Cpe Specifications Sample Papers 2013

Specications and Sample Papers
for examinations from May 2013

Proof of exceptional English ability
Examcontentandoverview
Paper/timing Test content Test focus
1
READINGAND
USEOFENGLISH
1hr30mins
Part1 Amodiedclozetestcontainingeightgaps
followedbyeightmultiple-choicequestions.
Candidatesareexpectedtobeableto:demonstrate
theabilitytoapplytheirknowledgeandcontrolofthe
languagesystembycompletinganumberoftasks
attextandsentencelevel;demonstrateavariety
ofreadingskillsincludingunderstandingofspecic
information,textorganisationfeatures,implication,
toneandtextstructure.
Part2 Amodiedclozetestcontainingeightgaps.
Part3 Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemsofthemissing
wordsaregivenbesidethetextandmustbe
changedtoformthemissingword.
Part4 Sixseparatequestions,eachwithalead-in
sentenceandagappedsecondsentencetobe
completedinthreetoeightwords,oneofwhich
isagivenkeyword.
Part5 Atextfollowedbysix4-optionmultiple-choice
questions.
Part6 Atextfromwhichsevenparagraphshavebeen
removedandplacedinjumbledorder,together
withanadditionalparagraph,afterthetext.
Part7 Atextorseveralshorttexts,precededby10
multiple-matchingquestions.
2
WRITING
1hr30mins
Part1 Onecompulsoryquestion. Candidatesareexpectedtowriteanessay
summarisingandevaluatingthekeyideascontained
intwotextsofapproximately100wordseach.
Part2 Candidateschooseonetaskfromachoiceofve
questions(includingthesettextoptions).
Candidatesareexpectedtobeabletowritenon-
specialisedtexttypessuchasanarticle,aletter,
areport,arevieworanessay.
3
LISTENING
Approx.40mins
Part1 Threeshortextractsfrommonologuesor
exchangesbetweeninteractingspeakers.There
aretwomultiple-choicequestionsforeach
extract.
Candidatesareexpectedtobeabletoshow
understandingoffeeling,attitude,detail,opinion,
purpose,agreement,gist,courseofaction,inference,
function,specicinformation,etc.
Part2 Amonologuewithasentencecompletiontask
whichhasnineitems.
Part3 Atextinvolvinginteractingspeakers,withve
multiple-choicequestions.
Part4 Fiveshortthemedmonologues,with10multiple-
matchingquestions.
4
SPEAKING
16mins
Part1 Aconversationbetweentheinterlocutorand
eachcandidate(spokenquestions).
Candidatesareexpectedtobeabletorespondto
questionsandtointeractinconversationalEnglish,
usingarangeoffunctionsinavarietyoftasks.
Part2 Atwo-wayconversationbetweenthecandidates
(visualandwrittenstimuli,withspoken
instructions).
Part3 Anindividuallongturnforeachcandidate,
followedbyaresponsefromthesecond
candidate(writtenstimuliwithspoken
instructions).
1 CAMBRIDGEENGLISH:PROFICIENCYSPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGEENGLISH:PROFICIENCY | CONTENTS
Introduction 2
The purpose of the revision project 2
The process of the project 2
Key changes at a glance 2
About Cambridge ESOL 2
The worlds most valuable range of English qualifications 2
Key features of Cambridge English exams 3
Quality at the heart of what we do 3
Cambridge English: Proficiency an overview 3
Who is the exam for? 3
Recognition 3
The level of Cambridge English: Proficiency 3
Marks and results 3
Exam content and processing 4
Factors affecting the design of the examination 4
A thorough test of all areas of language ability 4
International English 4
Administrative information 4
Reading and Use of English 5
General description 5
Structure and tasks 5
Sample paper 6
Answer key 12
Writing 13
Task types in the Writing paper 14
The two parts of the Writing paper 15
Sample paper 16
Sample responses 18
Examiners and marking 19
Assessment 19
Listening 20
Sample paper 21
Sample script 24
Answer key 28
Speaking 29
Sample paper 30
Examiners and marking 33
Assessment 33
Preface
Thisbookletcontainsspecicationsandsamplepapersforthe
revisedCambridgeEnglish:Prociencyexamination,alsoknownas
CerticateofProciencyinEnglish(CPE).Therevisedversionofthe
examwillbeintroducedforthersttimeinMay2013.
Furtherinformationontheexaminationwillbeissuedinthe
formof:
regularupdatebulletins
acomprehensiveCambridgeEnglish:ProciencyHandbookfor
Teacherscontaininganadditionalsetofsamplepapers
anextensiveprogrammeofseminarsandconference
presentations.
Ifyouneedanyfurthercopiesofthisbooklet,pleaseemail
ESOLHelpdesk@CambridgeESOL.org
Contents
CAMBRIDGEENGLISH:PROFICIENCY | INTRODUCTION
ThenewCambridgeEnglish:Prociencyexamwillbeshorterthan
thepreviousexaminationbyapproximately2hours.However,
carefulexamdesignmeansthatCambridgeEnglish:Prociencystill
assessesatexactlythesamehighlevel,retainsallofthelanguage
andskillscoverageasthecurrentexam,andintroducesnewtasks
andtestingfocusesineachofthewrittenpapers.
From2013candidateswillbeabletochoosetotakeCambridge
English:Prociencyaseitherapaper-basedorcomputer-based
exam.Thiswillofercandidatesmorechoiceabouthowtheytake
theirexamandintroducemoreexamdates.
AboutCambridgeESOL
CambridgeEnglish:ProciencyisdevelopedbyUniversityofCambridge
ESOLExaminations(CambridgeESOL),anot-for-protdepartment
oftheUniversityofCambridge.
CambridgeESOLisoneofthreemajorexamboardswhichformthe
CambridgeAssessmentGroup(CambridgeAssessment).More
than8millionCambridgeAssessmentexamsaretakeninover150
countriesaroundtheworldeveryyear(correctasofJanuary2011).
The worlds most valuable range of English
qualications
CambridgeESOLoferstheworldsleadingrangeofqualications
forlearnersandteachersofEnglish.Over3millionpeopletakeour
examseachyearin130countries.
CambridgeESOLofersassessmentsacrossthefullspectrumof
languageability.Weprovideexaminationsforgeneralcommunication
andforacademicandprofessionalpurposes(includingspecialist
legalandnancialEnglishqualications).Allofourexamsarealigned
totheprinciplesandapproachoftheCommonEuropeanFramework
ofReferenceforLanguages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.CambridgeESOL.org/CEFR
Inadditiontoourownprogrammesofworld-leadingresearch,we
workcloselywithprofessionalbodies,industryprofessionalsand
governmentstoensurethatourexamsremainfairandrelevantto
candidatesofallbackgroundsandtoawiderangeofstakeholders.
Introduction
TheCambridgeEnglish:Prociencyexaminationwasoriginallyofered
in1913.Numerousupdates,mostrecentlyin2002,haveallowed
theexaminationtokeeppacewithchangesinlanguageteaching
andtesting.
Thisbookletgivesinformationontheoutcomeoftherevisionof
CambridgeEnglish:Prociency.Changeswillbeintroducedfrom
May2013.
The purpose of the revision project
ThepurposeoftheprojectwastoreviseCambridgeEnglish:Prociency
inordertoensurethatitcontinuestomeettheneedsofcandidates,
teachers,centresandotherusersintermsofcontentandlength.
Theaimsweretoensuretheupdatedexamination:
issuitableforuseforhighereducationstudypurposes
issuitableforuseforcareerenhancementpurposes
feelsfreshandmodernandretainsappropriateandspecic
testingfocusesforeachpaper
isthoroughlyvalidatedandreectsthemostup-to-date
methodologicalapproachtocommunicativelanguagetesting
ismoreuser-friendlyintermsofitslength
continuestosetthestandardforC2levelexams.
Theoutcomeisasfollows,andistheresultofextensiveresearch,
consultationwithusers,andtriallingofexammaterial.
The process of the project
Theprojecthasincludedthefollowingmainstages:
1. Datacollection,e.g.marketinformationincludingsurvey
questionnairessenttoteachersandCentreExamsManagers;
informationoncandidatescollectedonCandidateInformation
Sheets.
2. Thedevelopmentofexaminationspecications,includingthe
developmentofthetestconstruct,testcontentandthedenition
ofthetestfocuses;thedevelopment,production,editingand
triallingofdrafttasktypesandmaterials;andresearchintothe
validityandreliabilityofthematerialandassessmentprocedures.
3. Theproductionofexaminationsupportmaterials,including
publicspecications,andtrainingmaterialsforwritersof
examinationmaterialsandexaminers.
Throughouttheproject,CambridgeESOLhasgatheredfeedbackon
itsproposalsfortheexaminationbyholdingconsultationmeetings
withstakeholders.Duringtrialling,teachersandstudentswereasked
tocompletequestionnairesontrialmaterials.
Key changes at a glance
ThesearethekeychangestotheCambridgeEnglish:Prociency
examinationthatwillbeintroducedinMay2013.
CambridgeEnglish:Prociencywillhavefourpapersinsteadof
ve.WhiletheknowledgeassessedinthecurrentUseofEnglish
paperisassessedacrossallfourpapersinthenewexam,manyof
thetaskshavebeenretainedinmodiedformatsintheReading
andUseofEnglishpaper.
CAMBRIDGEENGLISH:PROFICIENCY | INTRODUCTION
inEnglishExamination19132002;StudiesinLanguageTestingvolume
15;Weir,CandMilanovic,M(eds);CambridgeUniversityPress,
2003.
Who is the exam for?
CambridgeEnglish:Prociencyistakenbycandidatesinover70
countriesandbymorethan160nationalities.Typicallytheyare
peopleseekingtoachieveexceptionalabilitywithEnglishinorderto:
studydemandingsubjectsatthehighestlevels,including
postgraduateandPhDprogrammes
activelyengagewithacademiclifebyparticipatingcondentlyin
tutorialsandseminars
leadoncomplexandchallengingresearchprojects
negotiateandpersuadeefectivelyatseniormanagementlevelin
internationalbusinesssettings.
Who recognises the exam?
CambridgeEnglish:Prociencyisacceptedbyuniversities,
employers,governmentsandotherorganisationsaroundthe
worldasproofoftheabilitytouseEnglishtofunctionatthe
highestlevelsofacademicandprofessionallife.
ItisrecognisedbytheUKBorderAgencyasmeetingthe
languagerequirementsforTier1,2and4immigration,covering
studyandworkingintheUK*.
TheexamhasbeenaccreditedbyOfqual,thestatutory
regulatoryauthorityforexternalqualicationsinEngland,and
itscounterpartsinWalesandNorthernIreland,atLevel3inthe
NationalQualicationsFramework,underthetitleCambridge
ESOLLevel3CerticateinESOLInternational.
TheUKsUniversitiesandCollegesAdmissionsService
(UCAS)awardscandidateswithCambridgeEnglish:Prociency
upto140UCASTarifpoints*towardstheirapplication
toUKuniversitiesandhighereducationinstitutions.
www.CambridgeESOL.org/UCAS-points
*AccurateasofApril2011.
Formoreinformationaboutrecognitiongoto
www.CambridgeESOL.org/recognition
What level is the exam?
CambridgeEnglish:ProciencyissetatLevelC2thehighestlevel
ontheCEFRscale.C2isrequiredindemandingacademicand
professionalsettings,andachievingacerticateatthislevelisproof
thatacandidatehasthelinguisticcompetencetouseEnglishwitha
uencyandsophisticationapproachingthatofanativespeaker.
Marks and results
CambridgeEnglish:Prociencygivesdetailed,meaningfulresults.
AllcandidatesreceiveaStatementofResults.Candidateswhose
performancerangesbetweenCEFRLevelsC2andC1willalsoreceive
acerticate:
Statement of Results
TheStatementofResultsoutlines:
thecandidatesresult.Thisresultisbasedonthetotalscore
gainedbythecandidateinallfourpapers.
agraphicaldisplayofthecandidatesperformanceineachpaper
Key features of Cambridge English exams
CambridgeEnglishexams:
arebasedonrealistictasksandsituationssothatpreparingfor
theirexamgiveslearnersreal-lifelanguageskills
accuratelyandconsistentlytestallfourlanguageskillsreading,
writing,listeningandspeakingaswellasknowledgeoflanguage
structureanditsuse
encouragepositivelearningexperiences,andseektoachievea
positiveimpactonteachingwhereverpossible
areasfairaspossibletoallcandidates,whatevertheirnational,
ethnicandlinguisticbackground,genderordisability.
Quality at the heart of what we do
CambridgeESOLscommitmenttoprovidingexamsofthehighest
possiblequalityisunderpinnedbyanextensiveprogrammeof
researchandevaluation,andbycontinuousmonitoringofthe
markingandgradingofallCambridgeEnglishexams.Ofparticular
importancearetherigorousproceduresusedintheproductionand
pretestingofquestionpapers.
Attheheartofalltheseprocessesarethesystemsandprocedures
thatdriveoursearchforexcellenceandcontinuousimprovement.
Whilethesesystemsinvolvecomplexresearchandtechnology,the
underlyingphilosophyissimpleandisdesignedaroundveessential
principles:
Validityareourexamsanauthentictestofreal-lifeEnglish?
Reliabilitydoourexamsmeasureconsistentlyandfairly?
Impactdoesourassessmenthaveapositiveefectonteachingand
learning?
Practicalitydoesourassessmentmeetlearnersneedswithin
availableresources?
Qualityhowweplan,deliverandcheckthatweprovideexcellence
inalloftheseelds.
Howweimplementthisapproachacrossourorganisationis
explainedinPrinciplesofGoodPractice,whichcanbedownloadedfree
atwww.CambridgeESOL.org/Principles
The ISO 9001:2008 standard
Allsystemsandprocessesfordesigning,developinganddelivering
examsandassessmentservicesarecertiedasmeetingthe
internationallyrecognisedISO9001:2008standardforquality
management.
CambridgeEnglish:Prociency
anoverview
CambridgeEnglish:Prociencywasoriginallyintroducedin1913andis
ahigh-levelqualicationthatisofciallyrecognisedbyuniversities,
employersandgovernmentsaroundtheworld.Basedonextensive
research,numerousupdatesovertheyearshaveallowedtheexam
tokeeppacewithchangesinlanguageteachingandtestingand
haveensuredtheexamremainsreliableandrelevantforcandidates.
AfullhistoryofthedevelopmentofCambridgeEnglish:Prociencyis
detailedinContinuityandInnovation:RevisingtheCambridgeProciency
CAMBRIDGEENGLISH:PROFICIENCY | EXAM CONTENT AND PROCESSING
Theupdatedexaminationhasincorporatedtheinsightsprovidedby
thisinformationandaimstoprovide:
coverageofcandidatesneedsandinterests
coverageoflanguageabilitiesunderlyingtheseneedsand
interestsinreading,controloflanguagesystems(grammarand
vocabulary),writing,listeningandspeaking
reliableassessmentacrossawiderangeoftestingfocuses
positiveeducationalimpact
easeofadministration
amoreuser-friendlyexperienceforcandidates.
A thorough test of all areas of language ability
Theupdatedexamiscomprisedoffourpapers:ReadingandUse
ofEnglish,Writing,ListeningandSpeaking.Itisshorterthanthe
previousexaminationbyapproximately2hours.
Eachofthefourpaperscarries25%ofthetotalmarks.Detailed
informationoneachpaperandsamplepapersfollowlaterinthis
handbook,buttheoverallfocusofeachpaperisasfollows.
ReadingandUseofEnglish:1hour30minutes
Candidatesneedtobeabletounderstandtextsfrompublications
suchasctionandnon-ctionbooks,journals,newspapersand
magazines.
Writing:1hour30minutes
Candidateshavetoshowthattheycanproducetwodiferentpieces
ofwriting:acompulsoryoneinPart1,andonefromachoiceofve
inPart2.
Listening:40minutes
Candidatesneedtoshowtheycanunderstandthemeaningof
arangeofspokenmaterial,includingconversations,lectures,
seminars,broadcastsandtalks.
Speaking:16minutes
CandidatestaketheSpeakingtestwithanothercandidateorina
groupofthree,andaretestedontheirabilitytotakepartindiferent
typesofinteraction:withtheexaminer,withtheothercandidate
andbythemselves.
Eachofthesefourtestcomponentsprovidesauniquecontributionto
aproleofoverallcommunicativelanguageabilitythatdeneswhata
candidatecandoatthislevel.
International English
Englishisusedinawiderangeofinternationalcontexts.Toreect
this,candidatesresponsestotasksinCambridgeEnglishexamsare
acceptableinallvarietiesandaccentsofEnglish,providedtheydo
notinterferewithcommunication.Materialsusedfeaturearangeof
accentsandtextssourcedfromEnglish-speakingcountries,including
theUK,NorthAmericaandAustralia.USandotherversionsof
spellingareacceptedifusedconsistently.
Administrative information
AswiththecurrentCambridgeEnglish:Prociencyexamination,
candidatesmustbeenteredthrougharecognisedCambridgeESOL
centre.Findyournearestcentreatwww.CambridgeESOL.org/centres
(shownagainstthescaleExceptionalGoodBorderline
Weak).
astandardisedscoreoutof100whichallowscandidatestosee
exactlyhowtheyperformed.
Certicate
Wehaveenhancedthewaywereporttheresultsofourexams
becausewebelieveitisimportanttorecognisecandidates
achievements.
CerticateofProciencyinEnglishLevelC2
GradeA,BorC
IfacandidateachievesgradeA,BorCintheirexam,theywillreceive
theCerticateofProciencyinEnglishatLevelC2.
LevelC1certicate
IfacandidatesperformanceisbelowLevelC2,butfallswithinLevel
C1,theywillreceiveaCambridgeEnglishcerticatestatingthatthey
demonstratedabilityatC1level.
Examcontentandprocessing
CambridgeEnglish:Prociencyisarigorousandthoroughtestof
EnglishatLevelC2.Itcoversallfourlanguageskillsreading,writing,
listeningandspeaking.InpreparingforCambridgeEnglish:Prociency,
candidatesdeveloptheskillstheyneedtomakepracticaluseofthe
languageinavarietyofcontextsandtocommunicateefectivelyin
English.
Factors afecting the design of the examination
AnalysisofCambridgeEnglish:Prociencycandidateinformationdata
andmarketsurveyquestionnairesshowedconsistentagreement
onadministrativeaspectsoftheexaminationandhowtherevised
examinationcouldbestreectcandidatesneedsandinterests.
ReadingandUseofEnglishpaper
Structureandtasks(cont.)
PART3
TASKTYPE Wordformation
FOCUS Themainfocusisonvocabulary,inparticular
theuseofafxation,internalchangesand
compoundinginwordformation.
FORMAT Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemsofthe
missingwordsaregivenbesidethetextand
mustbechangedtoformthemissingword.
NO.OFQS 8
PART4
TASKTYPE Keywordtransformations
FOCUS Thefocusisongrammar,vocabularyand
collocation.
FORMAT Sixseparateitems,eachwithalead-in
sentenceandagappedsecondsentenceto
becompletedinthreetoeightwords,oneof
whichisagivenkeyword.
NO.OFQS 6
PART5
TASKTYPE Multiplechoice
FOCUS Detail,opinion,attitude,tone,purpose,main
idea,implication,textorganisationfeatures
(exemplication,reference).
FORMAT Atextfollowedby4-optionmultiple-choice
questions.
NO.OFQS 6
PART6
TASKTYPE Gappedtext
FOCUS Cohesion,coherence,textstructure,global
meaning.
FORMAT Atextfromwhichparagraphshavebeen
removedandplacedinjumbledorderafterthe
text.Candidatesmustdecidefromwherein
thetexttheparagraphshavebeenremoved.
NO.OFQS 7
PART7
TASKTYPE Multiplematching
FOCUS Detail,opinion,attitude,specicinformation.
FORMAT Atextorseveralshorttexts,precededby
multiple-matchingquestions.Candidates
mustmatchaprompttoelementsinthetext.
NO.OFQS 10
Structureandtasks
PART1
TASKTYPE Multiple-choicecloze
FOCUS Themainfocusisonvocabulary,e.g.idioms,
collocations,xedphrases,complementation,
phrasalverbs,semanticprecision.
FORMAT Amodiedclozecontainingeightgaps
followedbyeight4-optionmultiple-choice
items.
NO.OFQS 8
PART2
TASKTYPE Opencloze
FOCUS Themainfocusisonawarenessandcontrolof
grammarwithsomefocusonvocabulary.
FORMAT Amodiedclozetestcontainingeightgaps.
NO.OFQS 8
Generaldescription
FORMAT Thepapercontainssevenparts.
ForParts1to4,thetestcontains
textswithaccompanyinggrammar
andvocabularytasks,and
separateitemswithagrammar
andvocabularyfocus.ForParts5
to7,thetestcontainsarangeof
textsandaccompanyingreading
comprehensiontasks.
TIMING 1hour30minutes
NO.OFPARTS 7
NO.OFQUESTIONS 53
TASKTYPES Multiple-choicecloze,open
cloze,wordformation,keyword
transformation,multiplematching,
gappedtext,multiplechoice.
WORDCOUNT 2,9003,400
MARKS Parts13eachcorrectanswer
receives1mark;Part4eachcorrect
answerreceivesupto2marks.
ForParts56,eachcorrectanswer
receives2marks;forPart7,each
correctanswerreceives1mark.
CAMBRIDGEENGLISH:PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLEPAPER READINGANDUSEOFENGLISH
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PART 1: Questions 18
READINGANDUSEOFENGLISH SAMPLEPAPER
PARTS 23: Questions 924
5

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2
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2
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9

3
1

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t
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A

H
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C

H
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H
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.

3
3

T
h
e

w
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r

r
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f
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s

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o

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h
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p
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r
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n

(
l
i
n
e

2
5
)

t
o

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h
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h
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m
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A

a
r
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r
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g
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f

a
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.

B

m
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a
v
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m
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l
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r

b
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a
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.

C

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D

c
a
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.

3
4

A
c
c
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n
g

t
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t
h
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w
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t
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,

w
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m
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c
r
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a
w
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a
n
y

c
o
n
s
i
s
t
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t

p
a
t
t
e
r
n
s
?

A

T
h
e
y

h
a
v
e

r
e
s
t
r
i
c
t
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d

v
i
s
i
b
i
l
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t
y
.

B

T
h
e
y

a
r
e

o
f
t
e
n

l
o
o
k
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n
g

d
o
w
n
w
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d
s
.

C

T
h
e
y

f
a
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l

t
o

a
n
a
l
y
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e

w
h
a
t

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h
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r
e

d
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g
.

D

T
h
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y

a
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e

f
o
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d

o
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a
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g

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h
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r

d
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s
t
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n
a
t
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o
n
.

3
5

W
h
a
t

h
a
s

D
i
r
k

H
e
l
b
i
n
g
s

w
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k

r
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a
l
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d

a
b
o
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t

h
u
m
a
n

c
r
o
w
d
s
?

A

P
e
o
p
l
e

c
h
a
n
g
e

t
h
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r

d
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r
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c
t
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f
r
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q
u
e
n
t
l
y
.

B

L
a
n
e
s

a
r
e

o
n
l
y

f
o
r
m
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d

f
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a

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m
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d

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.

C

P
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p
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t
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o
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v
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p
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D

N
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l
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r
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a
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d

w
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n

t
h
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g
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t

t
o
o

w
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d
e
.

3
6

T
h
e

w
r
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t
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r

s
a
y
s

t
h
a
t
,

w
h
e
n

h
e

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c
r
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b
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h
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s

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k

t
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o
t
h
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,

A

t
h
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s
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m

b
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d

b
y

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h
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d
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a
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n

f
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m
a
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n

i
n

n
a
t
u
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e
.

B

t
h
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a
p
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c
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f
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d

a
b
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h
e

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y
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a
c
h
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v
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C

t
h
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n
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b
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o

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n
d
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r
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.

D

t
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T
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r

8

P
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Samplepaperanswerkey
Q PartOne
1 C
2 B
3 C
4 D
5 C
6 A
7 B
8 C
Q PartTwo
9 No
10 with
11 but
12 by
13 to/for
14 as
15 goes
16 puts
Q PartThree
17 presence
18 compelling
19 breakthrough
20 diferentiate
21 spectacular
22 variety
23 independent
24 increasingly
Q PartFour
25 noprevious|experience
26 willtakeplace/beheld
indoors/beanindoor
event|intheeventof/
ifthereis/shouldit/in
caseof
27 wasnotalone|in
volunteering
28 comeupwith|asolution/
ananswer/someanswers
29 in/withthehope|of
making(itinto)
ORin/withthehope|
(that)theywouldmake
(itinto)
30 (going/sure)toclose
down/closingdown|
whetherwelikeit
Q PartFive
31 C
32 D
33 C
34 A
35 B
36 D
Q PartSix
37 C
38 F
39 G
40 B
41 H
42 A
43 E
Q PartSeven
44 D
45 E
46 C
47 B
48 A
49 E
50 B
51 D
52 A
53 C
Writingpaper
Generaldescription
FORMAT Thepapercontainstwoparts.
TIMING 1hour30minutes
NO.OFPARTS 2
NO.OFQUESTIONS Candidatesarerequiredtocomplete
twotasks:acompulsorytaskinPart
1andonetaskfromachoiceofve
inPart2.
TASKTYPES Arangefromthefollowing:essay;
article;report;letter;review.
MARKS Eachquestiononthispapercarries
equalmarks.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Writinganessaywithadiscursivefocus.
FORMAT Candidatesarerequiredtowriteanessay
summarisingandevaluatingthekeyideas
containedintwotextsofapproximately
100wordseach.Thetextsmaycontain
complementaryorcontrastingopinions,and
maybeextractsfromnewspapers,books,
magazines,onlinesourcematerial,orcouldbe
basedonquotationsmadebyspeakersduring
adiscussion.
LENGTH 240280words
PART2
TASKTYPE
ANDFOCUS
Writingonefromanumberofpossibletext
typesbasedon:
a contextualised writing task
a question related to one of two set texts.
FORMAT Candidateshaveachoiceoftask.Inquestions
24,thetasksprovidecandidateswithaclear
context,topic,purposeandtargetreaderfor
theirwriting.Question5consistsofachoice
betweentwotasksbasedonthesetreading
texts.Theoutputtexttypesare:
essay
article
letter
report
review
LENGTH 280320words
CAMBRIDGEENGLISH:PROFICIENCY | WRITING PAPER
Task types in the Writing paper
Thediferenttasktypesareintendedtoprovideframeworksforcandidatessothattheycanputtogetheranddeveloptheirideasonatopicwitha
purposeforwritingandatargetreaderinmind.Theseindicationsofreadershipandpurposearenotcomprehensive,butareintendedtoprovide
someguidelinestothediferenttasktypes.
ANESSAYisusuallywrittenforateacher.Itshouldbewellorganised,withanintroduction,cleardevelopmentandanappropriateconclusion.
ThecompulsoryPart1essayquestionwillinvolvereadingtwoshortinputtextsonaparticulartopicandsummarisingandevaluatingthekey
pointsfromthesetextsinthecontextofacoherentessayonthetopic,includingthecandidatesownviews.
Thesettextessayquestionsspecifywhatparticularaspectofthesettext(developmentofcharacterorsignicanceofevents)shouldformthe
contentoftheessay.
ANARTICLEiswrittenonaparticularthemeinastylewhichmakesitsuitableforpublicationinanEnglish-languagenewspaper,magazine
ornewsletter.Thequestionidentiesthetopicforthearticle,andthetypeofpublicationmentionedgivesthecandidateguidanceastothe
appropriateregistertobeusedforexamplehowacademicorlivelythearticleshouldbe.Thepurposeofanarticleistoconveyinformation;it
maycontainsomedescriptionand/ornarrative,andcandidatesshouldbearinmindtheneedtoengagetheinterestoftheirreaders.
ALETTERiswritteninresponsetothesituationoutlinedinthequestion.LettersintheCambridgeEnglish:ProciencyWritingpaperwillrequirea
responsewhichisconsistentlyappropriateforthespeciedtargetreader,andcandidatescanexpecttobeaskedtowritelettersto,forexample,
theeditorofanewspaperormagazine,tothedirectorofaninternationalcompany,ortoaschoolorcollegeprincipal.Alettertoanewspaper
ormagazinemaywellincludeanarrativeelementwhichdetailspersonalexperience;otherlettersmaybemoreconcernedwithgivingfactual
information.
AREPORTiswrittenforaspeciedaudience.Thismaybeasuperior,forexample,abossatwork,ormembersofapeergroup,colleaguesor
fellowclassmembers.Thequestionidentiesthesubjectofthereportandspeciestheareastobecovered.Thecontentofareportismainly
factualanddrawsonthepromptmaterial,buttherewillbescopeforcandidatestomakeuseoftheirownideasandexperience.
AREVIEWmaybeaboutabook,magazine,lm,play,orconcert,butitmayalsobeabout,forexample,arestaurant,hotel,orperhapsan
exhibition.Thetargetreaderisspeciedinthequestion,sothecandidateknowsnotonlywhatregisterisappropriate,butalsohasanideaabout
thekindofinformationtoinclude.Areviewdoesnotmerelyrequireageneraldescriptionof,forexample,aneventorpublication,butitspecies
theparticularaspectstobeconsidered.Forexample,thereviewmayemploynarrative,aswellasdescriptiveandevaluativelanguage,anda
rangeofvocabularyrelating,forexample,toliteratureandthemediasuchascinemaorTV.
SETTEXTquestionsmaybearticles,essays,letters,reportsorreviews.
Foralltasktypes,questionsareconstructedtoenablecandidatestodisplaytheirEnglishlanguageprociencyatCEFRC2level;candidates
shouldtakespecialcaretoreadeverypartofeachquestion,andnottoomitanyrequireddevelopmentofthetopic.
The two parts of the Writing paper
PART1
Therubricwillread:
Readthetwotextsbelow.
Writeanessaysummarisingandevaluatingthekeypointsfrombothtexts.Useyourownwordsthroughoutasfaraspossible,andincludeyourownideasin
youranswers.
Writeyouranswerin240280words.
Therewillbetwoinputtextsonthesametopic,ofabout100wordseach,writtenuptoCEFRC1inlevel.Eachtextwillhavetwoclearmainpoints.
Thetextsmaypresentopposingorcomplementaryviews.Candidatesmustintegrateasummaryofthesefourpointsandtheirownviewsonthe
topicinacoherentessay.Thewordrangeisaguide;thetaskcanbeaccomplishedwellwithinthisrangebutcandidateswillnotbepenalisedfor
exceedingtheupperlimit.Seethefollowingpagesforasamplequestionandappropriateresponsestakenfromglobaltriallingsessions,which
illustrategoodperformance.Furtherexamples,illustratingarangeofcandidateperformances,willbeincludedintheCambridgeEnglish:Prociency
HandbookforTeachers,availablein2012.
PART2
ThereislittlechangetothePart2questionsbutthewordrangewillbereducedto280320,inlinewiththereducedtimingofthetest.Taskswill
bewrittenwiththisnewwordrangeinmind.Again,thewordrangeisaguide;thetaskcanbeaccomplishedwellwithinthisrangebutcandidates
willnotbepenalisedforexceedingtheupperlimit.ThequestiontypeswillbefamiliartocandidatespreparingforthecurrentCambridgeEnglish:
ProciencyWritingtest.Nosampleanswersareincludedinthisdocument.
SETTEXTSQUESTIONS
Asinthecurrenttest,Questions5aand5bwillbebasedontwooptionalsettextswhichteacherscanpreparewithcandidatesinadvance.At
leastoneofthesesettextswillalsohavealmversion,andcandidatesmayprepareforQuestion5aor5bbystudyingthelmversionaswellas
orinsteadofthewrittentext.Intheaccompanyingsamplepaperthesettextsvary,asquestionsonpastsettextswereavailableforselection.
SAMPLEPAPER WRITING
PART 1: Question 1
WRITING SAMPLEPAPER
Part1sampleresponses
Candidate A
Candidate B
Fashion. Everyone has something to say about it, whether its Its my life, or Waste of time. Both texts reveal the
fact that opinions can be found in such variation that it only goes to show the strength of fashions presence in
society.
Obsess over it if you wish, or ignore it, but the truth is everyone wears clothes. There is simply no avoiding fashion.
The second text makes it clear that those who devote as little time as possible to thinking about it might sport
drab, ill-fitting clothes, while those who are more fashion-savvy will likely wear items from recent designer collections.
However, the first text suggests that this kind of attire profiling is in intriguing contradiction to the prevalent
idea that fashion expresses individuality. After all, however stylishly you might dress, you must follow some set
standards for style. There is an implied concensus that there is a notion of beauty to which you subscribe.
According to Text 1, fashions compromise is that you can only set yourself apart by agreeing with what you must
stand out from. Those who claim to not care about fashion as stated in Text 2 arent exempted from this either.
They are believers in an ideology that values efficiency, functionality or perhaps convenience over appearances or
aesthetics. Even if they dont think about fashion this shows in how they dress.
The first text mentions that fashion is multi-faceted, filled with often vague, sometimes contradictory concepts.
Devote as much or as little attention to it as you wish but as long as you wear clothes, know that it concerns you
somehow. Given this scale of impact, perhaps people would do well to give it more thought. On the other hand, if
its such a natural, commonplace thing, perhaps we need to pay it no more attention than the air we breathe. The
choice remains with the individual.
Fashion is a topic that has brought to light many controversies. Since mankind became aware of their nudity and
shamefully started to cover their bodies with garments, the matter became a subject of study. In this essay I
intend to present the different philosophical approaches that deal with this subject and to give my own opinion
about it.
Firstly, what must be highlighted is the ambiguity realted to the benefits that fashion provides to society. Some
people argue that using certain kind of clothes helps them to express and enhance their personality or even to
disguise it and experiment playing roles that are distinct from their true selves. However, others think that fashion
trends actually restrain their creativity and true desires as regards as regards what they want to wear and leads
them to behave as the majority does.
Secondly, there is a debate between those who think that fashion is something trivial and those that think it is
a relevant element in our lives. The former often argue that following fashion trends is a complete waste of time
and one should only be concerned about buying comfortable clothes. The latter, on the other hand, say that those
who seem to be uninterested in dressing properly often tend to lie, as appearances are very important in modern
society.
Finally, as regards my own view on the subject, I think that looking in an appropriate way is important to succeed in
life, as we have to make a good impression in order to progress, but it is also important to be ourselves and not let
our personality fade according to the opinions of others.
SAMPLERESPONSES WRITING
Examinersandmarking
WritingExaminers(WEs)undergoarigorousprocessoftrainingand
certicationbeforetheyareinvitedtomark.Onceaccepted,theyare
supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal
Examiner(PE),whoguidesandmonitorsthemarkingprocess.
WEsmarkcandidateresponsesinasecureonlinemarking
environment.Thesoftwarerandomlyallocatescandidateresponses
toensurethatindividualexaminersdonotreceiveaconcentrationof
goodorweakresponses,orofanyonelanguagegroup.Thesoftware
alsoallowsforexaminersmarkingtobemonitoredforqualityand
consistency.Duringthemarkingperiod,thePEandTLsareable
toviewtheirteamsprogressandtoofersupportandadvice,as
required.
Assessment
ExaminersmarktasksusingAssessmentScalesthatweredeveloped
withexplicitreferencetotheCommonEuropeanFrameworkof
ReferenceforLanguages(CEFR).Thescalesconsistoffoursubscales:
Content,CommunicativeAchievement,Organisation,andLanguage.
ThesubscaleContentiscommontoalllevels,whereasdiscrete
level-bounddescriptorsareprovidedforeachoftheCEFRlevelsfor
CommunicativeAchievement,Organisation,andLanguage.
Contentfocusesonhowwellthecandidatehasfullledthetask,in
otherwordsiftheyhavedonewhattheywereaskedtodo.
CommunicativeAchievementfocusesonhowappropriatethe
writingisforthetaskandwhetherthecandidatehasusedthe
appropriateregister.
Organisationfocusesonthewaythecandidateputstogetherthe
pieceofwriting,inotherwordsifitislogicalandordered.
Languagefocusesonvocabularyandgrammar.Thisincludesthe
rangeoflanguageaswellashowaccurateitis.
Responsesaremarkedoneachsubscalefrom0to5.
Whenmarkingthetasks,examinerstakeintoaccountlengthof
responsesandvarietiesofEnglish:
Guidelinesonlengthareprovidedforeachtask;responses
whicharetooshortmaynothaveanadequaterangeoflanguage
andmaynotprovidealltheinformationthatisrequired,while
responseswhicharetoolongmaycontainirrelevantcontentand
haveanegativeefectonthereader.Thesemayafectcandidates
marksontherelevantsubscales.
CandidatesareexpectedtouseaparticularvarietyofEnglish
withsomedegreeofconsistencyinareassuchasspelling,and
notforexampleswitchfromusingaBritishspellingofawordto
anAmericanspellingofthesameword.
Listeningpaper
Generaldescription
FORMAT Thepapercontainsfourparts.Each
partcontainsarecordedtextortexts
andcorrespondingcomprehension
tasks.Eachpartisheardtwice.
TIMING Approximately40minutes
NO.OFPARTS 4
NO.OFQUESTIONS 30
TASKTYPES Multiplechoice,sentence
completion,multiplematching.
TEXTTYPES Monologues:lectures,talks,
speeches,anecdotes,radio
broadcasts,etc.
Interactingspeakers:interviews,
discussions,conversations,etc.
ANSWERFORMAT Candidatesareadvisedtowritetheir
answersinthespacesprovidedon
thequestionpaperwhilelistening.
Therewillbe5minutesattheendof
thetesttocopytheanswersontoa
separateanswersheet.
Candidatesindicatetheiranswers
byshadingthecorrectlozengesor
writingtherequiredwordorwordsin
aboxontheanswersheet.
RECORDING
INFORMATION
Theinstructionsforeachtaskare
giveninthequestionpaper,and
arealsoheardontherecording.
Theseinstructionsincludethe
announcementofpausesofspecied
lengths,duringwhichcandidatescan
familiarisethemselveswiththetask
and,forsomeitems,predictsomeof
thethingstheyarelikelytohear.
Avarietyofvoices,stylesofdelivery
andaccentswillbeheardineach
Listeningtesttoreectthevarious
contextspresentedintherecordings,
asappropriatetotheinternational
contextsofthetesttakers.
MARKS Eachcorrectanswerreceives1mark.
Structureandtasks
PART1
FOCUS Thefocusisonidentifyingspeakerfeeling,
attitude,opinion,purpose;agreementbetween
speakers;courseofaction;gist;anddetail.
FORMAT Threeshort,unrelatedtextslasting
approximately1minuteeach,consistingof
eithermonologuesorexchangesbetween
interactingspeakers.Therearetwomultiple-
choicequestionsoneachextract.
NO.OFQS 6
PART2
TASKTYPE Sentencecompletion
FOCUS Thefocusisonidentifyingspecicinformation
andstatedopinion.
FORMAT Amonologue(whichmaybeintroducedby
apresenter)lasting34minutes.Candidates
arerequiredtocompletethesentencewith
informationheardontherecording.
NO.OFQS 9
PART3
FOCUS Thefocusisonidentifyingattitudeand
opinion;gist,detailandinference.
FORMAT Anintervieworaconversationbetweentwo
ormorespeakersofapproximately4minutes.
Thereareve4-optionmultiple-choice
questions.
NO.OFQS 5
PART4
TASKTYPE Multiplematching
FOCUS Thefocusisonidentifyinggist;attitude;main
points;andinterpretingcontext.
FORMAT Fiveshort,themedmonologuesof
approximately30secondseach.Therearetwo
tasks.Eachtaskcontainsvequestionsand
requiresselectionofthecorrectoptionfroma
listofeight.
NO.OFQS 10
CAMBRIDGEENGLISH:PROFICIENCY | LISTENING PAPER
LISTENING SAMPLEPAPER
SAMPLEPAPER LISTENING
PARTS 23: Questions 720
Script
CambridgeCerticateofProciencyinEnglishListeningtest.
SAMPLE TEST.
Iamgoingtogiveyoutheinstructionsforthistest.
Ishallintroduceeachpartofthetestandgiveyoutimetolookatthe
questions.
Atthestartofeachpieceyouwillhearthissound:
***
Youwillheareachpiecetwice.
Remember,whileyouarelistening,writeyouranswersonthe
questionpaper.Youwillhaveveminutesattheendofthetestto
copyyouranswersontotheseparateanswersheet.
Therewillnowbeapause.Pleaseaskanyquestionsnow,because
youmustnotspeakduringthetest.
PAUSE5SECONDS
NowopenyourquestionpaperandlookatPart1.
PAUSE5SECONDS
Youwillhearthreediferentextracts.ForQuestions16,choosethe
answer(A,BorC)whichtsbestaccordingtowhatyouhear.There
aretwoquestionsforeachextract.
ExtractOne.
PAUSE15SECONDS
***
IdidaDiplomainfootweartechnology.Thecoursewasbasically
howtomakeshoes,reallyhands-onsortoflearningabout
patterncuttingandalsolearningaboutleathersandactually
makingshoes,andthatwasjustarevelation.Igotsomuch
graticationoutofgettingmyideaforadesigndownonpaper,
andthenmakingitup,andthenbeingabletoputitonmyfeet
orputitonsomebodyelses.WhenIwasatschoolIcouldnt
haveimaginedthatacourselikethatexisted.Ilookedatshoes
andtrainersallthetimebutitdidntclickthat,youknow,Icould
actuallystudytodosomethinglikethat.
Becauseitwasaspecialisedplace,thepeoplethatwerethere,
likethelecturers,theywerefullofstoriesabouttheshoetrade
andallthelatestaboutthedesignersandcompaniesandthings.
Itwasabitdauntingmeetingthesepeople,butyouknow,atthe
endoftheday,weallwantedtomakeshoesordesignshoes.
PAUSE5SECONDS
***
REPEATEXTRACTONE
PAUSE2SECONDS
ExtractTwo.
PAUSE15SECONDS
F:
Soyouthinkthismovieisfantastic?
M:
Yeah,itsbrilliantittakesyouonasortofjourneyalltheway
fromeuphoriatodespair.Andyoullbeknockedoutbytheguy
whoplaysthemaincharacterhesamazinglygood.Apparently,
theideawastohaveJakeMitchelinthepartyouknow,
someoneinstantlyrecognisableanywhereintheworldbuthe
wasntavailable.Ihavetosaytheplotislessthanconvincing.
Butisntthatoftenthecase?
F:
ThatsjustwhatIhaveagainstmostlmsthesedays.Imean,I
readthereviews,Ibuytheticket,Isitthroughthemovieeating
popcorninthedarknessalongwitheverybodyelse,andthenat
theendIthink,Sowhatwasthatallaboutthen?Whycantthe
lm-makersomehowmakethewholethingmeaningful?And
youknow,asfarasImconcerned,thatcoversallthegenres
horror,lovestories,comediesyounameit,theressomething
missing.
M:
Butwhatabout...
PAUSE5SECONDS
***
REPEATEXTRACTTWO
PAUSE2SECONDS
ExtractThree.
PAUSE15SECONDS
***
Int.:
Now,yousayinyourbookthat,invariouscountries,theres
suchathingasanationalhumour.Howishumourcreatedina
society?
M:
Iwouldsaytobecollectivelyfunnyasanationrequiresadegree
ofself-consciousness.Youneedanimageofyourowntraditions
andanimageofthesocietyyoulivein.Itstheantithesis
betweentwobackgroundsthatletsyoucreatehumour.You
needtohaveastrongintellectualtradition.Also,nationaljokes
revelinabsurdityandincongruity,andtheyaretimeoffromthe
constraintsofconversation.Youcansaywhatyouwouldntsay
inothersocialsituations.
Int.:
Aretheresimilarrulesjusttotellingagoodjokegenerally?
M:
Yes.Peopledontrememberjokes,theyreinventthemeachtime
theyrere-told.Ifyoutrytomemoriseajokeitwontwork,so
whatyouhavetodoishavearoughideaofthestorylineandthe
punchlinethelastline,whichmakesyoulaughthentellthe
jokeinsuchawaythattheendingcomesasasurprise.Itsthe
unexpectedtwistinthepunchlinethatmakespeoplelaugh.
PAUSE5SECONDS
***
REPEATEXTRACTTHREE
PAUSE2SECONDS
ThatistheendofPart1.
NowturntoPart2.
PAUSE5SECONDS
YouwillhearLyndaCourtelle,awardenatawildlifereserve,talking
aboutananimalcalledthenatterjacktoad.ForQuestions715,
completethesentenceswithawordorshortphrase.
Younowhaveforty-vesecondsinwhichtolookatPart2.
PAUSE45SECONDS
***
Goodmorning,mynamesLyndaCourtelle.Idliketowelcome
youtoBringstoneWildlifeReserve.But,beforewegooutinto
thereserveitself,Illtellyoualittleaboutthingswerehoping
toseeaswewalkround.Ofcourse,thereserveisrenownedfor
itsexceptionalvarietyofbirdspecies,buttheBringstoneTrust,
whichrunsthereserve,isactuallyrstandforemostconcerned
withthewholeconceptofnatureconservationandpaysas
muchattentiontotheora,themammalsandothersortsof
wildlifeasitdoestobirds.
Indeed,thekeyspecieshereisnotabirdatall,soletmetellyou
aboutthatrst.Wereveryspecialforalittleamphibian,actually
acousinofthefrogs,calledthenatterjacktoad.Now,thisisthe
onlysiteinthispartofthecountrywherethesetoadsbreed,
andlateronwellbevisitingthepondunderthetreeswhere
theyrefoundatbreedingtime.Butactuallyintermsofhabitat,
itsanothertypeoftoadcalledthecommontoadwhichlivesin
woodland,whereasthenatterjacktoadneedswhatyoumight
callopenground,andcannotsurviveinotherhabitats;whichis
whyBringstoneisidealforthem.
Nowyoureprobablywonderingwhatthenatterjacklookslike.
Itswarty,asalltoadsare,withashinyolive-greenskin.Itsabout
sevencentimetreslong,smallerthanthecommontoad,andhas
averydistinctiveyellowstripeallthewaydownitsspine.And
thatsourbestmeansofidenticationifwerelookingtosee
whattypeoftoadwehaveinanarea.Itlivesintheground,in
tunnels,especiallyoldburrowsthatrabbitshavedugout.Itdoes
makethemitselfifnecessary,andsometimessharesthemwith
mice,butobviouslyprefersthemready-madeandempty.
Nowthesetoadsusedtolivehereinprofusion,andareport
ofnineteentwelvementionshundredsofthem,butsincethen
thehabitatsbeengraduallydisappearinganditsthoughtthe
natterjackshadbecomelocallyextinctbynineteenthirty-four.
Then,byaboutnineteeneighty-three,werealisedthat,because
natterjackshadbeenhereinthepast,andbecausewednow
recreatedidealconditionsforthem,wecouldreintroducethem.
Thatis,providedwecouldndwhatscalledadonorsite
thatsaplacewheretheanimalslivenaturallyandwhichcould
supplyuswiththebeginningsofanewpopulation.Weactually
foundasiteonthecoast,notanaturereserveactually,butof
allplaces,agolfcourse,wheretherewerenatterjacks.Sosome
natterjackspawn,thatstheeggs,werebroughthere,andfrom
thatathrivingcolonydeveloped.
Nowtheponditselfisntanaturalfeature,aswaterdoesnt
collectnaturallyonthistypeoflightsoil,whichisalsovery
sandy,andwehavelittlerainfallinthisareaanyway.Soweve
hadourponddugout,andlined,anditlooksasthoughitsjust
beencreated,becauseeveryyearitsmanagedverycarefully.
Natterjacksdobestifthepoolisntverycrowdedoutwith
vegetationandiftherearentcompetitorsinthewater.Fora
start,theydontgetonwithcommontoads,andvarioustypes
ofpredatorattackthemforinstanceotheramphibians,which
eattheireggs,orvariousinsectsthatwouldattacktheyoung
toads.Birdsofpreydoalsoeatthem,butobviously,inawildlife
reserve,theresnotagreatdealwecandoaboutthat.Wenow
getuptoaboutthreehundredfemalescomingtolaytheireggs
inthispond.Fortherestoftheyeartheyspreadoutallacross
thereserve.So,ifyoureready,Illtakeyou...
PAUSE10SECONDS
NowyouwillhearPart2again.
***
REPEATPART2
PAUSE5SECONDS
NowturntoPart3.
PAUSE5SECONDS
Youwillhearaninterviewinwhichtwoscientists,CarlGoodwinand
DianeBarlow,discusstheirworkonvolcanoes.ForQuestions1620,
choosetheanswer(A,B,CorD)whichtsbestaccordingtowhat
youhear.
Younowhave1minuteinwhichtolookatPart3.
PAUSE60SECONDS
***
Int.:
CarlandDiane,yourescientistswhospendyourlivesgetting
uncomfortablyclosetoactivevolcanoes.Carl,isntitterribly
dangerousbeingontopofanactivevolcano?
Carl:
Itcanbe,yes.TheresaveryactiveoneinAntarctica,withalake
ofmoltenlavainthecraterwherebigbubblesformdeepdown.
Whentheybreakthesurfacetheresaloudboom,andwhen
youhearthatyouhavetokeepyourwitsaboutyoubecause
whenthebubblesbursttheysendpiecesoflavathroughtheair.
Mostofthetime,theydontcomenearyou,butyouvegotto
makesureyoucheckwheretheyregoingitsnogoodkeeping
yourheaddownorputtingyourhandsoveryoureyesorhiding
behindarock.
Diane:
Andanyway,wehavetogetonwiththejobandcollectsamples
ofthelava.
Carl:
Absolutelyright,Diane.
Diane:
Itcanbehotofcourse,butyouonlyreallyfeeltheheatwhen
youreveryclose,orifthewindsblowingoverthelavatowards
you.Insomeplacesitseasytogetsamplesyoujustreach
downwithyourhammerandgetabit.Butinexplosivetypes
ofvolcanoitsbesttowaitforaneruptionandthendashover,
collectapieceandgetaway.
Carl:
IlearntthattomycostonMountEtnainItaly.EventhoughIwas
wearingaremanssuittogetsamples,thewindshiftedandI
lingeredjustasecondtoolongandmysleevesactuallystarted
toburn!
Diane:
Andsometimesweactuallyclimbdownintothevolcanointo
thecrater...
Carl:
Yes,tocollectsamplesoftracemetalsingasestomeasure
backinthelab.Thesegiveevidenceofpastvolcaniceruptions
andhelpinunderstandingmassextinctions.Youcantakesome
samplesfromthetopofthevolcanowithoutclimbingdown,but
thetracemetalsaremuchmoredilutedupthere.
Diane:
Friendssometimesaskifclimbingdownintoacraterismore
dangerousthanmountainclimbingiftheresariskyoumight
getcaughtinaneruption,butweonlyclimbintovolcanoesthat
arecontinuouslymonitored.
Weremakingitsoundanawfuljob!Butwereprivilegedtowork
insomestunningplaces,likewhenweworkedonavolcano
calledStromboli,inItaly.
Carl:
Itsspectacular...
Diane:
Youresittingaroundinthelateafternoon,rightontheedgeof
thecraterenjoyingtheviewofthecraterononesideandthe
eldsandvineyardsontheother...then,allofasudden,itsall
action,scramblingaroundgettingyoursamplesthatswhats
specialaboutit.AndMasaya,inNicaragua,isprettygoodtoo,
becauseyoucangetrightoverthechannelwherethegascomes
outsoyoucangetprettygoodsamplesthere.
Carl:
Sometimeswereaccusedofbeingmoreinterestedinlookingfor
excitementthanbeingseriousscientists,butIvenevergoneinto
avolcanoifitwasntforagoodreason.
Diane:
Thatsright,bothofushavechildren.Andthatmakesme
extremelysafety-conscious.
Carl:
IcantdenyImanadrenalinejunkie,butitsnotmuchuseifyou
cantalsositdownatadeskandworkhardandthinkaboutthe
data.
Diane:
Iagree,theresearchwedofullsallourneedspursuing
somethingintellectual,pursuingadventureandseeingtheworld.
Carl:
Wellput!
PAUSE10SECONDS
***
REPEATPART3
PAUSE5SECONDS
NowturntoPart4.
PAUSE5SECONDS
Part4consistsoftwotasks.Youwillhearveshortextractsin
whichdiferentpeoplearetalkingabouttakingagapyearthetime
whichsomeyoungpeopletakeoffromtheirstudiestogainother
experience.LookatTask1.ForQuestions2125,choosefromthe
list(AH)whateachspeakerdidduringtheirgapyear.Nowlook
atTask2.ForQuestions2630,choosefromthelist(AH)which
benetofhavingagapyeareachspeakermentions.Whileyoulisten
youmustcompletebothtasks.
Younowhaveforty-vesecondsinwhichtolookatPart4.
PAUSE45SECONDS
***
SpeakerOne
PAUSE2SECONDS
IknewIdbeshortofmoneyifIdidntworkbeforegoingto
university,soIdecidednottojetaroundtheglobe,andfound
ajobinthenearesttowninstead.Ihadtoliveinbecauseof
earlyshifts,andonlyrealisedonaboutdaytwoitmeantI
couldntkeepupmytenniswhichwasablow,becauseIwas
averykeenplayer.ButIgotoveritintheend,whichjustgoes
toshownothingsthatimportant.Anyway,Iwashavingtoo
muchfunwiththerestofthestaftofretaboutitIwonderif
theyreallstillthere?Theworstpartofthejobwaswhenguests
complained,whichtheyfrequentlydid!
PAUSE3SECONDS
SpeakerTwo
PAUSE2SECONDS
Well,ItookagapyearbecauseIthoughtIhadntseenenough
oftheworld.Iconsidereddoinganoverlandtrekacrossthe
Sahara,orhelpingoutsomewhereasavolunteer.ThenIfounda
remotevillageinKenyawheretheyneededmyskillstheyreall
football-madthereandaNairobibusinessmanagreedtopay
mealivingwage.IsettledinOK,althoughInevergotthehang
ofthelanguage,andthatyeargavemesomeseriousthinking
time.IrealisedIdidntwanttocompletemycoursebackhome,
eventhoughIdalreadyspentquitealotofmoneyandtimeonit.
Itsallgoodexperienceanyway.
PAUSE3SECONDS
SpeakerThree
PAUSE2SECONDS
Thewholethingwasadisasterfromstarttonish.Idhada
sortoffeelingitmightturnoutbadly.Wedidnthavetheright
trainingorequipment,andbecausetherewasnoofceback-up,
wecouldntgetnewsforwardedtoourfamilies.Andtheleader
well,Iwonderhowexperiencedhereallywas.Hecouldnt
speaktheporterslanguageatall.Youcouldsayourpioneering
spiritwascrushedbythetimewegotbacktobasecamp!On
theotherhand,wedidbondasagroup,andIseeacoupleof
themregularlyandhavedoneeversincethattime.Soperhapsit
wasntallbad.
PAUSE3SECONDS
SpeakerFour
PAUSE2SECONDS
Iknowsomeagencieswillorganiseyourgapyearandsortout,
say,workingforacharity,butIdmuchratherdowhatIdidjust
goofonthespurofthemomentandseewhereyouendup.It
wasabsolutelybrilliant,eventhoughittookallthemoneyId
savedupforitthefareandthehotelsandeatinginrestaurants
weretoblameforthat.AtleastIknowIcancopeonmyown
nowandthatsanewthingforme.Sadly,Ihaventmanagedto
keepupwiththepeopleImetinallthosediferentculturesIm
notsurprisedthoughthatslife.
PAUSE3SECONDS
SpeakerFive
PAUSE2SECONDS
IwastoldtosticktothescriptwhetheritwasinFrench,German
orSpanish.Peopledontevenaskmanyquestionsitgot
quiteboringafterawhile,becauseIfelttherewasntanyreal
communicationbetweenmeandthem.Andifitsraining,you
getwetjusthoppingonandofthecoach.Ididnthavehigh
hopesbeforeIstarted,althoughitcertainlywasagoodwayof
earningsomemuch-neededcash,andthereweresomenice
peopleatheadofce,butintheendIdidwonderifIcouldnt
havefoundsomethingabitmoreinspiring.Howoftendopeople
getayearofintheirlifetime?
PAUSE10SECONDS
***
REPEATPART4
PAUSE5SECONDS
Therewillnowbeapauseofveminutesforyoutocopyyour
answersontotheseparateanswersheet.Besuretofollowthe
numberingofallthequestions.Ishallremindyouwhenthereisone
minuteleft,sothatyouaresuretonishintime.
PAUSE4MINUTES
Youhaveonemoreminuteleft.
PAUSE1MINUTE
Thatistheendofthetest.Pleasestopnow.Yoursupervisorwillnow
collectallthequestionpapersandanswersheets.
Samplepaperanswerkey
Q PartOne
1 A
2 B
3 B
4 C
5 A
6 C
Q PartTwo
7 (nature)conservation
ORconservingnature
OR(the)conservationof
nature
8 openground
9 (distinctive)yellowstripe
10 rabbits
11 1934
12 golf(-)course
13 (very)sandy
14 vegetation
15 (various)insects
Q PartThree
16 C
17 A
18 B
19 D
20 A
Q PartFour
21 F
22 E
23 H
24 B
25 G
26 E
27 H
28 A
29 C
30 B
Speakingpaper
Generaldescription
FORMAT TheSpeakingtestcontainsthree
parts.
TIMING 16minutes
NO.OFPARTS 3
INTERACTION
PATTERN
Twocandidatesandtwoexaminers.
Oneexamineractsasboth
interlocutorandassessorand
managestheinteractioneitherby
askingquestionsorprovidingcues
forcandidates.Theotheractsas
assessoranddoesnotjoininthe
conversation.
TASKTYPES Shortexchangeswiththe
interlocutorandwiththeother
candidate;acollaborativetask
involvingbothcandidates;a
2-minuteindividuallongturnand
follow-up3-waydiscussion.
MARKS Candidatesareassessedontheir
performancethroughout.
Structureandtasks
PART1
TASKTYPE
ANDFORMAT
Ashortconversationbetweenthe
interlocutorandeachcandidate.
FOCUS Candidatesshowabilitytousegeneral
interactionalandsociallanguage.
TIMING 2minutes
PART2
TASKTYPE
ANDFORMAT
A2-wayconversationbetweenthe
candidates.Thecandidatesaregiven
instructionswithwrittenandvisualstimuli,
whichareusedinadecision-makingtask.
FOCUS Thefocusisonsustaininganinteraction,
exchangingideas,expressingandjustifying
opinions,agreeingand/ordisagreeing,
suggesting,speculating,evaluating,reaching
adecisionthroughnegotiation,etc.
TIMING 4minutes
PART3
TASKTYPE
ANDFORMAT
Anindividuallongturnbyeachcandidate,
followedbyadiscussionontopicsrelated
tothelongturns.Eachcandidateinturnis
givenawrittenquestiontorespondto.The
interlocutorleadsadiscussiontoexplore
furtherthetopicscoveredintheindividual
longturns.
FOCUS Thefocusisonorganisingalargerunitof
discourse,expressingandjustifyingopinions,
developingtopics.
TIMING 10minutes
SAMPLEPAPER SPEAKING

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Examiners and marking
ThequalityassuranceofSpeakingExaminers(SEs)ismanaged
byTeamLeaders(TLs).TLsensureallexaminerssuccessfully
completeexaminertrainingandregularcerticationofprocedure
andassessmentbeforetheyexamine.TLsareinturnresponsible
toaProfessionalSupportLeader(PSL)whoistheprofessional
representativeofCambridgeESOLfortheSpeakingtestsinagiven
countryorregion.
Annualexaminercerticationinvolvesattendanceataface-to-face
meetingtofocusonanddiscussassessmentandprocedure,followed
bythemarkingofsampleSpeakingtestsinanonlineenvironment.
Examinersmustcompletestandardisationofassessmentforall
relevantlevelseachyearandareregularlymonitoredduringlive
testingsessions.
Assessment
Throughoutthetestcandidatesareassessedontheirownindividual
performanceandnotinrelationtoeachother.Theyareawarded
marks,between0and5,foravarietyofcriteriabytwoexaminers;the
assessorandtheinterlocutor.Theassessorawardsmarksbyapplying
performancedescriptorsfromtheAnalyticalAssessmentscalesfor
thefollowingcriteria:
Grammatical Resource
Thisreferstoacandidatesabilitytomaintaincontrolofawide
rangeofgrammaticalforms.AtCambridgeEnglish:Prociencylevel
candidatescanalsoshowalevelofexibilityofuse.
Lexical Resource
Thisreferstoacandidatesabilitytousearangeofappropriate
vocabularywithexibilityinordertogiveandexchangeviewson
familiar,unfamiliarandabstracttopics.
Discourse Management
Thisreferstotheextent,relevance,coherenceandcohesionofa
candidatesindividualcontributions.AtCambridgeEnglish:Prociency
level,candidatescanproduceextendedandshorterstretchesof
language,asrequiredbythetask,withverylittlehesitationand
usingawiderangeofcohesivedevicesanddiscoursemarkers.
Contributionsmustberelevant,coherentandvaried.
Pronunciation
Thisreferstotheintelligibilityofacandidatesspeech.Firstlanguage
interferenceisexpectedandnotpenalisedifitdoesnothavea
negativeefectonthelistener.AtCambridgeEnglish:Prociencylevel,
candidatesareexpectedtohavecontrolofphonologicalfeatures,
i.e.intonation,wordandsentencestress,andthearticulationof
individualsounds.
Interactive Communication
Thisreferstoacandidatesabilitytouselanguagetoachieve
meaningfulcommunicationthroughinitiating,responding,
exchanginginformationanddevelopingtheinteraction.AtCambridge
English:Prociencylevel,candidatesareexpectedtointeractwith
ease,linkingcontributionstothoseofotherspeakers,towidenthe
scopeoftheinteractionandtonegotiatetowardsanoutcome.
TheinterlocutorawardsamarkforGlobalAchievementusing
theGlobalAchievementscale.Thisreferstoacandidatesoverall
efectivenessindealingwiththetasksacrossthewholeSpeakingtest.
AssessmentfortheCambridgeEnglish:ProciencySpeakingtestis
basedonperformanceacrossallpartsofthetest,andisachievedby
applyingtherelevantdescriptorsintheassessmentscales.
University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997
Email: ESOLhelpdesk@CambridgeESOL.org
www.CambridgeESOL.org
Cambridge English: Proficiency, also known as Certificate of Proficiency
in English (CPE), is at Level C2 of the Common European Framework
of Reference for Languages (CEFR) published by the Council of
Europe.
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UCLES 2011 | EMC/7526a/1Y11

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