cpe specifications sample papers 2013
DESCRIPTION
Cpe Specifications Sample Papers 2013TRANSCRIPT
Specifications and Sample Papers for examinations from May 2013
Proof of exceptional English ability
Exam content and overview
Paper/timing Test content Test focus
1READING AND USE OF ENGLISH1 hr 30 mins
Part 1 A modified cloze test containing eight gaps followed by eight multiple-choice questions.
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.
Part 2 A modified cloze test containing eight gaps.
Part 3 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 4 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 5 A text followed by six 4-option multiple-choice questions.
Part 6 A text from which seven paragraphs have been removed and placed in jumbled order, together with an additional paragraph, after the text.
Part 7 A text or several short texts, preceded by 10 multiple-matching questions.
2WRITING1 hr 30 mins
Part 1 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 2 Candidates choose one task from a choice of five questions (including the set text options).
Candidates are expected to be able to write non-specialised text types such as an article, a letter, a report, a review or an essay.
3LISTENINGApprox. 40 mins
Part 1 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 2 A monologue with a sentence completion task which has nine items.
Part 3 A text involving interacting speakers, with five multiple-choice questions.
Part 4 Five short themed monologues, with 10 multiple-matching questions.
4SPEAKING16 mins
Part 1 A conversation between the interlocutor and each candidate (spoken questions).
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.
Part 2 A two-way conversation between the candidates (visual and written stimuli, with spoken instructions).
Part 3 An individual ‘long turn’ for each candidate, followed by a response from the second candidate (written stimuli with spoken instructions).
1CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | CONTENTS
Introduction 2The purpose of the revision project 2The process of the project 2Key changes – at a glance 2
About Cambridge ESOL 2The world’s most valuable range of English qualifications 2Key features of Cambridge English exams 3Quality – at the heart of what we do 3
Cambridge English: Proficiency – an overview 3Who is the exam for? 3Recognition 3The level of Cambridge English: Proficiency 3Marks and results 3
Exam content and processing 4Factors affecting the design of the examination 4A thorough test of all areas of language ability 4International English 4Administrative information 4
Reading and Use of English 5General description 5Structure and tasks 5Sample paper 6Answer key 12
Writing 13General description 13Structure and tasks 13Task types in the Writing paper 14The two parts of the Writing paper 15Sample paper 16Sample responses 18Examiners and marking 19Assessment 19
Listening 20General description 20Structure and tasks 20Sample paper 21Sample script 24Answer key 28
Speaking 29General description 29Structure and tasks 29Sample paper 30Examiners and marking 33Assessment 33
Preface
This booklet contains specifications and sample papers for the revised Cambridge English: Proficiency examination, also known as Certificate of Proficiency in English (CPE). The revised version of the exam will be introduced for the first time in May 2013.
Further information on the examination will be issued in the form of:
• regular update bulletins• a comprehensive Cambridge English: Proficiency Handbook for
Teachers containing an additional set of sample papers• an extensive programme of seminars and conference
presentations.
If you need any further copies of this booklet, please email [email protected]
Contents
2 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
• The new Cambridge English: Proficiency exam will be shorter than the previous examination by approximately 2 hours. However, careful exam design means that Cambridge English: Proficiency 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: Proficiency as either a paper-based or computer-based exam. This will offer candidates more choice about how they take their exam and introduce more exam dates.
About Cambridge ESOL
Cambridge English: Proficiency 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 8 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 qualificationsCambridge ESOL offers the world’s leading range of qualifications for learners and teachers of English. Over 3 million people take our exams each year in 130 countries.
Cambridge ESOL offers 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).
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.
Introduction
The Cambridge English: Proficiency examination was originally offered 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: Proficiency. Changes will be introduced from May 2013.
The purpose of the revision projectThe purpose of the project was to revise Cambridge English: Proficiency 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 reflects 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 outcome is as follows, and is the result of extensive research, consultation with users, and trialling of exam material.
The process of the projectThe project has included the following main stages:
1. Data collection, e.g. market information including survey questionnaires sent to teachers and Centre Exams Managers; information on candidates collected on Candidate Information Sheets.
2. 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.
3. 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 glanceThese are the key changes to the Cambridge English: Proficiency examination that will be introduced in May 2013.
• Cambridge English: Proficiency 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.
3CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
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: Proficiency 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 effectively at senior management level in
international business settings.
Who recognises the exam?• Cambridge English: Proficiency 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, 2 and 4 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 3 in the National Qualifications Framework, under the title ‘Cambridge ESOL Level 3 Certificate in ESOL International’.
• The UK’s Universities and Colleges Admissions Service (UCAS) awards candidates with Cambridge English: Proficiency up to 140 UCAS Tariff points* towards their application to UK universities and higher education institutions. www.CambridgeESOL.org/UCAS-points
* Accurate as of April 2011.
For more information about recognition go to www.CambridgeESOL.org/recognition
What level is the exam?Cambridge English: Proficiency 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 fluency and sophistication approaching that of a native speaker.
Marks and resultsCambridge English: Proficiency 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 certificate:
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
Key features of Cambridge English examsCambridge 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 doCambridge 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 – do our exams measure consistently and fairly?
Impact – does our assessment have a positive effect 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.
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
The ISO 9001:2008 standard
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: Proficiency – an overview
Cambridge English: Proficiency was originally introduced in 1913 and is a high-level qualification that is officially 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: Proficiency is detailed in Continuity and Innovation: Revising the Cambridge Proficiency
4 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | EXAM CONTENT AND PROCESSING
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 abilityThe 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 2 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: 1 hour 30 minutesCandidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines.
Writing: 1 hour 30 minutesCandidates have to show that they can produce two different pieces of writing: a compulsory one in Part 1, and one from a choice of five in Part 2.
Listening: 40 minutesCandidates 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 different 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 do at this level.
International EnglishEnglish is used in a wide range of international contexts. To reflect this, candidates’ responses to tasks in Cambridge English exams are acceptable in all varieties and accents of English, provided they do 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 informationAs with the current Cambridge English: Proficiency examination, candidates must be entered through a recognised Cambridge ESOL centre. Find your nearest centre at www.CambridgeESOL.org/centres
(shown against the scale Exceptional – Good – Borderline – Weak).
• a standardised score out of 100 which allows candidates to see exactly how they performed.
Certificate
We have enhanced the way we report the results of our exams because we believe it is important to recognise candidates’ achievements.
Certificate of Proficiency 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 Certificate of Proficiency 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: Proficiency 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: Proficiency, candidates develop the skills they need to make practical use of the language in a variety of contexts and to communicate effectively in English.
Factors affecting the design of the examinationAnalysis of Cambridge English: Proficiency candidate information data and market survey questionnaires showed consistent agreement on administrative aspects of the examination and how the revised examination could best reflect candidates’ needs and interests.
5CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Reading and Use of English paper
Structure and tasks (cont.)
PART 3TASK TYPE Word formationFOCUS The main focus is on vocabulary, in particular
the use of affixation, internal changes and compounding in word formation.
FORMAT 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 8
PART 4TASK TYPE Key word transformationsFOCUS The focus is on grammar, vocabulary and
collocation.FORMAT 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.
NO. OF QS 6
PART 5TASK TYPE Multiple choiceFOCUS Detail, opinion, attitude, tone, purpose, main
idea, implication, text organisation features (exemplification, reference).
FORMAT A text followed by 4-option multiple-choice questions.
NO. OF QS 6
PART 6TASK TYPE Gapped textFOCUS 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 7
PART 7TASK TYPE Multiple matchingFOCUS Detail, opinion, attitude, specific information.FORMAT A text or several short texts, preceded by
multiple-matching questions. Candidates must match a prompt to elements in the text.
NO. OF QS 10
Structure and tasks
PART 1TASK TYPE Multiple-choice clozeFOCUS The main focus is on vocabulary, e.g. idioms,
collocations, fixed phrases, complementation, phrasal verbs, semantic precision.
FORMAT A modified cloze containing eight gaps followed by eight 4-option multiple-choice items.
NO. OF QS 8
PART 2TASK TYPE Open clozeFOCUS The main focus is on awareness and control of
grammar with some focus on vocabulary.FORMAT A modified cloze test containing eight gaps.NO. OF QS 8
General descriptionFORMAT The paper contains seven parts.
For Parts 1 to 4, the test contains texts with accompanying grammar and vocabulary tasks, and separate items with a grammar and vocabulary focus. For Parts 5 to 7, the test contains a range of texts and accompanying reading comprehension tasks.
TIMING 1 hour 30 minutes
NO. OF PARTS 7
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 1 mark; Part 4 – each correct answer receives up to 2 marks. For Parts 5–6, each correct answer receives 2 marks; for Part 7, each correct answer receives 1 mark.
6 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH 3
1 A
un
der r
evie
w
B
for c
onsi
dera
tion
C
in q
uest
ion
D
at is
sue
2 A
re
gard
B
ap
prec
iate
C
va
lue
D
estim
ate
3 A
as
serti
vene
ss
B
indi
catio
n C
in
telli
gibi
lity
D
conc
eptio
n
4 A
de
licat
e B
sl
ende
r C
fa
int
D
subt
le
5 A
gr
avel
y B
se
vere
ly
C
acut
ely
D
vita
lly
6 A
dr
aw o
n B
br
ing
off
C
pull
out
D
call
up
7 A
ap
proa
ch
B
adve
nt
C
outb
reak
D
on
set
8 A
co
nsci
ousn
ess
B
awar
enes
s C
re
cogn
ition
D
pe
rcep
tion
Turn
ove
r ►
2 Pa
rt 1
Fo
r qu
estio
ns 1
– 8
, rea
d th
e te
xt b
elow
and
dec
ide
whi
ch a
nsw
er (
A, B
, C o
r D
) be
st fi
ts e
ach
gap.
M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
Ther
e is
an
exam
ple
at th
e be
ginn
ing
(0).
0 A
co
mpi
le
B
accu
mul
ate
C
man
ufac
ture
D
fa
bric
ate
0
A
B
C
D
WR
ITIN
G A
DIC
TIO
NA
RY
Whe
n I w
as a
bout
12,
I de
cide
d to
(0)
A
my
own
dict
iona
ry. I
set
abo
ut m
y ta
sk b
ut a
lmos
t eve
ry
stra
tegy
I em
ploy
ed p
rove
d to
be
the
wro
ng o
ne fo
r the
job
(1) …
…...
. .
I st
arte
d w
ith t
he m
ost
obsc
ure
wor
ds I
kne
w,
faili
ng t
o (2
) ……
....
that
the
mea
ning
s of
rar
e w
ords
gene
rally
hav
e lit
tle im
pact
on
the
over
all (
3) …
…...
. of
the
tex
t in
whi
ch t
hey
occu
r. It
tend
s to
be
com
mon
wor
ds th
at p
ose
the
prob
lem
s, th
eir m
eani
ngs
bein
g bo
th (4
) ……
.... a
nd u
npre
dict
able
.
Ano
ther
mis
take
tha
t I
mad
e w
as t
hat
I ar
rived
at
my
defin
ition
s by
loo
king
at
thos
e of
oth
er
dict
iona
ries.
I re
phra
sed
them
of c
ours
e be
caus
e ev
en th
en I
was
(5)
……
.... a
war
e th
at I
coul
d no
t
sim
ply
copy
oth
er p
eopl
e’s
wor
ds.
But
at
that
tim
e it
was
not
unc
omm
on f
or l
exic
ogra
pher
s to
(6) …
…...
. the
wor
k of
thei
r pr
edec
esso
rs. N
owad
ays,
how
ever
, with
the
(7) …
…...
. of l
arge
cor
pora
(dat
abas
es o
f sam
ples
of l
angu
age)
, dic
tiona
ry m
akin
g ha
s ch
ange
d be
yond
all
(8) …
…...
. .
PART 1: Questions 1–8
7CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH SAMPLE PAPER
PARTS 2–3: Questions 9–245
Part
3
For q
uest
ions
17
– 24
, rea
d th
e te
xt b
elow
. U
se th
e w
ord
give
n in
cap
itals
at t
he e
nd o
f som
e of
the
lines
to fo
rm a
wor
d th
at fi
ts in
the
spac
e in
the
sam
e lin
e. T
here
is a
n ex
ampl
e at
the
begi
nnin
g (0
).
Writ
e yo
ur a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
. Ex
ampl
e:
0 R
E
MA
R
K A
BL
E
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
The
rise
of Y
ouTu
be
M
any
peop
le
sim
ply
can’
t im
agin
e a
time
with
out
YouT
ube,
bu
t th
e
fact
is
that
thi
s (0
) RE
MA
RKA
BLE
vid
eo s
harin
g si
teha
s on
ly m
ade
its
(17)
……
....
felt
sinc
e ea
rly 2
005.
In
just
a f
ew s
hort
year
s, Y
ouTu
be h
as
gone
fro
m
new
com
er
to
dom
inat
or.
Par
t of
w
hat
mak
es
the
You
Tube
stor
y su
ch
a (1
8) …
…...
. on
e is
ho
w
this
w
ebsi
te
grew
w
ith
unpr
eced
ente
d sp
eed.
For
its
foun
ders
, the
firs
t sig
nific
ant (
19) …
…...
. cam
e
in la
te 2
005,
whe
n th
ey w
ere
able
to
secu
re o
ver
$11
mill
ion
in f
undi
ng f
or
thei
r w
ebsi
te.
By
the
begi
nnin
g of
201
0, t
wo
billi
on v
ideo
s w
ere
bein
g
uplo
aded
to th
e si
te e
ach
and
ever
y da
y.
Ther
e ar
e m
any
vide
o sh
arin
g si
tes
on th
e w
eb, b
ut Y
ouTu
be h
as m
anag
ed to
(20)
……
....
itsel
f. P
art
of w
hat
mak
es i
t un
ique
is
its d
iver
sity
. Th
e co
nten
t
show
case
d on
thi
s w
ebsi
te is
not
hing
sho
rt of
(21
) ……
....
both
in it
s sc
ope
and
its
(22)
……
....
. P
eopl
e ha
ve
used
You
Tube
fo
r ev
eryt
hing
fro
m
prom
otin
g th
eir
late
st
prod
ucts
to
sh
owin
g th
eir
(23)
……
....
film
s an
d
anim
atio
ns. Y
ouTu
be h
as b
ecom
e (2
4) …
…...
. inf
luen
tial i
n pe
ople
’s li
ves
and
it se
ems
that
this
web
site
is h
ere
to s
tay.
M
AR
K
PRES
ENT
CO
MPE
L
THR
OU
GH
DIF
FER
SPEC
TAC
LE
VAR
Y
DEP
END
INC
REA
SE
Turn
ove
r ►
4
Part
2
For q
uest
ions
9 –
16,
read
the
text
bel
ow a
nd th
ink
of th
e w
ord
whi
ch b
est f
its e
ach
spac
e. U
se o
nly
one
wor
d in
eac
h sp
ace.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
Writ
e yo
ur a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
. Ex
ampl
e:
0 E
V
ER
Y
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
AD
VER
TISI
NG
Eac
h an
d (0
) E
VERY
d
ay w
e se
e hu
ndre
ds o
f adv
ertis
ing
imag
es. (
9) …
…...
. oth
er k
ind
of im
age
conf
ront
s us
(10)
…..…
.. an
ythi
ng li
ke th
e sa
me
frequ
ency
bec
ause
ther
e ha
s ne
ver b
efor
e be
en s
uch
a co
ncen
tratio
n of
vis
ual m
essa
ges.
The
bra
in c
anno
t hel
p (1
1) …
…...
. tak
e th
ese
mes
sage
s in
, and
for
a m
omen
t th
ey s
timul
ate
the
imag
inat
ion
(12)
…..…
.. vi
rtue
of t
heir
appe
al t
o m
emor
y or
expe
ctat
ion.
Adv
ertis
ing
is u
sual
ly ju
stifi
ed a
s a
com
petit
ive
med
ium
of b
enef
it (1
3) …
…...
. the
pub
lic a
nd e
ffici
ent
man
ufac
ture
rs.
Whi
le i
t m
ay b
e tru
e th
at i
n ad
verti
sing
one
par
ticul
ar b
rand
com
pete
s ag
ains
t
anot
her,
it is
als
o ju
st (
14) …
…...
. tru
e th
at s
uch
publ
icity
im
ages
con
firm
and
enh
ance
oth
ers.
It
(15)
…..…
.. w
ithou
t say
ing
that
ther
e ar
e ch
oice
s to
be
mad
e bu
t, ul
timat
ely,
adv
ertis
ing
as a
sys
tem
(16)
……
....
forw
ard
a si
ngle
pro
posa
l – n
amel
y th
at w
e tra
nsfo
rm o
urse
lves
by
buyi
ng s
omet
hing
.
How
ever
, mos
t peo
ple
wou
ld a
rgue
that
buy
ing
thin
gs is
the
leas
t lik
ely
cour
se o
f act
ion
to tr
ansf
orm
our l
ives
.
8 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH 7
29
The
athl
etes
trai
ned
hard
bec
ause
they
wan
ted
to m
ake
the
Oly
mpi
c te
am.
ho
pe
Th
e at
hlet
es tr
aine
d ha
rd …
……
……
……
……
……
……
……
……
… th
e O
lym
pic
team
. 30
Th
e sh
op w
ill c
lose
dow
n w
hate
ver o
ur fe
elin
gs m
ay b
e.
lik
e
The
shop
is …
……
……
……
……
……
……
……
……
… o
r not
.
Turn
ove
r ►
6
Part
4
For
ques
tions
25
– 30
, co
mpl
ete
the
seco
nd s
ente
nce
so t
hat
it ha
s a
sim
ilar
mea
ning
to
the
first
se
nten
ce,
usin
g th
e w
ord
give
n.
Do
not
chan
ge t
he w
ord
give
n.
You
mus
t us
e be
twee
n
thre
e an
d ei
ght w
ords
, inc
ludi
ng th
e w
ord
give
n. H
ere
is a
n ex
ampl
e (0
). Ex
ampl
e:
0 D
o yo
u m
ind
if I w
atch
you
whi
le y
ou p
aint
?
obje
ctio
n
Do
you
……
……
……
……
……
……
……
……
……
……
… y
ou w
hile
you
pai
nt?
0 ha
ve a
ny o
bjec
tion
to
my
watc
hing
W
rite
only
the
mis
sing
wor
ds o
n th
e se
para
te a
nsw
er s
heet
. __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
25
It w
as th
e fir
st ti
me
that
Tob
y ha
d be
en m
ount
ain
wal
king
prev
ious
Toby
had
……
……
……
……
……
……
……
……
……
of m
ount
ain
wal
king
. 26
If
it ra
ins,
they
will
hol
d th
e co
ncer
t ind
oors
.
even
t
The
conc
ert …
……
……
……
……
……
……
……
……
… ra
in.
27
Man
aaf w
as n
ot th
e on
ly p
erso
n to
vol
unte
er fo
r ext
ra b
aske
tbal
l pra
ctic
e th
at w
eek.
alon
e
Man
aaf …
……
……
……
……
……
……
……
……
… fo
r ext
ra b
aske
tbal
l pra
ctic
e th
at w
eek.
28
Th
e de
lay
is a
nui
sanc
e, b
ut I’
m s
ure
Sam
can
sol
ve o
ur p
robl
ems.
com
e
The
dela
y is
a n
uisa
nce,
but
I’m
sur
e S
am c
an ..
......
......
......
......
......
......
......
......
....
to o
ur
prob
lem
s.
PART 4: Questions 25–30
9CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH SAMPLE PAPER
PART 5: Questions 31–369
31
Why
doe
s th
e w
riter
giv
e th
e ex
ampl
e of
the
expe
rimen
t with
mag
nets
?
A
to s
how
how
sim
ilar f
orce
s un
derli
e al
l nat
ural
pro
cess
es
B
to e
mph
asis
e th
e un
pred
icta
ble
elem
ent i
n na
ture
C
to
hel
p re
ader
s vi
sual
ise
wha
t he
is d
escr
ibin
g D
to
exp
ress
his
won
der a
t the
sci
entif
ic w
orld
32
Wha
t is
the
writ
er’s
atti
tude
tow
ards
the
1970
s ex
plan
atio
n fo
r col
lect
ive
anim
al b
ehav
iour
?
A
He
cons
ider
s it
to b
e th
e re
sult
of in
adeq
uate
sci
entif
ic re
sear
ch.
B
He
is n
ot c
erta
in h
ow it
con
tribu
tes
to th
e br
oade
r adv
ance
of s
cien
ce.
C
He
doub
ts w
heth
er th
e m
ost r
elev
ant a
nim
al g
roup
s w
ere
stud
ied.
D
H
e is
not
con
vinc
ed it
is th
e co
rrec
t way
to in
terp
ret s
uch
beha
viou
r. 33
Th
e w
riter
refe
rs to
the
‘pus
h on
to a
trai
n’ (l
ine
25) t
o ill
ustra
te th
at h
uman
com
mun
ities
A
are
mor
e hi
ghly
dev
elop
ed th
an th
ose
of a
nts.
B
m
ay h
ave
sim
ilar b
ehav
iour
pat
tern
s to
thos
e of
ant
s.
C
lack
som
e of
the
co-o
pera
tive
feat
ures
of t
he a
nt c
olon
y.
D
can
live
in c
ondi
tions
that
are
as
crow
ded
as th
ose
of a
nts.
34
A
ccor
ding
to th
e w
riter
, why
are
the
mem
bers
of a
cro
wd
unaw
are
of a
ny c
onsi
sten
t pat
tern
s?
A
Th
ey h
ave
rest
ricte
d vi
sibi
lity.
B
Th
ey a
re o
ften
look
ing
dow
nwar
ds.
C
They
fail
to a
naly
se w
hat t
hey
are
doin
g.
D
They
are
focu
sed
on re
achi
ng th
eir d
estin
atio
n.
35
Wha
t has
Dirk
Hel
bing
’s w
ork
reve
aled
abo
ut h
uman
cro
wds
?
A
Peo
ple
chan
ge th
eir d
irect
ion
frequ
ently
. B
La
nes
are
only
form
ed fo
r a li
mite
d tim
e.
C
Peo
ple
tend
to m
ove
at v
ery
diffe
rent
spe
eds.
D
N
ew la
nes
are
crea
ted
whe
n th
ey g
et to
o w
ide.
36
Th
e w
riter
say
s th
at, w
hen
he d
escr
ibes
his
wor
k to
oth
ers,
A
they
see
m b
ored
by
the
deta
ils o
f pat
tern
form
atio
n in
nat
ure.
B
th
ey a
ppea
r con
fuse
d ab
out w
hat h
e is
tryi
ng to
ach
ieve
. C
th
ey a
re u
nabl
e to
und
erst
and
the
patte
rns
he d
escr
ibes
. D
th
ey a
ssum
e he
has
bec
ome
less
app
reci
ativ
e of
nat
ure.
Turn
ove
r ►
8 Pa
rt 5
Y
ou a
re g
oing
to
read
an
artic
le f
rom
a m
agaz
ine.
Fo
r qu
estio
ns 3
1 –
36,
choo
se t
he a
nsw
er
(A, B
, C o
r D
) w
hich
you
thin
k fit
s be
st a
ccor
ding
to th
e te
xt.
Mar
k yo
ur a
nsw
ers
on t
he s
epar
ate
answ
er s
heet
.
The
Mob
Rul
es
From
sch
ools
of
fish
to a
sw
arm
of
ants
, an
imal
s ex
hibi
t ex
trao
rdin
ary
colle
ctiv
e be
havi
our.
Iain
Cou
zin
expl
ains
how
they
do
it.
With
a r
ippl
e of
ligh
t, th
e fis
h tu
rn, g
lide
and
turn
aga
in. L
ike
som
e an
imat
e cr
eatu
re, t
he s
choo
l con
vuls
es.
The
pred
ator
s st
rike
agai
n, tw
o of
them
com
ing
thro
ugh
the
cent
re o
f the
gro
up, w
hich
is b
riefly
ripp
ed a
part.
Ti
me
is su
spen
ded
as I
free
ze th
e im
age
and
rota
te th
e gr
oup
to g
et a
bet
ter a
ngle
to v
iew
the
next
atta
ck. N
ow
I can
pic
k ou
t the
com
plex
vor
tex
of in
divi
dual
s be
tter.
At t
his
poin
t, th
e im
age
sudd
enly
put
s m
e in
min
d of
an
exp
erim
ent I
did
as
a ch
ild, h
oldi
ng a
mag
net o
ver i
ron
filin
gs a
nd w
atch
ing
the
effe
ct. W
ith a
clic
k of
the
mou
se,
life
is g
iven
bac
k to
the
virt
ual
crea
ture
s, an
d m
esm
eris
ing
undu
latio
ns p
ass
acro
ss m
y co
mpu
ter
scre
en o
nce
mor
e.
Und
erst
andi
ng c
olle
ctiv
e an
imal
beh
avio
ur r
elie
s on
dev
elop
ing
com
pute
r m
odel
s of
thei
r m
otio
n. T
hese
he
lp u
s to
exp
lain
wha
t has
long
bee
n a
mys
tery
to s
cien
tists
–ho
w it
is p
ossi
ble
for
fish
or b
irds
with
in a
gr
oup
of th
ousa
nds o
f ind
ivid
uals
to c
oord
inat
e th
eir b
ehav
iour
so c
lose
ly.
So re
mar
kabl
e is
this
coh
eren
ce th
at, i
n th
e 19
30s,
it w
as p
ropo
sed
that
org
anis
ms w
ithin
such
gro
ups m
ust
be c
apab
le o
f in
stan
tly t
rans
ferr
ing
thou
ghts
to
one
anot
her.
By
the
1970
s, it
was
com
mon
ly t
houg
ht t
hat
flock
ing
bird
s re
quire
d a
lead
er t
o do
thi
s. It
was
hyp
othe
sise
d th
at t
here
mig
ht b
e as
yet
und
etec
ted
elec
trom
agne
tic f
ield
s ge
nera
ted
in th
e w
ing
mus
cles
or b
rain
of t
he le
ader
that
cou
ld b
e pe
rcei
ved
by o
ther
gr
oup
mem
bers
. It s
eem
s pl
ausi
ble
– ju
st a
s an
orc
hest
ra n
eeds
a c
ondu
ctor
, so
it m
ay s
eem
that
a s
choo
l of
fish
or fl
ock
of b
irds r
equi
res o
ne to
o. Is
this
the
case
, or i
s the
re a
noth
er e
xpla
natio
n fo
r suc
h be
havi
our?
To
geth
er w
ith N
igel
Fra
nks
from
the
Uni
vers
ity o
f Bris
tol,
I hav
e st
udie
d th
e tra
ffic
org
anis
atio
n of
arm
y an
ts i
n th
e ra
info
rest
s of
Pan
ama.
Usi
ng c
ompu
ter
sim
ulat
ion,
we
show
ed t
hat
ants
use
sim
ple
rule
s to
or
gani
se th
eir
traff
ic. W
e fo
und
that
ant
s sp
onta
neou
sly
form
a th
ree-
lane
sys
tem
: ant
s re
turn
ing
to th
e ne
st
with
food
go
alon
g th
e ce
ntre
of t
he tr
ail a
nd th
ose
leav
ing
the
nest
flan
k ei
ther
sid
e. C
ompu
ter s
imul
atio
ns,
cons
istin
g of
virt
ual
arm
y an
ts f
ollo
win
g th
ese
rule
s, sh
owed
us
that
the
y ha
ve e
volv
ed t
o ac
hiev
e ne
ar
optim
al p
erfo
rman
ce, p
erm
ittin
g th
e sw
iftes
t flo
w a
nd m
inim
al c
onge
stio
n al
ong
trails
. Jo
stlin
g m
y w
ay th
roug
h th
e ov
ercr
owde
d st
reet
s of
Oxf
ord,
I ha
ve o
ften
wis
hed
we
wer
e as
uns
elfis
h as
ar
my
ants
. The
clo
se re
late
dnes
s of
the
wor
kers
mea
ns th
ey h
ave
evol
ved
beha
viou
r tha
t ben
efits
the
colo
ny.
As w
e ar
e al
l aw
are,
such
altr
uist
ic b
ehav
iour
is n
ot a
ppar
ent d
urin
g ou
r wal
k to
wor
k, th
e pu
sh o
nto
a tra
in o
r th
e ru
sh fo
r Chr
istm
as sh
oppi
ng. O
n th
e ot
her h
and,
we
may
act
mor
e lik
e an
ts th
an w
e th
ink.
A
lthou
gh w
e ha
ve a
n im
men
sely
mor
e co
mpl
icat
ed b
rain
than
ant
s, m
uch
of o
ur b
ehav
iour
is c
arrie
d ou
t al
mos
t aut
omat
ical
ly. F
or in
stan
ce, w
hen
wal
king
dow
n a
busy
stre
et, h
uman
s fo
llow
sim
ple
and
ster
eoty
ped
mov
emen
t rul
es. W
e ba
lanc
e gl
obal
, goa
l-orie
nted
beh
avio
ur (a
des
ire to
mov
e in
a g
iven
dire
ctio
n) w
ith lo
cal
cond
ition
s cr
eate
d by
the
mot
ion
of n
earb
y pe
dest
rians
. Fur
ther
mor
e, w
hen
in a
cro
wd,
we
have
a l
imite
d vi
ew o
f ou
r su
rrou
ndin
gs a
nd o
ften
use
loca
l inf
orm
atio
n to
det
erm
ine
our
futu
re m
ovem
ent.
Con
sequ
ently
, la
rge-
scal
e pa
ttern
s ar
e se
ldom
evi
dent
fro
m o
ur p
ositi
on, b
ut if
you
wer
e ab
le to
look
dow
n up
on y
ours
elf
mov
ing
alon
g a
busy
stre
et, y
ou w
ould
not
ice
cons
iste
nt p
atte
rns.
Like
ant
s, w
e to
o fo
rm la
nes.
U
sing
com
pute
r-m
odel
ling
met
hods
, Dirk
Hel
bing
, a tr
affic
exp
ert a
t the
tech
nica
l uni
vers
ity o
f Dre
sden
, ha
s in
vest
igat
ed h
uman
cro
wds
. In
the
sim
ples
t ver
sion
s, he
ass
umes
peo
ple
tend
to s
low
dow
n an
d m
ove
to
avoi
d lo
cal
colli
sion
s bu
t ot
herw
ise
wal
k in
the
ir de
sire
d di
rect
ion.
Hum
an c
row
ds,
how
ever
, do
not
ne
cess
arily
for
m th
ree
lane
s. Ea
ch la
ne te
nds,
inst
ead,
to b
e re
lativ
ely
ephe
mer
al a
nd w
ill b
e on
ly o
ne, o
r a
few
, in
divi
dual
s in
wid
th,
resu
lting
in
a va
riabl
e nu
mbe
r of
lan
es d
epen
ding
on
the
envi
ronm
ent
and
the
pede
stria
n de
nsity
. Th
e m
ore
I stu
dy p
atte
rn fo
rmat
ion,
the
mor
e I b
ecom
e tra
nsfix
ed b
y th
e be
auty
of n
atur
e. W
hen
I des
crib
e m
y w
ork
to o
ther
s, th
ey s
eem
to
thin
k th
at s
tudy
ing
the
patte
rns
and
tryin
g to
und
erst
and
them
som
ehow
de
tract
s fr
om th
is. T
his
is f
ar f
rom
the
case
. I w
ish
they
cou
ld f
eel t
he w
ay I
do
whe
n a
flock
of
pige
ons
is
rous
ed in
to th
e ai
r ahe
ad o
f my
foot
falls
, or w
hen
I see
an
ant i
n m
y ki
tche
n st
rugg
ling
with
an
enor
mou
s cak
e cr
umb.
How
dul
l it w
ould
be
if fis
h ha
d le
ader
s, if
ants
had
com
man
ders
, or
if so
me
entit
y co
ntro
lled
the
mot
ion
of a
nim
als,
like
the
mag
net d
id th
e iro
n fil
ings
whe
n I p
laye
d as
a c
hild
.
line
25
10 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH 11
A
To
be
fair
thou
gh,
one
of h
is l
avis
h vi
sual
sc
enes
com
es o
ff tr
ium
phan
tly.
The
fam
ous
epis
ode
of A
lexa
nder
tam
ing
Buc
epha
lus,
the
stal
lion
that
bec
ame
his
lifel
ong
com
pani
on,
has
a br
illia
nce
and
poet
ry o
f m
otio
n th
at
take
s the
bre
ath
away
. B
O
ther
po
inte
rs
are
less
ob
viou
s. H
avin
g m
ugge
d up
on
the
conq
uero
r’s
life
for
his
own
enlig
hten
men
t, St
one
disa
stro
usly
take
s it
for
gran
ted
that
wha
t he
und
erst
ands
, th
e av
erag
e vi
ewer
will
too
. Im
porta
nt e
piso
des
in
Ale
xand
er’s
lif
e su
ch
as
the
Page
s’
Con
spira
cy a
re s
o cu
rsor
ily t
reat
ed t
hat
the
unin
stru
cted
vie
wer
is a
t a to
tal l
oss.
C
One
suc
h at
tem
pt s
tate
d th
at i
nvas
ion
by
Ale
xand
er’s
for
ces
brou
ght e
nlig
hten
men
t to
‘bar
baria
ns’
inca
pabl
e of
fin
ding
it
for
them
selv
es.
Des
pite
ch
ange
s in
at
titud
es
tow
ards
co
loni
alis
m
durin
g th
e tw
entie
th
cent
ury,
thi
s vi
ew r
emai
ns p
opul
ar t
oday
in
som
e qu
arte
rs –
hen
ce O
liver
Sto
ne’s
film
Al
exan
der.
D
For
exam
ple,
in th
e in
timat
e de
athb
ed s
cene
, A
lexa
nder
wea
kly
stru
ggle
s to
rem
ove
a rin
g.
It sp
irals
to
the
grou
nd i
n sl
ow m
otio
n.
Echo
es h
ere
of th
e cl
assi
c fil
m C
itize
n K
ane.
St
one
is
all
for
intro
duci
ng
cine
mat
ic
com
plim
ents
to p
ast m
aste
rs o
f the
art.
E
Wor
se,
he i
s un
able
to
conv
ey a
ny t
race
of
eith
er a
risto
crat
ic p
ower
or
natu
ral c
haris
ma.
Y
ou s
oon
star
t won
derin
g w
hy a
nyon
e w
ould
ha
ve
follo
wed
su
ch
an
unim
pres
sive
in
divi
dual
rou
nd t
he c
orne
r, le
t al
one
roun
d th
e w
orld
on
el
even
ye
ars
of
grue
lling
ca
mpa
igni
ng. H
e’d
have
bee
n di
spos
ed o
f by
his o
wn
sold
iers
long
bef
ore
reac
hing
Indi
a.
F
How
ever
, it
quic
kly
beco
mes
cle
ar i
n th
is
film
that
eve
n A
lexa
nder
’s c
lose
com
pani
ons
saw
thro
ugh
his
drea
m. A
s w
e se
e fr
om th
eir
luxu
rious
pal
aces
, th
ey j
ust
did
extre
mel
y w
ell o
ut o
f it.
The
peop
les t
hey
‘fre
ed’ d
urin
g th
e lo
ng c
ampa
igns
wer
e re
lieve
d, a
mon
g ot
her t
hing
s, of
gol
d an
d si
lver
wor
th b
illio
ns
in m
oder
n te
rms,
and
ofte
n of
thei
r liv
es to
o.
G
Wha
t he
giv
es u
s in
stea
d is
the
pro
digy
’s
form
ativ
e ch
ildho
od
and
adol
esce
nce,
fo
llow
ed b
y a
set-p
iece
bat
tle o
r tw
o an
d m
uch
chat
abo
ut t
he d
ream
of
free
dom
and
br
othe
rhoo
d cu
t sho
rt by
unt
imel
y de
ath.
H
Fu
rther
mor
e, t
o av
oid
build
ing
yet
anot
her
expe
nsiv
e se
t, he
sho
wed
Ale
xand
er b
eing
in
jure
d by
an
ar
row
th
ere,
al
thou
gh
this
ne
arly
fat
al i
ncid
ent
occu
rred
lat
er i
n th
e ca
mpa
ign.
But
the
n he
got
int
o di
ffic
ultie
s si
nce
Ale
xand
er h
ad s
uppr
esse
d a
mut
iny
befo
re h
is i
njur
y. S
o he
shi
fted
that
eve
nt
back
too
and
the
rea
son
for
the
mut
iny
was
ne
ver e
xpla
ined
.
Turn
ove
r ►
10
Pa
rt 6
Y
ou a
re g
oing
to
read
a r
evie
w o
f a
film
. S
even
par
agra
phs
have
bee
n re
mov
ed f
rom
the
ext
ract
. C
hoos
e fro
m t
he p
arag
raph
s A
– H
the
one
whi
ch f
its e
ach
gap
(37
– 43
). T
here
is
one
extra
pa
ragr
aph
whi
ch y
ou d
o no
t nee
d to
use
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
AL
EX
AN
DE
R T
HE
GR
EA
T
Why
Oliv
er S
tone
’s fi
lm A
lexa
nder
has
the
ring
of in
auth
entic
ity
W
hat e
stab
lishe
d A
lexa
nder
the
Gre
at’s
imm
orta
lity
was
the
inv
asiv
e im
posi
tion
of h
is w
ill o
n fo
reig
n na
tions
fro
m th
e Ea
ster
n en
d of
the
Med
iterr
anea
n to
Ind
ia,
to a
deg
ree
unpa
ralle
led
in h
isto
ry.
He
dem
onst
rate
d in
his
sho
rt lif
e (3
56 –
323
BC
) a
uniq
uely
ch
aris
mat
ic
disp
lay
of
stra
tegi
c an
d ta
ctic
al
skill
s. Th
e so
-cal
led
‘Ale
xand
er
myt
h’,
whi
ch b
egan
in
his
lifet
ime,
is
in f
act
a re
sult
of
vario
us e
ndea
vour
s do
wn
the
ages
to
just
ify o
r w
hite
was
h hi
s ofte
n ru
thle
ss a
ctio
ns.
37
Prev
ious
fil
ms
have
po
rtray
ed
Ale
xand
er
as
a pr
omot
er o
f ‘th
e br
othe
rhoo
d of
man
’. A
ll hi
s ef
forts
to in
tegr
ate
Pers
ian
and
Gra
eco-
Mac
edon
ian
cust
oms
in
an
idea
lisin
g m
ove
tow
ards
co
smop
olita
nism
hav
e be
en e
mph
asis
ed:
anyt
hing
to
pre
ttify
the
fac
t th
at t
he r
esul
tant
equ
ality
was
th
at o
f th
e co
nque
red,
with
mos
t of
the
kno
wn
wor
ld su
bord
inat
ed to
one
aut
ocra
tic m
onar
ch.
38
All
this
pr
esen
ts
huge
pr
oble
ms
for
anyo
ne
dete
rmin
ed to
pre
sent
a f
unda
men
tally
sym
path
etic
A
lexa
nder
on
the
wid
e sc
reen
or
anyw
here
els
e. I
t is
sur
ely
why
Sto
ne’s
film
avo
ids
any
deta
iled
chro
nolo
gica
l pre
sent
atio
n of
the
cam
paig
n as
suc
h,
sinc
e th
is
coul
d no
t av
oid
leav
ing
som
e ve
ry
unco
mfo
rtabl
e qu
estio
ns in
the
audi
ence
’s m
ind.
39
Ston
e in
trodu
ces
an
agei
ng
form
er
gene
ral
of
Ale
xand
er’s
, Pto
lem
y, to
act
as
the
film
’s n
arra
tor.
His
mai
n fu
nctio
n, it
soo
n be
com
es c
lear
, is
to f
ill
in t
he m
ore
emba
rras
sing
par
ts o
f th
e st
ory
as
brie
fly a
nd h
arm
less
ly a
s po
ssib
le. S
tone
doe
s sh
ow
us t
he m
urde
r of
Ale
xand
er’s
fat
her,
Phili
p, i
n a
flash
back
. Stra
ngel
y th
ough
, thr
ough
out t
he s
cene
, ev
eryo
ne is
dre
ssed
in w
hite
exc
ept t
he a
ssas
sin
and
Ale
xand
er’s
mot
her
Oly
mpi
as,
who
are
bot
h in
brig
ht s
carle
t. Ev
en A
lexa
nder
get
s to
put
two
and
two
toge
ther
.
40
Nor
is
anyo
ne b
ut a
n ex
pert
goin
g to
mak
e an
y se
nse
of S
tone
’s fu
ll-sc
ale
battl
e at
the
river
Jhel
um,
late
r on
in th
e fil
m. T
here
is n
o re
al c
onte
xt o
ffer
ed
for
Ale
xand
er’s
cam
paig
n in
Ind
ia;
wor
se,
Ston
e in
sist
ed o
n ha
ving
the
bat
tle f
ough
t in
a v
ast
artif
icia
lly
crea
ted
fore
st.
That
th
is
mak
es
Ale
xand
er lo
ok li
ke a
tact
ical
imbe
cile
pre
sum
ably
es
cape
d bo
th S
tone
and
his
adv
isor
s.
41
Ston
e al
so m
akes
som
e la
men
tabl
e er
rors
of
deta
il.
Som
e of
the
slip
s ar
e co
mic
, su
ch a
s th
e m
osai
c w
all
map
ann
otat
ed i
n La
tin r
athe
r th
an G
reek
. M
ost a
re p
rodu
ced
by S
tone
’s c
aval
ier i
ndiff
eren
ce
to h
isto
rical
per
spec
tive,
his
goi
ng a
ll-ou
t for
hug
e se
t pie
ces i
n th
e ol
d H
olly
woo
d bl
ockb
uste
r sty
le.
42
It al
so f
eatu
res,
as t
he a
dole
scen
t A
lexa
nder
, a
rem
arka
ble
acto
r ca
lled
Con
nor
Paol
o, w
ho h
as
mor
e na
tura
l aut
horit
y in
his
littl
e fin
ger t
han
Col
in
Farr
ell,
who
pla
ys th
e ad
ult A
lexa
nder
, can
sug
gest
w
ith a
ll th
e vo
cal s
tops
out
. Far
rell
does
not
seem
to
have
mas
tere
d th
e ar
t, un
like
mos
t of t
he re
st o
f the
ca
st, o
f spe
akin
g fr
om th
e ch
est.
43
Wha
t wen
t wro
ng w
ith th
e m
akin
g of
the
mov
ie is
cl
ear
enou
gh.
No-
one
ultim
atel
y ca
n st
op S
tone
’s
own
drea
m-f
ulfil
men
t. B
az L
uhrm
ann
is re
porte
d to
ha
ve s
helv
ed h
is o
wn
rival
pro
duct
ion,
sta
rrin
g th
e br
illia
ntly
cas
t Le
onar
do D
i C
aprio
. Le
t us
hop
e th
at h
e re
cons
ider
s.
PART 6: Questions 37–43
11CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH SAMPLE PAPER
PART 7: Questions 44–5313
Phot
ogra
phy
A h
isto
rica
l bac
kgro
und
A
O
ver t
he p
ast o
ne a
nd a
hal
f cen
turie
s, ph
otog
raph
y ha
s be
en u
sed
to r
ecor
d al
l as
pect
s of
hum
an l
ife
and
activ
ity. D
urin
g th
is re
lativ
ely
shor
t his
tory
, the
m
ediu
m
has
expa
nded
its
ca
pabi
litie
s in
th
e re
cord
ing
of ti
me
and
spac
e, t
hus
allo
win
g hu
man
vi
sion
to b
e ab
le to
vie
w th
e fle
etin
g m
omen
t or t
o vi
sual
ise
both
the
vas
t an
d th
e m
inus
cule
. It
has
brou
ght u
s im
ages
fro
m r
emot
e ar
eas
of th
e w
orld
, di
stan
t pa
rts o
f th
e so
lar
syst
em,
as w
ell
as t
he
soci
al
com
plex
ities
an
d cr
ises
of
m
oder
n lif
e.
Inde
ed, t
he p
hoto
grap
hic
med
ium
has
pro
vide
d on
e of
the
mos
t im
porta
nt a
nd i
nflu
entia
l m
eans
of
capt
urin
g th
e es
senc
e of
ou
r be
ing
aliv
e.
Non
ethe
less
, th
e re
cord
ing
of e
vent
s by
mea
ns o
f th
e vi
sual
im
age
has
a m
uch
long
er h
isto
ry.
The
earli
est
crea
tions
of
pict
oria
l re
cord
ing
go a
s fa
r ba
ck a
s th
e U
pper
Pal
aeol
ithic
per
iod
of a
bout
35
,000
yea
rs a
go a
nd, a
lthou
gh w
e ca
nnot
be
sure
of
the
exa
ct p
urpo
ses
of t
he e
arly
cav
e pa
intin
gs,
pict
oria
l im
ages
see
m t
o be
ine
xtric
ably
lin
ked
to
hum
an c
ultu
re a
s we
unde
rsta
nd it
. B
Thro
ugho
ut t
he h
isto
ry o
f vi
sual
rep
rese
ntat
ion,
qu
estio
ns h
ave
been
rais
ed c
once
rnin
g th
e su
ppos
ed
accu
racy
(or o
ther
wis
e) o
f vis
ual i
mag
es, a
s w
ell a
s th
eir s
tatu
s in
soc
iety
. Ide
as a
nd d
ebat
es c
once
rnin
g ho
w w
e se
e th
e w
orld
and
the
stat
us o
f its
pic
toria
l re
pres
enta
tions
ha
ve
been
ce
ntra
l po
litic
al,
philo
soph
ical
and
psy
chol
ogic
al i
ssue
s fr
om t
he
time
of A
ncie
nt G
reec
e to
the
pres
ent-d
ay te
chni
cal
revo
lutio
n of
th
e ne
w
med
ia
com
mun
icat
ions
. V
isio
n an
d re
pres
enta
tion
have
pu
rsue
d in
terd
epen
dent
tra
ject
orie
s, co
unte
r-in
fluen
cing
ea
ch o
ther
thr
ough
out
hist
ory.
The
pop
ular
not
ion
that
‘s
eein
g is
be
lievi
ng’
had
alw
ays
affo
rded
sp
ecia
l st
atus
to
the
visu
al i
mag
e. S
o w
hen
the
tech
nolo
gy
was
in
vent
ed,
in
the
form
of
ph
otog
raph
y, t
he s
ocia
l an
d cu
ltura
l im
pact
was
im
men
se. N
ot o
nly
did
it ho
ld o
ut t
he p
rom
ise
of
prov
idin
g a
reco
rd o
f vis
ion,
but
it h
ad th
e ca
paci
ty
to m
ake
such
repr
esen
tatio
n en
durin
g.
C
In t
he m
id-n
inet
eent
h ce
ntur
y, t
he i
nven
tion
of
phot
ogra
phy
appe
ared
to
of
fer
the
prom
ise
of
‘aut
omat
ical
ly’ p
rovi
ding
an
accu
rate
vis
ual r
ecor
d.
It w
as s
een
not
only
as
the
culm
inat
ion
of v
isua
l re
pres
enta
tion
but,
quite
sim
ply,
the
cam
era
was
rega
rded
as
a m
achi
ne t
hat
coul
d pr
ovid
e a
fixed
im
age.
And
this
imag
e w
as c
onsi
dere
d to
be
a ve
ry
clos
e ap
prox
imat
ion
to th
at w
hich
we
actu
ally
see.
B
ecau
se o
f th
e ca
mer
a’s
perc
eive
d re
alis
m i
n its
ab
ility
to
re
plic
ate
visu
al
perc
eptio
n,
it w
as
assu
med
that
all
peop
les
wou
ld ‘
natu
rally
’ be
abl
e to
und
erst
and
phot
ogra
phs.
This
gav
e ris
e to
the
qu
estio
n of
w
heth
er
phot
ogra
phy
cons
titut
ed
a ‘u
nive
rsal
lang
uage
’. Fo
r exa
mpl
e, a
pho
togr
aph
of
the
heav
ens,
whe
ther
it
show
ed t
he s
un a
nd m
oon
or th
e con
stella
tions
, wou
ld im
med
iately
be
unde
rsto
od
in a
ny p
art
of t
he w
orld
. In
the
fac
e of
the
rap
id
incr
ease
in
glob
al c
omm
unic
atio
ns, w
e do
nee
d at
le
ast t
o as
k to
wha
t ext
ent t
he p
hoto
grap
hic
imag
e ca
n pe
netra
te
thro
ugh
cultu
ral
diff
eren
ces
in
unde
rsta
ndin
g.
D
Ther
e ar
e ot
her
ques
tions
that
aris
e co
ncer
ning
the
role
of
phot
ogra
phy
in s
ocie
ty t
hat
have
aim
ed t
o de
term
ine
whe
ther
the
cam
era
oper
ates
as
a m
ute,
pa
ssiv
e re
cord
er o
f wha
t is
happ
enin
g or
whe
ther
it
poss
esse
s th
e vo
ice
and
pow
er t
o in
stig
ate
soci
al
chan
ge.
We
may
fur
ther
spe
cula
te w
heth
er t
he
cam
era
prov
ides
im
ages
th
at
have
a
truly
ed
ucat
iona
l fun
ctio
n or
if it
ope
rate
s pr
imar
ily a
s a
sour
ce o
f am
usem
ent.
In p
rovo
king
suc
h is
sues
, the
ph
otog
raph
ic d
ebat
e re
flect
s po
laris
ed a
rgum
ents
th
at
tradi
tiona
lly
have
ch
arac
teris
ed
muc
h in
telle
ctua
l tho
ught
. E
Th
e la
st
170
year
s ha
ve
witn
esse
d an
ev
er-
incr
easi
ng
influ
ence
of
th
e vi
sual
im
age,
cu
lmin
atin
g in
the
glob
al p
rimac
y of
tele
visi
on. F
or
phot
ogra
phy,
the
new
pro
spec
ts a
nd u
ncer
tain
ties
pose
d by
dig
ital s
tora
ge a
nd m
anip
ulat
ion,
and
the
trans
mis
sion
of i
mag
es v
ia th
e in
tern
et p
rese
nt n
ew
chal
leng
es. I
t has
eve
n be
en s
ugge
sted
that
we
now
in
habi
t th
e ‘p
ost-p
hoto
grap
hic
era’
–
whe
re
tech
nolo
gica
l an
d cu
ltura
l ch
ange
hav
e de
valu
ed
phot
ogra
phy
to s
uch
an e
xten
t th
at e
vent
s ha
ve
take
n us
bey
ond
the
phot
ogra
ph’s
use
and
val
ue a
s a
med
ium
of c
omm
unic
atio
n. F
urth
erm
ore,
per
haps
w
e sh
ould
be
aski
ng if
the
adve
nt o
f dig
ital i
mag
ery
mea
ns
that
ph
otog
raph
y,
initi
ally
bo
rn
from
pa
intin
g, h
as tu
rned
full
circ
le a
nd h
as n
ow re
turn
ed
to e
mul
atin
g pa
intin
g –
its p
roge
nito
r.
12
Pa
rt 7
Y
ou a
re g
oing
to re
ad a
n ex
tract
from
a b
ook
on p
hoto
grap
hy. F
or q
uest
ions
44
– 53
, cho
ose
from
the
se
ctio
ns (A
– E
). Th
e se
ctio
ns m
ay b
e ch
osen
mor
e th
an o
nce.
M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
In w
hich
sec
tion
are
the
follo
win
g m
entio
ned?
the
poss
ibili
ty th
at p
hoto
grap
hy c
an d
irect
ly in
fluen
ce e
vent
s in
the
wor
ld
44 …
…..
the
poss
ibili
ty th
at th
e ph
otog
raph
ic im
age
has
beco
me
redu
ndan
t 45
……
..
imag
es b
eing
inte
rpre
ted
in a
sim
ilar w
ay b
y di
ffere
nt s
ocie
ties
46 …
…..
a co
mm
only
hel
d vi
ew a
bout
the
rela
tions
hip
betw
een
wha
t is
visi
ble
and
how
it is
in
terp
rete
d 47
……
..
the
cont
rast
s of
sca
le th
at c
an b
e re
pres
ente
d in
pho
togr
aphy
48
……
..
the
poss
ibili
ty th
at th
e te
chni
ques
em
ploy
ed in
pho
togr
aphy
toda
y ha
ve ta
ken
the
med
ium
bac
k to
whe
re it
sta
rted
49 …
…..
the
abili
ty o
f pho
togr
aphy
to p
rovi
de im
ages
that
will
exi
st fo
r a lo
ng ti
me
50 …
…..
unce
rtain
ty a
s to
whe
ther
the
mai
n pu
rpos
e of
pho
togr
aphy
is to
info
rm o
r to
ente
rtain
51
……
..
the
pote
ntia
l of p
hoto
grap
hy to
epi
tom
ise
the
hum
an c
ondi
tion
52 …
…..
the
view
that
pho
togr
aphy
was
the
grea
test
ach
ieve
men
t in
the
hist
ory
of v
isua
l im
ages
53
……
..
12 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH
Sample paper answer key
Q Part One1 C
2 B
3 C
4 D
5 C
6 A
7 B
8 C
Q Part Two9 No
10 with
11 but
12 by
13 to/for
14 as
15 goes
16 puts
Q Part Three
17 presence
18 compelling
19 breakthrough
20 differentiate
21 spectacular
22 variety
23 independent
24 increasingly
Q Part Four
25 no previous | experience
26 will take place/be held indoors/be an indoor event | in the event of/if there is/should it/in case of
27 was not alone | in volunteering
28 come up with | a solution/an answer/some answers
29 in/with the hope | of making (it into) OR in/with the hope | (that) they would make (it into)
30 (going/sure) to close down/closing down | whether we like it
Q Part Five31 C
32 D
33 C
34 A
35 B
36 D
Q Part Six37 C
38 F
39 G
40 B
41 H
42 A
43 E
Q Part Seven
44 D
45 E
46 C
47 B
48 A
49 E
50 B
51 D
52 A
53 C
13CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Writing paper
General descriptionFORMAT The paper contains two parts.
TIMING 1 hour 30 minutes
NO. OF PARTS 2
NO. OF QUESTIONS Candidates are required to complete two tasks: a compulsory task in Part 1 and one task from a choice of five in Part 2.
TASK TYPES A range from the following: essay; article; report; letter; review.
MARKS Each question on this paper carries equal marks.
Structure and tasks
PART 1TASK TYPE AND FOCUS
Writing an essay with a discursive focus.
FORMAT Candidates are required to write an essay summarising and evaluating the key ideas contained in two texts of approximately 100 words each. The texts may contain complementary or contrasting opinions, and may be extracts from newspapers, books, magazines, online source material, or could be based on quotations made by speakers during a discussion.
LENGTH 240–280 words
PART 2TASK TYPE AND FOCUS
Writing one from a number of possible text types based on:• acontextualisedwritingtask• aquestionrelatedtooneoftwosettexts.
FORMAT Candidates have a choice of task. In questions 2–4, the tasks provide candidates with a clear context, topic, purpose and target reader for their writing. Question 5 consists of a choice between two tasks based on the set reading texts. The output text types are:• essay• article• letter• report• review
LENGTH 280–320 words
14 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
Task types in the Writing paperThe different task types are intended to provide frameworks for candidates so that they can put together and develop their ideas on a topic with a purpose for writing and a target reader in mind. These indications of readership and purpose are not comprehensive, but are intended to provide some guidelines to the different task types.
AN ESSAY is usually written for a teacher. It should be well organised, with an introduction, clear development and an appropriate conclusion. The compulsory Part 1 essay question will involve reading two short input texts on a particular topic and summarising and evaluating the key points from these texts in the context of a coherent essay on the topic, including the candidate’s own views.The set text essay questions specify what particular aspect of the set text (development of character or significance of events) should form the content of the essay.
AN ARTICLE is written on a particular theme in a style which makes it suitable for publication in an English-language newspaper, magazine or newsletter. The question identifies the topic for the article, and the type of publication mentioned gives the candidate guidance as to the appropriate register to be used – for example how academic or lively the article should be. The purpose of an article is to convey information; it may contain some description and/or narrative, and candidates should bear in mind the need to engage the interest of their readers.
A LETTER is written in response to the situation outlined in the question. Letters in the Cambridge English: Proficiency Writing paper will require a response which is consistently appropriate for the specified target reader, and candidates can expect to be asked to write letters to, for example, the editor of a newspaper or magazine, to the director of an international company, or to a school or college principal. A letter to a newspaper or magazine may well include a narrative element which details personal experience; other letters may be more concerned with giving factual information.
A REPORT is written for a specified audience. This may be a superior, for example, a boss at work, or members of a peer group, colleagues or fellow class members. The question identifies the subject of the report and specifies the areas to be covered. The content of a report is mainly factual and draws on the prompt material, but there will be scope for candidates to make use of their own ideas and experience.
A REVIEW may be about a book, magazine, film, play, or concert, but it may also be about, for example, a restaurant, hotel, or perhaps an exhibition. The target reader is specified in the question, so the candidate knows not only what register is appropriate, but also has an idea about the kind of information to include. A review does not merely require a general description of, for example, an event or publication, but it specifies the particular aspects to be considered. For example, the review may employ narrative, as well as descriptive and evaluative language, and a range of vocabulary relating, for example, to literature and the media such as cinema or TV.
SET TEXT questions may be articles, essays, letters, reports or reviews.
For all task types, questions are constructed to enable candidates to display their English language proficiency at CEFR C2 level; candidates should take special care to read every part of each question, and not to omit any required development of the topic.
15CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
The two parts of the Writing paper
PART 1 The rubric will read:
Read the two texts below.
Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.
Write your answer in 240–280 words.
There will be two input texts on the same topic, of about 100 words each, written up to CEFR C1 in level. Each text will have two clear main points. The texts may present opposing or complementary views. Candidates must integrate a summary of these four points and their own views on the topic in a coherent essay. The word range is a guide; the task can be accomplished well within this range but candidates will not be penalised for exceeding the upper limit. See the following pages for a sample question and appropriate responses taken from global trialling sessions, which illustrate good performance. Further examples, illustrating a range of candidate performances, will be included in the Cambridge English: Proficiency Handbook for Teachers, available in 2012.
PART 2There is little change to the Part 2 questions but the word range will be reduced to 280–320, in line with the reduced timing of the test. Tasks will be written with this new word range in mind. Again, the word range is a guide; the task can be accomplished well within this range but candidates will not be penalised for exceeding the upper limit. The question types will be familiar to candidates preparing for the current Cambridge English: Proficiency Writing test. No sample answers are included in this document.
SET TEXTS QUESTIONSAs in the current test, Questions 5a and 5b will be based on two optional set texts which teachers can prepare with candidates in advance. At least one of these set texts will also have a film version, and candidates may prepare for Question 5a or 5b by studying the film version as well as or instead of the written text. In the accompanying sample paper the set texts vary, as questions on past set texts were available for selection.
16 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
SAMPLE PAPER WRITING
PART 1: Question 1
17CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
WRITING SAMPLE PAPER
PART 2: Questions 2–5
18 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
Part 1 sample responses
Candidate A
Candidate B
Fashion. Everyone has something to say about it, whether it’s “It’s my life,” or “Waste of time.” Both texts reveal the fact that opinions can be found in such variation that it only goes to show the strength of fashion’s presence in society.
Obsess over it if you wish, or ignore it, but the truth is everyone wears clothes. There is simply no avoiding fashion. The second text makes it clear that those who devote as little time as possible to thinking about it might sport drab, ill-fitting clothes, while those who are more fashion-savvy will likely wear items from recent designer collections. However, the first text suggests that this kind of attire profiling is in intriguing contradiction to the prevalent idea that fashion expresses individuality. After all, however stylishly you might dress, you must follow some set standards for “style.” There is an implied concensus that there is a notion of beauty to which you subscribe. According to Text 1, fashion’s compromise is that you can only set yourself apart by agreeing with what you must stand out from. Those who claim to not care about fashion as stated in Text 2 aren’t exempted from this either. They are believers in an ideology that values efficiency, functionality or perhaps convenience over appearances or aesthetics. Even if they don’t think about fashion this shows in how they dress.
The first text mentions that fashion is multi-faceted, filled with often vague, sometimes contradictory concepts. Devote as much or as little attention to it as you wish but as long as you wear clothes, know that it concerns you somehow. Given this scale of impact, perhaps people would do well to give it more thought. On the other hand, if it’s such a natural, commonplace thing, perhaps we need to pay it no more attention than the air we breathe. The choice remains with the individual.
Fashion is a topic that has brought to light many controversies. Since mankind became aware of their nudity and shamefully started to cover their bodies with garments, the matter became a subject of study. In this essay I intend to present the different philosophical approaches that deal with this subject and to give my own opinion about it.
Firstly, what must be highlighted is the ambiguity realted to the benefits that fashion provides to society. Some people argue that using certain kind of clothes helps them to express and enhance their personality or even to disguise it and experiment playing roles that are distinct from their true selves. However, others think that fashion trends actually restrain their creativity and true desires as regards as regards what they want to wear and leads them to behave as the majority does.
Secondly, there is a debate between those who think that fashion is something trivial and those that think it is a relevant element in our lives. The former often argue that following fashion trends is a complete waste of time and one should only be concerned about buying comfortable clothes. The latter, on the other hand, say that those who seem to be uninterested in dressing properly often tend to lie, as appearances are very important in modern society.
Finally, as regards my own view on the subject, I think that looking in an appropriate way is important to succeed in life, as we have to make a good impression in order to progress, but it is also important to be ourselves and not let our personality fade according to the opinions of others.
SAMPLE RESPONSES WRITING
19CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
Examiners and marking
Writing Examiners (WEs) undergo a rigorous process of training and certification before they are invited to mark. Once accepted, they are supervised by Team Leaders (TLs) who are in turn led by a Principal Examiner (PE), who guides and monitors the marking process.
WEs mark candidate responses in a secure online marking environment. The software randomly allocates candidate responses to ensure that individual examiners do not receive a concentration of good or weak responses, or of any one language group. The software also allows for examiners’ marking to be monitored for quality and consistency. During the marking period, the PE and TLs are able to view their team’s progress and to offer support and advice, as required.
Assessment
Examiners mark tasks using Assessment Scales that were developed with explicit reference to the Common European Framework of Reference for Languages (CEFR). The scales consist of four subscales: Content, Communicative Achievement, Organisation, and Language. The subscale Content is common to all levels, whereas discrete level-bound descriptors are provided for each of the CEFR levels for Communicative Achievement, Organisation, and Language.
Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked to do.
Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register.
Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered.
Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is.
Responses are marked on each subscale from 0 to 5.
When marking the tasks, examiners take into account length of responses and varieties of English:
• Guidelines on length are provided for each task; responses which are too short may not have an adequate range of language and may not provide all the information that is required, while responses which are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant subscales.
• Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word.
20 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Listening paper
General descriptionFORMAT 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 4
NO. OF QUESTIONS 30
TASK TYPES Multiple choice, sentence completion, multiple matching.
TEXT TYPES Monologues: lectures, talks, speeches, anecdotes, radio broadcasts, etc.
Interacting speakers: interviews, discussions, conversations, etc.
ANSWER FORMAT Candidates are advised to write their answers in the spaces provided on the question paper while listening. There will be 5 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 reflect the various contexts presented in the recordings, as appropriate to the international contexts of the test takers.
MARKS Each correct answer receives 1 mark.
Structure and tasks
PART 1TASK TYPE Multiple choiceFOCUS The focus is on identifying speaker feeling,
attitude, opinion, purpose; agreement between speakers; course of action; gist; and detail.
FORMAT Three short, unrelated texts lasting approximately 1 minute each, consisting of either monologues or exchanges between interacting speakers. There are two multiple-choice questions on each extract.
NO. OF QS 6
PART 2TASK TYPE Sentence completionFOCUS The focus is on identifying specific information
and stated opinion.FORMAT 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.
NO. OF QS 9
PART 3TASK TYPE Multiple choiceFOCUS The focus is on identifying attitude and
opinion; gist, detail and inference.FORMAT An interview or a conversation between two
or more speakers of approximately 4 minutes. There are five 4-option multiple-choice questions.
NO. OF QS 5
PART 4TASK TYPE Multiple matchingFOCUS The focus is on identifying gist; attitude; main
points; and interpreting context.FORMAT 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.
NO. OF QS 10
21CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING SAMPLE PAPER
PART 1: Questions 1–6
22 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
SAMPLE PAPER LISTENING
PARTS 2–3: Questions 7–20
23CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING SAMPLE PAPER
PART 4: Questions 21–30
24 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
Script Cambridge Certificate of Proficiency 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.
PAUSE 5 SECONDS
Now open your question paper and look at Part 1.
PAUSE 5 SECONDS
You will hear three different extracts. For Questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract.
Extract One.
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 do 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 5 SECONDS
— *** —REPEAT EXTRACT ONE
PAUSE 2 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
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 5 SECONDS
— *** —REPEAT EXTRACT TWO
PAUSE 2 SECONDS
Extract Three.
PAUSE 15 SECONDS
— *** — 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 off 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 do 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 5 SECONDS
— *** —REPEAT EXTRACT THREE
SAMPLE PAPER LISTENING
25CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING SAMPLE PAPER
PAUSE 2 SECONDS
That is the end of Part 1.
Now turn to Part 2.
PAUSE 5 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-five seconds in which to look at Part 2.
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 flora, 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
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 do 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 do also eat them, but obviously, in a wildlife reserve, there’s not a great deal we can do 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 2 again.
— *** —REPEAT PART 2
PAUSE 5 SECONDS
That is the end of Part 2.
Now turn to Part 3.
PAUSE 5 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 fits best according to what you hear.
You now have 1 minute in which to look at Part 3.
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
26 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
SAMPLE PAPER LISTENING
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 do fulfils all our needs – pursuing
something intellectual, pursuing adventure and seeing the world.
Carl: Well put!
PAUSE 10 SECONDS
Now you will hear Part 3 again.
— *** —
REPEAT PART 3
PAUSE 5 SECONDS
That is the end of Part 3.
Now turn to Part 4.
PAUSE 5 SECONDS
Part 4 consists of two tasks. You will hear five short extracts in which different people are talking about taking a gap year – the time which some young people take off from their studies to gain other experience. Look at Task 1. 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 benefit of having a gap year each speaker mentions. While you listen you must complete both tasks.
You now have forty-five seconds in which to look at Part 4.
PAUSE 45 SECONDS
— *** — Speaker One
PAUSE 2 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 staff 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 3 SECONDS
Speaker Two
PAUSE 2 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 3 SECONDS
Speaker Three
PAUSE 2 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 office 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
27CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
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 3 SECONDS
Speaker Four
PAUSE 2 SECONDS
I know some agencies will organise your gap year and sort out, say, working for a charity, but I’d much rather do what I did – just go off 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 different cultures – I’m not surprised though – that’s life.
PAUSE 3 SECONDS
Speaker Five
PAUSE 2 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 off 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 office, but in the end I did wonder if I couldn’t have found something a bit more inspiring. How often do people get a year off in their lifetime?
PAUSE 10 SECONDS
Now you will hear Part 4 again.
— *** —REPEAT PART 4
PAUSE 5 SECONDS
That is the end of Part 4.
There will now be a pause of five 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 finish in time.
PAUSE 4 MINUTES
You have one more minute left.
PAUSE 1 MINUTE
That is the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets.
28 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
SAMPLE PAPER LISTENING
Sample paper answer key
Q Part One1 A
2 B
3 B
4 C
5 A
6 C
Q Part Two7 (nature) conservation
OR conserving nature OR (the) conservation of nature
8 open ground
9 (distinctive) yellow stripe
10 rabbits
11 1934
12 golf(-)course
13 (very) sandy
14 vegetation
15 (various) insects
Q Part Three
16 C
17 A
18 B
19 D
20 A
Q Part Four
21 F
22 E
23 H
24 B
25 G
26 E
27 H
28 A
29 C
30 B
29CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Speaking paper
General descriptionFORMAT The Speaking test contains three
parts.
TIMING 16 minutes
NO. OF PARTS 3
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 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.
MARKS Candidates are assessed on their performance throughout.
Structure and tasks
PART 1TASK TYPE AND FORMAT
A short conversation between the interlocutor and each candidate.
FOCUS Candidates show ability to use general interactional and social language.
TIMING 2 minutes
PART 2TASK TYPE AND FORMAT
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.
FOCUS 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.
TIMING 4 minutes
PART 3TASK TYPE AND FORMAT
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.
FOCUS The focus is on organising a larger unit of discourse, expressing and justifying opinions, developing topics.
TIMING 10 minutes
30 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
SAMPLE PAPER SPEAKING
C
ertif
icat
e of
Pro
ficie
ncy
in E
nglis
h Sp
eaki
ng T
est
Part
1 (
2 m
inut
es /
3 m
inut
es fo
r gro
ups
of th
ree)
Inte
rlocu
tor
Goo
d m
orni
ng /
afte
rnoo
n / e
veni
ng.
My
nam
e is
……
.. an
d th
is is
my
colle
ague
……
.. .
And
you
r nam
es a
re …
…..
? C
ould
I ha
ve y
our m
ark
shee
ts,
plea
se?
Th
ank
you.
Fi
rst o
f all,
we’
d lik
e to
kno
w s
omet
hing
abo
ut y
ou.
Whe
re a
re y
ou fr
om (C
andi
date
A)?
And
you
(Can
dida
te B
)?
[add
ress
Can
dida
te B
] A
re y
ou w
orki
ng o
r stu
dyin
g at
the
mom
ent?
[a
ddre
ss C
andi
date
A]
And
you
?
Sele
ct a
furt
her q
uest
ion
for e
ach
cand
idat
e:
• Yo
u sa
id y
ou’re
from
(can
dida
te’s
hom
e to
wn/
area
). Is
that
an
inte
rest
ing
plac
e to
live
? •
How
muc
h fr
ee ti
me
do y
ou h
ave
at th
e m
omen
t?
• H
ow g
ood
are
you
at o
rgan
isin
g yo
ur ti
me?
•
Wha
t wou
ld y
our d
ream
job
be?
• D
o yo
u ha
ve m
uch
oppo
rtun
ity to
trav
el?
• H
ow im
port
ant i
s th
e in
tern
et to
you
? C
andi
date
s …
……
……
……
……
……
……
……
……
……
……
……
……
……
……
.. In
terlo
cuto
r Th
ank
you.
PART 1
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
31CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
SPEAKING SAMPLE PAPER
PART 2
Cer
tific
ate
of P
rofic
ienc
y in
Eng
lish
Spea
king
Tes
t
1
Sch
ool d
ebat
e –
Impo
rtan
t iss
ues
Part
2
(app
roxi
mat
ely
4 m
inut
es /
6 m
inut
es fo
r gro
ups
of th
ree)
Inte
rlocu
tor
Now
, in
this
par
t of t
he te
st y
ou’re
goi
ng to
do
som
ethi
ng to
geth
er.
Her
e ar
e so
me
pict
ures
of d
iffer
ent s
ituat
ions
. Pl
ace
Part
2 b
ookl
et, o
pen
at T
ask
1, in
fron
t of t
he c
andi
date
s. Se
lect
two
of th
e pi
ctur
es fo
r the
can
dida
tes t
o lo
ok a
t*.
Firs
t, I’d
like
you
to lo
ok a
t pic
ture
s * a
nd *
and
talk
toge
ther
abo
ut w
hy y
ou
thin
k th
e pi
ctur
es m
ight
hav
e be
en ta
ken.
Yo
u ha
ve a
bout
a m
inut
e fo
r thi
s, s
o do
n’t w
orry
if I
inte
rrup
t you
. (2
min
utes
for g
roup
s of t
hree
) C
andi
date
s 1
min
ute
(2
min
utes
for g
roup
s of
thre
e)
……
……
……
……
……
……
……
……
……
……
……
……
……
……
….…
Inte
rlocu
tor
Than
k yo
u. N
ow lo
ok a
t all
the
pict
ures
. I’d
like
you
to im
agin
e th
at a
sch
ool i
s pl
anni
ng a
deb
ate
on im
port
ant i
ssue
s fa
cing
soc
iety
. Th
ese
pict
ures
illu
stra
te th
e is
sues
that
will
be
disc
usse
d.
Talk
toge
ther
abo
ut th
e is
sues
that
are
faci
ng s
ocie
ty, a
s su
gges
ted
by th
ese
pict
ures
. Th
en s
ugge
st o
ne o
ther
issu
e th
e de
bate
cou
ld in
clud
e.
You
have
abo
ut th
ree
min
utes
to ta
lk a
bout
this
. (4
min
utes
for g
roup
s of t
hree
) C
andi
date
s 3
min
utes
(4 m
inut
es fo
r gro
ups
of th
ree)
……
……
……
……
……
……
……
……
……
……
……
……
……
……
….…
Inte
rlocu
tor
Than
k yo
u. (
Can
I ha
ve th
e bo
okle
t, pl
ease
?) R
etri
eve
Part
2 b
ookl
et.
32 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
SAMPLE PAPER SPEAKING
PART 3
1 B
eing
in th
e pu
blic
eye
(con
t.)
B
Inte
rlocu
tor
Now
(Can
dida
te B
), it’
s yo
ur tu
rn to
be
give
n a
ques
tion.
Her
e is
you
r car
d.
Pl
ace
Part
3 b
ookl
et, o
pen
at T
ask
1(b)
, in
fron
t of C
andi
date
B.
Pl
ease
let
(C
andi
date
A)
see
your
car
d.
Rem
embe
r (C
andi
date
B),
you
have
abo
ut t
wo
min
utes
to te
ll us
wha
t you
thin
k, a
nd th
ere
are
som
e id
eas
on th
e ca
rd fo
r yo
u to
use
if
you
like.
All
right
?
[Allo
w u
p to
10
seco
nds b
efor
e sa
ying
, if n
eces
sary
: W
ould
you
like
to b
egin
now
?]
Can
dida
te B
2
min
utes
…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…..
Inte
rlocu
tor
Th
ank
you.
Inte
rlocu
tor
Ask
one
of th
e fo
llow
ing
ques
tions
to C
andi
date
A:
• H
ow re
liabl
e ar
e fir
st im
pres
sion
s of
peo
ple?
• D
oes
the
fash
ion
indu
stry
hav
e to
o m
uch
influ
ence
?
• Sh
ould
chi
ldre
n be
enc
oura
ged
to th
ink
abou
t the
ir ap
pear
ance
?
In
vite
Can
dida
te B
to jo
in in
by
sele
ctin
g on
e of
the
follo
win
g pr
ompt
s:
• W
hat d
o yo
u th
ink?
•
Do
you
agre
e?
• H
ow a
bout
you
?
Can
dida
tes
1 m
inut
e …
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…..
Inte
rlocu
tor
Than
k yo
u. (
Can
I ha
ve th
e bo
okle
t ple
ase?
) Re
trie
ve P
art 3
boo
klet
.
Task
1(b
) W
hy d
o pe
ople
pay
atte
ntio
n to
thei
r app
eara
nce?
•
at w
ork
• fo
r the
mse
lves
•
with
frie
nds
Inte
rlocu
tor
Now
, to
finis
h th
e te
st, w
e’re
goi
ng to
talk
abo
ut ‘b
eing
in th
e pu
blic
eye
’ in
gene
ral.
Ad
dres
s a se
lect
ion
of th
e fo
llow
ing
ques
tions
to b
oth
cand
idat
es:
u
p to
4 m
inut
es
• W
ho h
as m
ore
pow
er, s
omeo
ne in
the
publ
ic e
ye o
r som
eone
beh
ind
the
scen
es?
• W
hat’s
you
r opi
nion
of t
he p
opul
arity
of c
osm
etic
sur
gery
?
• D
o yo
u th
ink
that
we
valu
e pe
ople
for t
heir
look
s an
d im
age
rath
er th
an th
eir a
bilit
y?
• W
hy d
o yo
u th
ink
that
som
e pe
ople
bec
ome
mor
e re
spec
ted
afte
r the
ir de
ath?
• W
hat w
ould
you
like
to b
e fa
mou
s fo
r? …
.. (W
hy?)
• W
hy d
o yo
u th
ink
real
ity T
V sh
ows
are
popu
lar b
oth
with
con
test
ants
and
vie
wer
s?
Inte
rlocu
tor
Than
k yo
u. T
hat i
s th
e en
d of
the
test
.
A
C
ertif
icat
e of
Pro
ficie
ncy
in E
nglis
h Sp
eaki
ng T
est
Part
3 (
appr
oxim
atel
y 10
min
utes
)
1 B
eing
in th
e pu
blic
eye
Inte
rlocu
tor
Now
, in
this
par
t of t
he te
st y
ou’re
eac
h go
ing
to ta
lk o
n yo
ur o
wn
for a
bout
two
min
utes
. Yo
u ne
ed t
o lis
ten
whi
le y
our
part
ner
is s
peak
ing
beca
use
you’
ll be
ask
ed t
o co
mm
ent
afte
rwar
ds.
So
(Can
dida
te A
), I’m
goi
ng to
giv
e yo
u a
card
with
a q
uest
ion
writ
ten
on it
and
I’d
like
you
to t
ell u
s w
hat
you
thin
k.
Ther
e ar
e al
so s
ome
idea
s on
the
car
d fo
r yo
u to
use
if y
ou
like.
All
right
? H
ere
is y
our c
ard.
Plac
e Pa
rt 3
boo
klet
, ope
n at
Tas
k 1(
a), i
n fr
ont o
f Can
dida
te A
.
Plea
se l
et (
Can
dida
te B
) se
e yo
ur c
ard.
R
emem
ber
(Can
dida
te A
), yo
u ha
ve a
bout
tw
o m
inut
es to
talk
bef
ore
we
join
in.
[A
llow
up
to 1
0 se
cond
s bef
ore
sayi
ng, i
f nec
essa
ry:
Wou
ld y
ou li
ke to
beg
in n
ow?]
C
andi
date
A
2 m
inut
es
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
..
Inte
rlocu
tor
Th
ank
you.
Inte
rlocu
tor
As
k on
e of
the
follo
win
g qu
estio
ns to
Can
dida
te B
: •
Shou
ld m
agaz
ines
pay
for s
torie
s ab
out f
amou
s pe
ople
?
• D
oes
it m
atte
r if c
eleb
ritie
s be
have
bad
ly?
• D
o fa
mou
s pe
ople
alw
ays
dese
rve
to b
e fa
mou
s?
Invi
te C
andi
date
A to
join
in b
y se
lect
ing
one
of th
e fo
llow
ing
prom
pts:
•
Wha
t do
you
thin
k?
• D
o yo
u ag
ree?
•
How
abo
ut y
ou?
Can
dida
tes
1 m
inut
e …
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…..
Inte
rlocu
tor
Than
k yo
u. (
Can
I ha
ve th
e bo
okle
t ple
ase?
) Re
trie
ve P
art 3
boo
klet
.
Task
1(a
) W
hy d
o yo
u th
ink
fam
e ca
n be
diff
icul
t to
cope
with
? •
resp
onsi
bilit
ies
• ch
ange
of l
ifest
yle
• ag
e
33CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
Examiners and markingThe 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.
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.
AssessmentThroughout the test candidates are assessed on their own individual performance and not in relation to each other. They are awarded marks, between 0 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: Proficiency level candidates can also show a level of flexibility of use.
Lexical Resource
This refers to a candidate’s ability to use a range of appropriate vocabulary with flexibility 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: Proficiency 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 effect on the listener. At Cambridge English: Proficiency level, candidates are expected to have control of phonological features, i.e. intonation, word and sentence stress, and the articulation of individual sounds.
Interactive Communication
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: Proficiency 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.
The interlocutor awards a mark for Global Achievement using the Global Achievement scale. This refers to a candidate’s overall effectiveness in dealing with the tasks across the whole Speaking test.
Assessment for the Cambridge English: Proficiency Speaking test is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales.
University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
Tel: +44 1223 553997 Email: [email protected]
www.CambridgeESOL.org
Cambridge English: Proficiency, also known as Certificate of Proficiency in English (CPE), is at Level C2 of the Common European Framework of Reference for Languages (CEFR) published by the Council of Europe.
Cambridge English Proficiency
Specifications and Sample Papers for exam
inations from M
ay 2013
© UCLES 2011 | EMC/7526a/1Y11