Certificate of Proficiency in English (Handbook for teachers)

This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of Proficiency in English examination. The introduction gives an overview of CPE and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on preparation and example papers

Certificate of Proficiency in English Handbook for teachers © UCLES 2008 EMC/2318/8Y12 CPE content and overview Part/timing READING hour 30 mins WRITING hours Content Part Three short texts with six four-option multiple-choice cloze questions on each Part Four short texts with two four-option multiple-choice questions on each Part Gapped text with seven questions Part Long text with seven four-option multiple-choice questions Part One compulsory question Part Candidates answer one question from a choice of four questions (including the set text option) Part Modified open cloze with fifteen questions Part One short text with ten word formation questions Part Six sets of three gapped sentences Part Eight key word transformations Part Two texts with four questions and a summary writing task Part Four short extracts with two three-option multiple-choice questions on each Part One long text with nine sentence completion questions Part One long text with five four-option multiplechoice questions Part One long text with six matching questions Part Interview Part Collaborative task Part Individual long turns and follow-up discussion USE OF ENGLISH hour 30 mins LISTENING 40 mins (approx) SPEAKING 19 mins Test focus Assessment of candidates’ ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level Assessment of candidates’ ability to write specified text types with a range of functions Assessment of candidates’ ability to demonstrate knowledge and control of the language system by completing various tasks at text and sentence level Assessment of candidates’ ability to understand the meaning of spoken English, to extract information from a text and to understand speakers’ attitudes and opinions Assessment of candidates’ ability to produce spoken English using a range of functions in a variety of tasks Preface This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of Proficiency in English examination (CPE) The introduction gives an overview of CPE and its place within Cambridge ESOL This is followed by a focus on each paper and includes content, advice on preparation and example papers If you require additional CDs or further copies of this booklet, please email: ESOLinfo@CambridgeESOL.org Contents Inside front cover CPE content and overview OVERVIEW OF CPE University of Cambridge ESOL Examinations Key features of Cambridge ESOL examinations INTRODUCTION TO CAMBRIDGE ESOL Content of CPE Official accreditation in the UK The level of CPE The CPE candidature Varieties of English Marks and results EXAMINATION CONTENT AND PROCESSING Recognition Special circumstances Course materials Seminars for teachers Past papers and examination reports Administrative information Speaking Test Preparation Pack for CPE Further information Online support General description Preparation Structure and tasks 12 Sample paper The four parts of the Reading paper 17 Answer keys and answer sheet CPE SUPPORT 11 READING PAPER 18 General description 21 Task types in the CPE Writing paper 18 Structure and tasks 23 Sample paper 19 The two parts of the Writing paper 25 Assessment 20 Preparation 28 Sample scripts with examiner comments 35 General description 44 Answer keys and mark scheme 35 Structure and tasks 45 Assessment of summary writing task 36 The five parts of the Use of English paper 46 Answer Sheet 37 Preparation 40 Sample paper 48 Sample scripts with examiner comments 50 General description 53 Sample paper 50 Structure and tasks 56 Sample tapescript 51 The four parts of the Listening paper 60 Answer keys 51 Preparation 61 Answer sheet 62 General description 64 Preparation 62 Structure and tasks 66 Sample paper 63 The three parts of the Speaking test 69 Assessment 12 WRITING PAPER USE OF ENGLISH PAPER 47 Answer Sheet LISTENING PAPER SPEAKING TEST 71 Glossary of terms and acronyms GLOSSARY c p e h a n d b o o k f o r te ac h e r s | co nte nts Introduction to Cambridge ESOL learned, and which cover the four language skills – reading, writing, listening and speaking – as well as knowledge of language structure and use • to provide accurate and consistent assessment of each ■ University of Cambridge ESOL Examinations University of Cambridge ESOL Examinations (Cambridge ESOL) language skill at the appropriate level • to relate the examinations to the teaching curriculum in is a part of the Cambridge Assessment Group*, which is a such a way that they encourage positive learning department of the University of Cambridge It has a tradition experiences, and to seek to achieve a positive impact of language assessment dating back to 1913, and is one of the wherever possible world’s largest educational assessment agencies Cambridge • to endeavour to be fair to all candidates, whatever their ESOL offers an extensive range of examinations, certificates national, ethnic and linguistic background, gender or and diplomas for learners and teachers of English In 2006, disability over million people took these examinations at centres in over 130 countries Cambridge ESOL’s systems and processes for designing, developing and delivering examinations and assessment services are certified as meeting the internationally recognised ISO9001:2000 standard for quality management Cambridge ESOL examinations are designed around four essential qualities: validity, reliability, impact and practicality Validity is normally taken to be the extent to which a test can be shown to produce scores which are an accurate reflection of the candidate’s true level of language skills Reliability concerns the extent to which test results are stable, consistent Cambridge ESOL examinations are suitable for learners of all and accurate, and therefore the extent to which they can be nationalities, whatever their first language and cultural depended on for making decisions about the candidate background, and there are examinations suitable for learners Impact concerns the effects, beneficial or otherwise, which an of almost any age Although they are designed for native examination has on the candidates and other users, whether speakers of languages other than English, no language related these are educational, social, economic or political, or various restrictions apply The range of Cambridge ESOL examinations combinations of these Practicality can be defined as the includes specialist examinations in Business English and extent to which an examination is practicable in terms of the English for Academic Purposes, as well as tests for young resources needed to produce and administer it All these learners and a suite of certificates and diplomas for language factors underpin the development and production of teachers Cambridge ESOL examinations The examinations cover all four language skills – reading, writing, listening and speaking They include a range of tasks which assess candidates’ ability to use English, so that in preparing for the examinations, candidates develop the Examination content and processing skills they need to make practical use of the language in a variety of contexts Above all, what the Cambridge ESOL The Certificate of Proficiency in English (CPE) was first examinations assess is the ability to communicate effectively introduced in 1913 Since that time it has been regularly in English revised and updated to bring it into line with current Cambridge ESOL is committed to providing examinations of the highest possible quality This commitment is underpinned thinking in language teaching, applied linguistics and language testing theory and practice by an extensive programme of research and evaluation, and by The current version of CPE was introduced in December 2002 continuous monitoring of the marking and grading of all ■ Content of CPE Cambridge ESOL examinations Of particular importance is the rigorous set of procedures which are used in the production Cambridge ESOL examinations reflect a view of language and pretesting of question papers proficiency in terms of a language user’s overall communicative ability; at the same time, for the purposes of ■ Key features of Cambridge ESOL examinations Cambridge ESOL undertakes: • to assess language skills at a range of levels, each of them practical language assessment, the notion of overall ability is subdivided into different skills and subskills This ‘skills and components’ view is well established in the language research and teaching literature having a clearly defined relevance to the needs of language learners • to assess skills which are directly relevant to the range of uses for which learners will need the language they have Four main skills of reading, writing, listening and speaking are recognised, and each of these is assessed in a test component of the same name Reading and listening are multidimensional skills involving the interaction of the reader/listener’s mental processing capacities with their *Cambridge Assessment is the operating name for the University of Cambridge Local Examinations Syndicate (UCLES) language and content knowledge; further interaction takes place between the reader/listener and the external features of c p e h a n d b o o k f o r te ac h e r s | i ntr o d uc t i o n to c a m b r i d g e e s o l the text and task Purpose and context for reading/listening shape these interactions and this is reflected in the CPE Reading and Listening components through the use of different text and task types which link to a relevant target language use context beyond the test Writing ability is also regarded as a linguistic, cognitive, social What a CPE candidate can Examinations at Level C2 may be used as proof of the level of language necessary to work at a managerial or professional level or follow a course of academic study at university level The ALTE ‘Can Do’ Project and cultural phenomenon that takes place in a specific context and for a particular purpose Like Reading and The Association of Language Testers in Europe (ALTE) has Listening, CPE Writing involves a series of complex developed a framework which covers five levels of language interactions between the task and the writers, who are proficiency aligned to the Council of Europe Common required to draw on different aspects of their knowledge and European Framework of Reference for Languages (See Table 1.) experience to produce a written performance for evaluation Table Like Writing, Speaking involves multiple competencies Cambridge Main Suite ALTE levels CEF levels including vocabulary and grammatical knowledge, Certificate of Proficiency in English Certificate in Advanced English First Certificate in English Preliminary English Test Key English Test C2 C1 B2 B1 A2 phonological control, knowledge of discourse, and pragmatic awareness, which are partially distinct from their equivalents in the written language Since speaking generally involves reciprocal oral interaction with others, Speaking in CPE is assessed directly, through a face-to-face encounter between Research carried out by ALTE has shown what language candidates and examiners learners can typically at each level Table (overleaf) gives A fifth test component in CPE (Use of English) focuses on the language knowledge structures or system(s) that underpin a some examples at CPE level of typical general ability plus ability in each of the skill areas and in a range of contexts user’s communicative language ability in the written medium; these are sometimes referred to as ‘enabling’ (sub)skills and include knowledge of vocabulary, morphology, syntax, ■ Varieties of English Candidates’ responses to tasks in the Cambridge ESOL punctuation, and discourse structure examinations are acceptable in varieties of English which Each of these five test components in CPE provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can at this level would enable candidates to function in the widest range of international contexts Candidates are expected to use a particular variety with some degree of consistency in areas such as spelling, and not for example switch from ■ The level of CPE using a British spelling of a word to an American spelling CPE is designed to offer a high-level qualification in the of the same word in the same written response to a given language to those wishing to use English for professional or task study purposes The CPE examination contains some tasks which are likely to be more suitable in content for candidates who have achieved a certain degree of maturity in their handling of abstract ideas and concepts ■ Recognition CPE is recognised as fulfilling English language entrance requirements by many higher education institutions and CPE is at Level C2 of the Common European Framework, and a corporate bodies across the world More information description of this level is given below in terms of: about recognition is available from centres, British Council offices, Cambridge ESOL and from • what material learners can deal with www.CambridgeESOL.org • what learners can be expected to be able to The type of material a CPE candidate can deal with At this level the learner is approaching the linguistic competence of an educated native speaker, and is able to use the language in a range of culturally appropriate ways Users at this level are able to improve their use of the language by extending their vocabulary and refining their usage and command of style and register rather than by learning about new areas of grammar Their level of competence gives them access to the press and other media, and to areas of culture ■ Official accreditation in the UK CPE has been accredited by the Qualifications and Curriculum Authority (QCA), 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 CPE candidature such as drama, film and literature Success in examinations at Information is collected about the CPE candidates at each this level may be seen as proof that the learner is able to cope session, when candidates fill in a Candidate Information with high-level academic work Sheet The candidates for CPE come from a wide range of c p e h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g Table ‘Can Do’ summary Typical abilities Listening and Speaking Reading and Writing Overall general ability CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions CAN understand documents, correspondence and reports, including the finer points of complex texts CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy Social & Tourist CAN talk about complex or sensitive issues without awkwardness CAN (for example, when looking for accommodation) understand a tenancy agreement in detail, including its main implications CAN write letters on any subject with good expression and accuracy Work CAN advise on/handle complex, delicate or contentious issues, such as legal or financial matters, to the extent that he/she has the necessary specialist knowledge CAN understand reports and articles likely to be encountered during his/her work, including complex ideas expressed in complex language CAN make full and accurate notes and continue to participate in a meeting or seminar Study CAN understand colloquial asides and cultural allusions CAN access all sources of information quickly and reliably CAN make accurate and complete notes during the course of a lecture, seminar or tutorial backgrounds and take the examination for a number of • Reasons for taking CPE different reasons The following points summarise the Candidates’ reasons for wanting an English language characteristics of the current CPE candidature qualification are roughly distributed as follows: • Nationality – for study (36%) CPE is taken by candidates throughout the world in about 90 countries, although the total number of nationalities – for work (46%) – other (18%) represented in the candidature is over 170 The majority of these candidates enter for CPE in European and South American countries Many candidates also take the examination in the UK • Age and Gender The majority of candidates are aged between 16 and 24 About 61% of the candidates are female • Education Most candidates are students, although there are considerable differences in the proportion of students in different countries • Preparation A large proportion of candidates (about 80%) undertake a preparatory course before taking the examination ■ Marks and results • A candidate’s overall CPE grade is based on the total score gained by the candidate in all five papers It is not necessary to achieve a satisfactory level in all five papers in order to pass the examination • All the papers are equally weighted, each contributing 40 marks to the examination’s overall total of 200 marks • Results are reported as three passing grades (A, B and C) and two failing grades (D and E) and are set according to the following information: – statistics on the candidature – statistics on the overall candidate performance c p e h a n d b o o k f o r te ac h e r s | e x a m i n at i o n co nte nt a n d p r o ce s s i n g – statistics on individual items, for those parts of the examination regulations in some other way Results may be examination for which this is appropriate (Papers 1, withheld because further investigation is needed or and 4) because of infringement of regulations Centres are notified – advice, based on the performance of candidates and if a candidate’s results have been investigated recommendations of examiners, where this is relevant (Papers and 5) – comparison with statistics from previous years’ examination performance and candidature • Candidates are issued with statements of results CPE support ■ Course materials approximately two months after the examination has been A number of coursebooks and practice materials are available taken These include the grades awarded, a graphical from publishers A list of UK publishers which produce material display of the candidate’s performance in each paper related to the examinations is available from Cambridge ESOL (shown against the scale Exceptional – Good – Borderline – Information and is on the Cambridge ESOL website CPE Weak), and a standardised score out of 100 (which is requires an all-round language ability and this should be borne converted from the aggregate mark of 200) This score in mind when selecting course materials Most coursebooks will allows candidates to see exactly how they performed It has need to be supplemented; care should be taken to ensure that set values for each grade, allowing comparison across coursebooks and practice materials which have been selected sessions of the examination: accurately reflect the content and format of the examination Grade A = 80–100 marks Grade B = 75–79 marks Grade C = 60–74 marks Grade D = 55–59 marks Grade E = 54 marks or below N.B Cambridge ESOL does not undertake to advise on textbooks or courses of study ■ Past papers and examination reports Cambridge ESOL produces past examination papers, which This means that the score a candidate needs to achieve can be used for practice, and examination reports, which a passing grade will always be 60 provide a general view of how candidates performed overall • Certificates are issued to candidates gaining a passing grade (A, B or C) approximately six weeks after the issue of statements of results • Certificates are not issued to candidates awarded the failing grades D and E ■ Special circumstances and on each paper and offer guidance on the preparation of candidates Details of how you can order past papers and examination reports, and a downloadable order form, are available from: www.CambridgeESOL.org/resources/past-papers.html www.CambridgeESOL.org/resources/teacher/cpe.html The sample question papers included in this handbook have been produced to reflect the format of the examination Special circumstances covers three main areas: special arrangements, special consideration and malpractice • Special arrangements: These are available for candidates with a permanent or However, candidates are strongly advised not to concentrate unduly on working through practice tests and examinations as this will not by itself make them more proficient in the different skills long-term disability, such as a visual or hearing difficulty, or a temporary difficulty such as a broken hand, or ear infection affecting a candidate’s ability to hear clearly They may include extra time, separate accommodation or equipment, Braille transcription, etc Consult the ■ Speaking Test Preparation Pack for CPE The Speaking Test Preparation Pack for CPE is a comprehensive teacher resource pack designed to help teachers who are preparing students for the CPE Speaking test Cambridge ESOL Centre Exams Manager in your area for more details as soon as possible Written by experienced examiners, it provides clear explanations of what each of the three parts of the Speaking • Special consideration: Cambridge ESOL will give special consideration to candidates affected by adverse circumstances immediately before or test involves The step-by-step guidance and practical exercises help your students perform with confidence on the day of the test during an examination Special consideration can be given where an application is sent through the centre and is made See inside back cover for more information and how to buy within 10 working days of the examination date Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events • Malpractice: Cambridge ESOL will consider cases where candidates ■ Online support Cambridge ESOL provides an online resource for teachers, designed to help them understand the examinations better and to prepare candidates more effectively are suspected of copying, collusion or breaking the c p e h a n d b o o k f o r te ac h e r s | cp e s u p p o rt The Teaching Resources website can be found at www.CambridgeESOL.org/teach In some countries, a dedicated Cambridge ESOL website is available These websites can be found at www.CambridgeESOL.(initials for country), e.g ■ Administrative information The CPE examination is offered twice a year in June and December Candidates must enter through a recognised centre www.CambridgeESOL.gr (Greece) www.CambridgeESOL.ch (Switzerland) ■ Further information ■ Seminars for teachers General information about the examination, including details Cambridge ESOL offers a wide range of seminars designed Cambridge ESOL Centre Exams Manager in your area for teachers concerned with the examinations; some are also suitable as introductions for administrators, school directors, etc Some seminars are intended to provide information and support for teachers who are familiar with the examinations, and others can be used to introduce of entry procedure and current fees can be obtained from the Further information about this and other Cambridge ESOL examinations can be found on the Cambridge ESOL website by clicking on the appropriate examination in: www.cambridgeesol.org/exams teachers to established examinations and also to new or Copies of the Regulations can be found in: revised examinations Contact Cambridge ESOL Information www.cambridgeesol.org/regulations for further details c p e h a n d b o o k f o r te ac h e r s | cp e s u p p o rt PAPER READING GENERAL DESCRIPTION STRUCTURE AND TASKS Paper format PART The paper contains nine texts with accompanying vocabulary and comprehension tasks Timing hour 30 minutes No of parts No of questions 40 Task types Lexical cloze, gapped text, multiple choice Text types From the following: books (fiction and non-fiction); nonspecialist articles from journals, magazines and newspapers; promotional and informational materials (e.g advertisements, guide books, manuals) Length of texts Approximately 3,000 words in total Answer format For all parts of this paper, candidates indicate their answers by shading the correct lozenges on an answer sheet Marks Part – each correct answer receives mark Parts 2, and – each correct answer receives marks The total score is then weighted to a maximum of 40 marks for the whole paper Task type and focus Multiple-choice lexical cloze Idioms, collocations, fixed phrases, complementation, phrasal verbs, semantic precision Format Three unrelated texts from a range of sources, each with six gaps Candidates must choose one word or phrase from a set of four to fill each gap No of Qs 18 PART Task type and focus Multiple choice Detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features (exemplification, comparison, reference) Format Four texts on one theme from a range of sources, each followed by two four-option multiple-choice questions No of Qs PART Task type and focus Gapped text Cohesion, coherence, text structure, global meaning Format 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 No of Qs PART Task type and focus Multiple choice Detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features (exemplification, comparison, reference) Format A text followed by four-option multiple-choice questions No of Qs c p e h a n d b o o k f o r te ac h e r s | pa p e r : r e a d i n g ... Certificate of Proficiency in English Certificate in Advanced English First Certificate in English Preliminary English Test Key English Test C2 C1 B2 B1 A2 phonological control, knowledge of discourse,... functions in a variety of tasks Preface This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of Proficiency in English examination (CPE) The introduction... Further information ■ Seminars for teachers General information about the examination, including details Cambridge ESOL offers a wide range of seminars designed Cambridge ESOL Centre Exams Manager in