Preface

This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certicate 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.

Contents

2 3

Introduction to Cambridge ESOL Introduction to CAE

5 CAE support

INTRODUCTION

6 6 7

General description Structure and tasks The four parts of the Reading paper

8 Preparation 10 Sample paper 15 Answer keys and answer sheet

1 1
READING PAPER

16 General description 16 Structure and tasks 17 The two parts of the Writing paper 18 Preparation

20 Sample paper 22 Assessment 24 Sample scripts and mark schemes

1 2
WRITING PAPER

29 General description 29 Structure and tasks 30 The six parts of the English in Use paper

31 Preparation 33 Sample paper 37 Answer keys 38 Answer sheet

3
ENGLISH IN USE PAPER

39 General description 39 Structure and tasks 40 The four parts of the Listening paper 41 Preparation 43 Sample paper 46 Sample tapescript

50 Answer keys and answer sheet 51 Alternative Part 3 task type 52 Alternative Part 3 task type tapescript and answer key 53 Alternative Part 4 task type 54 Alternative Part 4 task type tapescript and answer key

4
LISTENING PAPER

55 General description 55 Structure and tasks 56 The four parts of the Speaking test

57 Preparation 60 Sample paper 63 Assessment

5
SPEAKING TEST OVERVIEW OF CAE AND GLOSSARY
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65 CAE content and overview

66 CAE Glossary of terms and acronyms

Introduction to Cambridge ESOL

I University of Cambridge ESOL Examinations
University of Cambridge ESOL Examinations (Cambridge ESOL) provides an extensive range of examinations, certicates and diplomas for learners and teachers of English, with a tradition of language assessment dating back to 1913. Cambridge ESOL is a part of the Cambridge Assessment group, which is a department of the University of Cambridge and one of the worlds largest educational assessment agencies*. Cambridge ESOL examinations can be taken by anyone whose rst language is not English. They are suitable for learners of all nationalities, whatever their rst language and cultural background, and there are examinations suitable for learners of almost any age. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young learners and a suite of certicates 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.

Cambridge ESOL examinations full the Code of Practice established by ALTE. This Code of Practice focuses on the responsibilities of both examination providers and examination users and covers four main areas: developing examinations interpreting examination results striving for fairness informing examination takers. For more information on ALTE please visit www.ALTE.org

I Ofcial accreditation in the UK

CAE has been accredited by the Qualications and Curriculum Authority (QCA), the statutory regulatory authority for external qualications in England, and its counterparts in Wales and Northern Ireland, at Level 2 in the National Qualications Framework, under the title Cambridge ESOL Level 2 Certicate in English (ESOL).

I Key features of Cambridge ESOL examinations

Cambridge ESOL undertakes: to assess language skills at a range of levels, each of them having a clearly dened 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 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

I The Association of Language Testers in Europe (ALTE)

Cambridge ESOL is a member of the Association of Language Testers in Europe (ALTE), which was formed in 1990. The members are all providers of language examinations and certicates from countries within Europe. The principal objectives of ALTE are as follows: to promote the transnational recognition of certication, especially in Europe to establish common standards for all stages of the language testing process, i.e. test development, question and materials writing, test administration, marking and grading, reporting of test results, test analysis and reporting of ndings to collaborate on joint projects and in the exchange of ideas and know-how. *Cambridge Assessment is the operating name for the University of Cambridge Local Examinations Syndicate (UCLES).

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 reection of the candidates 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, benecial 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 dened 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.

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Introduction to CAE
I The level of CAE
CAE is designed to offer a high-level qualication in the language to those wishing to use English for professional or study purposes. It is also designed to encourage the development of the skills required by students progressing towards CPE, with emphasis very much on real-world tasks. CAE is at Level C1 of the Common European Framework, 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.

varying degrees of formality. They can use language in a creative and exible way, with the ability to respond appropriately to unforeseen as well as predictable situations, producing quite long 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 difcult situations, e.g. discussing abstract or cultural topics with a good degree of uency, 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 type of material a CAE candidate can deal with

At this level, learners are expected to be able to use the structures of a language with ease and uency. They are aware of the relationship between the language and the culture it exists in, and of the signicance of register. This means that to some extent they are able to adapt their language use to a variety of social situations, and express opinions and take part in discussions and arguments in a culturally acceptable way. Learners at this level can develop their own interests in reading both factual and ctional texts. They can also produce a variety of types of texts and utterances, such as letters of

The ALTE Can Do Project

The Association of Language Testers in Europe (ALTE) has developed a framework which covers six levels of language prociency aligned to the Council of Europe Common European Framework. Research carried out by ALTE has shown what language learners can typically do at each level. The table below gives some examples at CAE level of typical general ability plus ability in each of the skill areas and in a range of contexts.

Can Do summary
Typical abilities Listening and Speaking Reading and Writing

Overall general ability

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

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

Social & Tourist

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

CAN understand complex opinions/arguments as expressed in serious newspapers. CAN write most letters (s)he is likely to be asked to do; such errors as occur will not prevent understanding of the message.

Work

CAN follow discussion and argument with only occasional need for clarication, employing good compensation strategies to overcome inadequacies. CAN deal with unpredictable questions.

CAN understand the general meaning of more complex articles without serious misunderstanding. CAN, given enough time, write a report that communicates the desired message.

Study

CAN follow up questions by probing for more detail. CAN make critical remarks/express disagreement without causing offence.

CAN scan texts for relevant information, and grasp main topic of text. CAN write a piece of work whose message can be followed throughout.

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I 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.

I CAE administration
CAE is held each year in March, June and December in over 1,000 centres worldwide. Candidates must enter through a recognised centre.

I Grading and results

The ve CAE papers total 200 marks, after weighting. Each paper is weighted to 40 marks. A candidates overall CAE grade is based on the total score

I Recognition
CAE is recognised as fullling 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 ofces, Cambridge ESOL and from www.CambridgeESOL.org

gained by the candidate in all ve papers. It is not necessary to achieve a satisfactory level in all ve papers in order to pass the examination. The overall grade boundaries (A, B, C, D and E) are set according to the following information: statistics on the candidature statistics on the overall candidate performance statistics on individual items, for those parts of the 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. Results are reported as three passing grades (A, B and C) and two failing grades (D and E). The percentage of marks needed to achieve each grade may vary from session to session depending on the precise difculty of the individual papers which make up the particular examination. The approximate ranges of percentages for each grade at CAE are typically as follows: Passing Grades Grade A Grade B Grade C 80% and above 75% to 79% 60% to 74% Failing Grades Grade D Grade E 55% to 59% 54% and below

I CAE candidature
Information is collected about the CAE candidates at each session, when candidates ll 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. The annual candidature for the CAE examination is in excess of 70,000 worldwide. Nationality CAE is taken by candidates throughout the world in about 87 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. Many candidates also take the examination in the UK. Age Nearly 75% of candidates are under 25, with the average age being about 23. In some countries the average age is lower (e.g. in Greece it is about 19). Gender About 64% of candidates are female. Employment Most candidates are students, although there are considerable differences in the proportion of students in different countries. Exam preparation A large proportion of candidates (about 80%) undertake a preparatory course before taking the examination. Reasons for taking CAE Candidates reasons for wanting an English language qualication are roughly distributed as follows: for study (36%) for work (46%) other (18%).

Statements of results are sent out to all candidates and include a graphical display of the candidates performance in each paper. These are shown against the scale Exceptional Good Borderline Weak, and indicate the candidates relative performance in each paper.

I Notication of results
Statements of results are issued through centres approximately two months after the examination has been taken. Certicates are issued about six weeks after the issue of statements of results. Enquiries about results may be made through Local Secretaries, within a month of the issue of statements of results.

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I 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 difculty, or a temporary difculty such as a broken hand, or ear infection affecting a candidates 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 ten working days of the examination date. Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events. Malpractice: Cambridge ESOL will consider cases where candidates are suspected of copying, collusion or breaking the examination regulations in some other way. Results may be withheld because further investigation is needed or because of infringement of regulations. Centres are notied if a candidates results have been investigated.

The sample question papers included in this handbook have been produced to reect 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 procient in the different skills.

I On-line support
Cambridge ESOL provides an on-line 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)

I 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.

I Further information

CAE support
I 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 reect the content and format of the examination. N.B. Cambridge ESOL does not undertake to advise on textbooks or courses of study.

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.

I 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/pubs/index.cfm c a e h a n d b o o k | c a e s u p p o rt