Cambridge English Proficiency - Specifications and Sample Papers for examinations from March 2013

36 Pages·2.286 MB·English

Specifications and Sample Papers
for examinations from March 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 Candidates are expected to be able to: demonstrate
followed by eight multiple-choice questions. 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
Part 2 A modified cloze test containing eight gaps.
of reading skills including understanding of specific
Part 3 A text containing eight gaps. Each gap information, text organisation features, implication,
corresponds to a word. The stems of the missing tone and text structure.
words are given beside the text and must be
changed to form the missing word.
1
Part 4 Six separate questions, each with a lead-in
READING AND sentence and a gapped second sentence to be
USE OF ENGLISH completed in three to eight words, one of which
is a given ‘key’ word.
1 hr 30 mins
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
2
in two texts of approximately 100 words each.
WRITING
Part 2 Candidates choose one task from a choice of five Candidates are expected to be able to write non-
1 hr 30 mins questions (including the set text options). specialised text types such as an article, a letter,
a report, a review or an essay.
Part 1 Three short extracts from monologues or Candidates are expected to be able to show
exchanges between interacting speakers. There understanding of feeling, attitude, detail, opinion,
are two multiple-choice questions for each purpose, agreement, gist, course of action, inference,
extract. function, specific information, etc.
3
Part 2 A monologue with a sentence completion task
LISTENING 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 multiple-
matching questions.
Part 1 A conversation between the interlocutor and Candidates are expected to be able to respond to
each candidate (spoken questions). questions and to interact in conversational English,
using a range of functions in a variety of tasks.
Part 2 A two-way conversation between the candidates
4
(visual and written stimuli, with spoken
instructions).
SPEAKING
16 mins Part 3 An individual ‘long turn’ for each candidate,
followed by a response from the second
candidate (written stimuli with spoken
instructions).
CAMBRIDGE ENGLISH: PROFICIENCY | CONTENTS
Preface Further information on the examination will be issued in the
form of:
• regular update bulletins
This booklet contains specifications and sample papers for the
• a comprehensive Cambridge English: Proficiency Handbook for
revised Cambridge English: Proficiency examination, also known as
Teachers containing an additional set of sample papers
Certificate of Proficiency in English (CPE). The revised version of the
• an extensive programme of seminars and conference
exam will be introduced for the first time in March 2013.
presentations.
If you need any further copies of this booklet, please email
[email protected]
Contents
Introduction 2 Writing 13
The purpose of the revision project 2 General description 13
The process of the project 2 Structure and tasks 13
Key changes – at a glance 2 Task types in the Writing paper 14
The two parts of the Writing paper 15
About Cambridge ESOL 2
Sample paper 16
The world’s most valuable range of English qualifications 2
Sample responses 18
Key features of Cambridge English exams 3
Examiners and marking 19
Quality – at the heart of what we do 3
Assessment 19
Cambridge English: Proficiency – an overview 3
Listening 20
Who is the exam for? 3
General description 20
Recognition 3
Structure and tasks 20
The level of Cambridge English: Proficiency 3
Sample paper 21
Marks and results 3
Sample script 24
Answer key 28
Exam content and processing 4
Factors affecting the design of the examination 4 Speaking 29
A thorough test of all areas of language ability 4
General description 29
International English 4
Structure and tasks 29
Administrative information 4
Sample paper 30
Examiners and marking 33
Reading and Use of English 5
Assessment 33
General description 5
Structure and tasks 5
Sample paper 6
Answer key 12
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 1
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
Introduction • The new Cambridge English: Proficiency exam will be shorter than
the previous examination by approximately 2 hours. However,
careful exam design means that Cambridge English: Proficiency still
The Cambridge English: Proficiency examination was originally offered assesses at exactly the same high level, retains all of the language
in 1913. Numerous updates, most recently in 2002, have allowed and skills coverage as the current exam, and introduces new tasks
the examination to keep pace with changes in language teaching and testing focuses in each of the written papers.
and testing. • From 2013 candidates will be able to choose to take Cambridge
English: Proficiency as either a paper-based or computer-based
This booklet gives information on the outcome of the revision of
exam. This will offer candidates more choice about how they take
Cambridge English: Proficiency. Changes will be introduced from
their exam and introduce more exam dates.
March 2013.
The purpose of the revision project
About Cambridge ESOL
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. Cambridge English: Proficiency is developed by University of Cambridge
ESOL Examinations (Cambridge ESOL), a not-for-profit department
The aims were to ensure the updated examination:
of the University of Cambridge.
• is suitable for use for higher education study purposes
Cambridge ESOL is one of three major exam boards which form the
• is suitable for use for career enhancement purposes
Cambridge Assessment Group (Cambridge Assessment). More
• feels fresh and modern and retains appropriate and specific
than 8 million Cambridge Assessment exams are taken in over 150
testing focuses for each paper
countries around the world every year (correct as of January 2011).
• is thoroughly validated and reflects the most up-to-date
methodological approach to communicative language testing
The world’s most valuable range of English
• is more user-friendly in terms of its length
qualifications
• continues to set the standard for C2 level exams.
Cambridge ESOL offers the world’s leading range of qualifications
The outcome is as follows, and is the result of extensive research,
for learners and teachers of English. Over 3 million people take our
consultation with users, and trialling of exam material.
exams each year in 130 countries.
The process of the project
Cambridge ESOL offers assessments across the full spectrum of
language ability. We provide examinations for general communication
The project has included the following main stages:
and for academic and professional purposes (including specialist
1. Data collection, e.g. market information including survey legal and financial English qualifications). All of our exams are aligned
questionnaires sent to teachers and Centre Exams to the principles and approach of the Common European Framework
Managers; information on candidates collected on Candidate of Reference for Languages (CEFR).
Information Sheets.
2. The development of examination specifications, including the
development of the test construct, test content and the definition
of the test focuses; the development, production, editing and
trialling of draft task types and materials; and research into the
validity and reliability of the material and assessment procedures.
3. The production of examination support materials, including
public specifications, and training materials for writers of
examination materials and examiners.
Throughout the project, Cambridge ESOL has gathered feedback on
its proposals for the examination by holding consultation meetings
with stakeholders. During trialling, teachers and students were asked
to complete questionnaires on trial materials.
Key changes – at a glance
To find out more about Cambridge English exams and the CEFR, go to
These are the key changes to the Cambridge English: Proficiency
www.CambridgeESOL.org/CEFR
examination that will be introduced in March 2013.
In addition to our own programmes of world-leading research, we
• Cambridge English: Proficiency will have four papers instead of
work closely with professional bodies, industry professionals and
five. While the knowledge assessed in the current Use of English
governments to ensure that our exams remain fair and relevant to
paper is assessed across all four papers in the new exam, many of
candidates of all backgrounds and to a wide range of stakeholders.
the tasks have been retained in modified formats in the Reading
and Use of English paper.
2 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | INTRODUCTION
Key features of Cambridge English exams in English Examination 1913–2002; Studies in Language Testing volume
15; Weir, C and Milanovic, M (eds); Cambridge University Press,
Cambridge English exams:
2003.
• are based on realistic tasks and situations so that preparing for
Who is the exam for?
their exam gives learners real-life language skills
• accurately and consistently test all four language skills – reading,
Cambridge English: Proficiency is taken by candidates in over 70
writing, listening and speaking – as well as knowledge of language
countries and by more than 160 nationalities. Typically they are
structure and its use
people seeking to achieve exceptional ability with English in order to:
• encourage positive learning experiences, and seek to achieve a
positive impact on teaching wherever possible • study demanding subjects at the highest levels, including
• are as fair as possible to all candidates, whatever their national, postgraduate and PhD programmes
ethnic and linguistic background, gender or disability. • actively engage with academic life by participating confidently in
tutorials and seminars
Quality – at the heart of what we do • lead on complex and challenging research projects
• negotiate and persuade effectively at senior management level in
Cambridge ESOL’s commitment to providing exams of the highest
international business settings.
possible quality is underpinned by an extensive programme of
research and evaluation, and by continuous monitoring of the Who recognises the exam?
marking and grading of all Cambridge English exams. Of particular
importance are the rigorous procedures used in the production and • Cambridge English: Proficiency is accepted by universities,
pretesting of question papers. employers, governments and other organisations around the
world as proof of the ability to use English to function at the
At the heart of all these processes are the systems and procedures
highest levels of academic and professional life.
that drive our search for excellence and continuous improvement.
• It is recognised by the UK Border Agency as meeting the
While these systems involve complex research and technology, the
language requirements for Tier 1, 2 and 4 immigration, covering
underlying philosophy is simple and is designed around five essential
study and working in the UK*.
principles:
• The exam has been accredited by Ofqual, the statutory
Validity – are our exams an authentic test of real-life English? regulatory authority for external qualifications in England, and
its counterparts in Wales and Northern Ireland, at Level 3 in the
Reliability – do our exams measure consistently and fairly?
National Qualifications Framework, under the title ‘Cambridge
Impact – does our assessment have a positive effect on teaching and ESOL Level 3 Certificate in ESOL International’.
learning? • The UK’s Universities and Colleges Admissions Service
(UCAS) awards candidates with Cambridge English: Proficiency
Practicality – does our assessment meet learners’ needs within
up to 140 UCAS Tariff points* towards their application
available resources?
to UK universities and higher education institutions.
Quality – how we plan, deliver and check that we provide excellence www.CambridgeESOL.org/UCAS-points
in all of these fields.
* Accurate as of April 2011
How we implement this approach across our organisation is
For more information about recognition go to
explained in Principles of Good Practice, which can be downloaded free
www.CambridgeESOL.org/recognition
at www.CambridgeESOL.org/Principles
What level is the exam?
The ISO 9001:2008 standard
All systems and processes for designing, developing and delivering Cambridge English: Proficiency is set at Level C2 – the highest level
exams and assessment services are certified as meeting the on the CEFR scale. C2 is required in demanding academic and
internationally recognised ISO 9001:2008 standard for quality professional settings, and achieving a certificate at this level is proof
management. that a candidate has the linguistic competence to use English with a
fluency and sophistication approaching that of a native speaker.
Marks and results
Cambridge English: Proficiency –
Cambridge English: Proficiency gives detailed, meaningful results.
an overview
All candidates receive a Statement of Results. Candidates whose
performance ranges between CEFR Levels C2 and C1 will also receive
Cambridge English: Proficiency was originally introduced in 1913 and is a certificate:
a high-level qualification that is officially recognised by universities,
Statement of Results
employers and governments around the world. Based on extensive
research, numerous updates over the years have allowed the exam The Statement of Results outlines:
to keep pace with changes in language teaching and testing and
• the candidate’s result. This result is based on the total score
have ensured the exam remains reliable and relevant for candidates.
gained by the candidate in all four papers.
A full history of the development of Cambridge English: Proficiency is
• a graphical display of the candidate’s performance in each paper
detailed in Continuity and Innovation: Revising the Cambridge Proficiency
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 3
CAMBRIDGE ENGLISH: PROFICIENCY | EXAM CONTENT AND PROCESSING
(shown against the scale Exceptional – Good – Borderline – The updated examination has incorporated the insights provided by
Weak). this information and aims to provide:
• a standardised score out of 100 which allows candidates to see
• coverage of candidates’ needs and interests
exactly how they performed.
• 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.
Writing: 1 hour 30 minutes
Certificate
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
We have enhanced the way we report the results of our exams
in Part 2.
because we believe it is important to recognise candidates’
achievements. Listening: 40 minutes
Candidates need to show they can understand the meaning of
Certificate of Proficiency in English – Level C2
a range of spoken material, including conversations, lectures,
seminars, broadcasts and talks.
Grade A, B or C
Speaking: 16 minutes
If a candidate achieves grade A, B or C in their exam, they will receive
Candidates take the Speaking test with another candidate or in a
the Certificate of Proficiency in English at Level C2.
group of three, and are tested on their ability to take part in different
types of interaction: with the examiner, with the other candidate
Level C1 certificate
and by themselves.
If a candidate’s performance is below Level C2, but falls within Level
C1, they will receive a Cambridge English certificate stating that they Each of these four test components provides a unique contribution to
demonstrated ability at C1 level. a profile of overall communicative language ability that defines what a
candidate can do at this level.
Exam content and processing International English
English is used in a wide range of international contexts. To reflect
this, candidates’ responses to tasks in Cambridge English exams are
Cambridge English: Proficiency is a rigorous and thorough test of
acceptable in all varieties and accents of English, provided they do
English at Level C2. It covers all four language skills – reading, writing,
not interfere with communication. Materials used feature a range of
listening and speaking. In preparing for Cambridge English: Proficiency,
accents and texts sourced from English-speaking countries, including
candidates develop the skills they need to make practical use of the
the UK, North America and Australia. US and other versions of
language in a variety of contexts and to communicate effectively in
spelling are accepted if used consistently.
English.
Administrative information
Factors affecting the design of the examination
As with the current Cambridge English: Proficiency examination,
Analysis of Cambridge English: Proficiency candidate information data
candidates must be entered through a recognised Cambridge ESOL
and market survey questionnaires showed consistent agreement
centre. Find your nearest centre at www.CambridgeESOL.org/centres
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
Reading and Use of English paper
General description Structure and tasks (cont.)
FORMAT The paper contains seven parts.
PART 3
For Parts 1 to 4, the test contains
TASK TYPE Word formation
texts with accompanying grammar
FOCUS The main focus is on vocabulary, in particular
and vocabulary tasks, and
the use of affixation, internal changes and
separate items with a grammar
compounding in word formation.
and vocabulary focus. For Parts 5
FORMAT A text containing eight gaps. Each gap
to 7, the test contains a range of
corresponds to a word. The stems of the
texts and accompanying reading
missing words are given beside the text and
comprehension tasks.
must be changed to form the missing word.
TIMING 1 hour 30 minutes
NO. OF QS 8
NO. OF PARTS 7
PART 4
NO. OF QUESTIONS 53
TASK TYPE Key word transformations
TASK TYPES Multiple-choice cloze, open
FOCUS The focus is on grammar, vocabulary and
cloze, word formation, key word
collocation.
transformation, multiple matching,
FORMAT Six separate items, each with a lead-in
gapped text, multiple choice.
sentence and a gapped second sentence to
WORD COUNT 2,900–3,400
be completed in three to eight words, one of
MARKS Parts 1–3 – each correct answer which is a given ‘key’ word.
receives 1 mark; Part 4 – each correct NO. OF QS 6
answer receives up to 2 marks.
For Parts 5–6, each correct answer PART 5
receives 2 marks; for Part 7, each TASK TYPE Multiple choice
correct answer receives 1 mark.
FOCUS Detail, opinion, attitude, tone, purpose, main
idea, implication, text organisation features
(exemplification, reference).
FORMAT A text followed by 4-option multiple-choice
questions.
Structure and tasks NO. OF QS 6
PART 6
PART 1
TASK TYPE Gapped text
TASK TYPE Multiple-choice cloze FOCUS Cohesion, coherence, text structure, global
FOCUS The main focus is on vocabulary, e.g. idioms, meaning.
collocations, fixed phrases, complementation, FORMAT A text from which paragraphs have been
phrasal verbs, semantic precision. removed and placed in jumbled order after the
FORMAT A modified cloze containing eight gaps text. Candidates must decide from where in
followed by eight 4-option multiple-choice the text the paragraphs have been removed.
items. NO. OF QS 7
NO. OF QS 8
PART 7
PART 2
TASK TYPE Multiple matching
TASK TYPE Open cloze FOCUS Detail, opinion, attitude, specific information.
FOCUS The main focus is on awareness and control of FORMAT A text or several short texts, preceded by
grammar with some focus on vocabulary. multiple-matching questions. Candidates
FORMAT A modified cloze test containing eight gaps. must match a prompt to elements in the text.
NO. OF QS 8 NO. OF QS 10
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 5
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH
PART 1: Questions 1–8
►
er
plunge riveted pocket course dropping off different inclination holds Turn ov
D D D D D D D D
d ut
e o
sag engross angle track making mixed custom counts
C C C C C C C C
3
slump gripped edge road taking off diverse direction belongs
B B B B B B B B
d ut
e o
droop captivat corner path turning wide trend fits
A A A A A A A A
1 2 3 4 5 6 7 8
2 Part 1 For questions, read the text below and decide which answer (, , or ) best fits each gap. 1 – 8ABCDMark your answers . on the separate answer sheet There is an example at the beginning (). 0 descriptive imaginary fabled legendary 0 A B C D A B C D 0 ADVENTURE TRAVEL D Wilfred Thesinger, the explorer once said, ‘We live our lives second-hand’. Sadly, his words (0) are true for far too many of us, as we …….... in front of the television, …….... in ‘reality’ (1)(2) television, living our adventures through the words and pictures of others. But it does not have to be that way – there are more opportunities than ever for taking a break from our increasingly sanitised lives and exploring not only some exotic …….... of the globe, but also our own abilities and (3) ambitions. The kind of first-hand experience whose loss Thesinger laments is still available for anyone willing to forsake the beaten …….... , and put their mind to …….... into the less explored (4) (5) regions of this …….... planet. (6) The …….... in travel in recent years has been towards what is known as adventure travel. But (7) adventure doesn’t have to involve physical exertion; be it haggling over a souvenir in Peru, or getting lost in the labyrinthine passages of a Moroccan souk, it all …….... . (8)
6 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
READING AND USE OF ENGLISH SAMPLE PAPER
PARTS 2–3: Questions 9–24
5 Part 3 For questions , read the text below. Use the word given in capitals at the end of some of the 17 – 24lines to form a word that fits in the space in the same line. There is an example at the beginning (). 0Write your answers . IN CAPITAL LETTERS on the separate answer sheet E F FE C T I VE Example: 0 _________________________________________________________________________________ POWER NAPS EFFECTIVE Power napping is an strategy. It involves taking an intense(0) .EFFECT sleep which dramatically improves …….… , makingit especially useful for (17) ALERT those with a demanding schedule such as mothers of babies or travelling business …….… . However, the conditions must be right and practice is(18) EXECUTE required to …….… the effects. (19) MAXIMUM To prevent …….… on awakening, power naps should last about 25 (20) ORIENTATE minutes. Falling asleep so quickly takes practice, but is in fact a habit which is …….… easy to acquire. Initially, it is more important to relax for a while(21) COMPARE than actually fall asleep, and power-napping is not a good idea if you find it difficult to wake up at the …….… time. (22) DESIGN Finally, power-napping should not be confused with the kind of dozing that can …….… a sensation of overwhelming sleepiness during the day, which(23) COMPANY simply represents the …….… experienced in the attemptto compensate (24) DESPAIR for a poor sleep routine. Turn over ►
4 Part 2 For questions , read the text below and think of the word which best fits each space. Use only 9 – 16 word in each space. There is an example at the beginning (). Write your answers one0IN CAPITAL LETTERS on the separate answer sheet. I F Example: 0 MOBILE COMMUNICATION IF they wanted to. And For many people, mobile email is a habit they couldn’t give up even (0) …….... should they want to? …..….. all, the ability to send and receive emails from a mobile (9) (10) device means they can stay in touch with colleagues, friends and family, whether they’re standing in a queue at the supermarket, downing a quick cup of coffee in …….... meetings or killing (11) ……..... before a flight. (12) It’s fair to say that access to email while …….... the move has done much to whet appetites for (13) other kinds of collaborative tools. What’s …….... , there’s a whole new way of working that has (14) opened up in recent years and, …..….. a result, there’s a general expectation that efficiency and (15) productivity don’t necessarily take …….... within the four walls of an organisation’s physical (16) offices.
CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS 7
CAMBRIDGE ENGLISH: PROFICIENCY | READING AND USE OF ENGLISH PAPER
SAMPLE PAPER READING AND USE OF ENGLISH
PART 4: Questions 25–30
►
er
v
o
n
ur
T
e.
c
n
e
u
s influence. normous infl
u e
mo ad
area. had enor esident h
7 devoid of vegetation. ………………………… the successful, the President …………………… , the Pr
pletely ……… s most ………
m … hi …
co … at …
a was ever ……… e was ………
The are whatso There When h height At ……
9 0
2 3
ng to the first use between ___________
6 Part 4 For questions , complete the second sentence so that it has a similar meani25 – 30sentence, using the word given. You must Do not change the word given. and words, including the word given. Here is an example (). threeeight0 Example: Do you mind if I watch you while you paint? 0 objection Do you ……………………………………………………… you while you paint? have any objection to my watching 0 Write the missing words . only on the separate answer sheet _____________________________________________________________________ It’s impossible to predict how long it will take to do this job. 25 telling There is ……………………………………………… will take. Not many people buy that particular product these days. 26 demand There ……………………………………………… that particular product these days. For me, his skill as a negotiator was most impressive. 27 how I was most ……………………………………………… negotiator he was. Nobody expected Natalia to resign. 28 came Natalia’s ……………………………………………… everyone.
8 CAMBRIDGE ENGLISH: PROFICIENCY SPECIFICATIONS AND SAMPLE PAPERS