Specification 2013 - Official Cambridge PDF

Specications and Sample Papers
for examinations from March 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
examwillbeintroducedforthersttimeinMarch2013.
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
March2013.
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
questionnairessenttoteachersandCentreExams
Managers;informationoncandidatescollectedonCandidate
InformationSheets.
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
examinationthatwillbeintroducedinMarch2013.
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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2
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3
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3
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3
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3
5

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B

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3
6

T
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A

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B

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3
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3
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4
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4
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Samplepaperanswerkey
Q PartOne
1 B
2 C
3 A
4 C
5 B
6 B
7 A
8 C
Q PartTwo
9 why
10 After
11 between
12 time
13 on
14 more
15 as
16 place
Q PartThree
17 alertness
18 executives
19 maximise/maximize
20 disorientation
21 comparatively
22 designated
23 accompany
24 desperation
Q PartFour
25 no(way/chanceof)
telling|howlongthis/the
job/work
26 is|(very)littledemandfor
ORisnot/isnt|alotof/
much(ofa)demandfor
27 impressedtosee/by/with/
at|(just)howskilled/
skilful/skillfula
28 resignation/resigning/
decisiontoresigncame
|asa(total/complete)
surprise/shockto
29 wasno/wasnotany
vegetation|whatsoeverin
ORwasnothing|
whatsoevergrowingin
30 theheightof|hissuccess
Q PartFive
31 C
32 C
33 D
34 B
35 A
36 C
Q PartSix
37 D
38 H
39 F
40 B
41 A
42 E
43 G
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
The two texts contrast the pros and cons of outdoor advertising, in particular in its latest digital form. Text 1
claims that outdoor advertising, like any advertising, is designed to appeal to potential customers, even creating in
them a need for which it promises immediate satisfaction. In this respect, outdoor advertising is the most effective
type and digitalisation considerably broadens the ways in which advertising professionals can reach and hence
manipulate customers. Moreover it is cheap.
While outdoor advertising undoubtedly has an alluring power for customers, I seriously doubt its importance and
overall impact. At least from the point of view of a European citizen, everyday exposure to outdoor advertising,
digital or not, appears to be minimal. And the cheapness of digital media has to be offset against the continuous
need for power to run these media, a fact which renders the term cheap short-sighted and unconvincing.
Text 2 argues that traditional, paper-based outdoor advertising was unobtrusive and, overall, unimportant. Digital
advertising, however, is seen as intrusive, its attractiveness simply boiling down to it being a novelty. People sharing
these opinions regard advertising practices, particularly those focusing on the young and those in need of help, as
deplorable, especially when it damages the environment at the same time.
I agree with the statements in text 2 as far as the environmental damage and advertising practices in general
are concerned. However, those practices are not solely dependent on the medium they use. Paper-based outdoor
advertising can be just as unwanted and creepingly commercialising as the digital counterpart. The fundamental
question is: Do we want to be seduced and manipulated in such a way at all? If people answer yes, I assume that
digital outdoor advertising is just another step that will be followed by yet more intrusive ones.
Advertisements surround us in our everyday lives. Our routine is encircled by huge digital screens and posters stuck
up in anything solid there can be found, each time advertising something different, targeting a different social
group. But what do people believe about this situation?
According to the first passage, the vast majority of people consider advertising as an amusing, entertaining way
for shops to attract more and more customers who are willing to spend their money on the advertised product,
no matter if it is of no significant use to them, but only because the advertisement was extremely appealing and
catchy, grabbing their attention. New technology is the main factor responsible for such a behaviour though, as
digital advertisements cause astonishment and surprise to people who have not experienced such a development
before. Personally, I believe that this way of advertising wakes the creative side of ones mind and appeals to people
of all ages.
In contrast to the above, the second text supports that a number of people consider advertisements, either digital
or through posters, an unwanted means to forward ones products to potential customers. In addition, their firm
belief is that digital advertisements that refer to social groups such as children, who have not yet developed their
understanding of the world, and vulnerable adults such as old people, provide a form of commercialisation which
rather harms the envirinment than offers anything useful. I partly agree with the last point of the writer about
vulnerable social groups, but as already mentioned, I am in favour of advertisements no matter in what form they
are, since they can also form a really special way to communicate and get messages across easily.
To conclude, advertising is something that surrounded our past, surrounds our present and will surround our
future.
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
***
Strollingalongadesertedbeach,Isawabottledustedwithsand
andfoundamessagecurledinside.Anexcitingmoment!But
messagesinbottlesarenotnewhere.Theearliestdatesback
toeighteensixtywhenshipsusedthemtokeepthoseonland
informedoftheirprogress.Nonetooreliablewhenyourshipis
sinking!
Butthelocalmuseumislaunchingaprojectusingbottled
messages,notjusttopromotethewhereaboutsoftheislands
andattracttourism.Islandersarebeinginvitedtoincludemaps
andinformationabouttheislandsthemselves.Bottleshave
beencollectedfromlocalbeachesandare,thoughnotinthe
traditionalsense,beingrecycled.Primarilyandmoreambitiously,
theprojectissettoidentifytidalmovements.Notbyscienceor
satellitesystems,butbyhurlingthesebottlesbackintothesea!
Thehopeisthatpeoplewillreplytothesemessagesthroughthe
moretraditionalpostalsystem.Islanderswillgainpenpalsand
newvisitors,andthenalwhereaboutsofthebottleswillenable
scientiststotracktheirpaths.
Andallthisfrombottlesdiscardedonabeach!
PAUSE5SECONDS
***
REPEATEXTRACTONE
PAUSE2SECONDS
ExtractTwo.
PAUSE15SECONDS
Presenter:
Lastyear,TimFitzgeraldexhibitedphotographsofhisfamily,but
inthecurrentexhibition,whichheshareswithtwoothervisual
artists,hefocusessolelyonlandscapes.Whatsyourimpression
ofthem?
Critic:
Imnotsurehehaswhatittakestomovebeyondhisfamily.
Lastyearsimagesofhisnearestanddearestwereverymoving,
werenttheytherewasawonderfulclose-upofhissisters
face,almostlikeanabstract.Buttheselandscapes...theyrenot
impressiveorparticularlyarticulate.
Presenter:
Iknowheinvokestheinuenceofseveralfamouspainters.You
didntndanyofthatinhislandscapes?
Critic:
No.Ithinkhehasproducedacoupleofstrongimages,but
theresnosignoftheminthecurrentshowandImatalossto
knowwhy.Itsaveryrandomchoice.Andalso,foursmallphotos
inalargegalleryfeelverysparse.Youcanseeitwasanattempt
todrawyouin,butformeitbackred.Youneedmoreimpactto
raisethecurtainontheexhibitionitsnotasifitsthelastroom,
itstherst,andyoumoveontootherartistsworks...
PAUSE5SECONDS
***
REPEATEXTRACTTWO
PAUSE2SECONDS
ExtractThree.
PAUSE15SECONDS
***
Oneofmyownthoughtsaboutthispieceistheideathatyoure
lettingyourselfgo,abandoningyourself.Forme,thatscertainly
whathappenstome.Whenyourereallyimmersedinit,youre
nolongerself-conscious,youreabsolutelytherecipientofthe
sound.Formeitsnotevenasifitconjuresupaspecicevent.At
onepoint,Iwasplayingitallthetimeinsupermarketqueues,
walkingintoworkhavingthatsoundinmyearsgavemea
worldandaspacethatwasverydiferent.Myfamilygotpretty
fedup.Certainlymyhusbandwincesatmycornytastes.Idont
knowifcornystherightword,butacolleagueoncesaidtome
shewouldhaveexpectedsomethinglessbanal.Indthatrather
sad.OK,soitsapiecethatobviouslyworksformanyother
peopletoo,butthatdoesntmeantosayitshouldbedenigrated,
justbecauseyoudonthavetohavegreatsophisticationin
musictoappreciateit.
PAUSE5SECONDS
***
REPEATEXTRACTTHREE
PAUSE2SECONDS
ThatistheendofPart1.
NowturntoPart2.
PAUSE5SECONDS
Youwillhearanutritionisttalkingabouttheproductionandusesof
mastic,aspicethatisfoundintheMediterraneanarea.ForQuestions
715,completethesentenceswithawordorshortphrase.
Younowhaveforty-vesecondsinwhichtolookatPart2.
PAUSE45SECONDS
***
Iwanttotalktoyoutodayaboutaspicewhichisnotverywell
knownoutsideitshometerritory,andthatismastic.Masticisa
resinoussubstancewhichcomesfromatreeofthepistachionut
familyanditisoneofEuropesoldestspices.Infact,initsheyday
itwasconsideredsopreciousthatarmiesquiteliterallyfought
overtheislandswhereitwasgrownsothattheirmasterswould
havetherighttocontrolitscultivationandsale.
Letstakealookrstathowmasticisproduced.Themastictree
itselfresemblesanolivetotheuntrainedeyebutisnotquite
aslarge.Inaprocesswhichisrathersimilartothecollectionof
rubber,growerscutthebarkofthetreesothatthetreethenhas
toexudeastickysaporresintohealthewound,andthissapis
mastic.Thesapneedstohardeninordertobeofanyuseand
strangelythisonlyhappensintheMediterraneanarea.Eforts
havebeenmadeinthepasttotransplantandcultivatethetree
inotherpartsoftheworld,butsofarwithoutsuccess.
Theresinisthenremovedfromthetreeand,becauseitsso
precious,peopleevenpickupthedirtunderthetreeandensure
thateverylasttinybitofmasticisharvested.Thegrowerstry
topickoutanygritwhichmighthavebecomeembeddedinthe
masticgum.Theyjustusesimplepinstodothis;unusuallyfor
nowadays,therearenomechanicalaidsorgadgetstospeedup
theprocess.Everythingisstilldoneinthetraditional,labour-
intensiveway,byhand.Ifyouexamineasmallpieceofmasticit
willlooklikeawhitecrystal,similartoseasalt.Poetshaveeven
mentionedmasticintheirwork,alludingtoitratherromantically
assilvertears,suggestingagainhowmuchitsvalued.
Havingharvestedandcleanedthecrystals,thegrowersoften
takethemasticfromtheirtrees,exceptforasmallamount
whichtheykeepfortheirpersonaluse,toalocalco-operative,
whichcontactsvariouscommercialbuyersandnegotiatesa
decentpriceforthegrowers.
Now,whatismasticactuallyusedfor?Infact,itsusecanbe
tracedbackthousandsofyears.Archaeologistshavefound
smalllumpsofmasticwiththeimprintofjuvenilehumanteeth,
suggestingthattheearliestuseofmasticwasasachewinggum
foryoungpeople,somethingwhichstilloccurstoday.
Nowadaysitsalsousedasaavouringinsweetthingslike
biscuitsandtogreatefectinicecream.Itsvaluehereisthatit
alsoprovidesastickiertexture,whichmeansthatittakeslonger
tosoften,ausefulqualityinthehotMediterraneansummers.
Masticcanalsobeusedtoavourliquids.Forexample,insome
ruralareas,smallresarelitandafewgrainsofmasticdropped
onthehotcharcoal.Thenpotsareinvertedontopsotheclay
picksuptheavourofthesmokeandthemastic.Chilledwater
isthenpouredin,andwhenthisisdrunkittastesverysubtlyof
mastic.
Apartfromitsculinaryuses,somemasticisalsosoldforother
purposes.Itcanbeusedinshampoo,toothpasteand,indeed,
forcertainstomachailments.Infact,itsthisareathatmastic
producersarenowlookingtowardstoprovideawiderusefor
theirproduce,nowthatnaturalherbsandspicesarebeing
investigatedtoprovidethemedicalproductsofthefuture.
PAUSE10SECONDS
NowyouwillhearPart2again.
***
REPEATPART2
PAUSE5SECONDS
NowturntoPart3.
PAUSE5SECONDS
Youwillhearadiscussioninwhichtwomarinebiologists,GinaKelso
andThomasLundman,talkaboutanaward-winningtelevisionlm
theymadeaboutwildlifeinAntarctica.ForQuestions1620,choose
theanswer(A,B,CorD)whichtsbestaccordingtowhatyouhear.
Younowhave1minuteinwhichtolookatPart3.
PAUSE60SECONDS
***
Int.:
Today,weretalkingtomarinebiologistsGinaKelsoandThomas
Lundman,whoyouwillrecentlyhaveseenintheiraward-
winningTVseriesaboutAntarctica.So,Thomas,whatsitliketo
suddenlybecomeahouseholdname?
Thomas:
Well,werebeinginterviewedforallsortsofpublicationsand
programmessinceourtelevisionseriesaboutthewildlifein
Antarcticawonamajoraward.ImoftenaskedifIvealways
beeninterestedinmarinewildlife,andIndthathardtoanswer.
Whataboutyou,Gina?
Gina:
Thatsaneasyoneforme,Thomas.IgrewuponAfricanshores,
wheremyfatherworkedforaninternationalcompany.Icould
swimbytheageoffour,snorkelatve.IguessIwasdestinedfor
marinebiologybecauseIvealwaysbeenashappyinthewater
asonland.IrememberaparticulareveningwhenIwasabout
eleven.ItwasduskandIwassnorkelling,andIcameacross
hundredsofstingraysentwinedtogether.Itwasextraordinary;
anotherworld,andthatwasthemomentthatdecidedme.
AlthoughIlaterwenttoschoolinthemiddleofEngland,Idlie
awakeatnightdreamingoftheocean.Fortunately,Igotinto
universitytodozoologyandwentontodoresearchinmarine
biology.
Thomas:
And,likeme,youvebeeninwildlifelmmakingforhowlong...
abouteightyearsnow?
Gina:
Yeah,IknewitwaswhatIwantedtodo,butinsteadoffollowing
thenormalrouteofjoiningaTVcompanyasaresearcher,I
wasluckyenoughtobechosentotakepartinthatrstwildlife
programmewedidtogether.Doyouremember?
Thomas:
Yeah,wherewemadethersteverlivebroadcastunderthesea.
Thepracticerunwasveryfunny.Ihadtodiveintoaswimming
poolandgivearunningcommentaryonsomeplasticplantsthat
hadbeenborrowedfromastudiotomakeitlookmorerealistic.
Fortunately,theprogrammeitselfwasasuccessandsoone
thingledtoanotherafterthat,andwebothmovedmoreintothe
productionside.
Gina:
AnditwastoughmakingthislatestseriesinAntarctica,wasnt
it?
Thomas:
Well,theseriesisintroducedbyawell-knownnaturalist,dressed
inathermalanorakwiththehooddrawnsotightlythatyoucan
onlyseehisnose.
Gina:
Andyougetanideaofwhatconditionswerelike,buthewas
onlythepresenterownintodohisbitandownbackout
again.Wespenteightmonthstherelmingwithateamof
cameramenandresearchers,livingonaspeciallyadaptedboat.
Thomas:
IdidntthinkIdstandachanceofworkingontheprogramme,
becauseIimaginedtheydbelookingforruggedtypesandIm
morethequietacademic.SoIwasquitetakenabackwhen
theyaskedme.Wewentforthespringandthenreturnedthe
followingspring,becausethewinterwouldvebeentoocold.
Eventhen,ontheAntarcticpeninsulaitcandroptominus
fteendegrees.
Gina:
Wewereinvolvedmostlywiththeunderwaterscenes.Itsalot
warmerinthesea,butwestillhadtowearextra-thickwetsuits
andthermalunderwear.Thethingaboutlivinginthatremote
researchcommunitywasImissedhangingoutwithmyfriends.
Thomas:
ButtheAntarcticsaplaceofincrediblebeautyandeven
afterworkingsixteen-hourdays,therewerestillmomentsof
peacefulness.
Gina:
Butbeingwiththeanimalsforsolong,wegottoseethingsthe
otherscientistshadnt.Oneguysbeenstudyingfursealsfor
yearsknowseverythingaboutthembuthesneverseenthem
eat.Hewasthrilledwhenwewereabletotellhimaboutit.And
ifwedhadhisinputatthetime,wewouldhaverealisedthe
signicanceofwhatwedseenandfocusedmoreonit.
Thomas:
Absolutely.Andthehighlightofthetripwasthedayweentered
abaycarvedintohugeglacierstondaroundfortyhumpback
whalesfeeding.Itwasveryquiet,andthenweheardasoft
explosion.Itwasthenoiseofthewhalesblowholes.What
theydoisdivedown,andastheystarttocomeupagainthey
releaseairbubblesfromtheirblowholes.Thentheyswimround
eachother,trappingthekrilltheyeatinacurtainofbubbles.
Soitsanextraordinarilyefectivepieceofteamworkthatreally
increasestheirfeedingefciency.Welmedthemfortendays
becausewewantedashotofthemastheynishedeating.
Wewaitedandwaitedandthenonedaytheyjustsuddenly
stopped.
Int.:
Andthats...
PAUSE10SECONDS
***
REPEATPART3
PAUSE5SECONDS
NowturntoPart4.
PAUSE5SECONDS
Part4consistsoftwotasks.Youwillhearveshortextractsin
whichdiferentpeoplearetalkingabouttakingagapyearthetime
whichsomeyoungpeopletakeoffromtheirstudiestogainother
experience.LookatTask1.ForQuestions2125,choosefromthelist
(AH)whateachspeakerdidduringtheirgapyear.NowlookatTask
2.ForQuestions2630,choosefromthelist(AH)whichbenetof
havingagapyeareachspeakermentions.Whileyoulistenyoumust
completebothtasks.
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 C
2 B
3 A
4 B
5 A
6 C
Q PartTwo
7 olive
8 harden
9 (simple)pins
10 (silver)tears
11 (local)co-operativeOR
(local)cooperativeOR
(local)co-op
12 (a)chewinggum
13 ice(-)cream
14 (clay)pots
15 stomach
Q PartThree
16 B
17 A
18 B
19 D
20 D
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
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CAMBRIDGEENGLISH:PROFICIENCY | SPEAKING PAPER
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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/6752a/1Y11

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Specications and Sample Papers

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