CAE Past Examination Papers (June 2006)

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Past Examination Papers
June 2006 (0150)
UNIVERSITY of CAMB RIDGE

ESOL Examinations
English for Speakers of Other Languages
GAE June 2006
(0î50)
Contents
Paper 1, Reading, Question Paper and Answer Sheet
Paper 2, Writing, Question PaPer
Paper 3, Use of English, Question Paper and Answer Sheet
Paper 4, Listening, Question Paper and Answer Sheet, Tapescript
Paper 5, Speaking, Sample Test Materials
Papers 1, 3 and 4, Answer KeYs
Paper 2, Notes on Assessment and Sample Scripts
Paper 5, Assessment Criteria
Copyright. The contents of this publication are covered by international copyright

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lndividuals and institutions who do not observe these copyright restrictions will
be liable to
prosecution
O UCLES 2006
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
CERTIFICATE IN ADVANCED ENGLISH 015011
PAPER 1 Reading
Wednesday 14 JUNE 2006 Morning t hour 15 minutes
Additional materials:
Multiple Choice answer sheet
Sofî clean eraser
Soft pencil (type B or HB is recommended)
TIME t hourlS minutes

INSTRUCTIONS TO CANDIDATES
Do not open this booklet untilyou are told to do so.
Write your name, Centre number and candidate number on the answer sheet in the spaces provided
unless this has already been done for you.
This paper requires you to read four texts and answer the accompanying questions.
For each question indicate in pencil on the separate answer sheet one answer from the appropriate
list of choices.
Read and follow carefully the instructions given on the separate answer sheet.
You may write on the question paper if you wish, but you must transfer your answers to the separate
answer sheet within the time limit.
At the end of the examination, you should hand in both the question paper and the answer sheet.
INFORMATION FOR CANDIDATES

Questions in Parts 1 and 4 carry one mark.
Questions in Parts 2 and 3 carry two marks.
This question paper consists of 10 printed pages and 4 blank pages.

sP (SLM/KS) 399418/3 'l0o/2033i0
(ESOL)
O UCLES 2006 Level 2 Certificate in English [TUfn OVef
2
Part 1
Answer questions 1-13 by referring to the magazine article on page 3 about people who have
converted old houses. lndicate your answers on the separate answer sheet.
For questions 1-13, answer by choosing from the people in the article (A-D). Some of the choices
may be required more than once.
ln which section are the following mentioned?
incorporating a particular originalfeature in a new design
using materials to allow more light throughout the house
previous alterations to the house being unimaginative
the limited space initially appearing to be a drawback
the house being bought on impulse
the alterations following a steady schedule over a period of time
the restrictions of the site requiring an unusual design
the layout inside the house being more modern than the external appearance
a feeling of relief after a lengthy search for a house
being unaffected by the disruption of major building work 10
being reluctant to make drastic changes to an old house 11
an efficient approach when searching for a house 12
fulfilment of an earlier ambition 13
0150/1 Jun06
3
BUILDTI{G A DREAM
in an attempt to create îheir dream home'
Mel Bridge talks to four people who have renovated an old house
A- Helena HolroYd
you see she has used her skills to
Helena is a successful interior designer and on visiting her watm village home,
but the golden-walled exterior belies a spare,
good advantage, on first sight, thii is a typical traditional house,
for Helena made a list of
Jool and .pu.Lu, interior, of contemporary design. when she stafted looking
a house,
personal requirements for her new home. Such methodical foresight shows
that she expected her search to be
she came across the house'
prolonged. However, it was when visiting her mother in a neighbouring village that
iwt t saw it I jumped at it, it just felt right,' explains Helena. Having lived there for over a yeat, Helena says,
,I "n life in the country although the problem of finding like-mincled people is much harder here. I had a lot
enjoy
of good friends in London''
respect for tradition and allowed the
As she talks about the recent renovations, it is clear that Helena has a healthy
six months of living here I
building to dictate its own design. 'At first I thought I'd leave it untouched. But aftcr
eight months later, the house
realised I had to make some alterations.' So she .nlirt.d the help of an architect
and
boasted a new extension plus the addition of a third floor in the converted
attic and, what's more, it had been
extensive refurbishment, but
totally redecorated, Helena appears to have been amazingly pragmatic about such
and the hospitality of her family living nearby'
her relaxed attitude *uy rruu. ù"en helped by a generous budget,
B - Sara Fnramaz
The perfect location for a house in London is very hard to come by. That
is why architect Sara Faramaz settled
architects wouldn't even touch. 'I spent a
for a house on a slim wedge of space on a busy street, a site which other
prices were hotting up' When
lot of time looking for a bigger hour. in the same area, but it was difficult because
up with an
I came back a few months later and it was still unsold, I starled thinking what I could do.' Sara came
but to avoid creating an unlovely
innovative plan for the narrow home, which made best use of the existing space,
extend her house around it' To benefit
war.ren of small dark rooms, she decided to create a paved courtyard and
the house while bedrooms nestle
from the best available natural light, Sara placed theliving rooms at the top of
open area' set on two levels' 'I always
below. The combined kitchen, dining room and living room is in one large
and the views, but I have a lot of people
envisaged the main living space beiig at the top becàuse of the sunlight
round, so I didn'twant the kit.h"n to be separaie from the sitting room, I'm very happy with the end result''
C - Jo Palmieri
Jo had been looking for a propefty
Desperate to move back to her native Leeds, to work as an interior designer,
saw the country bungalow' 'As
for some six months. So she was becoming exasperated, when at long last she
Even better, the location was ideal,
soon as I went inside I could immediately see the potential space available.
into a three-bedroom
only 20 minutes away from my office.; The stoire-built house had been transformed
with her designing skills, Jo planned her own conversion
bungalow 30 years ago with a decided lack of flair.
,The basic idea was to open up the whole place as mnch as possible. I removed the ceiling from the
in stages.
that on fine days the sunshine
living area, and replaced the windows with a wall of glass, divided into squares, so
the doors were removed to open
brigitens up the whole of the house .'None of the rooms has a door - indeed, all
up the internal space.
D -LizEazan
job, she saw that her childhood dream
when Lizbeganher search for a bolthole in the country after giving up her
across a single-storey cottage, built
of a place away from it all could now be realised. When she eventually came
dilapidated state. Neveftheless, on
by an amateur builder to a very strange design, she was daunted by its rather
quality of the house. The eccentricity of the
crossing the threshold, she was immediately*attracted by the magical
original design had been more than compensated for by an insistence on
vely high quality materials, such as solid
wooden beams and handmade bricks'
retain the existing
Liz enlisted the help of a local architect, Philip warner. 'Philip understood my desire to
the confines of the existing cottage,' she
ambience, and I instructed him to create u .o-fortuble interior within
said. But after much deliberation, it was agreed to extend the house
to include a large open-plan sitting room'
in the main bedroom' making it spacious and airy,
Another major alteration was the ..-ouul- of the ceiling
home could never be
yet retaining unusual diamond-shaped windows overlooking the garden, Liz's country
described as ordinary!
0150/1 Jun06 [Turn over
4
Parl2
For questions 14-19, choose which of the paragraphs A-G on page 5 fit into the numbered gaps in the
following magazine article. There is one extra paragraph, which does not fit in any of the gaps. lndicate
your answers on the separate answer sheet.
Big Band
Peler Datis rcports on fhe creaÍion of a veryt unusual epe of orchestra.
Craig Hilton says it was a glimpse of a toy in a store

window. Peter Keane remernbers the cover of a i.tl;,,T,,
chilclren's book. Either way, sorne form of unlikely

inspiration was involved when the two of them got What you can do is to starl with one elephant, mor.e
îogether over dinner one evening in New York and into a duet, and then bring in the drums. 'But,'
dreamed up the Thai Elephant Orchestra. Wrat they says Hilton, 'it never goes quite like that. Often the
didn't imagine was how successful their project would elephants either don't staft on time or they refuse to
eventually become. stop playing or a mallet gets dropped. I think that's one
of the reasons why people like thc music. It's initially
unsettling because you're used to centring in on one
instrument and using that as a means of filtering out
the other sounds. The elephant music is so random
It was still capturing their imagination in the cold light that you can't do that - anything can happen.'
of morning. After all, elephants were already making
their names in the art world as painters - elephant
canvases can sell for thousands of dollars in the right
galleries. If art, why not music? Keane booked a
ticket to Thailand, and got out his sketch book to start The elephants do, nonetheless, need ways to make a
designing the instruments. But what would work for living. Their numbers are plummeting norv that the
the biggest ofbands? logging work has dried up and their natural habitat is
disappearing. As recently as 150 years ago, there were
100,000 elephants in Thailand; now there are just a
few thousand. 'The possibility of returning them to the
wild is nil,'says Keane. oThere's sirnply not enough
Keane duly anived in Thailand and the two band wild there.'
leaders set to work. To their initial despair, some of the
instruments were disastrous. 'If you put a flute in an
elephant's mouth, it'll bite it in half,'says Keane. The illjlV,,,
drum pedals were a non-starter too, since elephants, it

turns out, like to keep all four feet on the ground. And The orchestra plays several times a day for visitors to
they didn't particularly take to the huge electronic the centre. And now the elephants even have a CD to
keyboard either. ttreir name. Their first recording is an arty affair, with
no overdubs or studio effects to leaven the sounds. But
Hilton and Keane are also producing an easy-listening
I(}
version for a wider audience. oI don't listen to it every
night now, as I did at first,' says Hilton. 'But I still
And the music sounded ... good. Surprisingly good, turn it on and it's just gorgeous.'
in fact. 'I was annazed,' says Keane. 'Personally
speaking, as an unusual composer, I don't mind if
there's cacophony in the music. If it's wild and woolly
that's fine by me, but obviously *y preferences have
made no difference to them. The elephants really do
seem to like "pretty" llusic.'
0150/1 Jun06
A Strange as it may seem, it really is like that, Hilton reluctantly agrees with this. 'They
in a weird soft of way. And it really is more shouldn't be kept in captivity. They're wild
than, say, sea lions trained to honk car horns. animals and they belong in the forest. But if
Although the elephants are told when to start they've got to be in captivity, what better than
and stop, the rest is up to them. Actually, when to be in our band?'
to stop is also very much up to them, since it's
hard to dictate such things to some elephants. But when Keane and Hilton tried out creations
the elephants could blow into with their trunks
or bash with a stick, the orchestra was bom.
There is something uncomfortable, howeveE Lining up in a solemn row, the centre's elephants
about getting elephants to do something so played metal 'thunder sheets' and harmonicas,
obviously hurnan. Hilton and Keane both xylophones and elephant sitars. They even
feel it. 'It's not like they would be doing it managed an Asian wind instrument called a
spontaneously,' Keane admits. 'We ask them khaen, although they had trouble holding it.
to do it. If people want to get offended fbr that
reason, then I acrually agree with them. You
don't want to have elephants mimicking human G In retrospect, the outcome of such an alliance
activities.' was inevitable. Hilton had always been obsessed
with Asian elephants. Indeed, he's been working
at the Thai Elephant Conservation Centre in
c Anything delicate could be ruled out. They nofthem Thailand for 20 years now. Keane,
would have to survive being pounded by on the other hand, didn't know much about
4-tonne rnusicians. Perfotmances would be elephants, but he does know music; the unusual
out of doors and they would have to cope is his forte and he's always up for a challenge.
with sweltering humid summers, monsoonal
downpours and winter temperatures that could s,' N.i' ..nri
&l ':: 1. :: 1..,.. 'r 1:1S
fall to just above fi'eezing. They would also .r. -.. r r'. iì..ì:rir, ,ri..."8N:.r&\
..ffi
i\ì-!L j'ìn _ . ..::$
need to sound good to the Thai ear - human as
ryTilì**Ì ;rrjÌl',$ lÙ ;I
well as elephant. And above all, the elephants
would have to want to play them.
D It becarne apparent that it would take more than

mere imagination to turn the idea into a reality.
The finance to employ the local craftsmen
needed to help out with the instruments was
in short supply. At this point it looked as if the
project was doomed.
0150/1 Jun06 [Turn over

6
Part 3
Read the following newspaper article and then answer questions 20-24 on page 7. On your answer
sheet indicate the letter A, B, C, or D against the number of each question 20-24. Give only one
answer to each question.
Lights, camera, action man

Traveliournalist Richard Madden reports on his first trip with a camera crew.
It was books that first captured my imagination province. I don't have a head for heights and
about faraway places. TV travelogues always would make a poor rock-climber, so my distress
seemed the poor relation to the classic written is real enough as the camera catches me
accounts, although of course the pictures dangling on a rope some 30m up, well short of
were rather better. And then there was the the canopy platform.
issue of authenticity. All those pretentious it
lronically, was the presence of the
theatrical types dying of thirst in the desert, as camera, looking down on me from above, that
if we didn't realise there was a camera crew on gave me the impetus for the final push to the top.
hand to cater for their every need. These days By this time, I'd learnt how'sequences'were cut
programme-makers know that the audience together and realised that one last effort was
is more sophisticated and the presence of the required. I had to struggle to stay coherent while
camera is acknowledged. But can a journey with the camera swooped within a few millimetres
filming equipment ever be anything other than a of my face for my reaction. ln the end, it was a
cleverly constructed fiction? magical experience, heightened all the more by
I recently got the chance to find out, when I the sounds of the forest.
was asked to present two one-hour programmes Learning how to establish a rapport with the
for an adventure travel series. The project was camera is vital and it took me a while to think of
the brainchild of the production company, it as a friend rather than a judge and jury. The
Trans-Atlantic Films, which wanted the series most intimidating moments were when Peter
presented by writers and adventurers, as well strolled up to me, saying that the light would
as TV professionals. My sole qualification was only be right for another 10 minutes, and that he
as a journalist specialising in 'adventure'travel. needed a 'link' from one sequence to another.
I
However, was thought to have 'on-screen' The brief was simple.lt needed to be 30 seconds
potential. long, sum up my feelings, be informative, well-
The first programme was filmed in Costa structured and, most important of all, riveting
Rica. Within 24 hours of my arrival, I realised to watch.'Ready to go in about 5 minutes?'he
that this was going to be very different from would say breezily.
my usual 'one man and his laptop'expeditions. I soon discovered that the effect of the
For a start, there were five of us director,
- camera on what was goíng on around us was far
cameraman, sound recordist, producer and less intrusive than I had imagined. After a first
presenter. And then there was the small matter flurry of curiosity, people usually lost interest and
of t100,000 worth of equipment. I soon realised let us get on with our job. We were also flexible
that the director, Peter Macpherson, was a vastly enough to be spontaneous. Our trip coincided
experienced adventure film-maker. ln his case, with an 80 per cent solar eclipse, a rare event
the term'adventure' meant precisely that. anywhere in the world. We were in a village
Part of the brief for the series was to put called Santa Elena and captured the whole
the presenter in unusual situations and see how event on camera. The carnival atmosphere was
he or she coped. One such sequence was the infectious and made a welcome addition to our
night we spent in the rainforest canopy near the shooting schedule.
Rincón de la Vieja National Park in Guanacaste
0150/1 JunO6
7
20 One thing the writer used to dislike about travel programmes on TV was
A the repetitive nature of many of them.

B the dull images that they frequently contained.
C their lack of respect for the intelligence of the viewers.
D their tendency to copy the style of famous written accounts.
21 What reason is given for the writer becoming involved in making TV travel programmes?
A other people's belief that he might be suited to appearing on them
B his own desire to discover whether it was possible to make good ones
C his own belief that it was natural for him to move from journalism to TV
D a shortage of writers and adventurers willing to take part in them
22 The writer uses the sequence filmed in the National Park as an example of
A something he had been worried about before any filming started.

B the sort of challenge that presenters were intended to face in the series.
C something he was expected to be unable to deal with.
D the technical difficulties involved in making films in certain places.
23 ln paragraph six the writer says that he found it particularly difficult to
A understand what was required of him for a'link'.

B change things he was going to do at very short notice.
C accept certain advice given to him about presenting a film.
D meet certain demands the director made on him.
24 What does the writer use the experience in Santa Elena as an example of?
A something they filmed although they had not planned to

B the friendly way in which they were treated by the local people
C something they did purely for their own enjoyment
D the kind of thing that viewers like to see in travel films
01 50/1 Jun06 [Turn over

Answer questions 25-45 by referring to an extract from a book on coral reefs on pages f10. lndicate
your answers on the separate answer sheet.
For questions 25-45, answer by choosing from the sections of the extract (A-E). Some of the
choices may be required more than once_
ln which section are the following mentioned?

the places where human involvement in the restoration of coral reefs is likely to be 25
warranted
surprise that reefs flourish in a part of the sea that should be incapable of sustaining 26
life
circumstances in which polluters have been made to contribute towards the repair of 27
coral reefs
the relative ignorance that exists about damage to the sea as compared to awareness 28
of other environmental issues
a factor that makes extensive human repair to coral reefs problematic 29
problems in proving to people that certain activities cause environmental damage 30
the fact that the range of species supported by coral reefs is comparable to another 31
habitat
the importance of limiting damage to coral reefs in order to allow self-repair to occur 32
the fact that people living near coral reefs have always taken advantage of their 33
resources
the uncertainty that exists about a common practice for the disposal of chemicals 34
the relative difficulty of evaluating different reefs according to how they are exploited 35
the cost of constructing sea barriers to perform the same function as coral reefs 36
the fact that the size of coral reefs cannot protect them agaínst the pollution and 37
damage caused by people
the precautionary measure that must be taken because of the poor survival rate of 38
coral
the reason why the capacity of coral reefs for self-repair is being diminished 39
the considerable progress that has been made in improving public awareness of the 4A
threat to coral reefs
growing acceptance of the view that polluters should be made accountable for 41
environmental damage
a comparison between coral reefs and buildings found on land 42
the fact that as the threat to coral reefs has increased so has awareness of the 43
benefits they offer
the view that the small number of unspoilt coral reefs left is a factor to consider when 44
estimating their importance
the two aspects of the modern world that have altered the impact local communities 45
have on coastal areas
I
Coral Reefs
Over the ages coral reefs have proved exîraordinarily resilient, yet sadly their health and, in some
cases, their vuy survival is notv being threatened. Sue Wells and Nick Hanna explain.
A thriving coral reef is one of the most glorious Reefs have always been at risk from natural
natural phenomena on our planet. For sheer colour catastrophes, notably, ferocious hurricanes. In
and exuberance, reefs can arguably outdo any normal circumstances, they are remarkably good
other natural habitat, and in the huge diversity and at regeneration, but the continuous onslaught from
number of plants and animals they support, they are human interference is now affecting their ability
second only to rainforests. And yet, paradoxically, to recover from natural impacts. And although
these 'rainforests of the ocean' are found only in we can only speculate at present, it is possible
shallow tropical seas where the nutrients essential that humanity has unleashed the greatest threat to
to growth are practically non-existent. reefs yet, in the form of increased sea temperatures
Coral reefs have existed for 450 million caused by global warming.
years, making them probably the oldest ecosystems
on the planet. Coral animals, the remarkable
little creatures that build reefs, are responsible
for creating the largest structures made by life
on earth - big enough, in some cases, to dwarf
even the most ambitious edifices constructed
by humankind. But this extraordinary ability is
no defence against the assaults suffered by reefs
as a direct result of human activities. Sewage
and toxic chemicals are pumped over them, silt
from construction sites chokes them, soil run-off
smothers them, and boat and cruise ship anchors
smash into them.
Ironically, as reefs have become even more

stressed, their value to people has been thrown into
sharp focus. Since the dawn of humanity, the
biological abundance of coral reefs has provided
sustenance for coastal communities in the tropics,
yielding a bountiful harvest of food as well as
many other products as diverse as building
materials, medicines and jewellery.
Reefs are also invaluable as natural
breakwaters, protecting the land and coastol
settlements from the violence of the ocean and
providing natural harbours. They are an essential
defence against rising sea levels, and if they
disappear, artifìcial replacements would mean
spending billions of dollars. The very existence of
coral islands and many of the sandy beaches so
beloved by tourists in the tropics is heavily
dependent on healthy reefs, which are, of course,
an irnportant attraction in their own right.
01 50/1 Jun06
10
People have always been drawn to coastlines, as Active reef restoration is perhaps most useful
coastal plains provided fertile agricultural land, and cost-effective where there is a need to increase
and the shallow waters above the continental populations ofvery rare coral species, or to repair
shelf offered abundant fisheries. The pattems of reefs in maríne parks or in locations where a great
settlement that developed posed few problems in deal of money is earned from tourism.
pre-industrial times, but a combination of industrial
development and fast-growing populations is E
now putting enormous pressures on shoreline
ecosystems. One principle increasingly being recognised in
All centres of population and industry the battle to protect the world's natural resources,
nowadays, even agricultural land, produce a range is that whoever is engaged in activities that could
of waste products and efTìuents. In coastal areas, harm the environment, pays the cost. This is the
pollutants are habitually discharged into the sea case whether it involves installing equipment
and in many cases the impact on tropical coastlines or technology to prevent pollution and other
is still largely unknown. Studies that have so far degradation, or to repair any damage that occurs.
been carried out have often produced conflicting Ship owners, for example, are now often liable for
results, which can make it difficult to use the data to cleaning up oil spills and paying compensation for
convince people that potentially harmful practices any damage caused.
should be changed. The seriousness of the effect Reefs used for tourism are most obviously
of a pollution incident depends on many variables, of high economic worth, but it may be harder to
such as weather, and not just on, say, the size of calculate the worth of reefs used primarily for
a toxic discharge. For example, in open water and fishing (particularly subsistence fishing), unless
on well-flushed coastlines, pollutants are dispersed detailed catch statistics are available, which they
far more easily than in enclosed bays and lagoons. are often not. It is perhaps even harder to put prices
The world community is now well aware of on scientific or aesthetic value - solne remote
the plight of the rainforests and the threats posed and pristine reefs might be considered especially
by deforestation and global warming, but the valuable now for their rarity value.
dangers that face marine ecosystems are not so well Clearly this process is complex and the results
known. Over the last decade, though, enofinous at present are variable and highly dependent on the
advances have been made in our understanding of site in question, and the amount of information
the problems facing reefs and in seeking solutions available. But it can provide an indicator of the
to safeguard their future. conservation value of the reef and underlines the
importance of preventing damaging activities.
D
The highest priority in reef management is to

remove or at least minimise human causes of reef
destruction, and to improve conditions so that
natural regeneration of the reefs takes place as
quickly as possible. It is most unlikely that a reef
could be restored to its original state in anything
other than a timescale of decades, but it may be
possible for it to be helped towards a stage where
normal processes can start to function.
Large-scale replanting of corals has proved
difficult to carry out successfully, largely because
of the amount of diving labour required. When
a reef is damaged by a hurricane, much of the
regrowth takes place by regeneration of the broken
coral fragments, but large numbers also die.
Similarly, when a reef is being replanted manually,
numerous fragments of coral have to be planted if
a significant number are to flourish.
0150/1 Jun06
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CAE 1 DP306/080
Candidate
Centre Number Number
Candidate Name

CERTIFICATE IN ADVANCED ENGLISH 0150t2

PAPER 2 Writing
Wednesday 14 JUNE 2006 Morning 2 hours
Candidates answer on the question paper.

No additional materials are required.
TIME 2 hours
Write your name, Centre number and candidate number in the spaces at the top of this page.
This paper requires you to complete two tasks, each of approximately 250 words in length.
Answer the Part 1 task and one task from Parl2.
Read the task instructions and consider the information carefully both for Part 1 and the task which
you select 'for Part 2.
Write your answers in the spaces provided on the question paper.
Write clearly in pen, not pencil. You may make alterations but make sure that your work is easy to
read.

All tasks in this paper carry equal marks.
This question paper consists of 4 printed pages,4 lined pages and 4 blank pages.
sP (sLM)T0142916 100/2033/0
O UCLES 2006 Level 2 Certificate in English (ESOL) [Turn over
2
Part 1
You are the President of the Film Club which was started at your international college a year ago.
You have been asked to write a report about the club's first year for the members of the college
social committee.
Read the notice below, which publicises the Film Club, and, on page 3, a note you have received
from Felipe, the Secretary of the Film Club, together with comments that some members have
made. Then, using the information appropriately, write a report for the committee members
explaining how successful the club has been so far, suggesting ways in which it could be improved
and saying how new members could be encouraged to join.
COLLEGE FILM CLUB

An entertaining way to continue your
English language studies outside the
classroom.
Films from Britain and USA

Every Thursday at 6.30 pm
Membership €10 per year
Entrance Fee [1.50
0150/2 Jun06
Here'6 the inlormalion I lhink you'll neeà Îor Lhe repor\. We have 3O membere anà
ueually beLween 20 anà 25 lurn uV each week. We've ehown len Îilms each f,erm,
5o far we have manaqeà No cover caole, buí only jueL. The club could ào wilh more
membere - whal abouí offerin4 a free lrial Verioà or àoinq eome exlra publicil'y?
FelíVe
Comments from students
6.30 is a bad time - we

con't eot in the
cofeteria ond get
/' therefor the stort.
l've enjoyed the
films but haven't
made many friends.
I've learnt a lot about
Britain and the USA
but we are an
international college!
I know people who would
like to come occasionally,
What about a discussion
but not every week,
after each film? It's not
much of a club really.
Now write your report for the committee members as outlined on page 2 (approximately 250 words).
You should use your own words as far as possible.
[Turn over
6
Part2
Choose one of the following writing tasks. Your answer should follow exacly the instructions given.
Write approximately 250 words.
2 You have seen this announcement in an international magazine.
Decisions
The decisions we make every day can have an important effect on our lives.
What's the best decision you have ever made?
We would like you, our readers, to rvrite an article telling us:
. why it rvas your best decision
. what other options you had
. what could have happened if you had made a different decision.
We will publish the best arricle.
Write your article.
3 Your friend has just applied for a new job with an international organisation that offers
environmental advice to companies.
The organisation has asked you to wríte a character reference for your friend:
. describing his or her personal strengths and skills

' summarising his or her experience with environmental issues
' expressing your opinion about his or her suitability for the job.
Write your reference.
4 You see this announcement in a TV magazine.
Reality shows, where people are filmed going about their real lives or in a competitive situation,
are becoming increasingly popular on television, But what do viewers really think of them?
Please write a review of a reality TV show you have watched,
You should:
. give your opinion about the show
. suggest why you think the participants agreed to take part
. say why you think people watch this programme.
Write your review.
5 Your manager has identified a company in Britain which may be interested in importing your
company's products. You have been asked to write a letter to the manager of the British co,ip"ny.
Your letter should:
' describe your company's products including their qualities and special features
.'
outline the advantages for the British company of importing your products
suggest a follow-up meeting.
Write your letter.You do not need to include postal addresses.
01 50/2 Jun06
Candidate
Candidate Name

CERTIFICATE IN ADVANCED ENGLISH 0150/3
3 English in Use
PAPER
Wednesday 14 JUNE 2006 Afternoon t hour 30 minutes
Answer sheet
TIME t hour 30 minutes

Write your name, Centre number and candidate number in the spaces at the top of this page and on
the answer sheet unless this has already been done for you.
There are six parts to this paper, containing a total of 80 questions.You are required to complete all six
parts.
For each question write your answer on the separate answer sheet. Write clearly in pencil in the
numbered spaces provided.
You may write on the question paper if you wish, but you must transfer your answers to the separate
answer sheet within the time limit.

Each question carries one mark.

sP (sLM/CGW) T01150/3 1 00/2033/0
O UCLES 2006 Level 2 Certificate in English (ESOL) [Turn over

2
Part I
For questions 1-15, read the text below and then decide which answer on page 3 best fits each space.
lndicate your answers on the separate answer sheet. The exercise begins with an example (0).
) :.."' :'C:
Example: 0 B :
"':a:t::!:.',ú'.'.,
'f::::t...J:.t:i-
Dinosaur discoveries f \\ /-fr

\*'-- ,',-
-)r.ìri,í
___É(!iJí_))_
q--
ln the late 1930s, a group of (0)..... American scientists seeking dinosaur fossils made
some (1)..... finds, Although one of their expeditions discovered no bones at all, it
nonetheless (2) .....to be important in terms of the information about dinosaurs it provided.
During that historic expedition, which took place along the (3)..... of the Paluxy river in
Texas, something extraordinary was revealed: a dinosaur track, clearly {41 ..... in the rock.
These dinosaur footprints (5)..... their preservation to the salts and mud that covered
them and then hardened into rock, before (6) ..... to light 100 million years later. Tracks like
these are (71..... to experts. There have been great gaps in scientists' understanding of
dinosaur (8) ..... , and so such footprints are useful since they provide direct (9) .....of how
dinosaurs actually moved. Scientists have been able to use these footprints, and others
like them, to (f 0)..... how quickly different species walked, and to conclude that many
kinds of dinosaur must have travelled in (11) ......
{12') ..... , the tracks of four-legged dinosaurs seem to (13)..... that in spite of being
reptiles, these creatures must have moved in a very similar way to living mammals, such
as elephants - a pattern of movement (14)..... from that of most contemporary reptiles,

such as crocodiles. This leads to an intrlguing question. Might existing mammals have
more to teach us about the (15) ..... reptiles that once walked the earth?
015013 Jun06
0 A primary B dominant C leading D principal
1 A noteworthy B noticeable C notifiable D notional
2 A turned B arose C proved D occurred
3 A verges B borders C coasts D banks
4 A blatant B substantial C distinguishable D ostensible
5Aowe B derive C result D thank
6 A coming B bringing C appearing D surfacing
7 A unique B invaluable C costly D rare
8 A action B manners C behaviour D customs
I A basis B support C source D evidence
10 A make up B determine C weigh up D reflect
11 A sets B herds C masses D bunches
12 A Accordingly B Characteristically C lnterestingly D Alternatively
13 A point B specify C express D indicate
14 A separate B unconnected C detached D distinct
15 A abolished B departed C extinct D extinguished
01 50/3 Jun06 [Turn over

4
Parl2
For questions 16-30, complete the following article by writing each missing word in the correct box on
your answer sheet. Use only one word for each space. The exercise begins with an example (0).
Example: O lour t0
Ir--rfl
The best books

Are there one thousand books that all of us should read sometime in (0) ..... lives? Throughout
this year, we will be recommending a collection of books that, when taken (16) .....a whole, will
form a library of 1,000 titles that will inspire and satisfy (17) ..... kind of reader imaginable. Book
lists appear from tíme to time, often arousíng controversy (18) ..... being too elitist or too populist.
But our list is the result of consultations with bookbuyers and booksellers, people (1g) ..... know
and love books.
Currently, there are well (20) ..... a million books in print. Add (21) ..... these yet another 100,000
books published each year and the choice for readers becomes bewildering, (22)..... certain
books, both classics and contemporary works, stand out. While our list doesn't identify classics
(23) .....the traditional sense, many of the works included (241 .....considered to be classic books.
The list aims to make the reader aware of (25)..... is available that is stimulating, rewarding
and inspiring. (26) ..... else does one learn about a good read other {271 .....by enthusiastlc
recommendation?
This month we are highlighting fifty books from the area of business and reference. These fifty
titles represent the perfect busíness and reference library for your needs, (28)..... personal or
professional. Our selection will help you to expand and enhance (29) ..... understanding of today's
fast-changing world of business.
Look out for next month's fifty choices, (30) ..... will take you a step nearer completion of your
1,000-book library.
0150/3 Jun06
5
Part 3
ln most lines of the following text, there is either a spelling or a punctuation error. For each numbered
line 3f-46, write the correctly spelt word or show the correct punctuation in the box on your answer
sheet. Some lines are correct. lndicate these lines with a tick (/) in the box. The exercise begins with
three examples (0), (00) and (000).
Example: 0 several .1,1..;,,, {l r ,.:.r1

f--l ,,f---*1
00 valcànOeS;,,wíth :t..., ,, 00 ,,,, ,
f_-_l
-tr ,009...,,,,
000 ,/. ,r..,.,
f-_], f--l
The volcanoes of Hawaii
0 The Hawaiian island chain in the centre of the Pacific consists of severel
00 volcanoes with the active ones at the south-eastern tip of the archipelago.
000 The largest island is Hawaii itself, which is the site of two major active
31 volcanoes. The volcanoes, protected as a national state park are crucial
32 for several types of agricultur. When volcanic ash cools and is exposed
33 to weathering, it is converted into exceptionaly fertile soil. The Hawaiians
34 utilise it for one of their main agricultural exports pineapples. The island
35 of Lanai comprises a single plateau, containing the worlds largest
36 pineapple plantation. The continual volcanic activity is also a major atraction
37 for the hordes of tourists flocking to the area to see Hawaii's various
38 spectacular geological marvels. But isn't it rather dangerous for them to do this
39 Actually, a daily rumble is the least of the problems assosciated with volcanoes.
40 Far more worrying are thick clouds of volcanic ash or flows of lava, like those
41 that smothered the ancient roman city of Herculaneum, pouring down from
42 the mountainside in the night with a distructive, and totally unexpected, force.
43 Fortunately, Hawaii rarely witnesses such frightning occurrences. Jill
44 Brooke, a leading expert in volcanoes, recently said, Hawaii experiences
45 thousands'of eruptions each year, but most are so small that they can only be
46 detected by sensitive instruments. There will eventually be a huge one, but it is
almost impossible to predict when it will happenJ
O1 50/3 JunO6 [Turn over

6
Parl4
For questions 47-61, read the two texts on pages 6 and 7. Use the words in the boxes to the right of
the texts to form one word that fits in the same numbered space in the text. Write the new word in the
correct box on your answer sheet. The exercise begins with an example (0).
. $' "'
:
Example: 0::l iéfrCshmènt ..11'

r-=.f-_l
MAGAZINE ARTICLE
Tea
Tea is a favourite hot drink, especially on chilly winter

(0) REFRESH
days, but you can also enjoy it in the summer served
ice-cold with lemon.

(47) COMPLEX
However, it is possible a daily cup of tea has more to

(48) EXTEND
offer than instant (0) ..... . ln fact, scientists are only just
beginning to understand its (47) ..... . This is because (4e) HARM
(48) .....scientific research has proved that tea contains

(50) RELTEF
naturally occurring substances called flavenoids, which
help to limit the (49) .....chemicals produced in our (51) ALERT
bodies. lt has also long been believed that tea can

(52) ABSENT
(50) .....pain and improve mental (51) ..... . ln addition,
the (52) ..... of any additives makes tea 100% natural. lt (53) PROVTDE
is also a great (53) .....of fluid for people of all ages.
01 50/3 Jun06
7
NEWSPAPER ARTICLE
Two great drivers

Michael Schumacher's opponents are usually pounded into
(54) .....by the merciless pace which is at the heart of his talent. (54) SUBMTT
lf he ever loses ground, it's invariably because he's pushed

(55) COMMENT
himself too hard. Most sports (55) ..... reckon that the key to his
success is his superb level of fitness, an asset which (56) ..... (56) ABLE
him to operate at the outer extremes of physical possibility.

(57) DRAMA
ln contrast, many of Juan Pablo Montoya's moves are (57) ..... (58) PHENOMENON
daring, and only possible for someone with perfect judgement.

(59) MENTAL
He has a (58) ..... feel for the car, and also a good racing
(59) ..... . He's known to be a winner and looks confident, (60) BEAT
which gives the impression that he is totally (60) ......Yet this

(61) TNTUTTTON
characteristic has a downside. lt's an (61) .....trait which can let
him down.
O1 5O/3 Jun06
[Turn over
I
Part 5
For questions 62-74, read the leaflet about a campsite. Use the information in it to complete the
numbered gaps in the email to a friend. The words you need do not occur in the leaflet. Use no more
than two words for each gap. The exercise begins with an example (0).
1:;:;'.,.'..$ .'.,:.'
Example: 0',I.,'pàit.of rì r-r
LEAFLET
Wellington Campsite
The campsite, set in the grounds of a former country estate, is located on the fringes of
woodland, with a picturesque lake only a bicycle ride away. The campsite was first opened in
1950, and has expanded sínce then to double its initial size.
Outdoor activities, laid on by a team of enthusiastic young instructors, are always in high
demand. By reserving a place on two activities, you can enjoy a third at 50o/o discount.
Essential equipment may be rented but please note that campers use it at their own risk. The
open-air heated swimming pool is open daily, but children taking advantage of this facility must
be supervised at all times.
Dogs are allowed on the campsite, but they must be exercised off the campsite area. Cycling is
permitted on the pathways, but not on the lawned area or in the vicinity of the tents.
Every effort is made to meet requests for neighbouring pítches for families travelling together;
but there is no guarantee that this will be possible.
EMAIL
Hi, Janet!
I've just found a great campsite. lt used to be (0) ..... an estate on the (62) ..... of some woods and
we can easily cycle to a lake from there. Apparently, the campsite was started in 1950 and now
it's (63) ..... big as it was originally. Your children will love the outdoor activities (64) ..... staff at the
campsite. These activities are very (65) .....so we need to put our names down for them in advance.
lf we (66) ..... two activities, the third is (67) ..... . We (68) .....any equipment we need, but it's our
responsibility if we (69) ..... ourselves. There's also a swimming pool - but we mustn't let the children
out of (70) .....there. And your dog can come too - as long as you don't mind taking him (71) .....
outside the campsite.
We're taking our bikes - if we don't go on the grass and we (72) ..... from other tents, we can use
them. Another good thing is that they promise they will (73) .....get us pitches (741 ..... each other.
0150/3 Jun06
I
Part 6
For questions 75-80, read the following text and then choose from the list A-l given below the best
phrase to fill each of the spaces. lndicate your answers on the separate answer sheet. Each correct
phrase may only be used once. Some of the suggested answers do not fit at all.
Counting penguins!
Scientists in the South Atlantic have developed an alternative way to track penguins:they now
count the birds by giving them supermarket-style electronic tags. The aim of their work there is
to examine the factors (75) .....and how numbers relate to environmental change.
At present, there are about 2.5 million breeding pairs of Macaroni penguins on Bird lsland
in South Georgia, but long{erm monitoring studies show the numbers may have halved
since 1978. Researchers from the British Antarctic Survey have been studying the penguins
throughout this time, (76) ..... . Weighing the birds has been an important part of the research,
giving data on how regularly and effectively they feed. However, the traditional method of
weighing penguins, by picking them up, putting them in a bag and using a hand-held balance,
is now seen as (771 .....in what is a harsh environment. lt can also be disturbing for the
penguins. So the team has worked with a consultant design engineer on (78) ..... . The birds
are given an individual supermarket-style electronic tag, attached to a plastic ankle ring. A
special weighbridge has also been constructed - painted with the intention of (79) ..... - and it
has been placed on the birds'route to and from theír colony. Every time a tagged bird crosses
the weighbridge, the tag is electronically read, (80) ..... . This weighbridge has proved to be of
great assistance to the scientists.
A leading them to the steady decline

B helping it to blend in with its surroundings
C using up too much time and labour
D having a certain negative influence on all those
E allowing specified information to be recorded
F analysing the results in anY waY
G affecting penguin populations
H developing a different, less intimidating technique
I attempting to discover why their numbers are declining
0150/3 Jun06
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Candidate
Candidate Name

CERTIFICATE IN ADVANCED 015014, 01 5114

ENGLISH Test A
PAPER 4 Listening
t JUNE 2006 Approx.45 minutes
Answer sheet
TIME Approx.45 minutes
Do not open this booklet until you are told to do so.
Write your name, Centre number and candidate number in the spaces at the top of this page and on
the answer sheet unless this has already been done for you.
Answer all questions.
You should write your answers in the spaces provided on the question paper.You will have ten minutes
at the end to transfer them to the separate answer sheet.
INFORMATION FOR CANDIDAÍES

This paper requires you to listen to a selection of recorded material and answer the accompanying
questions.
There are four parts to the test. You will hear Part 2 once only. All the other parts of the test will be
heard twice.
There will be a pause before each part to allow you to look through the questions, and other pauses to
let you think about your answers.

sP (cw)T02369/1 1 00/2033/0
@ UCLES 2006 Level 2 Certificate in English (ESOL) [Turn over

2
Part 1
You will hear part of a radio programme about the fashion designer Nik Hojin. For questions 1-g,
complete the sentences.
You will hear the recording twice.
FASHION DESIGNER
On the walls of Nik's studio there are photos,
1 and samples of material.
Nik was first employed as a designer of and 2 clothing.
Nik now designs menswear for a company internationally known for the
3 clothes it produces.
Nik's first destination on his trip is
4 , where he will visit textile mills.
Nik's job is to check both standards of
5 in the mills and the quality of products.
Nik found out that his company had placed an order for
6 metres of cotton.
The mills use what's known as a
v, to check for faults in the shirt material.
Nik's company sees his visits to garment factories as a good form of
0'l 5o/4 TA Juno6

3
Parl2
You will hear a guide talking to tourists about a prehistoric site called Santara. For questions g-16,
complete the sentences.
Listen very carefully as you will hear the recording ONCE only.
THE PREHISTORIC SITE OF SANTARA
The settlement of Santara is situated on a I , near a nver.
There is a total of 10 types of tree in the gardens.
The wetland area supplied a herb which rl1 find useful.
An expert in 12 usually accompanies groups of visitors
around the Exhibition Pavilion.
The guide recommends what he calls the
13 section to the tourists.
The site is described as being in an excellent 14 position.
The artefacts found locally belonged to
15 , who inhabited the area for many years.
There are experts available to demonstrate methods of
16 and weaving cloth.
01 50/4 TA Jun06 [Turn over

4
Part 3
You will hear a radio interview in which two people, Frank Johnson and Anna Pritchard, are discussing
education in Britain. For questions 17-22, choose the correct answer A, B, C or D.
You will hear the recording twice.
i'']:T
tt
I t? I What does Frank Johnson suggest about current teaching methods?
A They help teachers get their message across in an amusing way'

B They result in teachers losing sight of their main professional tasks.
C They allow students a necessary break from serious study.
D They encourage parental involvement in the educational process.
According to Frank, what is the key to a good education?

|-!1_l
A promoting traditional skills through creativity
B developing general knowledge through linguistic ability
C ensuring the accuracy of what is taught
D enabling students to acquire reasoning powers
Anna Pritchard thinks that, in the average school today,

El
A most teachers adopt satisfactory teaching methods.
B there is an insufficient variety of classroom activities.

C most teachers adapt their methods to suit different learners.
D there are too many students per class for teachers to deal with.
tt
tlI eO I How does Anna think schools should change their approach?
A by helping students to investigate the ways in which they learn
B by allowing students to choose precisely what they want to learn
C by letting students play music in the background during class
D by encouraging students to talk through their ideas in class
01 50/4 TA Jun06
r- -*l
Anna thinks that activties suctr as iugtgling can be beneficial because they
El
A can impro'e students'pttfsi{al balance.
B make stL#tts more receptive to what they study.
C help students rdax after concentrating hard.
D promote awareness of physical fitness.
Anna thinks that note-taking activities should be

It12 |
A varied according to topic.
B replaced by other activities.
C adjusted to suit each student.

D checked carefully for inaccuracies.
01 50/4 fA JunO6 [Turn over

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CAE June 2006
(0150)
CAE PAPER 4 LISTENING TEST A
Part I
Fashion Designer
When I visited the designer Nik Hojin, he was in his studio at the top of a building in central Tokyo.
He was surrounded by racks of clothes, and cutting and sewing machines; but the piece of
equipment that dominated the room was a huge drawing table. The walls were covered from floor
to ceiling with sketches, fabric samples and photographs of collections. There was no room to sit
so we stood drinking coffee while he talked about his work.
After an early career in Europe designing sports clothing and beach clothing, Nik was recruited by
a company in Tokyo that made casual clothing for young people. However, within a few months of
arriving in Japan, he left that job and joined the design team of Japan's most popular store group,
who have a world reputation for outdoor clothing. But when they appointed him chief desígner of
their formal menswear department, he wasn't sure whether he was going to like this change of
direction; and though it has its compensations, he's still getting used to a completely different type
of working life because there's a lot of travel involved.
Nik is shortly off to do a tour of some specialist textile mills in Canada, followed by a visit to the
USA to his company's main supplier of leather for coats and jackets. His job in the mills is to order
cloth, and check its quality; but also to look at other aspects of the manufacturing process. His
company is very strict about safety standards. He has to make sure no dangerous chemicals are
used in the manufacture of the fabrics, and that the shirt cotton is given a flame-proof finish. On
his first trip to the suppliers, Nik was impressed to discover that his company had ordered 7 million
metres of cotton - an increase of 2.5 million over the previous year. An inspection team checks
every metre of cloth for faults as soon as it leaves the weaving machines, by passing it over the
brilliantly lit glass of a piece of equipment called a 'light box'.
Though it's not strictly his area of responsibility, Nik also visits the factories that manufacture the
garments. The company likes everybody who's in the region to do this as an exercise in public
relations. lt's pleasant for both suppliers and clients to get to know each other socially. Nik
described his first visit to the factory, and the satisfaction it gave him to see his clothes being
made.
I left Nik'sworkshop with a new picture of a fashion designer, as someone who's extremely
practical and down to earth, as well as creative. Later 1...
Part Two
Prehistoric Site
ls everybody here? Right. Good morning to you all.
Today we're going to be visiting the settlement of Santara. And here we are on the hillside, looking
down the slope to a beautiful river which flows through the valley, past the ancient site. ln fact, it
was this river, once called Santara, that gave the site its name. On our journey, we'll be travelling
back to prehistoric times in these mysterious, unspoilt surroundings. And we'll be finding out just
how significant this site was.
First of all, we'll walk through the gardens, where we'll find over 300 species of rare flower and 112
species of tree from Europe and elsewhere. Seventeen of these trees are of particular interest for
one reason or another, and I'll point these out as we go.
CAE June 2006
(0150)
Our next stop is an outstanding area for observing wild flora and fauna. lt's an area of wetland,
which was originally used as a source of a certain herb, which fishermen collected to keep their
fish fresh until they were ready to cook them. Actually, this herb is still being used for this purpose
today.
At the foot of the hill over there, we'll find the Exhibition Pavilion, which houses ten major exhibits
showing the development of human habitation in the area. Visitors in groups are generally taken
round these exhibits by a social history expert. Of course, anyone who prefers to explore the
pavilion individually can do so, but they should remember to follow the chronological sequence of
the displays: in other words, follow the thread of history down through the ages.
Now my favourite part of Santara is the reconstruction section. There, we'll find three dwellings
from different periods of the past. They haven't been reconstructed on the actual sites where they
were found - but they are based on the findings of excavation in the vicinity. I particularly like this
section because it brings the past to life in a very dramatic, realistic way.
Anyway, after that, we're going to go on a trail which takes us round the entire site. What made
this site so desirable to people in the past was its perfect defensive position. The trail shows quite
clearly the important defensive ditch which was dug out to protect the site further.
The artefacts discovered on the site, and nearby, prove that the area was occupied by Roman
settlers over two thousand years ago, soon after their conquest of the country.
Our final visit will be to the demonstration area, where you can see expert technicians at work -
people who have studied the methods that the ancient people used for building boats and weaving
cloth, for example. ln the school terms, children come to the riverside workshops to learn some of
these ancient crafts; and, as you can imagine, it's a very popular activity. Now if you have any
questions ...
Part Three
Education lssues
lnterviewer: Today our thoughts turn to education. Schools have come a long way since our
great-grandparents' time, but have they come far enough? Or is the British
education system still essentially rooted in the nineteenth century? To discuss this,
we have Dr Anna Pritchard from the Association for Progressive Learning, and
Frank Johnson from the Society for the Promotion of Authentic Education. Frank,
may we start with you? What does your organisation promote?
Frank: Well, basically we press for higher standards and more parental choice in state
education. We're not against experimentation, but we think that if you look at the
research, it shows that the traditional methods work best. Whilst all the approaches
that are in fashion now may seem great fun, we suspect that they're just another
distraction and not what teachers should be doing or what parents and employers
want them to do.
lnterviewer: And how would you define what teachers should be doing?
Frank: ln our view, traditional subjects such as Maths, Classical History and Latin and
Ancient Greek have always promoted thinking skills, and that's what education
should be concerned with developing. A good teacher gives his or her pupils a
foundation of knowledge, and by using that knowledge the pupil automatically learns
how to think rationally and precisely. lt's essential to have that solid foundation
before you can indulge in higher order thinking skills.
CAE June 2006
(0150)
lnterviewer: So, good teachers have always inspired learning skills in their pupils and there's no
need to find new learning methods. Anna, would you like to respond to that?
Anna: Well, I believe that good teachers have always known that in a class of say 30
students there will be a variety of different learning styles. We organised a survey
of young people themselves in January of this year and found that 56% said that the
activity they spend most time doing in the classroom is copying from the board or a
book. So clearly not all teachers are gearing their teaching to different learning
styles...
Frank: I wouldn't agree with you on that.

(interrupting)
Anna: Well, coming to our main project 'Learning to Learn', what new research from the
States tells us is that there are at least eight different types of intelligence, from the
'people person' who needs to talk in order to take things in, to the 'musical person'
who needs sound and rhythm as a backdrop to thinking.
lnterviewer: So we shouldn't stop teenagers from having music on full blast while they're
supposedly doing their homework?
Anna: It's not quite as simple as that. Music will help some but not all students. What
we're advocating is that schools encourage students to explore for themselves the
ways in which their brains work most effectively, and build up a classroom culture
where they get a chance to choose their own style of learning.
lnterviewer: Can you give us some examples of how teachers would do that?
Anna: One interesting way which I saw demonstrated earlier this week is to hold juggling
workshops.
Frank: Juggling! we're surely not teaching students to be circus performers, are we?
Anna: Believe me, there's a very serious side to this. when you're juggling, in order to
keep three balls in the air, you have to use both the left and right sides of the brain,
the logical and artistic sides. ln the schools I visited, the juggling workshop was
integrated into a day of revision skills of all types. For those with a physical
intelligence, juggling can prove helpful, as can physical workout sessions. You see,
gymnastics can be useful for all students, as it alleviates stress and improves
concentration. Afterwards, most students say they feel different, more awake and
more likely to take in what they learn.
Frank: lf I can come in briefly here. The idea of turning education into a set of skills is very
dangerous because it undermines the knowledge and content which are inherent in
the traditional school subjects.
lnterviewer: I take your point but I used to sit in lessons and look around and everybody's head
was down writing notes. That's not good education practice surely?
Anna: Note-taking is still important. There are lots of different ways from mind mapping to
drawing cartoons. I saw a student the other day who was writing his history notes
inside a large drawing of a chicken.
Frank: A chicken! He was having you on!

GAE June 2006
{0150)
Anna: I don't think so. ln fact, he'd completely replaced traditional note-taking with this
way of recording for all his subjects. He said that by giving his notes an unusual
framework, it helped him to remember the content for that topic. We need to be
helping students find their best way to keep records, according to theír intelligence
and learning style. This particular student obviously had a visual intelligence.
Frank: I really can't believe that. But anyway, I think we're confusing education with
training here.
Anna: We're building up a theoretical understanding of how people learn and it's our duty
as educationalists to try and put that theory into practice.
lnterviewer: There we'll have to leave it, I'm afraid ...

PaÉ Four
Gruise Ship Experiences
SPEAKER 1
I'd always wanted to go, and with the discount they were offering it seemed silly to miss the
opportunity, although money was no object at the time. I suppose it was cheaper at that time of
year. But we thought that was an advantage because it meant there would be fewer noisy children
around. Anyway, the real bonus was the numerous stopovers - a bit like having several holidays
together. I knew I couldn't resist that! Actually, everything turned out to be comfortable enough,
but I have to say that the meals got a bit repetitive and rather tasteless. That was the real let
down. I'd try a different company next tíme because of that.
SPEAKER 2
Well, it was marvellous really. Exactly what we'd been wanting. I mean, we didn't pay much
attention to the night-life, just took things easy. lt was worth every penny it cost, just to be able to
sit around in our cabin, especially on the little balcony we had, very nicely arranged it was, as good
as a smart hotel room. I'd always liked the idea of a trip with everything laid on for you, so you
could enjoy doing nothing in particular. There were quite a few families there, which I hadn't
expected, but I suppose it's great fun for them.
SPEAKER 3
Mm, even better than we'd hoped! lt really is the best kind of holiday. All that fresh air! Well, it's
true there isn't a great deal going on during the day, but then I was quite content to sunbathe the
hours away or just relax in my cabin. The great thing was that, whenever you thought you might
rather like a drink or whatever, there always seemed to be a waiter on hand, perfect, as if they
could read your mind! We went hoping just to have as good a time as we had when we went
before, but this one was even better... you almost didn't want to get to the ports and go ashore!
SPEAKER 4
Yes, I'm pleased we went. lt wasn't something that we'd ever planned to do really ... maybe just
imagined we might go if we came into any money, or whatever, some day! But my colleague Nick
and his wife went, and they said how sociable the atmosphere was, and that clinched it. And, it
turned out to be just that. One thing we all had in common was complaíning about the way dínner
was served at exactly the same time every evening, which seemed strange. lt was far too early for
CAE June 2006
(0150)
P}'*E'iiliiiliri ffi i rÈ:$iix$ui1*'16uru$i$iiil ig:ÉÈ$$L$riifi rÉÈ411=1 l
lnterlocutor Good morning (afternoon/evening). My name is ...... and this is my colleague, ...... .
And your names are?

Can I have your mark sheets, please?
Thank you.
First of all, we'd like to know a little about you.

(select one or two questions and ask candidaîes in turn, as appropriate.)
Where do you live?

What do you do here/there?
How long have you been studying English?
What other languages have you studied?
Now I'd like you to ask each other something about

(Select one or two prompts in any order, as appropriate.)
your interests and leisure activities.

what makes this country different from other countries.
places you have visited in this country.
things you hope to achieve in the future.
(Ask candidates one or more further questions in any order, as appropriate.)
o What have you enjoyed most about studying English?

. What interesting things have you done recenfly?
. How would you feel about going to live abroad permanenily?
r What important events have happened in your life recenfly?
. What are your earliest memories of school?
Thank you.
li{tN$}s$r$Ni*s*ÀN,r.\Ns\NSrN.xùN+.R,:N$il\ìi\\ ffi
3, UrilUs.Uel.megtÍH95,,,,.,te ÈàiÉ:,,ióntrast and ate) Test Material 3
lnterlocutor ln this part of the test, l'm going to give each of you the chance to talk for about a
minute, and to comment briefly after your partner has spoken.
First, you will each have the same set of pictures to look at. They show meetings in
different situations.
Hond over the some set of pictures to each candidate.
(Candidate A), rt's your turn first. I'd like you to compare and contrast these pictures,
saying why the people might be in these situations, and what the results of the meetings
might be.
Don't forget, you have about one minute for this.
All right? So, (Candidate A),would you start now, please?
A S ApproximatelTt s11s minute.

Gandidate
lnterlocutor Thank you.

Now, (Candidate B), can you tell us which situation you think is the most unusuaÍ?
Candidate B S Approximately twenÍy seconds.
Retrieve pictures.
4. *trUfe,..,into,,a,,:,(có*paiej,r,.éonitai{ ano Tést,Metériel'l,A

lnterlocutor Now, l'm going to give each of you another set of pictures to look at. They show natural
materials being used in artistic ways.
Hand over the same set of pictttres to each candidate.
Now, (Candídate B), it's your turn. l'd like you to compare and contrast these pictures,
saying how difficult it might be to use natural materials in this way, and how effective
you think the results are.
Don't forget, you have about one mínute for this.
All right? So, (Candídate B),would you start now, please?
CandidateB ffi Approximately one minute.

Now, (Candidate A), can you tell us which picture you think shows the most effective use
of natural materials?
Candidate A ffi Approximately tu,enty seconds.
Retrieve pictures.

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PARTS 3',ànd 4 1a,minútés i:rz't;inutes ror:6r.oups oitnree)
24. Life in the 21st centur! (Discuss, evaluate and select) TéSt Matèrial,24
lnterlocutor Now, I'd like you to discuss something between/among yourselves, but please
speak so that we can hear you.
Here are some pictures which have been chosen to appear in an exhibition entitled
'Life in the 21st Century'.
Place picture sheet 24 infront of the candidates.
Talk to each other about what positive and negative aspects of life in the 21st
century these pictures show, and then decide which two pictures should be used to
advertise the exhibition.
You have about four minutes for this. (Six minutes for groups of three.)
Candidates ffi Approximatelyfour minutes. (Six minutesfor groups of three.)
lnterlocutor Thankyou.
So, which two pictures have you chosen?
Retrieve picture sheet 24.
lnterlocutor Select any of the following questions as appropriate:
What do you consider to be one of the most exciting things about living in the 21st
century? (Why?)
Do you feel that we rely too much on technology nowadays? (Why (not)?)
Some people say that we have lost a sense of what is really important in life.
What's your opinion?
lf you could live in a different period of history, which would you choose? (Why?)
Some people say that we have gone too far in trying to control the world we live in.
What's your view?
Thank you. That is the end of the test.
Check that oll test materials have been replaced in the file.
L--
CAE June 2006
(0150)
MARK SCHEMES and ASSESSMENT CRITERIA
Paper l: Reading
PaÉ l: Building a Dream Part 4: Coral Reefs

1 D 25D
2 c 26 A
3 c 27 E
4 B 28 c
5A 29 D
6C 30 c
7B 31 A
8A 32 D
9 c 33 B
10 A 34 c
11 A 35 E
12 A 36 B
13 D 37 A
3B D
Part2: Big Band 39 B
14 G 40 c
15 c 41 E
16 F 42 A
17 A 43 B
1B B 44 E
19 E 45 c
Part 3: Lights, camera, action man

20c
21 A
228
23D
244
One mark is given for each conect answer to the multiple-matching tasks; two marks are given for each
correct answer to the multiple-choice and the gapped-text tasks. The total score is then weighted to 40
marks for the whole of the Reading Paper.
CAE June 2006
(0150)
MARK SCHEMES and ASSESSMENT CRITERIA
Paper 1: Reading
PaÉ î: Building a Dream PaÉ 4: Coral Reefs

1 D 25D
2 c 26 A
3 c 27 E
4 B 2B c
5 A 29 D
6 c 30 C
7 B 31 A
BA 32 D
9C 33 B
104 34 c
1',1 A 35 E
124 36 B
13D 37 A
38 D
Part2: Big Band 39 B
14G 40 c
15C 41 E
16F 42 A
174 43 B
188 44 E
19E 45 c
Part 3: Lights, camera, action man

2AC
21 A
228
23D
244
One mark is given for each correct answer to the multiple-matching tasks; two marks are given for each
correct answer to the multiple-choice and the gapped-text tasks. The total score is then weighted to 40
marks for the whole of the Reading Paper.
GAE June 2006
(0150)
Paper 3: English in Use
(One mark for each correct answer)

Part 1 Part 4
1A 47 complexity/com plexities
2C 48 extensive
3D 49 harmful
4C 50 relieve
5A 51 alertness
6A 52 absence
7B 53 provider
BC 54 submission
9D 55 commentators
108 56 enables
11 B 57 dramatically
12C 5B phenomenal
13D 59 mentality
14D 60 unbeatable
15C 61 intuitive
Part 2 Part 5
16 AS 62 edge
17 every/any 63 twice as
1B for/by 64 run by/organised by
19 who/that 65 popular
20 over 66 book
21 to 67 half price
22 yeVbut/although/thou gh 68 can hire
23 in 69 hurVharm/injure
24 are 70 (our)sight
25 what 71 for walks/walking/on walks
26 How/how 72 keep away/stay away
27 than 73 try to/attempt to/try and
28 whether 74 next to/close to/near (to)
29 your
30 which
Part 3 Part 6
3't park, are 75G
32 agriculture 76 I
33 exceptionally 77C
34 exports, pineapples 78H
35 world's 798
36 attraction 80E
37 ./
38 this?
39 associated
40 ./
41 Roman
42 destructive
43 frightening
44 'Hawaii
45 thousands
46/
N.B. The mark scheme for Part 5 may be expanded with other appropriate answers.
CAE June 2006
(0150)
Paper 4: Listening
TEST A (One mark for each correct answer)
PaÉ 1: Fashion Designer

1 sketches
2 sport(s) / beach
3 outdoor
4 Canada
5 safety
6 7 (seven) million / 7,000,000
7 light (-) box
I public relations / PR
Paft2: Santara
9 slope
10 112 I one hundred and twelve
11 fishermen
12 history
13 reconstruction
14 defensive
15 Romans
16 building boats
PaÉ 3: Education lssues

17 B
1B D
19 B
20 A
21 B
22 c
Paú 4: Cruise Ship Experiences

23D
248
25F
26E
274
288
29G
30c
3't E
32H
The total mark for the paper is adjusted to 40 to give the required weighting in the examination as a
whole.
CAE June 2006
(0150)
Paper 2: Writing
An impression mark out of 5 is awarded to each answer; examiners work within and across the bands
assessing language and task achievement.
The general impression mark scheme is used in conjunction with a task-specific mark scheme,
which focuses on criteria specific to each particular task, including relevance, length, omissions,
specific language/vocabulary, and layout (following the conventions of writing letters, reports, etc. is
part of the task achievement).
The criteria for assessment with reference to the general ímpression mark scheme are summarised
as follows:
GENERAL IMPRESSION MARK SCHEME
Very positive effect on target reader, minimal errors: resourceful, controlled and natural use of
5 language, showing good range of vocabulary and structure. Task fully completed, with good use of
cohesive devices; consistently appropriate register. No relevant omissions. N.B. Not necessarily a
flawless performancel
Sufficiently natural, errors only when more complex language attempted. Some evidence of range of
4 vocabulary and structure. Good realisation of task, only minor omissions. Attention paid to
organisation and cohesion; register usually appropriate. Positive effect on target reader achieved.
Either (a) task reasonably achieved, accuracy of language satisfactory and adequate range of
3 vocabulary and range of structures or (b) an ambitious attempt at the task, causing a number of non-
impeding errors, but a good range of vocabulary and structure demonstrated. There may be minor
omissions, but content clearly organised. Would achieve the required effect on the target reader.
Some attempt at task but lack of expansion and/or notable omissions/irrelevancies. Noticeable lifting of
2 language from the input, often inappropriately. Errors sometimes obscure communication and/or
language is too elementary for this level. Content not clearly organised. Would have a negative effect
on target reader.
Serious lack of control and/or frequent basic errors. Narrow range of language. lnadequate attempt at
1 task. Very negative effect on target reader.
Either a) Fewer than 50 words per question

0 b) Totally illegible work
c) Total irrelevance (often a previously prepared answer to a different question)
lrrelevance
and Omissions: These will vary from question to question: consult task-specific markscheme.
Spelling: American spelling acceptable but there should be consistency. Poor spelling penalised by a
one-band reduction if it interferes with communication.
Handwriting: Work which is difficult to read is penalised by a one- or possibly two-band reduction
depending on degree of illegibility.
Length: Specific number of words used is not taken into account (except as above under Band 0).
Length is an integral part of task achievement. Significantly fewer words are likely to mean
that the task has not been completed. Over-long pieces of writing may involve irrelevance or
have a negative effect on the target reader. lf this is the case, over-length will be penalised.
Layout: Following the conventions of writing letters, reports and instructions is part of task
achievement. Any acceptable modern layout for a formal letter may be used. Paragraphs
should be clearly laid out, either by indenting or by leaving a space between each paragraph.
CAE June 2006
(0150)
ln Part 2, candidates have more scope to display theír linguistic competence and there is more latitude in the
interpretation of the task. Ihe assessment focus is mainly on content, range, and style/register, with
attention paid to how successfully the candidate has produced the text type required.
Question 2 Decisions Question 3 Environmental Reference
Content: For Band 3 or above, the candidate's Content: For Band 3 or above, the candidate's
(points aÉicle must: (points reference must:
covered) covered)
. explain why decision was good . describe personal skills
. outline other options . summariseenvironmental
. describe what might have experiences
happened if decision had been . express opinion on suitability.
different.
Organisation Clearly organised in paragraphs. Organisation Clearly organised.

and and
Cohesion: Cohesion:
Range: Language of explanation and Range: Language of description and opinion.
hypothesis.
Register: May mix registers if appropriate to Register: Unmarked to formal.

approach taken by candidate.
Target Would be informed. Target Would be informed.

Reader: Reader:
Question 4 Reality TV Shows Question 5 New Trade Offer
Content: For Band 3 or above, the candidate's Content: For Band 3 or above, the candidate's
(points review must: (points letter must:
covered) covered)
r give opinion of the show . describe company's products,
. suggest a reason for including their qualities and specíal
participants' agreement to take features
part . outline the advantages to the British
. say why people watch the company of importing your products
programme. . suggest a meeting.
NB 1"t and 2"d bullets likely to be

embedded.
Organisation Clearly organised in paragraphs. Organisation Letter format with appropriate opening
and Letter format acceptable. and and closing formulae" Clear
Cohesion: organisation with appropriate
paragraphing. Early reference to
reason for writing.
Range: Language of describing and giving Language of description, explanation,

opinion. Vocabulary related to TV comparison and persuasion.
entertainment.
Vocabulary related to the description of
a product.
Register: Any as long as consistent. Register: Unmarked to formal.
Target Would be informed. Target Would be informed.

Reader: Reader:
CAE June 2006
(0r50)
Question 1 Script A
College Film Club
Introduction
The aim of this report is to:
1) explain how successful the club has been so far
2) suggest ways in which the club could be improved
3) say how new members can be encouraged to join
The Fitm Club contains 30 members, of whom between 20 and 25 show up each week. It
has helped those people to improve their English and give a lot of acknowledge on Britain
and the USA. Also, the Club has managed to cover the costs, the first year. Despite the
fact that the CIub has managed to cover all the costs, it needs more members. a'rr I
suggesting perhaps to organise the evenings less often, for example twice a month
instead of every week, so that more people show up each time.
Because the starting time is at 6:30 pm, usually dinner time, so a bad time for a lot of
students, the Club could provide food. This in addition with a discussion at the end of the
evenings, can give the pupils the oppertunity to socialise with each other. Like this,
members wilt feel more attached to the club and will consider themselves as a real
member of a club.
To encourage the students to join the club, I suggest offering a free trial period for who
wants, so that peopte can try the Club out before really joining it. Some more publícity can
encourage students to make this first step.
Conclusion
As the President of the Film CIub I hope these suggestions will improve our CIub next
years.
Question t ScriPt A
CONTENT
All points covered, with some expansion.
ORGANISATION AND COHESION
Content clearly organised, with appropriate linking.
ACCURACY
A number of non-impeding errors (e.g. "give a lot of acknowledge ... , "... for who wants ...").
RANGE
A good range of vocabulary.
REGISTER
Generally appropriate.
TARGET READER
Would achieve the required effect on target reader.
Band 3
CAE June 2006
(0150)
Question 1 Script A
College Film Club
Introduction
The aim of this report is to:
7) explain how successful the club has been so far
2) suggest ways in which the club could be improved
3) say how new members can be encouraged to join
The Film Club contains 30 members, of whom between 20 and 25 shaw up each week. It
has hetped thase people to improve their English and give a lot of acknowledge on Britain
and the IJSA. Also, the Club has managed to cover the costs, the first year. Despite the
fact that the Club has managed to cover all the costs, it needs more members. am I
suggesting perhaps to organise the evenings less often, for example twice a month
instead of every week, so that more people show up each time.
Because the starting tíme is at 6:30 pm, usually dinner time, so a bad time for a lot of
students, the Club could provide food. This in addition with a discussion at the end of the
evenings, can give the pupils the oppertunity to socialise with each other. Like this,
members will feel more attached to the club and will consider themselves as a real
member of a club.
To encourage the students to join the club, I suggest offering a free trial ppríod for who
wants, so that people can try the Club out before really joining it. Some more publicity can
encourage students to make this first step.
Conclusion
As the President of the Film Club I hope ffrese suggestions will improve our CIub next
years.
Question t Script A
CONTENT
All points covered, with some expansion.
Content clearly organised, with appropriate linking.
ACCURACY
A number of non-impeding errors (e.g. "give a lot of acknowledge ... , "... for who wants ...").
RANGE
A good range of vocabulary.
REGISTER
Generally appropriate.
TARGET READER
Would achieve the required effect on target reader.
Band 3
GAE June 2006
(0150)
Question 2 Script B
The power of decisions - or which path to take next
Do you often worry about what to wear? All of us have to make decisions every singte day
of our lifes. Some of them are easy to be answered such as what earrings to put on.
Nevertheless, we have to make up our minds.
In contrast, a few decisions are so vital that once taken, they can turn our lifes upside-
down, for example the profession you choose, I started to study law straight after school.
Nevertheless, it was the best decision I have ever made to give it up.
When I started my studies, I was full of illusions which soon got destroyed. I realised year
by year that I was not made to be a judge or a lawyer. Despite that fact, it was only when
I failed to pass my finalsfafe exam that I finally found the strength to do something else.
SÌnce then, I am a completely different person. I feel good again and futt of energy. My
health problems simply disappeared. My self-esteem is rising day by day and I realised
that although not good at doing law, I have many other strengths.
Of course, I could have carried on by making a second try to pass the exam. The reason
why I did not do it was that the cost would have been too high as my heatth and
happyness were at risk. Now, I feel alive again!
Question 2 gcript B
CONTENT
Good realisation of task.

Attention paid to organisation and cohesion.
ACCURACY
Generally accurate with a few non-impeding errors (e.9. "some of them are easy to be answered")
RANGE
Evidence of a good range of language (e.9. "so vital that once taken ...").
REGISTER
Appropriate.
TARGET READER
Positive effect on target reader achieved.
Band 4
GAE June 2006
(0150)
Question 3 Script C
Dear Sir / Madam
I am writing with reference to Mark Owen's job appliance, I have been queried to write a
character reference for him. It has been more than 6 years since I first met him. We have
been together at University as we had studied the same subject.
Firstly, Mark Owen has always been an exceptional student. He was between the best five.
Actually, I met him when I decided to join an environmental organisation at school. He
leaded it with a lot of energy. All his success come from his extraordinary power of
persuation. That gift had helped him along his life. Moreover, he has supported more than 2
enviromental organisations which were, respectivelly, against the deforestation and
pollution. His confidence in what was doing and his strength to follow no matter the
consequences, show me his value. For example, once he has been to Brasil to visit the
Amazon and he spend 3 months helping people to stop the cut of the trees.
Furthermore, the fact that he really believes in what he is doing and all the enthusiasm he
put on it, makes him a very suitable candidate for the job. Truthly, I must admit that he
has something that involves you in his believes which is a very good quality to advice
companies how not to damage the environment. Also, he works really good in teams.
I hope, that will clarify any doubt about his ability and suitability for the job.
Yours faithfully,
Question 3 Script C
CONTENT
All points covered.

Clearly organised into paragraphs with some attention paid to cohesion.
ACCURACY
Numerous errors, some of which are basic (e.9. "he leaded it with a lot of energy", "appliance",
"the enthusiasm he put on it").
RANGE
Some evidence of range.
REGISTER
Appropriate and consistent.
TARGET READER
Negative effect on target reader.
Band 2
CAE June 2006
(0150)
Question 4 Script D
Big Brother
I have watched many reality W shows during fÒose last few yearst some of them more
interesting than others, but I have to say that Big Brother struck me as being the most
ridiculous.
In this show you have about ten people stuck in a flat for a couple of months without any
contact with the outside world. They have to learn to live with each other; they cook,
sleep, eat, bath in the place every day. And it goes without saying that all of this is fitmed
twenty-four seven. They have no privacy at all as people can watch and hear everything
they say.
Why would people take part in something like this? Maybe because they tike the idea of
making new friends, maybe it's a kind of personnal experience? They all leave the show
saying they have learned a lot and saying they don't regret anything! It could also be
because they want to enjoy celebrity for a while. Who wouldn't want to be famous?
In my opinion, people watch this programme for several reasons. For some of them, it can
be a kind of social study. They want to see how people react in different situations, how
they confront problems and realise that humans are still animals after all. For others, it is
probably just relaxing. They like to watch it either because they |ike to critise or because
they like one person in the programme and feel they ought to defend them against
accusations and support them.
As far as I am concerned, this programme is just repetitive and boring but I encourage
people to watch to judge for themselves. The important thing is to stay critical.
Question 4 Script D
CONTENT
All points covered and fully developed.

Clearly paragraphed with natural linking.
ACCURACY
Controlled, natural use of language with minimal errors.
RANGE
Wíde range of vocabulary and structure.
REGISTER
Consistently appropriate.
TARGET READER
Very positive effect.
Band 5
CAE June 2006
(01s0)
Question 5 Script E
Dear Sir or Madam,
We would like ta inform you about a product, which is not yet avaílable ín England. A
praduct, which could offer you a significant increase in the number of customers.
You may think, we already supply the whole market? But there is one software salution
that is not yet inctuded in your amazing wide range of products. We are deligttted to affer
you The Ontine Banking. This product enables you to provide a perfect software program
for banks.
Moreover, The Online Banking has already gone through intensive fesf sessions and is
therefore suitable for all banks around the world.
Our product includes different outstanding advantages: namely online-balance, online-

trading and online-payment, In addition to that, it is protected by the \atest security
programq which makes it impossible for a third part to read or change the program. Our
company is the market leader in Switzerland and we would like to extend our current
position with a fruitful partnership.
We suggesf fo organise a presentation about our product, that offers you an ideal
opportunity to enquire further details about The Online Banking.
We look forward to hearing from you at your earliest convenience.
Yours faithfully,
Question 5 ScriPt E
CONTENT
All points covered.

Clearly organised into paragraphs.
ACCURACY
Mainly accurate with a few non-impeding errors (e.9. "to enquire further details", "third part").
RANGE
Good range of appropriate vocabulary.
REGISTER
Appropriate.
TARGET READER
Would be informed.
Band 3
GAE June 2006
(0150)
Certificate in Advanced English
Assessment Criteria for the Speaking Test
CAE is at Council of Europe Level C1, an advanced level where candidates are expected to have a 'good operational command of the spoken
language'.
The GAE Speaking test has five assessment criteria, four analytical and one global, which are applied in relation to lhe level of the examination
and to the prescribed tasks:
Grammar and Vocabulary
Discourse Management
Pronunciation
lnteractive Gommunication
Global Achievement
Candidates are assessed on their own individual performance according lo the established criteria and are not assessed in relation to each other.
The assessor awards marks for each of the analytícal criteria. The interlocutor gives one global mark for the candidate's performance across all
parts of the test.
Grammar and Vocabulary (Range, Accuracy, Appropriacy)
This refers 1o the accurale use of grammar and the appropriale use and range of vocabulary.
The CAE tasks require the candidates to know enough grammar and vocabulary to produce accurate and appropriate language, withoul
continual pauses to search for words or structures. This criterion covers the candidate's awareness of lexical relationships, such;s óoilocation,
and the ability to use a range of words rather than a reliance on a few well-rehearsed forms.
It should also be noted that different varieties of standard, educated English, e.g. British, American, Australian, etc., and registers, e.g. formal,
colloquial, etc. are acceptable, provided they are appropriate for the contexl.
Discourse Management (Coherence, Extent, Relevance)
This refers to the candidate's ability to use an appropriate range of linguistic resources to organise sentences.
The CAE tasks require candidates to construct sentences and produce utterances (extended as appropriate) in order to convey informalion and
to express or justify opinions. Sometimes the contribulion will be short and at other times a more lengthy utterance will bs required. ln this
-
criterion, the candidale's ability to maintain a coherent flow of language over several utterances is assesse-d.
Pronunciation (Stress and Rhythm, lntonation, lndividual Sounds)
ln general this refers to the candidate's ability to produce comprehensible ulterances to fulfil the task requirements.
More specifically, this refers to the production of individual sounds, appropriate linking of words, word stress, stress timing, highlighting of words
to indicate information or to enforce a message, and the use of contrasting pitch levels to convey the intended meaning.
It is recognised that, at CAE level, even in the top assessment band, candidates' pronunciation may be influenced by features of their first
language. This is acceptable, provided communication is not impeded.
lnteractive Communication (lnitiating and Responding, Hesitation, Turnlaking)
This refers to the candidate's ability to interact in the discourse by initiating and responding appropriately, at the required speed and rhythm. lt
includes the ability to use functional language and strategies to maintain or repair interaction.
The ability of the candidate to display sensitivity to the norms of turn-taking is also assessed here. Candidates should efend their contributions
without dominating or excluding their partner. A willingness and an ability to develop the task and move it towards a conclusion, rather than
supplying minimal responses, is also rewarded here.
Candidates are not penalised for asking for repetition from the interlocutor or clarification from the other candidate (as long as this is not
excessive)' However, if the interaction breaks down and the candidate has to be supported by the interlocutor or the other bandidàte, this is taken
as evidence of weak interactive ability and is penalised accordingly.
Global Achievement
ln addition lo the analylical scales, there is the Global Achievement scale. This refers to the candidate's overall effectiveness in tackling the
tasks in the four separate parts of the test.
CAE Typical Minimum Adequate Performance
Develops the interaction with contributions which are mostly coherent and extended when dealing with the CAE level tasks. Grammar is mosfly
accurate and vocabulary appropriate. Utterances are understood with very little strain on the listeÀer.
The certificate in Advanced English is at Level c1 of the common European
Framework of Reference for Languages: Learning, teaching, assessmenf published
by the Council of Europe. lt has also been accredited by the Oualifications and
Curriculum Authority in the UK as a Level 2 ESOL certificate in the National
Oua lifications Fra mework.
U niversity of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel. +44 1223 553355

Fax. +44 1223 460278
Email ESOL@CambridgeESOL.org
"-n,
-
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@
@
www.Ca m brid geESOL.org
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U @ UCLES 2006 NOT FOR RESALE

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Past Examination Papers

June 2006 (0150)

UNIVERSITY of CAMB RIDGE

Paper 1, Reading, Question Paper and Answer Sheet

Paper 2, Writing, Question PaPer

Paper 3, Use of English, Question Paper and Answer Sheet

Paper 4, Listening, Question Paper and Answer Sheet, Tapescript

Paper 5, Speaking, Sample Test Materials

Papers 1, 3 and 4, Answer KeYs

Paper 2, Notes on Assessment and Sample Scripts

Paper 5, Assessment Criteria

Copyright. The contents of this publication are covered by international copyright

TIME t hourlS minutes

INFORMATION FOR CANDIDATES

This question paper consists of 10 printed pages and 4 blank pages.

ln which section are the following mentioned?

incorporating a particular originalfeature in a new design

using materials to allow more light throughout the house

previous alterations to the house being unimaginative

the limited space initially appearing to be a drawback

the house being bought on impulse

the alterations following a steady schedule over a period of time

the restrictions of the site requiring an unusual design

a feeling of relief after a lengthy search for a house

being unaffected by the disruption of major building work 10

being reluctant to make drastic changes to an old house 11

an efficient approach when searching for a house 12

fulfilment of an earlier ambition 13

Craig Hilton says it was a glimpse of a toy in a store

chilclren's book. Either way, sorne form of unlikely

drum pedals were a non-starter too, since elephants, it

D It becarne apparent that it would take more than

0150/1 Jun06 [Turn over

Lights, camera, action man

A the repetitive nature of many of them.

A something he had been worried about before any filming started.

23 ln paragraph six the writer says that he found it particularly difficult to

A understand what was required of him for a'link'.

A something they filmed although they had not planned to

01 50/1 Jun06 [Turn over

ln which section are the following mentioned?

Ironically, as reefs have become even more

The highest priority in reef management is to

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

CERTIFICATE IN ADVANCED ENGLISH 0150t2

Candidates answer on the question paper.

INFORMATION FOR CANDIDATES

COLLEGE FILM CLUB

Films from Britain and USA

Comments from students

6.30 is a bad time - we

2 You have seen this announcement in an international magazine.

Write your article.

. describing his or her personal strengths and skills

Write your reference.

4 You see this announcement in a TV magazine.

Please write a review of a reality TV show you have watched,

Write your review.

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