Specifications and Sample Papers for examinations from May 2013 Proof of exceptional English ability Exam content and overview Paper/timing Test content Part A modified cloze test containing eight gaps followed by eight multiple-choice questions Part A modified cloze test containing eight gaps Part A text containing eight gaps Each gap corresponds to a word The stems of the missing words are given beside the text and must be changed to form the missing word Part Six separate questions, each with a lead-in sentence and a gapped second sentence to be completed in three to eight words, one of which is a given ‘key’ word Part A text followed by six 4-option multiple-choice questions Part A text from which seven paragraphs have been removed and placed in jumbled order, together with an additional paragraph, after the text Part A text or several short texts, preceded by 10 multiple-matching questions Part One compulsory question Candidates are expected to write an essay summarising and evaluating the key ideas contained in two texts of approximately 100 words each Part Candidates choose one task from a choice of five questions (including the set text options) Candidates are expected to be able to write nonspecialised text types such as an article, a letter, a report, a review or an essay Part Three short extracts from monologues or exchanges between interacting speakers There are two multiple-choice questions for each extract Candidates are expected to be able to show understanding of feeling, attitude, detail, opinion, purpose, agreement, gist, course of action, inference, function, specific information, etc Part A monologue with a sentence completion task which has nine items Part A text involving interacting speakers, with five multiple-choice questions Part Five short themed monologues, with 10 multiplematching questions Part A conversation between the interlocutor and each candidate (spoken questions) Part A two-way conversation between the candidates (visual and written stimuli, with spoken instructions) Part An individual ‘long turn’ for each candidate, followed by a response from the second candidate (written stimuli with spoken instructions) READING AND USE OF ENGLISH hr 30 mins WRITING hr 30 mins LISTENING Approx 40 mins SPEAKING 16 mins Test focus Candidates are expected to be able to: demonstrate the ability to apply their knowledge and control of the language system by completing a number of tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, tone and text structure Candidates are expected to be able to respond to questions and to interact in conversational English, using a range of functions in a variety of tasks CAMBRIDGE ENGLISH: PROFICIENCY | CONTENTS Preface Further information on the examination will be issued in the form of: regular update bulletins a comprehensive Cambridge English: Proiciency Handbook for Teachers containing an additional set of sample papers an extensive programme of seminars and conference presentations This booklet contains specifications and sample papers for the revised Cambridge English: Proiciency examination, also known as Certiicate of Proiciency in English (CPE) The revised version of the exam will be introduced for the first time in May 2013 If you need any further copies of this booklet, please email ESOLHelpdesk@CambridgeESOL.org Contents Introduction Writing 13 The purpose of the revision project General description 13 The process of the project Structure and tasks 13 Key changes – at a glance Task types in the Writing paper 14 The two parts of the Writing paper 15 About Cambridge ESOL Sample paper 16 The world’s most valuable range of English qualifications Sample responses 18 Key features of Cambridge English exams Examiners and marking 19 Quality – at the heart of what we Assessment 19 Cambridge English: Proficiency – an overview Listening 20 Who is the exam for? General description 20 Recognition Structure and tasks 20 The level of Cambridge English: Proficiency Sample paper 21 Marks and results Sample script 24 Answer key 28 Exam content and processing Factors affecting the design of the examination Speaking 29 A thorough test of all areas of language ability General description 29 International English Structure and tasks 29 Administrative information Sample paper 30 Reading and Use of English Examiners and marking 33 General description Assessment 33 Structure and tasks Sample paper Answer key 12 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION Introduction The Cambridge English: Proiciency examination was originally ofered in 1913 Numerous updates, most recently in 2002, have allowed the examination to keep pace with changes in language teaching and testing This booklet gives information on the outcome of the revision of Cambridge English: Proiciency Changes will be introduced from May 2013 The purpose of the revision project The purpose of the project was to revise Cambridge English: Proiciency in order to ensure that it continues to meet the needs of candidates, teachers, centres and other users in terms of content and length The aims were to ensure the updated examination: is suitable for use for higher education study purposes is suitable for use for career enhancement purposes feels fresh and modern and retains appropriate and specific testing focuses for each paper is thoroughly validated and relects the most up-to-date methodological approach to communicative language testing is more user-friendly in terms of its length continues to set the standard for C2 level exams The new Cambridge English: Proiciency exam will be shorter than the previous examination by approximately hours However, careful exam design means that Cambridge English: Proiciency still assesses at exactly the same high level, retains all of the language and skills coverage as the current exam, and introduces new tasks and testing focuses in each of the written papers From 2013 candidates will be able to choose to take Cambridge English: Proiciency as either a paper-based or computer-based exam This will ofer candidates more choice about how they take their exam and introduce more exam dates About Cambridge ESOL Cambridge English: Proiciency is developed by University of Cambridge ESOL Examinations (Cambridge ESOL), a not-for-profit department of the University of Cambridge Cambridge ESOL is one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment) More than million Cambridge Assessment exams are taken in over 150 countries around the world every year (correct as of January 2011) The world’s most valuable range of English qualiications The outcome is as follows, and is the result of extensive research, consultation with users, and trialling of exam material Cambridge ESOL ofers the world’s leading range of qualifications for learners and teachers of English Over million people take our exams each year in 130 countries The process of the project Cambridge ESOL ofers assessments across the full spectrum of language ability We provide examinations for general communication and for academic and professional purposes (including specialist legal and financial English qualifications) All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR) The project has included the following main stages: Data collection, e.g market information including survey questionnaires sent to teachers and Centre Exams Managers; information on candidates collected on Candidate Information Sheets The development of examination specifications, including the development of the test construct, test content and the definition of the test focuses; the development, production, editing and trialling of draft task types and materials; and research into the validity and reliability of the material and assessment procedures The production of examination support materials, including public specifications, and training materials for writers of examination materials and examiners Throughout the project, Cambridge ESOL has gathered feedback on its proposals for the examination by holding consultation meetings with stakeholders During trialling, teachers and students were asked to complete questionnaires on trial materials Key changes – at a glance These are the key changes to the Cambridge English: Proiciency examination that will be introduced in May 2013 Cambridge English: Proiciency will have four papers instead of five While the knowledge assessed in the current Use of English paper is assessed across all four papers in the new exam, many of the tasks have been retained in modified formats in the Reading and Use of English paper CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS To find out more about Cambridge English exams and the CEFR, go to www.CambridgeESOL.org/CEFR In addition to our own programmes of world-leading research, we work closely with professional bodies, industry professionals and governments to ensure that our exams remain fair and relevant to candidates of all backgrounds and to a wide range of stakeholders CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION Key features of Cambridge English exams Cambridge English exams: are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills accurately and consistently test all four language skills – reading, writing, listening and speaking – as well as knowledge of language structure and its use encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability Quality – at the heart of what we Cambridge ESOL’s commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams Of particular importance are the rigorous procedures used in the production and pretesting of question papers At the heart of all these processes are the systems and procedures that drive our search for excellence and continuous improvement While these systems involve complex research and technology, the underlying philosophy is simple and is designed around five essential principles: Validity – are our exams an authentic test of real-life English? Reliability – our exams measure consistently and fairly? Impact – does our assessment have a positive efect on teaching and learning? Practicality – does our assessment meet learners’ needs within available resources? Quality – how we plan, deliver and check that we provide excellence in all of these fields in English Examination 1913–2002; Studies in Language Testing volume 15; Weir, C and Milanovic, M (eds); Cambridge University Press, 2003 Who is the exam for? Cambridge English: Proiciency is taken by candidates in over 70 countries and by more than 160 nationalities Typically they are people seeking to achieve exceptional ability with English in order to: study demanding subjects at the highest levels, including postgraduate and PhD programmes actively engage with academic life by participating confidently in tutorials and seminars lead on complex and challenging research projects negotiate and persuade efectively at senior management level in international business settings Who recognises the exam? Cambridge English: Proiciency is accepted by universities, employers, governments and other organisations around the world as proof of the ability to use English to function at the highest levels of academic and professional life It is recognised by the UK Border Agency as meeting the language requirements for Tier 1, and immigration, covering study and working in the UK* The exam has been accredited by Ofqual, the statutory regulatory authority for external qualifications in England, and its counterparts in Wales and Northern Ireland, at Level in the National Qualifications Framework, under the title ‘Cambridge ESOL Level Certificate in ESOL International’ The UK’s Universities and Colleges Admissions Service (UCAS) awards candidates with Cambridge English: Proiciency up to 140 UCAS Tarif points* towards their application to UK universities and higher education institutions www.CambridgeESOL.org/UCAS-points * Accurate as of April 2011 How we implement this approach across our organisation is explained in Principles of Good Practice, which can be downloaded free at www.CambridgeESOL.org/Principles For more information about recognition go to www.CambridgeESOL.org/recognition The ISO 9001:2008 standard What level is the exam? All systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2008 standard for quality management Cambridge English: Proiciency is set at Level C2 – the highest level on the CEFR scale C2 is required in demanding academic and professional settings, and achieving a certificate at this level is proof that a candidate has the linguistic competence to use English with a luency and sophistication approaching that of a native speaker Cambridge English: Proiciency – an overview Marks and results Cambridge English: Proiciency was originally introduced in 1913 and is a high-level qualification that is oicially recognised by universities, employers and governments around the world Based on extensive research, numerous updates over the years have allowed the exam to keep pace with changes in language teaching and testing and have ensured the exam remains reliable and relevant for candidates A full history of the development of Cambridge English: Proiciency is detailed in Continuity and Innovation: Revising the Cambridge Proiciency Cambridge English: Proiciency gives detailed, meaningful results All candidates receive a Statement of Results Candidates whose performance ranges between CEFR Levels C2 and C1 will also receive a certiicate: Statement of Results The Statement of Results outlines: the candidate’s result This result is based on the total score gained by the candidate in all four papers a graphical display of the candidate’s performance in each paper CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS CAMBRIDGE ENGLISH: PROFICIENCY | EXAM CONTENT AND PROCESSING (shown against the scale Exceptional – Good – Borderline – Weak) a standardised score out of 100 which allows candidates to see exactly how they performed The updated examination has incorporated the insights provided by this information and aims to provide: coverage of candidates’ needs and interests coverage of language abilities underlying these needs and interests in reading, control of language systems (grammar and vocabulary), writing, listening and speaking reliable assessment across a wide range of testing focuses positive educational impact ease of administration a more user-friendly experience for candidates A thorough test of all areas of language ability The updated exam is comprised of four papers: Reading and Use of English, Writing, Listening and Speaking It is shorter than the previous examination by approximately hours Each of the four papers carries 25% of the total marks Detailed information on each paper and sample papers follow later in this handbook, but the overall focus of each paper is as follows Reading and Use of English: hour 30 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines Writing: hour 30 minutes Certiicate We have enhanced the way we report the results of our exams because we believe it is important to recognise candidates’ achievements Certiicate of Proiciency in English – Level C2 Grade A, B or C If a candidate achieves grade A, B or C in their exam, they will receive the Certiicate of Proiciency in English at Level C2 Level C1 certificate If a candidate’s performance is below Level C2, but falls within Level C1, they will receive a Cambridge English certificate stating that they demonstrated ability at C1 level Exam content and processing Cambridge English: Proiciency is a rigorous and thorough test of English at Level C2 It covers all four language skills – reading, writing, listening and speaking In preparing for Cambridge English: Proiciency, candidates develop the skills they need to make practical use of the language in a variety of contexts and to communicate efectively in English Factors afecting the design of the examination Analysis of Cambridge English: Proiciency candidate information data and market survey questionnaires showed consistent agreement on administrative aspects of the examination and how the revised examination could best relect candidates’ needs and interests CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS Candidates have to show that they can produce two diferent pieces of writing: a compulsory one in Part 1, and one from a choice of five in Part Listening: 40 minutes Candidates need to show they can understand the meaning of a range of spoken material, including conversations, lectures, seminars, broadcasts and talks Speaking: 16 minutes Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in diferent types of interaction: with the examiner, with the other candidate and by themselves Each of these four test components provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can at this level International English English is used in a wide range of international contexts To relect this, candidates’ responses to tasks in Cambridge English exams are acceptable in all varieties and accents of English, provided they not interfere with communication Materials used feature a range of accents and texts sourced from English-speaking countries, including the UK, North America and Australia US and other versions of spelling are accepted if used consistently Administrative information As with the current Cambridge English: Proiciency examination, candidates must be entered through a recognised Cambridge ESOL centre Find your nearest centre at www.CambridgeESOL.org/centres Reading and Use of English paper General description Structure and tasks (cont.) FORMAT PART The paper contains seven parts For Parts to 4, the test contains texts with accompanying grammar and vocabulary tasks, and separate items with a grammar and vocabulary focus For Parts to 7, the test contains a range of texts and accompanying reading comprehension tasks TIMING hour 30 minutes NO OF PARTS NO OF QUESTIONS 53 TASK TYPES Multiple-choice cloze, open cloze, word formation, key word transformation, multiple matching, gapped text, multiple choice WORD COUNT 2,900–3,400 MARKS Parts 1–3 – each correct answer receives mark; Part – each correct answer receives up to marks For Parts 5–6, each correct answer receives marks; for Part 7, each correct answer receives mark TASK TYPE FOCUS FORMAT NO OF QS PART TASK TYPE FOCUS FORMAT NO OF QS Key word transformations The focus is on grammar, vocabulary and collocation Six separate items, each with a lead-in sentence and a gapped second sentence to be completed in three to eight words, one of which is a given ‘key’ word PART TASK TYPE FOCUS FORMAT Structure and tasks Word formation The main focus is on vocabulary, in particular the use of aixation, internal changes and compounding in word formation A text containing eight gaps Each gap corresponds to a word The stems of the missing words are given beside the text and must be changed to form the missing word NO OF QS Multiple choice Detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features (exemplification, reference) A text followed by 4-option multiple-choice questions PART PART TASK TYPE FOCUS FORMAT NO OF QS Multiple-choice cloze The main focus is on vocabulary, e.g idioms, collocations, fixed phrases, complementation, phrasal verbs, semantic precision A modified cloze containing eight gaps followed by eight 4-option multiple-choice items PART TASK TYPE FOCUS FORMAT NO OF QS Open cloze The main focus is on awareness and control of grammar with some focus on vocabulary A modified cloze test containing eight gaps TASK TYPE FOCUS FORMAT NO OF QS Gapped text Cohesion, coherence, text structure, global meaning A text from which paragraphs have been removed and placed in jumbled order after the text Candidates must decide from where in the text the paragraphs have been removed PART TASK TYPE FOCUS FORMAT NO OF QS Multiple matching Detail, opinion, attitude, specific information A text or several short texts, preceded by multiple-matching questions Candidates must match a prompt to elements in the text 10 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS A under review B for consideration C in question D at issue A regard B appreciate C value D estimate A assertiveness B indication C intelligibility D conception A delicate B slender C faint D subtle A gravely B severely C acutely D vitally A draw on B bring off C pull out D call up A approach B advent C outbreak D onset A consciousness B awareness C recognition D perception There is an example at the beginning (0) A compile A B B C accumulate C manufacture D fabricate D WRITING A DICTIONARY When I was about 12, I decided to (0) A my own dictionary I set about my task but almost every strategy I employed proved to be the wrong one for the job (1) …… I started with the most obscure words I knew, failing to (2) …… that the meanings of rare words generally have little impact on the overall (3) …… of the text in which they occur It tends to be common words that pose the problems, their meanings being both (4) …… and unpredictable Another mistake that I made was that I arrived at my definitions by looking at those of other dictionaries I rephrased them of course because even then I was (5) …… aware that I could not simply copy other people’s words But at that time it was not uncommon for lexicographers to (6) …… the work of their predecessors Nowadays, however, with the (7) …… of large corpora (databases of samples of language), dictionary making has changed beyond all (8) …… Turn over CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER READING AND USE OF ENGLISH CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS For questions – 8, read the text below and decide which answer (A, B, C or D) best fits each gap Mark your answers on the separate answer sheet SAMPLE PAPER PART 1: Questions 1–8 Part Part Part For questions – 16, read the text below and think of the word which best fits each space Use only one word in each space There is an example at the beginning (0) Write your answers IN CAPITAL LETTERS on the separate answer sheet For questions 17 – 24, read the text below Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line There is an example at the beginning (0) Write your answers IN CAPITAL LETTERS on the separate answer sheet Example: Example: E V E R Y _ R E M A R K A B L E _ The rise of YouTube ADVERTISING Many people simply can’t imagine a time without YouTube, but the Each and (0) EVERY day we see hundreds of advertising images (9) …… other kind of image fact is that this (0) REMARKABLE video sharing site has only made its (17) …… felt since early 2005 In just a few short years, YouTube has a concentration of visual messages The brain cannot help (11) …… take these messages in, and gone from newcomer to dominator Part of what makes the YouTube for a moment they stimulate the imagination (12) … … virtue of their appeal to memory or story expectation unprecedented speed For its founders, the first significant (19) …… came such a (18) …… one is how this website grew with PRESENT COMPEL THROUGH in late 2005, when they were able to secure over $11 million in funding for their website By the beginning of 2010, two billion videos were being manufacturers While it may be true that in advertising one particular brand competes against uploaded to the site each and every day another, it is also just (14) …… true that such publicity images confirm and enhance others It (15) … … without saying that there are choices to be made but, ultimately, advertising as a system There are many video sharing sites on the web, but YouTube has managed to (16) …… forward a single proposal – namely that we transform ourselves by buying something (20) …… itself Part of what makes it unique is its diversity The content DIFFER However, most people would argue that buying things is the least likely course of action to transform showcased on this website is nothing short of (21) …… both in its scope SPECTACLE our lives and its (22) …… People have used YouTube for everything from VARY promoting their latest products to showing their (23) …… films and DEPEND animations YouTube has become (24) …… influential in people’s lives and INCREASE it seems that this website is here to stay SAMPLE PAPER Turn over CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER Advertising is usually justified as a competitive medium of benefit (13) …… the public and efficient PARTS 2–3: Questions 9–24 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS READING AND USE OF ENGLISH confronts us (10) … … anything like the same frequency because there has never before been such MARK hope The athletes trained hard ……………………………………………… the Olympic team Example: Do you mind if I watch you while you paint? 30 The shop will close down whatever our feelings may be objection like Do you ……………………………………………………… you while you paint? The shop is ……………………………………………… or not have any objection to my watching Write only the missing words on the separate answer sheet 25 It was the first time that Toby had been mountain walking previous Toby had ……………………………………………… of mountain walking 26 If it rains, they will hold the concert indoors event The concert ……………………………………………… rain 27 Manaaf was not the only person to volunteer for extra basketball practice that week alone Manaaf ……………………………………………… for extra basketball practice that week 28 The delay is a nuisance, but I’m sure Sam can solve our problems come The delay is a nuisance, but I’m sure Sam can to our problems Turn over CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER 29 The athletes trained hard because they wanted to make the Olympic team For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given Do not change the word given You must use between three and eight words, including the word given Here is an example (0) READING AND USE OF ENGLISH CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS Part SAMPLE PAPER PART 4: Questions 25–30 Listening paper General description Structure and tasks FORMAT PART The paper contains four parts Each part contains a recorded text or texts and corresponding comprehension tasks Each part is heard twice TIMING Approximately 40 minutes NO OF PARTS NO OF QUESTIONS 30 TASK TYPES Multiple choice, sentence completion, multiple matching TEXT TYPES Monologues: lectures, talks, speeches, anecdotes, radio broadcasts, etc NO OF QS Interacting speakers: interviews, discussions, conversations, etc TASK TYPE FOCUS ANSWER FORMAT Candidates are advised to write their answers in the spaces provided on the question paper while listening There will be minutes at the end of the test to copy the answers onto a separate answer sheet Candidates indicate their answers by shading the correct lozenges or writing the required word or words in a box on the answer sheet RECORDING INFORMATION The instructions for each task are given in the question paper, and are also heard on the recording These instructions include the announcement of pauses of specified lengths, during which candidates can familiarise themselves with the task and, for some items, predict some of the things they are likely to hear A variety of voices, styles of delivery and accents will be heard in each Listening test to relect the various contexts presented in the recordings, as appropriate to the international contexts of the test takers MARKS 20 TASK TYPE FOCUS Each correct answer receives mark CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS FORMAT Multiple choice The focus is on identifying speaker feeling, attitude, opinion, purpose; agreement between speakers; course of action; gist; and detail Three short, unrelated texts lasting approximately minute each, consisting of either monologues or exchanges between interacting speakers There are two multiplechoice questions on each extract PART FORMAT NO OF QS Sentence completion The focus is on identifying specific information and stated opinion A monologue (which may be introduced by a presenter) lasting 3–4 minutes Candidates are required to complete the sentence with information heard on the recording PART TASK TYPE FOCUS FORMAT NO OF QS Multiple choice The focus is on identifying attitude and opinion; gist, detail and inference An interview or a conversation between two or more speakers of approximately minutes There are five 4-option multiple-choice questions PART TASK TYPE FOCUS FORMAT NO OF QS Multiple matching The focus is on identifying gist; attitude; main points; and interpreting context Five short, themed monologues of approximately 30 seconds each There are two tasks Each task contains five questions and requires selection of the correct option from a list of eight 10 CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER PART 1: Questions 1–6 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 21 CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER SAMPLE PAPER LISTENING PARTS 2–3: Questions 7–20 22 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER PART 4: Questions 21–30 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 23 CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER Script Cambridge Certiicate of Proiciency in English Listening test SAMPLE TEST I am going to give you the instructions for this test I shall introduce each part of the test and give you time to look at the questions At the start of each piece you will hear this sound: — *** — You will hear each piece twice Remember, while you are listening, write your answers on the question paper You will have five minutes at the end of the test to copy your answers onto the separate answer sheet There will now be a pause Please ask any questions now, because you must not speak during the test from euphoria to despair And you’ll be knocked out by the guy who plays the main character – he’s amazingly good Apparently, the idea was to have Jake Mitchel in the part – you know, someone instantly recognisable anywhere in the world – but he wasn’t available I have to say the plot is less than convincing But isn’t that often the case? F: That’s just what I have against most films these days I mean, I read the reviews, I buy the ticket, I sit through the movie eating popcorn in the darkness along with everybody else, and then at the end I think, ‘So what was that all about then?’ Why can’t the film-maker somehow make the whole thing meaningful? And you know, as far as I’m concerned, that covers all the genres – horror, love stories, comedies – you name it, there’s something missing M: But what about PAUSE SECONDS Now open your question paper and look at Part PAUSE SECONDS PAUSE SECONDS You will hear three diferent extracts For Questions 1–6, choose the answer (A, B or C) which its best according to what you hear There are two questions for each extract — *** — REPEAT EXTRACT TWO PAUSE SECONDS Extract Three Extract One PAUSE 15 SECONDS PAUSE 15 SECONDS — *** — — *** — I did a Diploma in footwear technology The course was basically how to make shoes, really hands-on sort of learning about pattern cutting and also learning about leathers and actually making shoes, and that was just a revelation I got so much gratification out of getting my idea for a design down on paper, and then making it up, and then being able to put it on my feet or put it on somebody else’s When I was at school I couldn’t have imagined that a course like that existed I looked at shoes and trainers all the time but it didn’t click that, you know, I could actually study to something like that Because it was a specialised place, the people that were there, like the lecturers, they were full of stories about the shoe trade and all the latest about the designers and companies and things It was a bit daunting meeting these people, but you know, at the end of the day, we all wanted to make shoes or design shoes PAUSE SECONDS — *** — REPEAT EXTRACT ONE PAUSE SECONDS Extract Two PAUSE 15 SECONDS F: So you think this movie is fantastic? M: Yeah, it’s brilliant – it takes you on a sort of journey all the way 24 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS Int.: Now, you say in your book that, in various countries, there’s such a thing as a national humour How is humour created in a society? M: I would say to be collectively funny as a nation requires a degree of self-consciousness You need an image of your own traditions and an image of the society you live in It’s the antithesis between two backgrounds that lets you create humour You need to have a strong intellectual tradition Also, national jokes revel in absurdity and incongruity, and they are time of from the constraints of conversation You can say what you wouldn’t say in other social situations Int.: Are there similar rules just to telling a good joke generally? M: Yes People don’t remember jokes, they reinvent them each time they’re re-told If you try to memorise a joke it won’t work, so what you have to is have a rough idea of the storyline and the punchline – the last line, which makes you laugh – then tell the joke in such a way that the ending comes as a surprise It’s the unexpected twist in the punchline that makes people laugh PAUSE SECONDS — *** — REPEAT EXTRACT THREE CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING PAUSE SECONDS That is the end of Part Now turn to Part PAUSE SECONDS You will hear Lynda Courtelle, a warden at a wildlife reserve, talking about an animal called the natterjack toad For Questions 7–15, complete the sentences with a word or short phrase You now have forty-ive seconds in which to look at Part PAUSE 45 SECONDS — *** — Good morning, my name’s Lynda Courtelle I’d like to welcome you to Bringstone Wildlife Reserve But, before we go out into the reserve itself, I’ll tell you a little about things we’re hoping to see as we walk round Of course, the reserve is renowned for its exceptional variety of bird species, but the Bringstone Trust, which runs the reserve, is actually first and foremost concerned with the whole concept of nature conservation and pays as much attention to the lora, the mammals and other sorts of wildlife as it does to birds Indeed, the key species here is not a bird at all, so let me tell you about that first We’re very special for a little amphibian, actually a cousin of the frogs, called the natterjack toad Now, this is the only site in this part of the country where these toads breed, and later on we’ll be visiting the pond under the trees where they’re found at breeding time But actually in terms of habitat, it’s another type of toad called the common toad which lives in woodland, whereas the natterjack toad needs what you might call open ground, and cannot survive in other habitats; which is why Bringstone is ideal for them Now you’re probably wondering what the natterjack looks like It’s warty, as all toads are, with a shiny olive-green skin It’s about seven centimetres long, smaller than the common toad, and has a very distinctive yellow stripe all the way down its spine And that’s our best means of identification if we’re looking to see what type of toad we have in an area It lives in the ground, in tunnels, especially old burrows that rabbits have dug out It does make them itself if necessary, and sometimes shares them with mice, but obviously prefers them ready-made and empty Now these toads used to live here in profusion, and a report of nineteen twelve mentions hundreds of them, but since then the habitat’s been gradually disappearing and it’s thought the natterjacks had become locally extinct by nineteen thirty-four Then, by about nineteen eighty-three, we realised that, because natterjacks had been here in the past, and because we’d now recreated ideal conditions for them, we could reintroduce them That is, provided we could find what’s called a ‘donor site’ – that’s a place where the animals live naturally and which could supply us with the beginnings of a new population We actually found a site on the coast, not a nature reserve actually, but of all places, a golf course, where there were natterjacks So some natterjack spawn, that’s the eggs, were brought here, and from that a thriving colony developed Now the pond itself isn’t a natural feature, as water doesn’t collect naturally on this type of light soil, which is also very SAMPLE PAPER sandy, and we have little rainfall in this area anyway So we’ve had our pond dug out, and lined, and it looks as though it’s just been created, because every year it’s managed very carefully Natterjacks best if the pool isn’t very crowded out with vegetation and if there aren’t competitors in the water For a start, they don’t get on with common toads, and various types of predator attack them – for instance other amphibians, which eat their eggs, or various insects that would attack the young toads Birds of prey also eat them, but obviously, in a wildlife reserve, there’s not a great deal we can about that We now get up to about three hundred females coming to lay their eggs in this pond For the rest of the year they spread out all across the reserve So, if you’re ready, I’ll take you PAUSE 10 SECONDS Now you will hear Part again — *** — REPEAT PART PAUSE SECONDS That is the end of Part Now turn to Part PAUSE SECONDS You will hear an interview in which two scientists, Carl Goodwin and Diane Barlow, discuss their work on volcanoes For Questions 16–20, choose the answer (A, B, C or D) which its best according to what you hear You now have minute in which to look at Part PAUSE 60 SECONDS — *** — Int.: Carl and Diane, you’re scientists who spend your lives getting uncomfortably close to active volcanoes Carl, isn’t it terribly dangerous being on top of an active volcano? Carl: It can be, yes There’s a very active one in Antarctica, with a lake of molten lava in the crater where big bubbles form deep down When they break the surface there’s a loud boom, and when you hear that you have to keep your wits about you because when the bubbles burst they send pieces of lava through the air Most of the time, they don’t come near you, but you’ve got to make sure you check where they’re going – it’s no good keeping your head down or putting your hands over your eyes or hiding behind a rock Diane: And anyway, we have to get on with the job and collect samples of the lava Carl: Absolutely right, Diane Diane: It can be hot of course, but you only really feel the heat when you’re very close, or if the wind’s blowing over the lava towards you In some places it’s easy to get samples – you just reach down with your hammer and get a bit But in explosive types CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 25 CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER of volcano it’s best to wait for an eruption and then dash over, collect a piece and get away Carl: I learnt that to my cost on Mount Etna in Italy Even though I was wearing a fireman’s suit to get samples, the wind shifted and I lingered just a second too long and my sleeves actually started to burn! Diane: And sometimes we actually climb down into the volcano – into the crater Carl: Yes, to collect samples of trace metals in gases to measure back in the lab These give evidence of past volcanic eruptions and help in understanding mass extinctions You can take some samples from the top of the volcano without climbing down, but the trace metals are much more diluted up there Diane: Friends sometimes ask if climbing down into a crater is more dangerous than mountain climbing – if there’s a risk you might get caught in an eruption, but we only climb into volcanoes that are continuously monitored We’re making it sound an awful job! But we’re privileged to work in some stunning places, like when we worked on a volcano called Stromboli, in Italy Carl: It’s spectacular Diane: You’re sitting around in the late afternoon, right on the edge of the crater – enjoying the view of the crater on one side and the fields and vineyards on the other then, all of a sudden, it’s all action, scrambling around getting your samples – that’s what’s special about it And Masaya, in Nicaragua, is pretty good too, because you can get right over the channel where the gas comes out – so you can get pretty good samples there Carl: Sometimes we’re accused of being more interested in looking for excitement than being serious scientists, but I’ve never gone into a volcano if it wasn’t for a good reason Diane: That’s right, both of us have children And that makes me extremely safety-conscious Carl: I can’t deny I’m an adrenaline junkie, but it’s not much use if you can’t also sit down at a desk and work hard and think about the data Diane: I agree, the research we fulfils all our needs – pursuing something intellectual, pursuing adventure and seeing the world Carl: Well put! PAUSE 10 SECONDS Now you will hear Part again — *** — 26 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS REPEAT PART PAUSE SECONDS That is the end of Part Now turn to Part PAUSE SECONDS Part consists of two tasks You will hear ive short extracts in which diferent people are talking about taking a gap year – the time which some young people take of from their studies to gain other experience Look at Task For Questions 21–25, choose from the list (A–H) what each speaker did during their gap year Now look at Task 2 For Questions 26–30, choose from the list (A–H) which beneit of having a gap year each speaker mentions While you listen you must complete both tasks You now have forty-ive seconds in which to look at Part PAUSE 45 SECONDS — *** — Speaker One PAUSE SECONDS I knew I’d be short of money if I didn’t work before going to university, so I decided not to jet around the globe, and found a job in the nearest town instead I had to live in because of early shifts, and only realised on about day two it meant I couldn’t keep up my tennis – which was a blow, because I was a very keen player But I got over it in the end, which just goes to show nothing’s that important Anyway, I was having too much fun with the rest of the staf to fret about it – I wonder if they’re all still there? The worst part of the job was when guests complained, which they frequently did! PAUSE SECONDS Speaker Two PAUSE SECONDS Well, I took a gap year because I thought I hadn’t seen enough of the world I considered doing an overland trek across the Sahara, or helping out somewhere as a volunteer Then I found a remote village in Kenya where they needed my skills – they’re all football-mad there – and a Nairobi businessman agreed to pay me a living wage I settled in OK, although I never got the hang of the language, and that year gave me some serious thinking time I realised I didn’t want to complete my course back home, even though I’d already spent quite a lot of money and time on it It’s all good experience anyway PAUSE SECONDS Speaker Three PAUSE SECONDS The whole thing was a disaster from start to finish I’d had a sort of feeling it might turn out badly We didn’t have the right training or equipment, and because there was no oice back-up, we couldn’t get news forwarded to our families And the leader – well, I wonder how experienced he really was He couldn’t speak the porters’ language at all You could say our pioneering spirit was crushed by the time we got back to base camp! On the other hand, we did bond as a group, and I see a couple of CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER them regularly and have done ever since that time So perhaps it wasn’t all bad PAUSE SECONDS Speaker Four PAUSE SECONDS I know some agencies will organise your gap year and sort out, say, working for a charity, but I’d much rather what I did – just go of on the spur of the moment and see where you end up It was absolutely brilliant, even though it took all the money I’d saved up for it – the fare and the hotels and eating in restaurants were to blame for that At least I know I can cope on my own now and that’s a new thing for me Sadly, I haven’t managed to keep up with the people I met in all those diferent cultures – I’m not surprised though – that’s life PAUSE SECONDS Speaker Five PAUSE SECONDS I was told to stick to the script whether it was in French, German or Spanish People don’t even ask many questions – it got quite boring after a while, because I felt there wasn’t any real communication between me and them And if it’s raining, you get wet just hopping on and of the coach I didn’t have high hopes before I started, although it certainly was a good way of earning some much-needed cash, and there were some nice people at head oice, but in the end I did wonder if I couldn’t have found something a bit more inspiring How often people get a year of in their lifetime? PAUSE 10 SECONDS Now you will hear Part again — *** — REPEAT PART PAUSE SECONDS That is the end of Part There will now be a pause of ive minutes for you to copy your answers onto the separate answer sheet Be sure to follow the numbering of all the questions I shall remind you when there is one minute left, so that you are sure to inish in time PAUSE MINUTES You have one more minute left PAUSE MINUTE That is the end of the test Please stop now Your supervisor will now collect all the question papers and answer sheets CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 27 CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER Sample paper answer key Q Part One Q Part Two Q Part Three 16 (nature) conservation OR conserving nature OR (the) conservation of nature C 21 17 A 22 E 18 B 23 H open ground 19 D 24 B A (distinctive) yellow stripe 20 A 25 G C 10 rabbits 26 E 11 1934 27 H 12 golf(-)course 28 A 13 (very) sandy 29 C 14 vegetation 30 B 15 (various) insects A B B C 28 Q Part Four CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS F Speaking paper General description Structure and tasks FORMAT The Speaking test contains three parts PART TIMING 16 minutes NO OF PARTS INTERACTION PATTERN Two candidates and two examiners One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or providing cues for candidates The other acts as assessor and does not join in the conversation TASK TYPES MARKS Short exchanges with the interlocutor and with the other candidate; a collaborative task involving both candidates; a 2-minute individual long turn and follow-up 3-way discussion Candidates are assessed on their performance throughout TASK TYPE AND FORMAT FOCUS TIMING A short conversation between the interlocutor and each candidate Candidates show ability to use general interactional and social language minutes PART TASK TYPE AND FORMAT FOCUS TIMING A 2-way conversation between the candidates The candidates are given instructions with written and visual stimuli, which are used in a decision-making task The focus is on sustaining an interaction, exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc minutes PART TASK TYPE AND FORMAT FOCUS TIMING An individual long turn by each candidate, followed by a discussion on topics related to the long turns Each candidate in turn is given a written question to respond to The interlocutor leads a discussion to explore further the topics covered in the individual long turns The focus is on organising a larger unit of discourse, expressing and justifying opinions, developing topics 10 minutes CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 29 Interlocutor Good morning / afternoon / evening My name is …… and this is my colleague …… And your names are …… ? Could I have your mark sheets, please? Thank you First of all, we’d like to know something about you Where are you from (Candidate A)? And you (Candidate B)? [address Candidate B] Are you working or studying at the moment? [address Candidate A] And you? Select a further question for each candidate: • You said you’re from (candidate’s home town/area) Is that an interesting • How much free time you have at the moment? • How good are you at organising your time? • What would your dream job be? • Do you have much opportunity to travel? • How important is the internet to you? place to live? Candidates …………………………………………………………………………… Interlocutor Thank you CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER (2 minutes / minutes for groups of three) SPEAKING CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS Part SAMPLE PAPER PART 30 Certificate of Proficiency in English Speaking Test Certificate of Proficiency in English Speaking Test Part (approximately minutes / minutes for groups of three) Interlocutor School debate – Important issues Now, in this part of the test you’re going to something together Here are some pictures of different situations Place Part booklet, open at Task 1, in front of the candidates Select two of the pictures for the candidates to look at* First, I’d like you to look at pictures * and * and talk together about why you think the pictures might have been taken You have about a minute for this, so don’t worry if I interrupt you (2 minutes for groups of three) Candidates ³ minute …………………………………………………………………………….… (2 minutes for groups of three) Interlocutor Thank you Now look at all the pictures Talk together about the issues that are facing society, as suggested by these pictures Then suggest one other issue the debate could include You have about three minutes to talk about this (4 minutes for groups of three) Candidates ³ minutes …………………………………………………………………………….… (4 minutes for groups of three) Interlocutor Thank you (Can I have the booklet, please?) Retrieve Part booklet CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER PART 31 SAMPLE PAPER CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS SPEAKING I’d like you to imagine that a school is planning a debate on important issues facing society These pictures illustrate the issues that will be discussed (approximately 10 minutes) Interlocutor A Being in the public eye Now (Candidate B), it’s your turn to be given a question Here is your card Place Part booklet, open at Task 1(b), in front of Candidate B Please let (Candidate A) see your card Remember (Candidate B), you have about two minutes to tell us what you think, and there are some ideas on the card for you to use if you like All right? Now, in this part of the test you’re each going to talk on your own for about two minutes You need to listen while your partner is speaking because you’ll be asked to comment afterwards B So (Candidate A), I’m going to give you a card with a question written on it and I’d like you to tell us what you think There are also some ideas on the card for you to use if you like Candidate B ³ minutes ……………………………………………………………………………… Interlocutor Thank you Interlocutor Ask one of the following questions to Candidate A: All right? Here is your card Place Part booklet, open at Task 1(a), in front of Candidate A Please let (Candidate B) see your card Remember (Candidate A), you have about two minutes to talk before we join in [Allow up to 10 seconds before saying, if necessary: Would you like to begin now?] • • • [Allow up to 10 seconds before saying, if necessary: Would you like to begin now?] Candidate A ³ minutes ……………………………………………………………………………… Interlocutor Thank you Interlocutor Ask one of the following questions to Candidate B: • • • How reliable are first impressions of people? Does the fashion industry have too much influence? Should children be encouraged to think about their appearance? Invite Candidate B to join in by selecting one of the following prompts: • • • Should magazines pay for stories about famous people? Does it matter if celebrities behave badly? What you think? Do you agree? How about you? Candidates ³ minute ……………………………………………………………………………… Invite Candidate A to join in by selecting one of the following prompts: Interlocutor Thank you (Can I have the booklet please?) Retrieve Part booklet • • • Task 1(b) Do famous people always deserve to be famous? What you think? Do you agree? How about you? Why people pay attention to their appearance? Candidates ³ minute ……………………………………………………………………………… Interlocutor Thank you (Can I have the booklet please?) Retrieve Part booklet • • • at work for themselves with friends Task 1(a) Interlocutor • • • responsibilities change of lifestyle age Now, to finish the test, we’re going to talk about ‘being in the public eye’ in general Address a selection of the following questions to both candidates: Why you think fame can be difficult to cope with? ³ up to minutes Interlocutor • • • • • • Who has more power, someone in the public eye or someone behind the scenes? What’s your opinion of the popularity of cosmetic surgery? Do you think that we value people for their looks and image rather than their ability? Why you think that some people become more respected after their death? What would you like to be famous for? … (Why?) Why you think reality TV shows are popular both with contestants and viewers? Thank you That is the end of the test CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER Interlocutor Part SPEAKING CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS Being in the public eye (cont.) SAMPLE PAPER PART 32 Certificate of Proficiency in English Speaking Test CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER Examiners and marking Interactive Communication The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) TLs ensure all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge ESOL for the Speaking tests in a given country or region This refers to a candidate’s ability to use language to achieve meaningful communication through initiating, responding, exchanging information and developing the interaction At Cambridge English: Proiciency level, candidates are expected to interact with ease, linking contributions to those of other speakers, to widen the scope of the interaction and to negotiate towards an outcome Annual examiner certification involves attendance at a face-to-face meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions The interlocutor awards a mark for Global Achievement using the Global Achievement scale This refers to a candidate’s overall efectiveness in dealing with the tasks across the whole Speaking test Assessment for the Cambridge English: Proiciency Speaking test is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales Assessment Throughout the test candidates are assessed on their own individual performance and not in relation to each other They are awarded marks, between and 5, for a variety of criteria by two examiners; the assessor and the interlocutor The assessor awards marks by applying performance descriptors from the Analytical Assessment scales for the following criteria: Grammatical Resource This refers to a candidate’s ability to maintain control of a wide range of grammatical forms At Cambridge English: Proiciency level candidates can also show a level of lexibility of use Lexical Resource This refers to a candidate’s ability to use a range of appropriate vocabulary with lexibility in order to give and exchange views on familiar, unfamiliar and abstract topics Discourse Management This refers to the extent, relevance, coherence and cohesion of a candidate’s individual contributions At Cambridge English: Proiciency level, candidates can produce extended and shorter stretches of language, as required by the task, with very little hesitation and using a wide range of cohesive devices and discourse markers Contributions must be relevant, coherent and varied Pronunciation This refers to the intelligibility of a candidate’s speech First language interference is expected and not penalised if it does not have a negative efect on the listener At Cambridge English: Proiciency level, candidates are expected to have control of phonological features, i.e intonation, word and sentence stress, and the articulation of individual sounds CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 33 Cambridge English Proficiency Specifications and Sample Papers for examinations from May 2013 Cambridge English: Proficiency, also known as Certificate of Proficiency in English (CPE), is at Level C2 of the Common European Framework of Reference for Languages (CEFR) published by the Council of Europe University of Cambridge ESOL Examinations Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 Email: ESOLhelpdesk@CambridgeESOL.org © UCLES 2011 | EMC/7526a/1Y11 www.CambridgeESOL.org ... conservation of nature C 21 17 A 22 E 18 B 23 H open ground 19 D 24 B A (distinctive) yellow stripe 20 A 25 G C 10 rabbits 26 E 11 1934 27 H 12 golf(-)course 28 A 13 (very) sandy 29 C 14 vegetation... 2? ??3: Questions 7? ?20 22 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER LISTENING SAMPLE PAPER PART 4: Questions 21 –30 CAMBRIDGE... Listening 20 Who is the exam for? General description 20 Recognition Structure and tasks 20 The level of Cambridge English: Proficiency Sample paper 21 Marks and results Sample script 24 Answer key 28