto
r?
A us
ing
skills
you
hav
e de
velo
ped
B ga
inin
g th
eatre
crit
ics’
app
rova
l
C
mak
ing
the
audi
ence
thin
k
D ta
king
par
t in
larg
e-sc
ale
proj
ects
Turn
ove
r
PAPER 4: LISTENING Test 2 Part 2 (questions 7–14) and Test 2 Part 3 (questions 15–20)
Par
t 2
You
will
hea
r a
natu
re c
onse
rvat
ion
wor
ker
calle
d B
rian
Dov
er ta
lkin
g ab
out h
is jo
b.
For
que
stio
ns 7
– 1
4, c
ompl
ete
the
sent
ence
s.
CO
NS
ER
VA
TIO
N W
OR
KE
R
Bria
n’s
pare
nts
used
to h
ave
a 7
so
he m
et p
eopl
e w
ho
told
him
abo
ut w
ildlif
e.
The
sub
ject
Bria
n ch
ose
to s
tudy
at u
nive
rsity
was
8
Bria
n’s
pres
ent j
ob in
volv
es b
oth
9 a
nd p
ract
ical
ski
lls.
He
says
dea
ling
with
10
can
be
diffi
cult.
He
says
that
wha
t he
part
icul
arly
enj
oys
is s
eein
g th
e
11 o
f his
wor
k.
The
dec
reas
ing
num
ber
of
12 o
n fa
rmin
g la
nd is
a b
ig
cons
erva
tion
prob
lem
.
His
pre
sent
pro
ject
aim
s to
join
sep
arat
e13
tog
ethe
r.
Bria
n sa
ys p
eopl
e w
ishi
ng to
wor
k in
con
serv
atio
n m
ay h
ave
to v
olun
teer
initi
ally
or
do
14 w
ork.
76 cae handbook for teachers | paper 4: l istening | sample paper – test 2
Part 4
You will hear five short extracts in which people are talking about the jobs they do now and the jobs they used to do in the past.
TASK ONE
For questions 21 – 25, choose from the list (A – H) the job each speaker used to do in the past.
TASK TWO
For questions 26 – 30, choose from the list (A – H) the aspect of their new job that each speaker appreciates most.
While you listen you must complete both tasks.
Speaker 1 21 Speaker 2 22 Speaker 3 23 Speaker 4 24 Speaker 5 25
A
B
C
D
E
F
G
H
I was a lawyer.
I was a pilot.
I was a sales manager.
I was a journalist.
I was a teacher.
I was a data processor.
I was a hotel owner.
I was a bank official.
Speaker 1 26 Speaker 2 27 Speaker 3 28 Speaker 4 29 Speaker 5 30
A
B
C
D
E
F
G
H
dealing with people
being my own boss
travelling abroad
being able to spend more time with the family
being able to live in the country
having variety in the work
working at a slow pace
being able to fulfil an ambition
PAPER 4: LISTENINGTest 2 Part 4, Tasks One and Two (questions 21–30)
77cae handbook for teachers | paper 4: l istening | sample tapescript – test 2
This is the Cambridge Certificate in Advanced English
Listening Test.
SAMPLE TEST 2.
I’m going to give you the instructions for this test.
I’ll introduce each part of the test and give you time to look at
the questions.
At the start of each piece you will hear this sound:
— *** —
You’ll hear each piece twice.
Remember, while you’re listening, write your answers on the
question paper. You’ll have 5 minutes at the end of the test to
copy your answers onto the separate answer sheet.
There’ll now be a pause. Please ask any questions now,
because you must not speak during the test.
PAUSE 5 SECONDS
Now open your question paper and look at Part 1.
PAUSE 5 SECONDS
You’ll hear three different extracts. For questions 1–6, choose
the answer (A, B, or C) which fits best according to what you
hear. There are two questions for each extract.
Extract one.
You hear part of a radio discussion in which two musicians,
Alan and Jodie, are talking about their careers.
Now look at questions 1 and 2.
PAUSE 15 SECONDS
— *** —
Jodie: Writing songs for films is more restricting than creating
songs for an album, isn’t it Alan?
Alan: Actually it’s great, because instead of wandering round
the streets wondering what to write about, they give you
a pretty specific brief – the song has to reflect the mood
of a scene or the characters. So you feel it’s genuinely
part of the film rather than being stuck on the end as a
bit of extra marketing, and that’s more interesting.
Jodie: There’s the phenomenon now of a young, inexperienced
and, some might say, talentless singer who’s won a TV
competition and shot to stardom in a week. That’s
different from our beginnings. You were in your late
twenties when you began to be successful with your first
band and you progressed from there. Things are
changing in that respect, aren’t they?
Alan: I think there’s just as much talent around now as there
ever was. There’s not such a nurturing atmosphere,
though. They tend to use young talent and then very
quickly discard it unless it’s selling well. When I started,
they brought you on for a while before they expected
you to make millions. So that’s different.
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 1
PAUSE 3 SECONDS
Extract two.
You hear part of an interview with a successful fashion
retailer called Jason Pendry.
Now look at questions 3 and 4.
PAUSE 15 SECONDS
— *** —
Int: So, Jason, it must be exciting when your latest fashion
collection is about to be seen for the first time.
Jason: Suddenly you’re very much in demand, everyone wants
to talk to you – well, to an extent that’s quite enjoyable.
But even when you’ve been achieving excellent sales and
have a loyal following, you’re still on edge when your
collection comes out, because this one may not work
and they may all desert you. It’s tempting to blame your
creative team, if things go wrong – but you know it’s
usually down to you.
Int: What is the secret of your success, compared with other
retailers?
Jason: Retail is detail. Our garments are ultra-fashionable, and
I’ve improved our production standards beyond all
recognition. I was one of the first to put shoes next to
suits in our stores, to make it easy for customers to
match up accessories with outfits. And of course I check
the sales figures every week, to see what’s selling and
what isn’t. You have to keep your finger on the pulse.
Int: And what do you think ... (fade)
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 2
PAUSE 3 SECONDS
Extract three.
You hear a man telling a friend the story of his encounter with
a tiger while he was working in India.
Now look at questions 5 and 6.
PAUSE 15 SECONDS
— *** —
F: What’s all this about you and a tiger?
M: Well, I was working in a national park in India. I’d just
finished work one day and decided to cycle back to my
lodgings. We’d been told by our manager to watch out
PAPER 4: LISTENINGSample tapescript – Test 2Please note the 5 min pause at the end of the recording is not represented in real time.
78 cae handbook for teachers | paper 4: l istening | sample tapescript – test 278
for tigers, that we should always travel in the jeep. But it
was such a beautiful evening I was determined to cycle.
I’d done it many times without ever sighting a tiger, so I
told my colleague I was off home and left.
F: So what happened?
M: Well, I was cycling along when I suddenly spotted
something in the undergrowth – a tiger. She suddenly
charged at me, ears back, so I immediately dropped my
bike and ran away, as anyone would, with the tiger in
pursuit. Then I remembered something I’d read about
not running away, so I simply stopped, turned round and
stared her out. It took some courage, I can tell you. The
tiger was a bit confused by this, so stopped too, and after
a brief standoff, lost interest and slipped away.
F: Phew! Amazing story!
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT 3
PAUSE 3 SECONDS
That’s the end of Part 1.
Now turn to Part 2.
PAUSE 5 SECONDS
You’ll hear a nature conservation worker called Brian Dover
talking about his job. For questions 7–14, complete the
sentences. You now have 45 seconds to look at Part 2.
PAUSE 45 SECONDS
— *** —
Well, I suppose I should start at the beginning. I’ve
always been interested in wildlife. As a child, I used to go
out looking for butterflies and frogs. I was lucky, because
a lot of the older people in the area would tell me things,
show me where to find interesting examples. I came into
contact with these people because they were customers
of my parents, who ran the newsagent’s shop where we
lived. I enjoyed all the science subjects at school, and
when it came to choosing a subject for university, I was
tempted to go in for medicine, but in the end I decided to
follow my heart and settled on botany – and I’ve never
regretted it.
Well, after various jobs along the way, I’m now called
Site Co-ordinator for the Countryside Board. In fact I’m
very lucky, as there’s always masses of competition
when it comes to jobs with organisations which are
responsible for protecting the countryside. I enjoy the
job, as it means getting to grips with both practical tasks
and management skills – there’s never a dull moment!
The only aspect that’s perhaps a bit too much of a
challenge is liaising with landowners. Unlike ordinary
farmers or people involved in the tourist business, they
can be hard to get on with ... inflexible, you might say.
But that aside, I do look forward to work each day, and
especially when there are visible benefits from my
efforts, I feel real pleasure. Mind you, the problems
around are enormous. A major issue that we have to
tackle is that there have been huge reductions in
populations of farmland birds. Ways have to be found to
fit modern needs into the environment we live in. People
do need new homes, but they also need open spaces
where they can breathe and get close to nature, and
these should be incorporated into new housing projects
at the design stage. The Countryside Board aims to find
the best way to deal with the ways cities are spreading.
At the moment, I’m working on a plan to plant trees so
that isolated forest areas may become one large forest.
And then when new species are introduced, or
threatened ones begin to recover, they have a better
chance to spread and establish themselves.
Well, if people are interested in a career in conservation,
a good starting point is to get in touch with the
Countryside Board, who can provide information about
the various opportunities. A qualification is necessary,
and people must be prepared to do seasonal or voluntary
work to start with. But it is a life I can wholeheartedly
recommend ...
PAUSE 10 SECONDS
Now you’ll hear Part 2 again.
— *** —
REPEAT PART 2
PAUSE 5 SECONDS
That’s the end of Part 2.
Now turn to Part 3.
PAUSE 5 SECONDS
You’ll hear part of a radio interview in which two actors, Patsy
Turner and Dale Green, are talking about their careers. For
questions 15–20, choose the answer (A, B, C or D) which fits
best according to what you hear.
You now have 1 minute to look at Part 3.
PAUSE 1 MINUTE
— *** —
Int: With us this evening we have the distinguished actors,
Patsy Turner and Dale Green. Let’s start with you, Patsy.
You’ve worked with great success on the stage and more
recently in the much loved soap opera ‘Roundtown’. Tell
me, in a blockbuster television soap, how much
influence do the cast have when it comes to shaping
their characters?
Patsy: You must remember we have the restrictions of the
character. You’re given a very comprehensive biography
when you come into the show. And from that point on,
there is some sort of dialogue between the writers and
the actor. You do something slightly different in your
performance and one of them may pick it up and say,
‘Oh, I like that aspect of the character, I’ll try and take it
79cae handbook for teachers | paper 4: l istening | sample tapescript – test 2
a bit further.’ But it’s very rarely discussed in any
formal sense. So from that point of view I suppose,
over the years, it’s difficult to say how much control we
have.
Int: One question I’ve always wanted to ask is why actors
stay in long-running soap operas?
Patsy: I can’t speak for everyone, but for me the joy of an
ongoing series is that you can go on happily week after
week, turning up with the rest of the cast at the studio,
thinking that you know what’s on the cards – but you
aren’t always aware what’s round the next corner. So it’s
no good as an actor saying, ‘Oh, but my character
wouldn’t do that!’ Maybe you feel sure that she wouldn’t,
given that you’ve played her for years in a variety of
situations. It doesn’t mean to say something can’t be
flung at you, as it would be in life, that actually throws
you off balance and you react in an unexpected way. And
that’s what’s intriguing. That’s why I don’t like to know
too much about the coming storyline.
Int: What about the interface between the soap opera and
the actor’s life? When they’ve been entwined so long,
does one seep into the other?
Patsy: The playing of the character I don’t think has affected
me. I think being in a high-profile drama certainly has,
because it makes demands on you which are
comparable with the sort of profile you would expect
from ‘A’ list Hollywood stars. I suppose I have had to
change my life to deal with those demands, because I
don’t actually function terribly well under that sort of
spotlight. I’m interested in doing my job and hopefully
doing it well, rather than just getting my face in the
press. I also didn’t expect that, just because you appear
in people’s living rooms night after night and people
know the character you play so intimately, they’re
misled into thinking they know you too. That’s hard to
respond to sometimes.
Int: Can I bring you in here, Dale? You started acting on the
radio and on stage for a number of years and now also
write and direct plays. What about getting the job in the
first place, persuading the casting directors that you’re
right for the part?
Dale: Well, I think most actors are drawn to acting because we
want to be more than we seem to be, to transcend our
outer shell. That’s how we engage the imagination of the
audience, but we’re not always given the chance. I found
early on in my career that when I walked through the
door for a casting interview and people had heard me on
the radio, they actually looked up, they thought I was
going to be 1 metre 80 tall and then their eyes came
down to my level and they realised that this wasn’t the
person to play the romantic hero!
Int: So how do actors cope when they’re rejected? You know,
when you’re sitting at home hoping to be asked to an
audition?
Dale: There is a sense in which actors feel that they’re
powerless, waiting for the next phone call. If they have
no role, they feel useless and left out. But in actual fact
it’s up to the actors themselves to seize power, to
suggest other work or write it, because that’s the only
way they can influence the quality of the work they do.
And in the end, the quality of a performance is all there
is; actors have to hang on to that and see to it that they
have control over that. At least, I’ve been lucky enough
to do so.
Int: Now then the big question. What for you is the function
of an actor in today’s society?
Dale: That is a question everyone has to decide for
themselves. Do we want to be merely exhibitionists or
do we have something much more important to
express? We can be a vehicle for fun, fantasy or fear, but
though we all long for the approval of audiences and
critics, we must never make the work we do dependent
on it. That sounds a bit earnest but make no mistake, I
love to display my gifts and talents. The true reward,
though, lies elsewhere. If, by playing a character, I can
make something happen inside the heads of the
viewers, then I know I’m part of something bigger.
Int: Patsy, would you agree with that point … (fade)
PAUSE 10 SECONDS
Now you’ll hear Part 3 again.
— *** —
REPEAT PART 3
PAUSE 5 SECONDS
That’s the end of Part 3.
Now turn to Part 4.
PAUSE 5 SECONDS
Part 4 consists of two tasks. You’ll hear five short extracts in
which people are talking about the jobs they do now and the
jobs they used to do in the past. Look at Task 1. For
questions 21–25, choose from the list (A–H) the job each
speaker used to do in the past. Now look at Task 2. For
questions 26–30, choose from the list (A–H) the aspect of their
new job that each speaker appreciates most. While you listen
you must complete both tasks.
You now have 45 seconds to look at Part 4.
PAUSE 45 SECONDS
— *** —
Speaker 1
PAUSE 2 SECONDS
It was quite a shock initially coming here after the
traffic, commuting on crowded buses, nowhere to park,
you know, all the usual hassles that people put up with
as part of their daily life, plus the added stresses of noise
80 cae handbook for teachers | paper 4: l istening – sample tapescript – test 280
in the playground, bells going, late assignments – not to
mention all the paperwork. Our guest house now is hard
work as we have lots of visitors, most of whom are
appreciative. But seeing the changing seasons and the
stars in the night sky which I’m learning to recognise,
now that I can see them without the street lights, that’s
really great!
PAUSE 3 SECONDS
Speaker 2
PAUSE 2 SECONDS
It’s hard now to think back to my old job. Sometimes
when I’m talking to the fishermen at dawn in the
harbour, choosing fish to offer on the menu, I get a
flashback of myself in a stuffy office, tied to a desk,
looking wistfully out at the blue sky. The set 40-hour
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
this place. Now every day brings new demands and fresh
opportunities for me to tackle in trying to develop a first-
class hotel. It’s tough being in sole charge; that’s my only
reservation.
PAUSE 3 SECONDS
Speaker 3
PAUSE 2 SECONDS
In lots of ways, I really liked what I was doing before. It
was very challenging, trying to meet targets, get ahead of
the competition, persuade people to order that little bit
extra, all that stuff. And on the whole, I didn’t mind the
trips. I got to see a lot of fascinating places, but the
travelling was so unpredictable, all that hanging around
in airports. Now I feel much more focused. There’s much
more of a routine in local government. Nine times out of
ten, I know when I’m going to leave work and so I don’t
miss the kids’ events at school, or our anniversary. A
much more harmonious lifestyle!
PAUSE 3 SECONDS
Speaker 4
PAUSE 2 SECONDS
It took me a long time to pluck up courage to make the
move. It was difficult to give up the security of the salary
and the pension to go it alone, and I actually enjoyed
being part of a team, sharing the responsibilities. I’d
been there for a long time, I got on well with the
partners and I still found advising people and working
on the more challenging cases, and winning them,
stimulating. No, it was just that I could sense time
passing and I knew that if I didn’t give it a try, I’d never
know if I had it in me to be a writer.
PAUSE 3 SECONDS
Speaker 5
PAUSE 2 SECONDS
People say I’m a bit young to have a mid-life crisis! I
think I just started off on the wrong track. It was hard to
change from the relative quiet and routine of the office
to the rough and tumble of the classroom, but I think
I’ve got a handle on it now. I really like being with kids
with all their difficulties and annoying habits! Before I
used to spend all day keying in problems, changes of
circumstances, family breakdowns etc. But they were
just names and numbers which I typed and which
appeared on a screen. Now I can talk to the kids face-to-
face and hopefully make a difference.
PAUSE 10 SECONDS
Now you’ll hear Part 4 again.
— *** —
REPEAT PART 4
PAUSE 5 SECONDS
That’s the end of Part 4.
There’ll now be a pause of 5 minutes for you to copy your
answers onto the separate answer sheet. Be sure to follow the
numbering of all the questions. I’ll remind you when there’s
1 minute left, so that you’re sure to finish in time.
PAUSE 4 MINUTES
You have 1 more minute left.
PAUSE 1 MINUTE
That’s the end of the test. Please stop now. Your supervisor will
now collect all the question papers and answer sheets.
81cae handbook for teachers | paper 4: l istening | answer keys for test 2
PAPER 4: LISTENING Answer keys
Test 2PART ONE
1 C
2 C
3 C
4 A
5 B
6 C
PART THREE
15 B
16 D
17 A
18 D
19 A
20 C
PART TWO
7 newsagent(’)s (shop)
8 botany
9 management/managerial
10 landowners
11 (visible) benefits
12 (farmland) birds
13 forest areas/forests
14 seasonal
PART FOUR
21 E
22 H
23 C
24 A
25 F
26 E
27 F
28 D
29 H
30 A
82 cae handbook for teachers | paper 4: l istening82 cae handbook for teachers | paper 4: l istening | candidate answer sheet
PAPER 4: LISTENINGCandidate answer sheet
82
83cae handbook for teachers | paper 5: speaking
PAPER SPEAKING
5
GENERAL DESCRIPTION
Paper format The Speaking test contains fourparts.
Timing 15 minutes.
No. of parts 4.
Interaction Two candidates and twopattern examiners. One examiner acts
as both interlocutor andassessor and manages theinteraction either by askingquestions or providing cues forcandidates. The other acts asassessor and does not join inthe conversation.
Task types Short exchanges with theinterlocutor and with the othercandidate; a 1-minute ‘longturn’; a collaborative taskinvolving the two candidates; adiscussion.
Marks Candidates are assessed ontheir performance throughout.
STRUCTURE AND TASKS
PART 1 Task type A conversation between the interlocutor and eachand format candidate (spoken questions).
Focus General interactional and social language.
Timing 3 minutes.
PART 2 Task type An individual ‘long turn’ for each candidate with aand format brief response from the second candidate.
In turn, the candidates are given three pictures totalk about.
Focus Organising a larger unit of discourse; comparing,describing, expressing opinions, speculating.
Timing A 1-minute ‘long turn’ for each candidate, plus a30-second response from the second candidate.
PART 3Task type A two-way conversation between the candidates.and format The candidates are given spoken instructions
with written and visual stimuli, which are used ina decision-making task.
Focus Sustaining an interaction; exchanging ideas,expressing and justifying opinions, agreeingand/or disagreeing, suggesting, speculating,evaluating, reaching a decision throughnegotiation, etc.
Timing 4 minutes.
PART 4 Task type A discussion on topics related to the collaborative and format task (spoken questions).
Focus Expressing and justifying opinions, agreeingand/or disagreeing.
Timing 4 minutes.
84 cae handbook for teachers | paper 5: speaking8484
! Format
The paired format of the CAE Speaking test (two examiners
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
of contexts. The test takes 15 minutes. One examiner, the
interlocutor, conducts the test and gives a global assessment
of each candidate’s performance. The other, the assessor, does
not take any part in the interaction but focuses solely on
listening to, and making an assessment of, each candidate’s
oral proficiency.
At the end of the Speaking test, candidates are thanked for
attending, but are given no indication of the level of their
achievement.
The standard format is two examiners and two candidates. In
cases where there is an uneven number of candidates at a
centre, the last Speaking test of the session will be taken by
three candidates together instead of two. When three
candidates are tested together, the test format, test materials
and procedure will remain unchanged but the timing will be
longer: 23 minutes instead of 15.
The Speaking test consists of four parts, each of which is
assessed. Each part of the test focuses on a different type of
interaction: between the interlocutor and each candidate,
between the two candidates, and among all three. The
patterns of discourse vary within each part of the test.
! PART 1 – INTERVIEW
This part tests the candidate’s ability to use general social andinteractional language.
! Sample tasks and assessment criteria: pages 88, 92 and
95–96.
Part 1 gives candidates the opportunity to show their ability to
use general social and interactional language and talk about
themselves and their interests, experiences, plans for the
future, etc. The interlocutor asks candidates for some
information about themselves, then widens the scope of the
questions by asking about, e.g. candidates’ leisure activities,
studies, travel and holiday experiences, and daily life.
Candidates are expected to respond to the interlocutor’s
questions, and to listen to what their partner has to say.
The candidates are not actively invited to talk to each other in
this part of the test, though they may if they wish. This short
social exchange is a natural way to begin an interaction, and it
gives candidates time to settle before dealing with the more
specific tasks in Parts 2, 3 and 4.
! PART 2 – LONG TURN
This part tests the candidate’s ability to produce an extended piece ofdiscourse.
! Sample tasks and assessment criteria: pages 89, 93 and
95–96.
In Part 2, candidates are given the opportunity to speak for 1
minute without interruption. Each candidate is given a
different set of pictures and asked to comment on and react to
them. A prompt is given to the candidates in the form of a
direct question; this is written above the pictures. Candidates
are asked to compare, express opinions and speculate about
two from a set of three pictures.
Candidates have the opportunity to show their ability to
organise their thoughts and ideas and express themselves
coherently in appropriate language. The listening candidate is
also asked to comment briefly (for about 30 seconds) after
their partner’s long turn. They should not, however, speak
during their partner’s long turn.
Candidates will always be asked to speculate about something
which relates to the focus of the visuals. They will never be
asked to merely describe the visuals.
! PART 3 – COLLABORATIVE TASK
This part tests the candidate’s ability to engage in a discussion andto work towards a negotiated outcome of the task set.
! Sample tasks and assessment criteria: pages 90, 94 and
95–96.
In Part 3, candidates are given oral instructions and provided
with a visual stimulus (several photographs or pieces of
artwork) to form the basis for a task which they carry out
together. They are expected to discuss each visual, expressing
and justifying opinions, evaluating and speculating, in order to
work towards a negotiated decision towards the end of the
task. The instructions make these two parts of the task clear:
‘First, talk to each other about ...’. ‘Then decide ...’. The
decision should only be made after the candidates have
explored each of the issues as illustrated by the pictures, and
they are assessed on their ability to use the language of
negotiation and collaboration while doing this. However, they
are not penalised if they fail to reach a negotiated decision.
Written prompts, in the form of questions, appear above the
visuals on the candidates’ sheet to help them focus on the
task.
There is no right or wrong answer to the task. The task gives
candidates the opportunity to show their range of language
and their ability to invite the opinions and ideas of their
partner. Candidates are expected to share the interaction in
this way and to initiate and respond appropriately.
The four parts of the Speaking test
84
85cae handbook for teachers | paper 5: speaking
! PART 4 – DISCUSSION
This part tests the candidate’s ability to engage in a discussion basedon the topics or issues raised in the collaborative task in Part 3.
! Sample tasks and assessment criteria: pages 90, 94 and
95–96.
In Part 4, the interlocutor directs the interaction by asking
questions which encourage the candidates to broaden and
discuss further the topics introduced in Part 3. The questions
often focus on more abstract issues as the discussion
develops.
This part of the test gives candidates an opportunity to show
their ability to exchange information, express and justify their
opinions, and agree or disagree with one another. It also
provides candidates with an opportunity to show that they are
capable of discussing topics and certain issues in more depth
than in the earlier parts of the test.
PreparationGeneral! It is essential that your students are given plenty of practice
in class in participating in group and pair activities. This will
help them interact effectively with their partners by initiating
discussion and responding appropriately to their partner’s and
the interlocutor’s comments and questions. Pair and group
activities should, therefore, be a regular part of classroom
learning.
! Your students should be made aware that they need to
listen carefully to the interlocutor’s questions and instructions
and refer to the written prompts on the visuals page to remind
them of what they have to do in the tasks.
! Your students should be encouraged to react to visuals they
are given to support the tasks, and relate the visuals to the
tasks rather than simply describe them.
! Your students should be familiar with the test format and
be fully aware of what is expected of them in each part. They
should also be equipped with the right kind of language for
each part of the test, e.g. giving personal information,
exchanging information and opinions, giving reasons,
speculating, agreeing and disagreeing politely, justifying
opinions and negotiating. This will ensure that they are in a
good position to show the examiners what they are capable of.
! Encourage your students to speak clearly so that they can
be heard by both the interlocutor and the assessor.
! It is essential that students do not pause for too long before
they begin speaking. A short pause to gather their thoughts is
acceptable, but anything longer than this will give them less
time to produce a sample of language. Being able to
paraphrase if they do not know or cannot remember a word,
and extending their responses rather than giving a one-word
answer, will help your students participate more effectively in
the Speaking test.
! Give your students a ‘mock’ Speaking test so that they
experience taking part in an interaction of this length and
understand how they have to move between different types of
interaction and task focus.
! To ensure that all candidates are treated in the same way,
the interlocutor keeps to a scripted frame (as shown in the
sample papers). However, you can remind your students that
they can ask the examiner to repeat the instructions or a
question.
N.B. In some centres candidates from the same school are paired
together. However, where candidates from a number of different
schools are entered at the same centre, some candidates may find
that they are paired with a candidate from another school. Students
may check with the centre through which they are entering for the
local procedure, if they wish.
By part
! PART 1
! In this part of the test, examiners will ask candidates one
or two questions about themselves, for example where they
live, to help them relax. They will then ask some further
questions about, for example, their leisure time, their studies,
their future plans, travel and holiday experiences, their daily
routine. Encourage your students to respond promptly with
answers which are as complete (not just one word) and
spontaneous as possible. Rehearsed speeches should be
avoided as these are easily spotted and they might be
inappropriate for the questions asked.
! Encourage your students to look for opportunities to
socialise with English speakers. In class, they could role-play
social occasions in which they meet new people, e.g. parties,
long train journeys, joining a new class, starting a new job.
Your students should be made aware that they should react
naturally and give full answers but not answers which are too
long and dominate the interaction.
! Train your students to ‘think on their feet’ and answer a
question quickly even if they have never thought about a
particular subject before. Give them written examples of
unsuitable candidate responses and ask them to improve on
them. For example:
Interlocutor: What do you hope to be doing in five years’
time?
Candidate: Er … I don’t know. X
Candidate: … "
! Give your students role-cards with the name of a celebrity
and tell them they must pretend to be the person written on
the card. Their task is to interview each other in pairs or small
groups and find out as much as possible about each other in a
given time. This will help them to sustain an interaction in a
less familiar situation.
86 cae handbook for teachers | paper 5: speaking86
! Advise your students to try and use a variety of tenses,
structures and vocabulary in this part of the test. This will
create a good impression and give them confidence to tackle
the other parts of the test.
! PART 2
! Give your students plenty of practice in talking for a minute
on a set subject or ‘holding the floor’. Get your students to
time each other and see how long speaking for a minute takes.
Students sometimes finish their long turn too early as they
have little idea what speaking for a minute entails.
! Ask your students to collect pictures from newspapers and
magazines and use these in class to practise comparing them.
Ask your students to group pictures into sets and imagine
what they might be asked to talk about in a Part 2 task in the
exam.
! Help your students to gain confidence and project their
voices by asking them to stand at the back of the classroom
and give a short 1-minute presentation on a topic of their
choice. The other students must listen carefully then ask a
question based on the presentation.
! Students need to be clear about what is considered an
adequate response, e.g. their response needs to go beyond the
level of pure description and contain a speculative element.
For example:
‘This picture shows two people who are on an expedition.
They have to work together to achieve their goal.’
is not as impressive as
‘These people look like they’re on an expedition to the
North Pole or they might be climbing a mountain together.
This could be a personal challenge, a kind of dream for
them, or they might be doing it because they have work to
do during the trip – like doing some research into animal
life or the natural world, so they could be friends or they
could be colleagues. Either way, their relationship must be
very strong. Their lives could depend on how well they co-
operate with each other if there is an emergency.’
! Tell your students not to waste time explaining which
pictures they are going to talk about, e.g. ‘I’m going to talk
about the picture on the left and the one in the middle.’ It will
be obvious which pictures they are talking about when they
begin addressing the task. In addition, if they change their
mind and want to talk about a different picture, they may
feel unable to do so having selected particular pictures at the
start.
! Tell your students not to adopt ‘closure’ techniques such as,
‘That’s all!’ They should keep talking until the interlocutor
says, ‘Thank you’. In this way, they will maximise the time
available for their 1-minute long turn.
! Make sure that your students have plenty of practice in
organising their ideas coherently. Teaching them useful
phrases for linking ideas and comparing pictures will help
them. They can build up their own lists of suitable phrases
throughout the course, thus ensuring that they have a range of
language and structures to draw on when necessary.
! PART 3
! Encourage your students to make use of conversation fillers
to give themselves time to think, e.g. ‘Well, now, let me see.’
Tell them, however, not to over-use these as this will limit
their range of language. Your students should also make use of
strategies which invite their partner to contribute to the
discussion but do not give the impression that they are relying
on their partner to do all the work.
! Act out a scenario with one of your students in which you
either constantly interrupt what they are saying or say almost
nothing at all. Tell the student that they should deal politely
with your interruptions or try to encourage you to say
something. The other students can then repeat the exercise in
pairs or groups. This will provide invaluable training in
managing and developing an interaction.
! Ask your students to keep a notebook in which they list a
variety of functional language, e.g. ways of interrupting
politely, or ways of asking their partner for their opinion.
Encourage them to use as many different ways of doing these
things as possible to avoid repetition.
! Warn your students not to reach their decisions in the first
minute or so of the collaborative task. If students begin by
saying, ‘I think we should choose this one’, they leave
themselves with nothing to evaluate or talk about for the
remaining time. Train your students to discuss each picture in
relation to the task before making any decisions.
! Your students should be encouraged to react to as great a
variety of visual stimuli as possible and express ideas and
opinions of their own. Simply agreeing or disagreeing with
their partner, or echoing what their partner has said, while
being a natural thing to do, will not enable them to show what
they themselves can do.
! PART 4
! After doing a Part 3 task, ask your students to try to predict
what kind of questions they think they might be asked in Part
4. They could do this in groups and then compare their ideas
with those of another group. This will help them prepare for
what they might be asked to talk about in Part 4.
! Tell your students they are not being assessed on their
ideas, but they should be aware that examiners can only
assess them on the language they produce.
! Divide your students into pairs or groups of three and give
them a controversial statement to discuss, e.g. ‘Cars should be
banned’. This will encourage them to express opinions about
topics they may never have thought of.
! Photocopy an article from an English-language newspaper
or magazine and get your students to discuss the article in
small groups. When they have finished, they can compare
their ideas with those of another group.
87cae handbook for teachers | paper 5: speaking
! Set up a regular debating session in class and give your
students 1 minute to stand up and argue for or against a
particular topic, e.g. ‘Global warming will mean the end of the
world as we know it’. At the end of the debate, take a vote on
who has put forward the most convincing arguments.
! Train your students to react immediately to the questions
they are asked, or give themselves a little time to think aloud
by saying things like, ‘Well that’s something I’ve never really
thought about, but, on reflection, I’d say that …’.
! It is important to give your students practice sessions
which are the same length as the whole test. Tell your
students that the impression they make at the end of the test
is equally as important as the one they make at the beginning.
88 cae handbook for teachers | paper 5: speaking | sample paper – test 1
Part
1
3
min
utes
(5 m
inut
es fo
r gro
ups
of th
ree)
Goo
d m
orni
ng/a
ftern
oon/
even
ing.
My
nam
e is
……
……
and
this
is m
y co
lleag
ue …
……
… .
An
d yo
ur n
ames
are
?
C
an I
have
you
r mar
k sh
eets
, ple
ase?
Th
ank
you.
Fi
rst o
f all,
we’
d lik
e to
kno
w s
omet
hing
abo
ut y
ou.
Sele
ct o
ne o
r two
que
stion
s and
ask
cand
idat
es in
turn
, as a
ppro
pria
te.
Whe
re a
re y
ou fr
om?
W
hat d
o yo
u do
?
Ho
w lo
ng h
ave
you
been
stu
dyin
g En
glis
h?
W
hat d
o yo
u en
joy
mos
t abo
ut le
arni
ng E
nglis
h?
Se
lect
one
or m
ore q
uesti
ons f
rom
any
of t
he fo
llowi
ng ca
tego
ries,
as a
ppro
pria
te.
Pe
ople
Wha
t mak
es a
goo
d fri
end?
……
(Why
?)
Ho
w d
o yo
u lik
e to
spe
nd ti
me
with
you
r frie
nds?
Who
has
had
the
grea
test
influ
ence
on
your
life
? …
… (W
hy?)
Whi
ch te
ache
r will
you
alw
ays
rem
embe
r? …
… (W
hy?)
Wor
k an
d st
udy
Is
it a
goo
d id
ea to
con
tinue
stu
dyin
g th
roug
hout
you
r life
? …
… (W
hy?
/ Why
not
?)
Ho
w im
porta
nt is
it to
hav
e a
rout
ine
whe
n w
orki
ng o
r stu
dyin
g? …
… (W
hy?)
Whe
n do
you
pre
fer t
o w
ork
or s
tudy
– in
the
mor
ning
, afte
rnoo
n or
eve
ning
? …
… (W
hy?)
Whi
ch jo
bs a
re p
opul
ar in
you
r cou
ntry
now
aday
s? …
… (W
hy?)
Pa
rt 1
3 m
inut
es (5
min
utes
for g
roup
s of
thre
e)
W
here
you
live
Wha
t wou
ld a
ttrac
t you
to li
ve in
a c
erta
in p
lace
? …
… (W
hy?)
Wha
t pla
ces
of in
tere
st a
re th
ere
whe
re y
ou li
ve?
W
hat a
re th
e ad
vant
ages
and
dis
adva
ntag
es o
f liv
ing
abro
ad fo
r a s
hort
time?
If yo
u co
uld
live
in a
noth
er c
ount
ry, w
here
wou
ld y
ou c
hoos
e? …
… (W
hy?)
Ente
rtain
men
t
Wha
t are
the
mos
t pop
ular
spo
rts in
you
r cou
ntry
?
Wha
t do
you
do to
kee
p fit
and
hea
lthy?
Wha
t’s y
our o
pini
on o
f com
pute
r gam
es?
……
(Why
?)
W
hat k
inds
of b
ook
do y
ou e
njoy
read
ing?
……
(Why
?)
Ex
perie
nces
Wha
t’s th
e m
ost e
xciti
ng e
xper
ienc
e yo
u’ve
eve
r had
? …
… (W
hy?)
If yo
u ha
d th
e op
port
unity
to tr
y a
new
act
ivity
, wha
t wou
ld y
ou c
hoos
e? …
… (W
hy?)
How
has
you
r life
cha
nged
in th
e la
st tw
o or
thre
e ye
ars?
How
do
you
thin
k yo
ur li
fe m
ight
cha
nge
in th
e fu
ture
?
PAPER 5: SPEAKINGTest 1 Part 1
cae handbook for teachers | paper 5: speaking | sample paper – test 1 89
PAPER 5: SPEAKING Test 1 Part 2
1 Tr
avel
ling
by tr
ain
Pa
rt 2
2 Fa
ce to
face
4 m
inut
es (6
min
utes
for g
roup
s of
thre
e)
In
terlo
cuto
r In
this
par
t of t
he te
st, I
’m g
oing
to g
ive
each
of y
ou th
ree
pict
ures
. I’d
like
you
to ta
lk
abou
t the
m o
n yo
ur o
wn
for a
bout
a m
inut
e, a
nd a
lso
to a
nsw
er a
que
stio
n br
iefly
ab
out y
our p
artn
er’s
pic
ture
s.
(Can
dida
te A
), it’
s yo
ur tu
rn fi
rst.
Her
e ar
e yo
ur p
ictu
res.
The
y sh
ow p
eopl
e tra
velli
ng
by tr
ain.
Plac
e Par
t 2 b
ookl
et, o
pen
at T
ask
1, in
fron
t of C
andi
date
A.
I’d li
ke y
ou to
com
pare
two
of th
e pi
ctur
es, a
nd s
ay w
hat d
iffer
ent a
spec
ts o
f tra
in
trave
l the
y sh
ow, a
nd h
ow th
e pe
ople
mig
ht b
e fe
elin
g.
All r
ight
?
Ca
ndid
ate
A 1
min
ute
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(Can
dida
te B
), w
hich
pic
ture
do
you
thin
k be
st s
how
s th
e ad
vant
ages
of t
rave
lling
by
trai
n? …
... (W
hy?)
Ca
ndid
ate
B a
ppro
xim
atel
y 3
0 se
cond
s
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 2 b
ookl
et.
Now
, (Ca
ndid
ate B
), he
re a
re y
our p
ictu
res.
The
y sh
ow p
eopl
e ta
lkin
g fa
ce to
face
.
Plac
e Par
t 2 b
ookl
et, o
pen
at T
ask
2, in
fron
t of C
andi
date
B.
I’d li
ke y
ou to
com
pare
two
of th
e pi
ctur
es, a
nd s
ay w
hy th
ese
peop
le m
ight
be
talk
ing
to e
ach
othe
r, an
d ho
w th
ey m
ight
be
feel
ing.
All r
ight
?
Ca
ndid
ate
B 1
min
ute
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(Can
dida
te A
), w
hich
of t
hese
peo
ple
do y
ou th
ink
know
eac
h ot
her t
he b
est?
……
(W
hy?)
Ca
ndid
ate
A a
ppro
xim
atel
y 3
0 se
cond
s
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 2 b
ookl
et.
90 cae handbook for teachers | paper 5: speaking | sample paper – test 1
21 T
he c
ompu
ter g
ener
atio
n
Pa
rts 3
and
4
8 m
inut
es (1
2 m
inut
es fo
r gro
ups
of th
ree)
Pa
rt 3
In
terlo
cuto
r N
ow, I
’d li
ke y
ou to
talk
abo
ut s
omet
hing
toge
ther
for a
bout
thre
e m
inut
es.
(5 m
inut
es fo
r gro
ups o
f thr
ee)
Here
are
som
e pi
ctur
es s
how
ing
diffe
rent
way
s in
whi
ch c
ompu
ters
affe
ct o
ur
lives
. Pl
ace P
art 3
boo
klet
, ope
n at
Tas
k 21
, in
front
of t
he ca
ndid
ates
. Fi
rst,
talk
to e
ach
othe
r abo
ut h
ow th
ese
pict
ures
sho
w th
e ro
le o
f com
pute
rs
now
aday
s. T
hen
deci
de w
hich
pic
ture
bes
t ref
lect
s th
e di
ffere
nce
com
pute
rs h
ave
mad
e to
our
live
s.
All r
ight
?
Ca
ndid
ates
3
min
utes
(5
min
utes
for
grou
ps o
f thr
ee)
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 3 b
ookl
et.
Pa
rt 4
In
terlo
cuto
r Se
lect
any
of t
he fo
llowi
ng q
uesti
ons,
as a
ppro
pria
te:
So
me
peop
le s
ay th
at c
ompu
ters
are
hel
ping
to
crea
te a
gen
erat
ion
of p
eopl
e w
ithou
t soc
ial s
kills
.
Wha
t’s y
our o
pini
on?
W
hat a
re th
e ad
vant
ages
and
dis
adva
ntag
es o
f
shop
ping
by
com
pute
r?
Ho
w f
ar d
o yo
u ag
ree
that
the
com
pute
r is
the
gre
ates
t in
vent
ion
of m
oder
n tim
es?
A
lot o
f per
sona
l inf
orm
atio
n ab
out a
ll of
us
is n
ow k
ept o
n co
mpu
ters
.
Do y
ou fi
nd th
is w
orry
ing?
……
(Why
? / W
hy n
ot?)
In
futu
re, w
hat r
ole
do y
ou th
ink
ther
e w
ill b
e fo
r peo
ple
who
are
not
inte
rest
ed
in te
chno
logy
? …
... (
Why
?)
Than
k yo
u. T
hat i
s th
e en
d of
the
test
.
Sele
ct a
ny o
f the
follo
wing
pr
ompt
s, as
app
ropr
iate
:
Wha
t do
you
thin
k?
Do
you
agre
e?
How
abo
ut y
ou?
PAPER 5: SPEAKINGTest 1 Parts 3 and 4
91cae handbook for teachers | paper 5: speaking
92 cae handbook for teachers | paper 5: speaking | sample paper – test 2
PAPER 5: SPEAKINGTest 2 Part 1
Pa
rt 1
3 m
inut
es (5
min
utes
for g
roup
s of
thre
e)
Fu
ture
pla
ns
W
hat d
o yo
u ho
pe to
be
doin
g th
is ti
me
next
yea
r?
Ho
w m
ight
you
use
you
r Eng
lish
in th
e fu
ture
?
Wou
ld y
ou c
onsi
der l
ivin
g ab
road
per
man
ently
?
Are
you
som
eone
who
like
s to
pla
n fo
r the
futu
re o
r do
you
pref
er to
let t
hing
s ha
ppen
?
Trav
el a
nd h
olid
ays
W
hat k
inds
of h
olid
ay a
ppea
l to
you
mos
t? …
… (W
hy?)
Whi
ch c
ount
ries
wou
ld y
ou m
ost l
ike
to v
isit?
……
(Why
?)
W
hich
par
t of y
our c
ount
ry w
ould
you
reco
mm
end
to to
uris
ts?
……
(Why
?)
Do
you
thin
k yo
u w
ould
like
to w
ork
in th
e tra
vel i
ndus
try?
……
(Why
? / W
hy n
ot?)
Daily
life
Whi
ch p
art o
f the
day
do
you
enjo
y m
ost?
……
(Why
?)
W
hat d
o yo
u lik
e to
do
at w
eeke
nds?
Wha
t do
you
do to
rela
x?
Do
you
pre
fer t
o fo
llow
a ro
utin
e or
do
you
like
to d
o so
met
hing
diff
eren
t eve
ry d
ay?
Part
1
3
min
utes
(5 m
inut
es fo
r gro
ups
of th
ree)
Goo
d m
orni
ng/a
ftern
oon/
even
ing.
My
nam
e is
……
……
and
this
is m
y co
lleag
ue …
……
… .
An
d yo
ur n
ames
are
?
C
an I
have
you
r mar
k sh
eets
, ple
ase?
Th
ank
you.
Fi
rst o
f all,
we’
d lik
e to
kno
w s
omet
hing
abo
ut y
ou.
Sele
ct o
ne o
r two
que
stion
s and
ask
cand
idat
es in
turn
, as a
ppro
pria
te.
Whe
re a
re y
ou fr
om?
W
hat d
o yo
u do
?
Ho
w lo
ng h
ave
you
been
stu
dyin
g En
glis
h?
W
hat d
o yo
u en
joy
mos
t abo
ut le
arni
ng E
nglis
h?
Se
lect
one
or m
ore q
uesti
ons f
rom
any
of t
he fo
llowi
ng ca
tego
ries,
as a
ppro
pria
te.
Le
isur
e tim
e
Wha
t are
you
r int
eres
ts a
nd le
isur
e ac
tiviti
es?
Ho
w im
porta
nt is
spo
rt an
d ex
erci
se in
you
r life
?
Wha
t typ
es o
f TV
prog
ram
me
do y
ou th
ink
are
wor
th w
atch
ing?
Wha
t kin
d of
mus
ic d
o yo
u en
joy
liste
ning
to?
Le
arni
ng
W
hat i
s yo
ur h
appi
est m
emor
y of
sch
ool?
Wha
t wer
e th
e m
ost u
sefu
l thi
ngs
you
lear
ned
at s
choo
l?
W
hat d
o yo
u en
joy
lear
ning
?
If yo
u ha
d an
opp
ortu
nity
to le
arn
som
ethi
ng n
ew, w
hat w
ould
you
cho
ose?
cae handbook for teachers | paper 5: speaking | sample paper – test 2 93
3 To
geth
er
Pa
rt 2
4 O
n ic
e
4 m
inut
es (6
min
utes
for g
roup
s of
thre
e)
In
terlo
cuto
r In
this
par
t of t
he te
st, I
’m g
oing
to g
ive
each
of y
ou th
ree
pict
ures
. I’d
like
you
to ta
lk
abou
t the
m o
n yo
ur o
wn
for a
bout
a m
inut
e, a
nd a
lso
to a
nsw
er a
que
stio
n br
iefly
ab
out y
our p
artn
er’s
pic
ture
s.
(Can
dida
te A
), it’
s yo
ur tu
rn fi
rst.
Her
e ar
e yo
ur p
ictu
res.
The
y sh
ow p
eopl
e to
geth
er
in d
iffer
ent s
ituat
ions
.
Plac
e Par
t 2 b
ookl
et, o
pen
at T
ask
3, in
fron
t of C
andi
date
A.
I’d li
ke y
ou to
com
pare
two
of th
e pi
ctur
es, a
nd s
ay w
hy th
e pe
ople
mig
ht h
ave
com
e to
geth
er, a
nd h
ow im
porta
nt th
eir r
elat
ions
hip
with
eac
h ot
her m
ight
be.
All r
ight
?
Ca
ndid
ate
A 1
min
ute
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(Can
dida
te B
), w
hich
of t
hese
peo
ple
do y
ou th
ink
rely
on
each
oth
er th
e m
ost?
…
... (W
hy?)
Ca
ndid
ate
B a
ppro
xim
atel
y 3
0 se
cond
s
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 2 b
ookl
et.
Now
, (Ca
ndid
ate B
), he
re a
re y
our p
ictu
res.
The
y sh
ow p
eopl
e on
ice.
Plac
e Par
t 2 b
ookl
et, o
pen
at T
ask
4, in
fron
t of C
andi
date
B.
I’d li
ke y
ou to
com
pare
two
of th
e pi
ctur
es, a
nd s
ay w
hy th
e pe
ople
mig
ht b
e on
the
ice,
and
how
the
atm
osph
ere
is d
iffer
ent i
n ea
ch s
ituat
ion.
All r
ight
?
Ca
ndid
ate
B 1
min
ute
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(Can
dida
te A
), w
hich
of
thes
e pe
ople
do
you
thin
k ar
e en
joyi
ng t
hem
selv
es t
he
mos
t? …
… (W
hy?)
Ca
ndid
ate
A a
ppro
xim
atel
y 3
0 se
cond
s
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 2 b
ookl
et.
PAPER 5: SPEAKING Test 2 Part 2
94 cae handbook for teachers | paper 5: speaking | sample paper – test 2
PAPER 5: SPEAKINGTest 2 Parts 3 and 4
22 R
aisi
ng m
oney
Parts
3 a
nd 4
8
min
utes
(12
min
utes
for g
roup
s of
thre
e)
Pa
rt 3
In
terlo
cuto
r N
ow, I
’d li
ke y
ou to
talk
abo
ut s
omet
hing
toge
ther
for a
bout
thre
e m
inut
es.
(5 m
inut
es fo
r gro
ups o
f thr
ee)
I’d li
ke y
ou to
imag
ine
your
sch
ool w
ants
to o
rgan
ise
an e
vent
to ra
ise
mon
ey fo
r a
new
libr
ary.
Her
e ar
e so
me
of th
e ev
ents
that
hav
e be
en s
ugge
sted
. Pl
ace P
art 3
boo
klet
, ope
n at
Tas
k 22
, in
front
of t
he ca
ndid
ates
. Fi
rst,
talk
to e
ach
othe
r abo
ut h
ow d
iffic
ult i
t wou
ld b
e to
org
anis
e th
ese
even
ts.
Then
dec
ide
whi
ch tw
o w
ould
be
the
mos
t suc
cess
ful i
n ra
isin
g m
oney
. Al
l rig
ht?
Ca
ndid
ates
3
min
utes
(5
min
utes
for
grou
ps o
f thr
ee)
……
……
……
……
……
……
……
……
……
……
…..
In
terlo
cuto
r Th
ank
you.
(C
an I
have
the
book
let,
plea
se?)
Ret
rieve
Par
t 3 b
ookl
et.
Pa
rt 4
In
terlo
cuto
r Se
lect
any
of t
he fo
llowi
ng q
uesti
ons,
as a
ppro
pria
te:
Do
you
thin
k it’
s be
tter t
o gi
ve m
oney
to
loca
l org
anis
atio
ns o
r int
erna
tiona
l org
anis
atio
ns?
…
… (W
hy?)
Pe
ople
ofte
n he
lp b
y gi
ving
thei
r tim
e, n
ot m
oney
.
Is th
is a
goo
d id
ea?
……
(Why
? / W
hy n
ot?)
So
me
peop
le s
ay t
he p
robl
em w
ith t
he w
orld
tod
ay is
tha
t pe
ople
onl
y ca
re
abou
t the
mse
lves
. W
hat’s
you
r opi
nion
?
Ho
w im
porta
nt d
o yo
u th
ink
mon
ey is
for a
hap
py li
fe?
……
(Why
? / W
hy n
ot?)
W
hat k
inds
of p
robl
ems
can
havi
ng a
lot o
f mon
ey s
omet
imes
cau
se?
Than
k yo
u. T
hat i
s th
e en
d of
the
test
.
Sele
ct a
ny o
f the
follo
wing
pr
ompt
s, as
app
ropr
iate
:
Wha
t do
you
thin
k?
Do
you
agre
e?
How
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95cae handbook for teachers | paper 5: speaking – assessment
AssessmentThroughout the test candidates are assessed on their own
individual performance and not in relation to each other, by
two examiners. The assessor awards marks according to five
analytical criteria:
• Grammatical Resource
• Vocabulary Resource
• Discourse Management
• Pronunciation
• Interactive Communication.
The interlocutor awards a mark for Global Achievement.
! Grammatical Resource
This refers to the accurate and appropriate use of a range of
both simple and complex forms. Performance is viewed in
terms of the overall effectiveness of the language used in
spoken interaction.
! Vocabulary Resource
This refers to the candidate’s ability to use a range of
vocabulary to meet task requirements. At CAE level, the tasks
require candidates to speculate and exchange views on
unfamiliar topics. Performance is viewed in terms of the
overall effectiveness of the language used in spoken
interaction.
! Discourse Management
This refers to the candidate’s ability to link utterances
together to form coherent speech, without undue hesitation.
The utterances should be relevant to the tasks and should be
arranged logically to develop the themes or arguments
required by the tasks.
! Pronunciation
This refers to the candidate’s ability to produce intelligible
utterances to fulfil the task requirements. This includes stress
and intonation as well as individual sounds. Examiners put
themselves in the position of a non-ESOL specialist and assess
the overall impact of the pronunciation and the degree of
effort required to understand the candidate.
! Interactive Communication
This refers to the candidate’s ability to take an active part in
the development of the discourse. This requires an ability to
participate in the range of interactive situations in the test
and to develop discussions on a range of topics by initiating
and responding appropriately. This also refers to the
deployment of strategies to maintain interaction at an
appropriate level throughout the test so that the tasks can be
fulfilled.
! Global Achievement
This refers to the candidate’s overall effectiveness in dealing
with the tasks in the four separate parts of the CAE Speaking
test. The global mark is an independent impression mark
which reflects the assessment of the candidate’s performance
from the interlocutor’s perspective.
MarkingAssessment is based on performance in the whole test, and is
not related to performance in particular parts of the test. In
many countries, Oral Examiners are assigned to teams, each of
which is led by a Team Leader who may be responsible for
approximately 15 Oral Examiners. Team Leaders give advice
and support to Oral Examiners, as required. The Team Leaders
are responsible to a Senior Team Leader, who is the
professional representative of Cambridge ESOL for the
Speaking tests. Senior Team Leaders are appointed by
Cambridge ESOL and attend an annual co-ordination and
development session in the UK. Team Leaders are appointed
by the Senior Team Leader in consultation with the local
administration.
After initial training of examiners, standardisation of marking
is maintained by both annual examiner co-ordination sessions
and by monitoring visits to centres by Team Leaders. During
co-ordination sessions, examiners watch and discuss sample
Speaking tests recorded on video and then conduct practice
tests with volunteer candidates in order to establish a
common standard of assessment. The sample tests on video
are selected to demonstrate a range of nationalities and
different levels of competence, and are pre-marked by a team
of experienced assessors.
96 cae handbook for teachers | paper 5: speaking96 cae handbook for teachers | paper 5: speaking – cambridge esol common scale for speaking
Cambridge ESOL Common Scale for SpeakingThe Cambridge ESOL Common Scale for Speaking has been
developed to help users to:
• interpret levels of performance in the Cambridge tests
from beginner to advanced
• identify typical performance qualities at particular levels
• locate performance in one examination against
performance in another.
The Common Scale is designed to be useful to test candidates
and other test users (e.g. admissions officers or employers).
The description at each level of the Common Scale aims to
provide a brief, general description of the nature of spoken
language ability at a particular level in real-world contexts. In
this way the wording offers an easily understandable
description of performance which can be used, for example, in
specifying requirements to language trainers, formulating job
descriptions and specifying language requirements for new
posts.
LEVEL MASTERY c2 CERTIFICATE OF PROFICIENCY IN ENGLISH:
Fully operational command of the spoken language• Able to handle communication in most situations, including
unfamiliar or unexpected ones.• Able to use accurate and appropriate linguistic resources to
express complex ideas and concepts and produce extendeddiscourse that is coherent and always easy to follow.
• Rarely produces inaccuracies and inappropriacies.• Pronunciation is easily understood and prosodic features are
used effectively; many features, including pausing andhesitation, are ‘native-like’.
LEVEL EFFECTIVE OPERATIONAL PROFICIENCY c1 CERTIFICATE IN ADVANCED ENGLISH:
Good operational command of the spoken language• Able to handle communication in most situations.• Able to use accurate and appropriate linguistic resources to
express ideas and produce discourse that is generally coherent.• Occasionally produces inaccuracies and inappropriacies.• Maintains a flow of language with only natural hesitation
resulting from considerations of appropriacy or expression.• L1 accent may be evident but does not affect the clarity of the
message.
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 andinappropriate usage occur.
• Maintains a flow of language, although hesitation may occurwhilst searching for language resources.
• Although pronunciation is easily understood, L1 features may beintrusive.
• 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 assistanceby 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.