1. education
2. english as a second language

Specifications and Sample Papers
for examinations from May 2013
Proof of exceptional English ability
Exam content and overview
Paper/timing
Test content
Test focus
Part 1
A modified cloze test containing eight gaps
followed by eight multiple-choice questions.
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.
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 nonspecialised text types such as an article, a letter,
a report, a review or an essay.
Part 1
3
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.
Approx. 40 mins
Part 3
A text involving interacting speakers, with five
multiple-choice questions.
Part 4
Five short themed monologues, with 10 multiplematching questions.
Part 1
A conversation between the interlocutor and
each candidate (spoken questions).
4
Part 2
A two-way conversation between the candidates
(visual and written stimuli, with spoken
instructions).
16 mins
Part 3
An individual ‘long turn’ for each candidate,
followed by a response from the second
candidate (written stimuli with spoken
instructions).
1
READING AND
USE OF ENGLISH
1 hr 30 mins
2
WRITING
1 hr 30 mins
LISTENING
SPEAKING
Candidates are expected to be able to: demonstrate
the ability to apply their knowledge and control of the
language system by completing a number of tasks
at text and sentence level; demonstrate a variety
of reading skills including understanding of specific
information, text organisation features, implication,
tone and text structure.
Candidates are expected to be able to respond to
questions and to interact in conversational English,
using a range of functions in a variety of tasks.
CAMBRIDGE ENGLISH: PROFICIENCY | CONTENTS
Preface
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
ESOLHelpdesk@CambridgeESOL.org
Contents
Introduction2
Writing 13
The purpose of the revision project2
General description13
The process of the project2
Structure and tasks 13
Key changes – at a glance2
Task types in the Writing paper14
About Cambridge ESOL2
The world’s most valuable range of English qualifications2
Key features of Cambridge English exams3
Quality – at the heart of what we do3
Cambridge English: Proficiency – an overview3
Who is the exam for?3
Recognition3
The level of Cambridge English: Proficiency3
Marks and results3
Exam content and processing4
Factors affecting the design of the examination4
A thorough test of all areas of language ability4
International English4
Administrative information4
Reading and Use of English5
General description5
The two parts of the Writing paper15
Sample paper16
Sample responses18
Examiners and marking19
Assessment19
Listening20
General description20
Structure and tasks 20
Sample paper21
Sample script24
Answer key28
Speaking29
General description29
Structure and tasks 29
Sample paper30
Examiners and marking33
Assessment33
Structure and tasks5
Sample paper6
Answer key12
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
1
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
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 project
The 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:
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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 project
The 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.
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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
qualifications
Cambridge 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).
Throughout the project, Cambridge ESOL has gathered feedback on
its proposals for the examination by holding consultation meetings
with stakeholders. During trialling, teachers and students were asked
to complete questionnaires on trial materials.
Key changes – at a glance
These are the key changes to the Cambridge English: Proficiency
examination that will be introduced in May 2013.
•
2
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.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
To find out more about Cambridge English exams and the CEFR, go to
www.CambridgeESOL.org/CEFR
In addition to our own programmes of world-leading research, we
work closely with professional bodies, industry professionals and
governments to ensure that our exams remain fair and relevant to
candidates of all backgrounds and to a wide range of stakeholders.
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
Key features of Cambridge English exams
Cambridge English exams:
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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 do
Cambridge ESOL’s commitment to providing exams of the highest
possible quality is underpinned by an extensive programme of
research and evaluation, and by continuous monitoring of the
marking and grading of all Cambridge English exams. Of particular
importance are the rigorous procedures used in the production and
pretesting of question papers.
At the heart of all these processes are the systems and procedures
that drive our search for excellence and continuous improvement.
While these systems involve complex research and technology, the
underlying philosophy is simple and is designed around five essential
principles:
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:
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Who recognises the exam?
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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.
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.
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.
How we implement this approach across our organisation is
explained in Principles of Good Practice, which can be downloaded free
at www.CambridgeESOL.org/Principles
For more information about recognition go to
www.CambridgeESOL.org/recognition
The ISO 9001:2008 standard
What level is the exam?
All systems and processes for designing, developing and delivering
exams and assessment services are certified as meeting the
internationally recognised ISO 9001:2008 standard for quality
management.
Cambridge English: 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.
Cambridge English: Proficiency –
an overview
Marks and results
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
Cambridge 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:
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the candidate’s result. This result is based on the total score
gained by the candidate in all four papers.
a graphical display of the candidate’s performance in each paper
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
3
CAMBRIDGE ENGLISH: PROFICIENCY | EXAM CONTENT AND PROCESSING
•
(shown against the scale Exceptional – Good – Borderline –
Weak).
a standardised score out of 100 which allows candidates to see
exactly how they performed.
The updated examination has incorporated the insights provided by
this information and aims to provide:
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coverage of candidates’ needs and interests
coverage of language abilities underlying these needs and
interests in reading, control of language systems (grammar and
vocabulary), writing, listening and speaking
reliable assessment across a wide range of testing focuses
positive educational impact
ease of administration
a more user-friendly experience for candidates.
A thorough test of all areas of language ability
The updated exam is comprised of four papers: Reading and Use
of English, Writing, Listening and Speaking. It is shorter than the
previous examination by approximately 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 minutes
Candidates need to be able to understand texts from publications
such as fiction and non-fiction books, journals, newspapers and
magazines.
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 examination
Analysis 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.
4
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Writing: 1 hour 30 minutes
Candidates 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 minutes
Candidates need to show they can understand the meaning of
a range of spoken material, including conversations, lectures,
seminars, broadcasts and talks.
Speaking: 16 minutes
Candidates take the Speaking test with another candidate or in a
group of three, and are tested on their ability to take part in 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 English
English 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 information
As 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
Reading and Use of English paper
General description
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.
FORMAT
Structure and tasks (cont.)
Part 3
TASK TYPE
FOCUS
FORMAT
TIMING
1 hour 30 minutes
NO. OF PARTS
7
NO. OF QUESTIONS
53
Part 4
TASK TYPES
Multiple-choice cloze, open
cloze, word formation, key word
transformation, multiple matching,
gapped text, multiple choice.
FORMAT
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.
NO. OF QS
TASK TYPE
FOCUS
NO. OF QS
TASK TYPE
FOCUS
FORMAT
NO. OF QS
Multiple-choice cloze
The main focus is on vocabulary, e.g. idioms,
collocations, fixed phrases, complementation,
phrasal verbs, semantic precision.
A modified cloze containing eight gaps
followed by eight 4-option multiple-choice
items.
8
Part 2
TASK TYPE
FOCUS
FORMAT
NO. OF QS
NO. OF QS
Multiple choice
Detail, opinion, attitude, tone, purpose, main
idea, implication, text organisation features
(exemplification, reference).
A text followed by 4-option multiple-choice
questions.
6
Part 6
Part 1
TASK TYPE
FOCUS
Key word transformations
The focus is on grammar, vocabulary and
collocation.
Six separate items, each with a lead-in
sentence and a gapped second sentence to
be completed in three to eight words, one of
which is a given ‘key’ word.
6
Part 5
FORMAT
Structure and tasks
Word formation
The main focus is on vocabulary, in particular
the use of affixation, internal changes and
compounding in word formation.
A text containing eight gaps. Each gap
corresponds to a word. The stems of the
missing words are given beside the text and
must be changed to form the missing word.
8
Open cloze
The main focus is on awareness and control of
grammar with some focus on vocabulary.
A modified cloze test containing eight gaps.
8
TASK TYPE
FOCUS
FORMAT
NO. OF QS
Gapped text
Cohesion, coherence, text structure, global
meaning.
A text from which paragraphs have been
removed and placed in jumbled order after the
text. Candidates must decide from where in
the text the paragraphs have been removed.
7
Part 7
TASK TYPE
FOCUS
FORMAT
NO. OF QS
Multiple matching
Detail, opinion, attitude, specific information.
A text or several short texts, preceded by
multiple-matching questions. Candidates
must match a prompt to elements in the text.
10
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
5
6
2
0
A
A
B
compile
C
D
B
C
manufacture
fabricate
my own dictionary. I set about my task but almost every
D
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
(databases of samples of language), dictionary making has changed beyond all (8) …….... .
(6) …….... the work of their predecessors. Nowadays, however, with the (7) …….... of large corpora
simply copy other people’s words. But at that time it was not uncommon for lexicographers to
dictionaries. I rephrased them of course because even then I was (5) …….... aware that I could not
Another mistake that I made was that I arrived at my definitions by looking at those of other
common words that pose the problems, their meanings being both (4) …….... and unpredictable.
generally have little impact on the overall (3) …….... of the text in which they occur. It tends to be
I started with the most obscure words I knew, failing to (2) …….... that the meanings of rare words
A
A
8
A
6
7
A
5
A
3
A
A
2
4
A
1
B
B
consciousness
B
draw on
approach
B
gravely
B
assertiveness
B
B
regard
delicate
B
under review
awareness
advent
bring off
severely
slender
indication
appreciate
for consideration
3
C
C
C
C
C
C
C
C
recognition
outbreak
pull out
acutely
faint
intelligibility
value
in question
D
D
D
D
D
D
D
D
Turn over ►
perception
onset
call up
vitally
subtle
conception
estimate
at issue
SAMPLE PAPER
strategy I employed proved to be the wrong one for the job (1) …….... .
A
WRITING A DICTIONARY
accumulate
When I was about 12, I decided to (0)
0
There is an example at the beginning (0).
For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap.
Mark your answers on the separate answer sheet.
Part 1
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
PART 1: Questions 1–8
REMARKABLE
video sharing site has only made its
(18) ……....
one
is
how
this
website
grew
with
uploaded to the site each and every day.
manufacturers. While it may be true that in advertising one particular brand competes against
DEPEND
INCREASE
showcased on this website is nothing short of (21) …….... both in its scope
and its (22) …….... . People have used YouTube for everything from
promoting their latest products to showing their (23) …….... films and
animations. YouTube has become (24) …….... influential in people’s lives and
However, most people would argue that buying things is the least likely course of action to transform
our lives.
Turn over ►
SPECTACLE
VARY
(20) …….... itself. Part of what makes it unique is its diversity. The content
(16) …….... forward a single proposal – namely that we transform ourselves by buying something.
it seems that this website is here to stay.
DIFFER
There are many video sharing sites on the web, but YouTube has managed to
THROUGH
COMPEL
PRESENT
MARK
(15) …..….. without saying that there are choices to be made but, ultimately, advertising as a system
another, it is also just (14) …….... true that such publicity images confirm and enhance others. It
their website. By the beginning of 2010, two billion videos were being
Advertising is usually justified as a competitive medium of benefit (13) …….... the public and efficient
in late 2005, when they were able to secure over $11 million in funding for
a
expectation.
such
story
unprecedented speed. For its founders, the first significant (19) …….... came
for a moment they stimulate the imagination (12) …..….. virtue of their appeal to memory or
gone from newcomer to dominator. Part of what makes the YouTube
fact is that this (0)
Many people simply can’t imagine a time without YouTube, but the
The rise of YouTube
a concentration of visual messages. The brain cannot help (11) …….... take these messages in, and
day we see hundreds of advertising images. (9) …….... other kind of image
R E M A R K A B L E
(17) …….... felt since early 2005. In just a few short years, YouTube has
EVERY
0
_________________________________________________________________________________
Example:
confronts us (10) …..….. anything like the same frequency because there has never before been such
Each and (0)
ADVERTISING
_________________________________________________________________________________
E V E R Y
For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the space in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
For questions 9 – 16, read the text below and think of the word which best fits each space. Use only
one word in each space. There is an example at the beginning (0). Write your answers IN CAPITAL
LETTERS on the separate answer sheet.
0
Part 3
Part 2
Example:
5
4
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
SAMPLE PAPER
PARTS 2–3: Questions 9–24
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
7
8
0
have any objection to my watching
Do you ……………………………………………………… you while you paint?
objection
Do you mind if I watch you while you paint?
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
problems.
The delay is a nuisance, but I’m sure Sam can ...................................................... to our
come
28 The delay is a nuisance, but I’m sure Sam can solve our problems.
Manaaf ……………………………………………… for extra basketball practice that week.
alone
27 Manaaf was not the only person to volunteer for extra basketball practice that week.
The concert ……………………………………………… rain.
event
26 If it rains, they will hold the concert indoors.
Toby had ……………………………………………… of mountain walking.
previous
25 It was the first time that Toby had been mountain walking
The shop is ……………………………………………… or not.
like
30 The shop will close down whatever our feelings may be.
Turn over ►
The athletes trained hard ……………………………………………… the Olympic team.
hope
29 The athletes trained hard because they wanted to make the Olympic team.
7
SAMPLE PAPER
________________________________________________________________________________
Write only the missing words on the separate answer sheet.
0
Example:
For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between
three and eight words, including the word given. Here is an example (0).
Part 4
6
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
PART 4: Questions 25–30
With a ripple of light, the fish turn, glide and turn again. Like some animate creature, the school convulses.
The predators strike again, two of them coming through the centre of the group, which is briefly ripped apart.
Time is suspended as I freeze the image and rotate the group to get a better angle to view the next attack. Now
I can pick out the complex vortex of individuals better. At this point, the image suddenly puts me in mind of
an experiment I did as a child, holding a magnet over iron filings and watching the effect. With a click of the
mouse, life is given back to the virtual creatures, and mesmerising undulations pass across my computer
screen once more.
Understanding collective animal behaviour relies on developing computer models of their motion. These
help us to explain what has long been a mystery to scientists – how it is possible for fish or birds within a
group of thousands of individuals to coordinate their behaviour so closely.
So remarkable is this coherence that, in the 1930s, it was proposed that organisms within such groups must
be capable of instantly transferring thoughts to one another. By the 1970s, it was commonly thought that
flocking birds required a leader to do this. It was hypothesised that there might be as yet undetected
electromagnetic fields generated in the wing muscles or brain of the leader that could be perceived by other
group members. It seems plausible – just as an orchestra needs a conductor, so it may seem that a school of
fish or flock of birds requires one too. Is this the case, or is there another explanation for such behaviour?
Together with Nigel Franks from the University of Bristol, I have studied the traffic organisation of army
ants in the rainforests of Panama. Using computer simulation, we showed that ants use simple rules to
organise their traffic. We found that ants spontaneously form a three-lane system: ants returning to the nest
with food go along the centre of the trail and those leaving the nest flank either side. Computer simulations,
consisting of virtual army ants following these rules, showed us that they have evolved to achieve near
optimal performance, permitting the swiftest flow and minimal congestion along trails.
Jostling my way through the overcrowded streets of Oxford, I have often wished we were as unselfish as
army ants. The close relatedness of the workers means they have evolved behaviour that benefits the colony.
As we are all aware, such altruistic behaviour is not apparent during our walk to work, the push onto a train or line 25
the rush for Christmas shopping. On the other hand, we may act more like ants than we think.
Although we have an immensely more complicated brain than ants, much of our behaviour is carried out
almost automatically. For instance, when walking down a busy street, humans follow simple and stereotyped
movement rules. We balance global, goal-oriented behaviour (a desire to move in a given direction) with local
conditions created by the motion of nearby pedestrians. Furthermore, when in a crowd, we have a limited
view of our surroundings and often use local information to determine our future movement. Consequently,
large-scale patterns are seldom evident from our position, but if you were able to look down upon yourself
moving along a busy street, you would notice consistent patterns. Like ants, we too form lanes.
Using computer-modelling methods, Dirk Helbing, a traffic expert at the technical university of Dresden,
has investigated human crowds. In the simplest versions, he assumes people tend to slow down and move to
avoid local collisions but otherwise walk in their desired direction. Human crowds, however, do not
necessarily form three lanes. Each lane tends, instead, to be relatively ephemeral and will be only one, or a
few, individuals in width, resulting in a variable number of lanes depending on the environment and the
pedestrian density.
The more I study pattern formation, the more I become transfixed by the beauty of nature. When I describe
my work to others, they seem to think that studying the patterns and trying to understand them somehow
detracts from this. This is far from the case. I wish they could feel the way I do when a flock of pigeons is
roused into the air ahead of my footfalls, or when I see an ant in my kitchen struggling with an enormous cake
crumb. How dull it would be if fish had leaders, if ants had commanders, or if some entity controlled the
motion of animals, like the magnet did the iron filings when I played as a child.
From schools of fish to a swarm of ants, animals exhibit extraordinary collective behaviour. Iain Couzin
explains how they do it.
The Mob Rules
You are going to read an article from a magazine. For questions 31 – 36, choose the answer
(A, B, C or D) which you think fits best according to the text. Mark your answers on the separate
answer sheet.
Part 5
36
35
to show how similar forces underlie all natural processes
to emphasise the unpredictable element in nature
to help readers visualise what he is describing
to express his wonder at the scientific world
He considers it to be the result of inadequate scientific research.
He is not certain how it contributes to the broader advance of science.
He doubts whether the most relevant animal groups were studied.
He is not convinced it is the correct way to interpret such behaviour.
are more highly developed than those of ants.
may have similar behaviour patterns to those of ants.
lack some of the co-operative features of the ant colony.
can live in conditions that are as crowded as those of ants.
They have restricted visibility.
They are often looking downwards.
They fail to analyse what they are doing.
They are focused on reaching their destination.
People change their direction frequently.
Lanes are only formed for a limited time.
People tend to move at very different speeds.
New lanes are created when they get too wide.
A
B
C
D
they seem bored by the details of pattern formation in nature.
they appear confused about what he is trying to achieve.
they are unable to understand the patterns he describes.
they assume he has become less appreciative of nature.
The writer says that, when he describes his work to others,
A
B
C
D
What has Dirk Helbing’s work revealed about human crowds?
A
B
C
D
Turn over ►
According to the writer, why are the members of a crowd unaware of any consistent patterns?
A
B
C
D
The writer refers to the ‘push onto a train’ (line 25) to illustrate that human communities
A
B
C
D
What is the writer’s attitude towards the 1970s explanation for collective animal behaviour?
A
B
C
D
Why does the writer give the example of the experiment with magnets?
34
33
32
31
9
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CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
SAMPLE PAPER
PART 5: Questions 31–36
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
9
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CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Stone introduces an ageing former general of
Alexander’s, Ptolemy, to act as the film’s narrator.
His main function, it soon becomes clear, is to fill
in the more embarrassing parts of the story as
briefly and harmlessly as possible. Stone does show
us the murder of Alexander’s father, Philip, in a
flashback. Strangely though, throughout the scene,
everyone is dressed in white except the assassin and
Alexander’s mother Olympias, who are both in
39
All this presents huge problems for anyone
determined to present a fundamentally sympathetic
Alexander on the wide screen or anywhere else. It
is surely why Stone’s film avoids any detailed
chronological presentation of the campaign as such,
since this could not avoid leaving some very
uncomfortable questions in the audience’s mind.
38
Previous films have portrayed Alexander as a
promoter of ‘the brotherhood of man’. All his
efforts to integrate Persian and Graeco-Macedonian
customs in an idealising move towards
cosmopolitanism have been emphasised: anything
to prettify the fact that the resultant equality was
that of the conquered, with most of the known
world subordinated to one autocratic monarch.
What went wrong with the making of the movie is
clear enough. No-one ultimately can stop Stone’s
own dream-fulfilment. Baz Luhrmann is reported to
have shelved his own rival production, starring the
brilliantly cast Leonardo Di Caprio. Let us hope
that he reconsiders.
43
It also features, as the adolescent Alexander, a
remarkable actor called Connor Paolo, who has
more natural authority in his little finger than Colin
Farrell, who plays the adult Alexander, can suggest
with all the vocal stops out. Farrell does not seem to
have mastered the art, unlike most of the rest of the
cast, of speaking from the chest.
42
Stone also makes some lamentable errors of detail.
Some of the slips are comic, such as the mosaic
wall map annotated in Latin rather than Greek.
Most are produced by Stone’s cavalier indifference
to historical perspective, his going all-out for huge
set pieces in the old Hollywood blockbuster style.
41
Nor is anyone but an expert going to make any
sense of Stone’s full-scale battle at the river Jhelum,
later on in the film. There is no real context offered
for Alexander’s campaign in India; worse, Stone
insisted on having the battle fought in a vast
artificially created forest. That this makes
Alexander look like a tactical imbecile presumably
escaped both Stone and his advisors.
40
bright scarlet. Even Alexander gets to put two and
two together.
To be fair though, one of his lavish visual
scenes comes off triumphantly. The famous
episode of Alexander taming Bucephalus, the
stallion that became his lifelong companion,
has a brilliance and poetry of motion that
takes the breath away.
Other pointers are less obvious. Having
mugged up on the conqueror’s life for his
own enlightenment, Stone disastrously takes
it for granted that what he understands, the
average viewer will too. Important episodes
in Alexander’s life such as the Pages’
Conspiracy are so cursorily treated that the
uninstructed viewer is at a total loss.
One such attempt stated that invasion by
Alexander’s forces brought enlightenment to
‘barbarians’ incapable of finding it for
themselves. Despite changes in attitudes
towards colonialism during the twentieth
century, this view remains popular today in
some quarters – hence Oliver Stone’s film
Alexander.
For example, in the intimate deathbed scene,
Alexander weakly struggles to remove a ring.
It spirals to the ground in slow motion.
Echoes here of the classic film Citizen Kane.
Stone is all for introducing cinematic
compliments to past masters of the art.
A
B
C
D
11
What he gives us instead is the prodigy’s
formative childhood and adolescence,
followed by a set-piece battle or two and
much chat about the dream of freedom and
brotherhood cut short by untimely death.
Furthermore, to avoid building yet another
expensive set, he showed Alexander being
injured by an arrow there, although this
nearly fatal incident occurred later in the
campaign. But then he got into difficulties
since Alexander had suppressed a mutiny
before his injury. So he shifted that event
back too and the reason for the mutiny was
never explained.
G
H
Turn over ►
However, it quickly becomes clear in this
film that even Alexander’s close companions
saw through his dream. As we see from their
luxurious palaces, they just did extremely
well out of it. The peoples they ‘freed’ during
the long campaigns were relieved, among
other things, of gold and silver worth billions
in modern terms, and often of their lives too.
Worse, he is unable to convey any trace of
either aristocratic power or natural charisma.
You soon start wondering why anyone would
have followed such an unimpressive
individual round the corner, let alone round
the world on eleven years of gruelling
campaigning. He’d have been disposed of by
his own soldiers long before reaching India.
F
E
SAMPLE PAPER
37
What established Alexander the Great’s immortality
was the invasive imposition of his will on foreign
nations from the Eastern end of the Mediterranean
to India, to a degree unparalleled in history. He
demonstrated in his short life (356 – 323 BC) a
uniquely charismatic display of strategic and
tactical skills. The so-called ‘Alexander myth’,
which began in his lifetime, is in fact a result of
various endeavours down the ages to justify or
whitewash his often ruthless actions.
Why Oliver Stone’s film Alexander has the ring of inauthenticity
ALEXANDER THE GREAT
You are going to read a review of a film. Seven paragraphs have been removed from the extract.
Choose from the paragraphs A – H the one which fits each gap (37 – 43). There is one extra
paragraph which you do not need to use. Mark your answers on the separate answer sheet.
_________________________________________________________________________________
Part 6
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CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
PART 6: Questions 37–43
44 ……..
45 ……..
46 ……..
47 ……..
48 ……..
49 ……..
50 ……..
51 ……..
52 ……..
53 ……..
the possibility that photography can directly influence events in the world
the possibility that the photographic image has become redundant
images being interpreted in a similar way by different societies
a commonly held view about the relationship between what is visible and how it is
interpreted
the contrasts of scale that can be represented in photography
the possibility that the techniques employed in photography today have taken the
medium back to where it started
the ability of photography to provide images that will exist for a long time
uncertainty as to whether the main purpose of photography is to inform or to
entertain
the potential of photography to epitomise the human condition
the view that photography was the greatest achievement in the history of visual
images
In which section are the following mentioned?
Mark your answers on the separate answer sheet.
You are going to read an extract from a book on photography. For questions 44 – 53, choose from the
sections (A – E). The sections may be chosen more than once.
In the mid-nineteenth century, the invention of
photography appeared to offer the promise of
‘automatically’ providing an accurate visual record.
It was seen not only as the culmination of visual
representation but, quite simply, the camera was
C
Throughout the history of visual representation,
questions have been raised concerning the supposed
accuracy (or otherwise) of visual images, as well as
their status in society. Ideas and debates concerning
how we see the world and the status of its pictorial
representations have been central political,
philosophical and psychological issues from the
time of Ancient Greece to the present-day technical
revolution of the new media communications.
Vision
and
representation
have
pursued
interdependent trajectories, counter-influencing
each other throughout history. The popular notion
that ‘seeing is believing’ had always afforded
special status to the visual image. So when the
technology was invented, in the form of
photography, the social and cultural impact was
immense. Not only did it hold out the promise of
providing a record of vision, but it had the capacity
to make such representation enduring.
The last 170 years have witnessed an everincreasing influence of the visual image,
culminating in the global primacy of television. For
photography, the new prospects and uncertainties
posed by digital storage and manipulation, and the
transmission of images via the internet present new
challenges. It has even been suggested that we now
inhabit the ‘post-photographic era’ – where
technological and cultural change have devalued
photography to such an extent that events have
taken us beyond the photograph’s use and value as
a medium of communication. Furthermore, perhaps
we should be asking if the advent of digital imagery
means that photography, initially born from
painting, has turned full circle and has now returned
to emulating painting – its progenitor.
E
There are other questions that arise concerning the
role of photography in society that have aimed to
determine whether the camera operates as a mute,
passive recorder of what is happening or whether it
possesses the voice and power to instigate social
change. We may further speculate whether the
camera provides images that have a truly
educational function or if it operates primarily as a
source of amusement. In provoking such issues, the
photographic debate reflects polarised arguments
that traditionally have characterised much
intellectual thought.
D
regarded as a machine that could provide a fixed
image. And this image was considered to be a very
close approximation to that which we actually see.
Because of the camera’s perceived realism in its
ability to replicate visual perception, it was
assumed that all peoples would ‘naturally’ be able
to understand photographs. This gave rise to the
question of whether photography constituted a
‘universal language’. For example, a photograph of
the heavens, whether it showed the sun and moon
or the constellations, would immediately be understood
in any part of the world. In the face of the rapid
increase in global communications, we do need at
least to ask to what extent the photographic image
can penetrate through cultural differences in
understanding.
B
Over the past one and a half centuries, photography
has been used to record all aspects of human life
and activity. During this relatively short history, the
medium has expanded its capabilities in the
recording of time and space, thus allowing human
vision to be able to view the fleeting moment or to
visualise both the vast and the minuscule. It has
brought us images from remote areas of the world,
distant parts of the solar system, as well as the
social complexities and crises of modern life.
Indeed, the photographic medium has provided one
of the most important and influential means of
capturing the essence of our being alive.
Nonetheless, the recording of events by means of
the visual image has a much longer history. The
earliest creations of pictorial recording go as far
back as the Upper Palaeolithic period of about
35,000 years ago and, although we cannot be sure
of the exact purposes of the early cave paintings,
pictorial images seem to be inextricably linked to
human culture as we understand it.
A
Photography
Part 7
A historical background
13
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CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
SAMPLE PAPER
PART 7: Questions 44–53
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
11
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH
SAMPLE PAPER
Sample paper answer key
Q Part One
Q Part Two
Q Part Three
Q Part Four
1
C
9
No
17
presence
25 no previous | experience
2
B
10
with
18
compelling
26 will take place/be held
3
C
11
but
19
breakthrough
4
D
12
by
20 differentiate
5
C
13
to/for
21
6
A
14
as
22 variety
7
B
15
goes
23 independent
8
C
16
puts
24 increasingly
spectacular
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 Five
Q Part Six
Q Part Seven
31
C
37 C
44 D
32 D
38 F
45 E
33 C
39 G
46 C
34 A
40 B
47 B
35 B
41
H
48 A
36 D
42 A
49 E
43 E
50 B
51
D
52 A
53 C
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CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Writing paper
General description
FORMAT
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 1
TASK TYPE
AND FOCUS
FORMAT
LENGTH
Writing an essay with a discursive focus.
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.
240–280 words
Part 2
TASK TYPE
AND FOCUS
Writing one from a number of possible text
types based on:
• a contextualised writing task
FORMAT
• a question related to one of two set texts.
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
LENGTH
• review
280–320 words
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
13
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
Task types in the Writing paper
The 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.
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CAMBRIDGE 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 2
There 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 questions
As 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.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
15
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
SAMPLE PAPER
WRITING
PART 1: Question 1
16
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
WRITING
SAMPLE PAPER
PART 2: Questions 2–5
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
17
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
SAMPLE RESPONSES
WRITING
Part 1 sample responses
Candidate A
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.
Candidate B
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.
18
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | WRITING PAPER
Examiners and marking
Assessment
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.
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.
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.
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.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
19
Listening paper
General description
FORMAT
The paper contains four parts. Each
part contains a recorded text or texts
and corresponding comprehension
tasks. Each part is heard twice.
Part 1
TASK TYPE
FOCUS
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.
NO. OF QS
Interacting speakers: interviews,
discussions, conversations, etc.
TASK TYPE
FOCUS
ANSWER FORMAT
Candidates are advised to write their
answers in the spaces provided on
the question paper while listening.
There will be 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
20
Structure and tasks
Each correct answer receives 1 mark.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
FORMAT
Multiple choice
The focus is on identifying speaker feeling,
attitude, opinion, purpose; agreement between
speakers; course of action; gist; and detail.
Three short, unrelated texts lasting
approximately 1 minute each, consisting of
either monologues or exchanges between
interacting speakers. There are two multiplechoice questions on each extract.
6
Part 2
FORMAT
NO. OF QS
Sentence completion
The focus is on identifying specific information
and stated opinion.
A monologue (which may be introduced by
a presenter) lasting 3–4 minutes. Candidates
are required to complete the sentence with
information heard on the recording.
9
Part 3
TASK TYPE
FOCUS
FORMAT
NO. OF QS
Multiple choice
The focus is on identifying attitude and
opinion; gist, detail and inference.
An interview or a conversation between two
or more speakers of approximately 4 minutes.
There are five 4-option multiple-choice
questions.
5
Part 4
TASK TYPE
FOCUS
FORMAT
NO. OF QS
Multiple matching
The focus is on identifying gist; attitude; main
points; and interpreting context.
Five short, themed monologues of
approximately 30 seconds each. There are two
tasks. Each task contains five questions and
requires selection of the correct option from a
list of eight.
10
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
SAMPLE PAPER
PART 1: Questions 1–6
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
21
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
SAMPLE PAPER
LISTENING
PARTS 2–3: Questions 7–20
22
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
SAMPLE PAPER
PART 4: Questions 21–30
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
23
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
SAMPLE PAPER
Script
Cambridge 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.
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
24
M:
But what about . . .
PAUSE 5 SECONDS
— *** —
REPEAT EXTRACT TWO
PAUSE 2 SECONDS
Extract Three.
pause 15 seconds
— *** —
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.
Extract One.
PAUSE 15 SECONDS
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?
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
— *** —
Int.:
Now, you say in your book that, in various countries, there’s
such a thing as a national humour. How is humour created in a
society?
M:
I would say to be collectively funny as a nation requires a degree
of self-consciousness. You need an image of your own traditions
and an image of the society you live in. It’s the antithesis
between two backgrounds that lets you create humour. You
need to have a strong intellectual tradition. Also, national jokes
revel in absurdity and incongruity, and they are time 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
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
PAUSE 2 SECONDS
That is the end of Part 1.
Now turn to Part 2.
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 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
SAMPLE PAPER
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
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
25
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
SAMPLE PAPER
of volcano it’s best to wait for an eruption and then dash over,
collect a piece and get away.
Carl:
I learnt that to my cost on Mount Etna in Italy. Even though I was
wearing a fireman’s suit to get samples, the wind shifted and I
lingered just a second too long and my sleeves actually started
to burn!
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.
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.
PAUSE 45 SECONDS
— *** —
PAUSE 2 SECONDS
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:
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.
— *** —
26
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
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
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.
Speaker One
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
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.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
27
CAMBRIDGE ENGLISH: PROFICIENCY | LISTENING PAPER
LISTENING
SAMPLE PAPER
Sample paper answer key
Q Part One
(nature) conservation
OR conserving nature
OR (the) conservation of
nature
8
A
C
1
A
2
B
3
B
4
C
5
6
28
Q Part Two
7
Q Part Three
Q Part Four
16
C
21
17
A
22 E
18
B
23 H
open ground
19
D
24 B
9
(distinctive) yellow stripe
20 A
25 G
10
rabbits
26 E
11
1934
27 H
12
golf(-)course
28 A
13
(very) sandy
29 C
14
vegetation
30 B
15
(various) insects
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
F
Speaking paper
General description
FORMAT
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
MARKS
Short exchanges with the
interlocutor and with the other
candidate; a collaborative task
involving both candidates; a
2-minute individual long turn and
follow-up 3-way discussion.
Candidates are assessed on their
performance throughout.
Structure and tasks
Part 1
TASK TYPE
AND FORMAT
FOCUS
TIMING
A short conversation between the
interlocutor and each candidate.
Candidates show ability to use general
interactional and social language.
2 minutes
Part 2
TASK TYPE
AND FORMAT
FOCUS
TIMING
A 2-way conversation between the
candidates. The candidates are given
instructions with written and visual stimuli,
which are used in a decision-making task.
The focus is on sustaining an interaction,
exchanging ideas, expressing and justifying
opinions, agreeing and/or disagreeing,
suggesting, speculating, evaluating, reaching
a decision through negotiation, etc.
4 minutes
Part 3
TASK TYPE
AND FORMAT
FOCUS
TIMING
An individual long turn by each candidate,
followed by a discussion on topics related
to the long turns. Each candidate in turn is
given a written question to respond to. The
interlocutor leads a discussion to explore
further the topics covered in the individual
long turns.
The focus is on organising a larger unit of
discourse, expressing and justifying opinions,
developing topics.
10 minutes
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
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30
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
How important is the internet to you?
•
Thank you.
Do you have much opportunity to travel?
•
Interlocutor
What would your dream job be?
•
……………………………………………………………………………..
How good are you at organising your time?
•
SAMPLE PAPER
Candidates
How much free time do you have at the moment?
place to live?
You said you’re from (candidate’s home town/area). Is that an interesting
•
•
Select a further question for each candidate:
[address Candidate A] And you?
[address Candidate B] Are you working or studying at the moment?
Where are you from (Candidate A)? And you (Candidate B)?
First of all, we’d like to know something about you.
Thank you.
please?
colleague …….. . And your names are …….. ? Could I have your mark sheets,
Good morning / afternoon / evening. My name is …….. and this is my
(2 minutes / 3 minutes for groups of three)
Interlocutor
Part 1
Certificate of Proficiency in English
Speaking Test
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
SPEAKING
PART 1
Interlocutor
(4 minutes for groups
of three)
Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
…………………………………………………………………………….…
You have about three minutes to talk about this. (4 minutes for groups of three)
Talk together about the issues that are facing society, as suggested by these
pictures. Then suggest one other issue the debate could include.
I’d like you to imagine that a school is planning a debate on important issues
facing society. These pictures illustrate the issues that will be discussed.
Thank you. Now look at all the pictures.
…………………………………………………………………………….…
You have about a minute for this, so don’t worry if I interrupt you.
(2 minutes for groups of three)
First, I’d like you to look at pictures * and * and talk together about why you
think the pictures might have been taken.
Place Part 2 booklet, open at Task 1, in front of the candidates.
Select two of the pictures for the candidates to look at*.
Candidates
ž 3 minutes
Interlocutor
(2 minutes for groups
of three)
Candidates
ž 1 minute
1 School debate – Important issues
Now, in this part of the test you’re going to do something together. Here are
some pictures of different situations.
(approximately 4 minutes /
6 minutes for groups of three)
Interlocutor
Part 2
Certificate of Proficiency in English
Speaking Test
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
SPEAKING
SAMPLE PAPER
PART 2
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
31
32
Ask one of the following questions to Candidate B:
Interlocutor
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet.
Interlocutor
•
•
•
responsibilities
change of lifestyle
age
Why do you think fame can be difficult to cope with?
Task 1(a)
………………………………………………………………………………..
What do you think?
Do you agree?
How about you?
Candidates
ž 1 minute
•
•
•
Invite Candidate A to join in by selecting
one of the following prompts:
Do famous people always deserve to be famous?
at work
for themselves
with friends
Interlocutor
ž up to 4 minutes
Interlocutor
•
•
•
What do you think?
Do you agree?
How about you?
Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet.
………………………………………………………………………………..
•
•
•
Invite Candidate B to join in by selecting
one of the following prompts:
Should children be encouraged to think about their appearance?
Does the fashion industry have too much influence?
How reliable are first impressions of people?
Why do you think reality TV shows are popular both with contestants and viewers?
What would you like to be famous for? ….. (Why?)
Why do you think that some people become more respected after their death?
Do you think that we value people for their looks and image rather than their ability?
What’s your opinion of the popularity of cosmetic surgery?
Who has more power, someone in the public eye or someone behind the scenes?
Thank you. That is the end of the test.
•
•
•
•
•
•
Address a selection of the following questions to both candidates:
Now, to finish the test, we’re going to talk about ‘being in the public eye’ in general.
Why do people pay attention to their appearance?
Task 1(b)
Interlocutor
Candidates
ž 1 minute
•
•
•
Ask one of the following questions to Candidate A:
SAMPLE PAPER
Does it matter if celebrities behave badly?
Should magazines pay for stories about famous people?
Thank you.
Interlocutor
•
•
•
………………………………………………………………………………..
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Please let (Candidate B) see your card. Remember (Candidate A), you have about two
minutes to talk before we join in.
Place Part 3 booklet, open at Task 1(a), in front of Candidate A.
Interlocutor
Thank you.
Interlocutor
All right? Here is your card.
………………………………………………………………………………..
Candidate A
ž 2 minutes
A
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Candidate B
ž 2 minutes
Please let (Candidate A) see your card. Remember (Candidate B), you have about two
minutes to tell us what you think, and there are some ideas on the card for you to use if
you like. All right?
Place Part 3 booklet, open at Task 1(b), in front of Candidate B.
Now (Candidate B), it’s your turn to be given a question. Here is your card.
So (Candidate A), I’m going to give you a card with a question written on it and I’d like you
to tell us what you think. There are also some ideas on the card for you to use if you
like.
Interlocutor
B
1 Being in the public eye
1 Being in the public eye (cont.)
Now, in this part of the test you’re each going to talk on your own for about two minutes.
You need to listen while your partner is speaking because you’ll be asked to comment
afterwards.
(approximately 10 minutes)
Interlocutor
Part 3
Certificate of Proficiency in English
Speaking Test
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
SPEAKING
PART 3
CAMBRIDGE ENGLISH: PROFICIENCY | SPEAKING PAPER
Examiners and marking
Interactive Communication
The quality assurance of Speaking Examiners (SEs) is managed
by Team Leaders (TLs). TLs ensure all examiners successfully
complete examiner training and regular certification of procedure
and assessment before they examine. TLs are in turn responsible
to a Professional Support Leader (PSL) who is the professional
representative of Cambridge ESOL for the Speaking tests in a given
country or region.
This refers to a candidate’s ability to use language to achieve
meaningful communication through initiating, responding,
exchanging information and developing the interaction. At Cambridge
English: 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.
Annual examiner certification involves attendance at a face-to-face
meeting to focus on and discuss assessment and procedure, followed
by the marking of sample Speaking tests in an online environment.
Examiners must complete standardisation of assessment for all
relevant levels each year and are regularly monitored during live
testing sessions.
The interlocutor awards a mark for Global Achievement using
the Global Achievement scale. This refers to a candidate’s overall
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.
Assessment
Throughout 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.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
33
Cambridge English Proficiency
Specifications and Sample Papers for examinations from May 2013
Cambridge English: Proficiency, also known as Certificate of Proficiency
in English (CPE), is at Level C2 of the Common European Framework
of Reference for Languages (CEFR) published by the Council of
Europe.
University of Cambridge
ESOL Examinations
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Tel: +44 1223 553997
Email: ESOLhelpdesk@CambridgeESOL.org
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© UCLES 2011 | EMC/7526a/1Y11