Certificate of Proficiency in English. Handbook for Teachers

100 Pages·2.745 MB·English

UNIVERSITY of CAMBRIDGE
Experts in Language Assessment
ESOL Examinations
Certificate of
Proficiency in
English
Handbook for teachers
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CPE content and overview
Part/timing Content Test focus
Part 1 Three short texts with six four-option Assessment of candidates’ ability to understand
multiple-choice cloze questions on each. the meaning of written English at word, phrase,
sentence, paragraph and whole text level.
Part 2 Four short texts with two four-option
multiple-choice questions on each.
READING
1 hour 30 mins Part 3 Gapped text with seven questions.
Part 4 Long text with seven four-option
multiple-choice questions.
wtlfg
2 Part 1 One compulsory question. Assessment of candidates’ ability to write specified
text types with a range of functions.
Part 2 Candidates answer one question from a
WRITING
choice of four questions (including the
2 hours
set text option).
Part 1 Modified open cloze with fifteen questions. Assessment of candidates’ ability to demonstrate
knowledge and control of the language system by
Part 2 One short text with ten word formation
completing various tasks at text and sentence
questions.
level.
USE OF ENGLISH Part 3 Six sets of three gapped sentences
1 hour 30 mins
Part 4 Eight key word transformations.
Part 5 Two texts with four questions and a
summary writing task.
Part 1 Four short extracts with two three-option Assessment of candidates’ ability to understand
multiple-choice questions on each. the meaning of spoken English, to extract
information from a text and to understand
Part 2 One long text with nine sentence completion
speakers’ attitudes and opinions.
questions.
LISTENING
40 mins (approx) Part 3 One long text with five four-option multiple-
choice questions.
Part 4 One long text with six matching questions.
5 Part 1 Interview Assessment of candidates’ ability to produce
spoken English using a range of functions in a
SPEAKING Part 2 Collaborative task
variety of tasks.
19 mins
Part 3 Individual long turns and follow-up discussion.
Preface
%
This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of Proficiency in
English examination (CPE). The introduction gives ah overview of CPE and its place within Cambridge ESOL. This is
followed by a focus on each paper and includes content, advice on preparation and example papers.
If you require additional CDs or further copies of this booklet, please email: [email protected]
Contents
Inside front cover CPE content and overview OVERVIEW OF CPE
2 University of Cambridge ESOL 2 Key features of Cambridge ESOL INTRODUCTION TO
Examinations examinations
CAMBRIDGE ESOL
2 Content of CPE 3 Official accreditation in the UK EXAMINATION CONTENT
3 The level of CPE 3 The CPE candidature
AND PROCESSING
3 Varieties of English 4 Marks and results
3 Recognition 5 Special circumstances
5 Course materials 6 Seminars for teachers CPE SUPPORT
5 Past papers and examination reports 6 Administrative information
5 Speaking Test Preparation Pack for CPE 6 Further information
5 Online support
7 General description 9 Preparation n
7 Structure and tasks 12 Sample paper
U
8 The four parts of the Reading paper 17 Answer keys and answer sheet
READING PAPER
18 General description 21 Task types in the CPE Writing paper m rm
18 Structure and tasks 23 Sample paper W M
19 The two parts of the Writing paper 25 Assessment m Sm
20 Preparation 28 Sample scripts with examiner WRITING PAPER
comments
35 General description 44 Answer keys and mark scheme
35 Structure and tasks 45 Assessment of summary writing task
36 The five parts of the Use of English 46 Answer Sheet 1
paper 47 Answer Sheet 2 USE OF ENGLISH PAPER
37 Preparation 48 Sample scripts with examiner
40 Sample paper comments
n
50 General description 53 Sample paper
50 Structure and tasks 56 Sample tapescript Elm
51 The four parts of the Listening paper 60 Answer keys
51 Preparation 61 Answer sheet LISTENING PAPER
n
62 General description 64 Preparation
L'fl
62 Structure and tasks 66 Sample paper
E i
63 The three parts of the Speaking test 69 Assessment
SPEAKING TEST
71 Glossary of terms and acronyms GLOSSARY
CPE HANDBOOK FOR TEACHERS | CONTENTS
Introduction to Cambridge learned, and which cover the four language skills - reading,
writing, listening and speaking - as well as knowledge of
ESOL
language structure and use
• to provide accurate and consistent assessment of each
■ University of Cambridge ESOL Examinations language skill at the appropriate level
University of Cambridge ESOL Examinations (Cambridge ESOL) • to relate the examinations to the teaching curriculum in
is a part of the Cambridge Assessment Group*, which is a such a way that they encourage positive learning
department of the University of Cambridge. It has a tradition experiences, and to seek to achieve a positive impact
of language assessment dating back to 1913, and is one of the wherever possible
world’s largest educational assessment agencies. Cambridge • to endeavour to be fair to all candidates, whatever their
ESOL offers an extensive range of examinations, certificates national, ethnic and linguistic background, gender or
and diplomas for learners and teachers of English. In 2006, disability.
over 2 million people took these examinations at centres in
over 130 countries. Cambridge ESOL examinations are designed around four
essential qualities: validity, reliability, impact and practicality.
Cambridge ESOL’s systems and processes for designing,
Validity is normally taken to be the extent to which a test can
developing and delivering examinations and assessment
be shown to produce scores which are an accurate reflection
services are certified as meeting the internationally
of the candidate’s true level of language skills. Reliability
recognised IS09001:2000 standard for quality management.
concerns the extent to which test results are stable, consistent
Cambridge ESOL examinations are suitable for learners of all and accurate, and therefore the extent to which they can be
nationalities, whatever their first language and cultural depended on for making decisions about the candidate.
background, and there are examinations suitable for learners Impact concerns the effects, beneficial or otherwise, which an
of almost any age. Although they are designed for native examination has on the candidates and other users, whether
speakers of languages other than English, no language related these are educational, social, economic or political, or various
restrictions apply. The range of Cambridge ESOL examinations combinations of these. Practicality can be defined as the
includes specialist examinations in Business English and extent to which an examination is practicable in terms of the
English for Academic Purposes, as well as tests for young resources needed to produce and administer it. All these
learners and a suite of certificates and diplomas for language factors underpin the development and production of
teachers. Cambridge ESOL examinations.
The examinations cover all four language skills - reading,
writing, listening and speaking. They include a range of tasks Examination content and
which assess candidates’ ability to use English, so that in
processing
preparing for the examinations, candidates develop the
skills they need to make practical use of the language in a
variety of contexts. Above all, what the Cambridge ESOL The Certificate of Proficiency in English (CPE) was first
examinations assess is the ability to communicate effectively introduced in 1913. Since that time it has been regularly
in English. revised and updated to bring it into line with current
thinking in language teaching, applied linguistics and
Cambridge ESOL is committed to providing examinations of
language testing theory and practice.
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by The current version of CPE was introduced in December 2002.
continuous monitoring of the marking and grading of all
■ Content of CPE
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production Cambridge ESOL examinations reflect a view of language
and pretesting of question papers. proficiency in terms of a language user’s overall
communicative ability; at the same time, for the purposes of
■ Key features of Cambridge ESOL examinations practical language assessment, the notion of overall ability is
subdivided into different skills and subskills. This ‘skills and
Cambridge ESOL undertakes:
components’ view is well established in the language research
• to assess language skills at a range of levels, each of them
and teaching literature.
having a clearly defined relevance to the needs of language
Four main skills of reading, writing, listening and speaking are
learners
recognised, and each of these is assessed in a test component
• to assess skills which are directly relevant to the range of
of the same name. Reading and listening are multi­
uses for which learners will need the language they have
dimensional skills involving the interaction of the
reader/listener’s mental processing capacities with their
Cambridge Assessment is the operating name for the University of language and content knowledge; further interaction takes
Cambridge Local Examinations Syndicate (UCLES). place between the reader/listener and the external:features of
m i CPE HANDBOOK FOR TEACHERS | INTRODUCTION TO CAMBRIDGE ESOL
the text and task. Purpose and context for reading/listening What a CPE candidate can do
shape these interactions and this is reflected in the CPE
Examinations at Level C2 may be used as proof of the level of
Reading and Listening components through the use of
language necessary to work at a managerial or professional
different text and task types which link to a relevant target
level or follow a course of academic study at university level.
language use context beyond the test.
Writing ability is also regarded as a linguistic, cognitive, social
The ALTE fCan Do* Project
and cultural phenomenon that takes place in a specific
The Association of Language Testers in Europe (ALTE) has
context and for a particular purpose. Like Reading and
developed a framework which covers five levels of language
Listening, CPE Writing involves a series of complex
proficiency aligned to the Council of Europe Common
interactions between the task and the writers, who are
European Framework of Reference for Languages. (See Table 1.)
required to draw on different aspects of their knowledge and
experience to produce a written performance for evaluation. Table 1
Like Writing, Speaking involves multiple competencies Cambridge Main Suite ALTE levels CEF levels
including vocabulary and grammatical knowledge, Certificate of Proficiency in English 5 C2
phonological control, knowledge of discourse, and pragmatic Certificate in Advanced English 4 Cl
awareness, which are partially distinct from their equivalents First Certificate in English 3 B2
in the written language. Since speaking generally involves Preliminary English Test 2 B1
reciprocal oral interaction with others, Speaking in CPE is Key English Test 1 A2
assessed directly, through a face-to-face encounter between
candidates and examiners. Research carried out by ALTE has shown what language
learners can typically do at each level. Table 2 (overleaf) gives
A fifth test component in CPE (Use of English) focuses on the
some examples at CPE level of typical general ability plus
language knowledge structures or system(s) that underpin a
ability in each of the skill areas and in a range of contexts.
user’s communicative language ability in the written medium;
these are sometimes referred to as ‘enabling’ (sub)skills and
■ Varieties of English
include knowledge of vocabulary, morphology, syntax,
punctuation, and discourse structure. Candidates’ responses to tasks in the Cambridge ESOL
examinations are acceptable in varieties of English which
Each of these five test components in CPE provides a unique
would enable candidates to function in the widest range of
contribution to a profile of overall communicative language
international contexts. Candidates are expected to use a
ability that defines what a candidate can do at this level.
particular variety with some degree of consistency in
areas such as spelling, and not for example switch from
■ The level of CPE
using a British spelling of a word to an American spelling
CPE is designed to offer a high-level qualification in the of the same word in the same written response to a given
language to those wishing to use English for professional or task.
study purposes. The CPE examination contains some tasks
■ Recognition
which are likely to be more suitable in content for candidates
who have achieved a certain degree of maturity in their
CPE is recognised as fulfilling English language entrance
handling of abstract ideas and concepts.
requirements by many higher education institutions and
CPE is at Level C2 of the Common European Framework, and a corporate bodies across the world. More information
description of this level is given below in terms of: about recognition is available from centres, British
Council offices, Cambridge ESOL and from
• what material learners can deal with
www.CambridgeESOL.org
• what learners can be expected to be able to do.
■ Official accreditation in the UK
The type of material a CPE candidate can deal with
CPE has been accredited by the Qualifications and Curriculum
At this level the learner is approaching the linguistic
Authority (QCA), the statutory regulatory authority for external
competence of an educated native speaker, and is able to use
qualifications in England and its counterparts in Wales and
the language in a range of culturally appropriate ways. Users
Northern Ireland, at Level 3 in the National Qualifications
at this level are able to improve their use of the language by
Framework, under the title ‘Cambridge ESOL Level 3 Certificate
extending their vocabulary and refining their usage and
in ESOL International’.
command of style and register rather than by learning about
new areas of grammar. Their level of competence gives them
■ The CPE candidature
access to the press and other media, and to areas of culture
such as drama, film and literature. Success in examinations at Information is collected about the CPE candidates at each
this level may be seen as proof that the learner is able to cope session, when candidates fill in a Candidate Information
with high-level academic work. Sheet. The candidates for CPE come from a wide range of
CPE HANDBOOK FOR TEACHERS | EXAMINATION CONTENT AND PROCESSING |Q |
Table 2
‘Can Do’ summary
typical abilities Listening and Speaking Reading and Writing
Overall general CAN advise on or talk about complex or sensitive issues, CAN understand documents, correspondence and reports,
ability understanding colloquial references and dealing including the finer points of complex texts.
confidently with hostile questions.
CAN write letters on any subject and full notes of meetings or
seminars with good expression and accuracy.
Social & Tourist CAN talk about complex or sensitive issues CAN (for example, when looking for accommodation)
without awkwardness. understand a tenancy agreement in detail, including
its main implications.
CAN write letters on any subject with good
expression and accuracy.
Work CAN advise on/handle complex, delicate or CAN understand reports and articles likely to be encountered
contentious issues, such as legal or financial during his/her work, including complex ideas expressed
matters, to the extent that he/she has the in complex language.
necessary specialist knowledge.
CAN make full and accurate notes and continue to
participate in a meeting or seminar.
Study CAN understand colloquial asides and cultural CAN access all sources of information quickly
allusions. and reliably.
CAN make accurate and complete notes during the
course of a lecture, seminar or tutorial.
backgrounds and take the examination for a number of • Reasons/or taking CPE
different reasons. The following points summarise the Candidates’ reasons for wanting an English language
characteristics of the current CPE candidature. qualification are roughly distributed as follows:
• Nationality - for study (36%)
CPE is taken by candidates throughout the world in about - for work (46%)
90 countries, although the total number of nationalities
- other (18%).
represented in the candidature is over 170. The majority of
these candidates enter for CPE in European and South
■ Marks and results
American countries. Many candidates also take the
examination in the UK. • A candidate’s overall CPE grade is based on the total score
gained by the candidate in all five papers. It is not
• Age and Gender
necessary to achieve a satisfactory level in all five papers in
The majority of candidates are aged between 16 and 24.
order to pass the examination.
About 61% of the candidates are female.
• All the papers are equally weighted, each contributing
• Education
40 marks to the examination’s overall total of 200
Most candidates are students, although there are
marks.
considerable differences in the proportion of students in
different countries. • Results are reported as three passing grades (A, B and C)
and two failing grades (D and E) and are set according to
• Preparation
the following information:
A large proportion of candidates (about 80%) undertake a
preparatory course before taking the examination. - statistics on the candidature
- statistics on the overall candidate performance
m CPE HANDBOOK FOR TEACHERS | EXAMINATION CONTENT AND PROCESSING
- statistics on individual items, for those parts of the examination regulations in some other way. Results may be
examination for which this is appropriate (Papers 1, 3 withheld because further investigation is needed or
and 4) because of infringement of regulations. Centres are notified
- advice, based on the performance of candidates and if a candidate’s results have been investigated.
recommendations of examiners, where this is relevant
(Papers 2 and 5) CPE support
- comparison with statistics from previous years’
examination performance and candidature.
■ Course materials
• Candidates are issued with statements of results
approximately two months after the examination has been A number of coursebooks and practice materials are available
taken. These include the grades awarded, a graphical from publishers. A list of UK publishers which produce material
display of the candidate’s performance in each paper related to the examinations is available from Cambridge ESOL
(shown against the scale Exceptional - Good - Borderline - Information and is on the Cambridge ESOL website. CPE
Weak), and a standardised score out of 100 (which is requires an all-round language ability and this should be borne
converted from the aggregate mark of 200). This score in mind when selecting course materials. Most coursebooks will
allows candidates to see exactly how they performed. It has need to be supplemented; care should be taken to ensure that
set values for each grade, allowing comparison across coursebooks and practice materials which have been selected
sessions of the examination: accurately reflect the content and format of the examination.
N.B. Cambridge ESOL does not undertake to advise on textbooks or
Grade A = 80-100 marks
courses of study.
Grade B = 75-79 marks
Grade C = 60-74 marks
■ Past papers and examination reports
Grade D = 55-59 marks
Grade E = 54 marks or below. Cambridge ESOL produces past examination papers, which
This means that the score a candidate needs to achieve can be used for practice, and examination reports, which
a passing grade will always be 60. provide a general view of how candidates performed overall
and on each paper and offer guidance on the preparation of
• Certificates are issued to candidates gaining a passing
candidates. Details of how you can order past papers and
grade (A, B or C) approximately six weeks after the issue of
examination reports, and a downloadable order form, are
statements of results.
available from:
• Certificates are not issued to candidates awarded the failing
www.CambridgeESOL.org/resources/past-papers.html
grades D and E.
www.CambridgeESOL.org/resources/teacher/cpe.html
■ Special circumstances The sample question papers included in this handbook have
been produced to reflect the format of the examination.
Special circumstances covers three main areas: special
However, candidates are strongly advised not to concentrate
arrangements, special consideration and malpractice.
unduly on working through practice tests and examinations as
• Special arrangements: this will not by itself make them more proficient in the
These are available for candidates with a permanent or different skills.
long-term disability, such as a visual or hearing difficulty, or
a temporary difficulty such as a broken hand, or ear ■ Speaking Test Preparation Pack for CPE
infection affecting a candidate’s ability to hear clearly. They
The Speaking Test Preparation Pack for CPE is a
may include extra time, separate accommodation or
comprehensive teacher resource pack designed to help
equipment, Braille transcription, etc. Consult the
teachers who are preparing students for the CPE Speaking test.
Cambridge ESOL Centre Exams Manager in your area for
more details as soon as possible. Written by experienced examiners, it provides clear
explanations of what each of the three parts of the Speaking
• Special consideration:
test involves. The step-by-step guidance and practical
Cambridge ESOL will give special consideration to candidates
exercises help your students perform with confidence on the
affected by adverse circumstances immediately before or
day of the test.
during an examination. Special consideration can be given
where an application is sent through the centre and is made See inside back cover for more information and how to buy.
within 10 working days of the examination date. Examples of
acceptable reasons for giving special consideration are in ■ Online support
cases of illness or other unexpected events.
Cambridge ESOL provides an online resource for teachers,
• Malpractice: designed to help them understand the examinations better
Cambridge ESOL will consider cases where candidates and to prepare candidates more effectively.
are suspected of copying, collusion or breaking the
CPE HANDBOOK FOR TEACHERS | CPE SUPPORT
The Teaching Resources website can be found at ■ Administrative information
www.CambridgeESOL.org/teach
The CPE examination is offered twice a year in June and
In some countries, a dedicated Cambridge ESOL website is December.
available. These websites can be found at
Candidates must enter through a recognised centre.
www.CambridgeESOL.(initials for country), e.g.
www.CambridgeESOL.gr (Greece)
www.CambridgeESOL.ch (Switzerland). ■ Further information
General information about the examination, including details
■ Seminars for teachers
of entry procedure and current fees can be obtained from the
Cambridge ESOL offers a wide range of seminars designed Cambridge ESOL Centre Exams Manager in your area.
for teachers concerned with the examinations; some are
Further information about this and other Cambridge ESOL
also suitable as introductions for administrators, school
examinations can be found on the Cambridge ESOL website by
directors, etc. Some seminars are intended to provide
clicking on the appropriate examination in:
information and support for teachers who are familiar with
www.cambridgeesol.org/exams
the examinations, and others can be used to introduce
teachers to established examinations and also to new or Copies of the Regulations can be found in:
revised examinations. Contact Cambridge ESOL Information www.cambridgeesol.org/regulations
for further details.
« CPE HANDBOOK FOR TEACHERS | CPE SUPPORT
PAPER □
READING
GENERAL DESCRIPTION STRUCTURE AND TASKS
Paper format The paper contains nine texts
with accompanying
Task type Multiple-choice lexical cloze.
vocabulary and
and focus Idioms, collocations, fixed phrases,
comprehension tasks.
complementation, phrasal verbs, semantic
Timing 1 hour 30 minutes. precision.
No. of parts 4. Format Three unrelated texts from a range of sources,
each with six gaps. Candidates must choose
No. of questions 40. one word or phrase from a set of four to fill
each gap.
Task types Lexical cloze, gapped text,
multiple choice. No. of Qs
mm
Text types From the following: books
(fiction and non-fiction); non­
specialist articles from
Task type Multiple choice.
journals, magazines and
and focus Detail, opinion, attitude, tone, purpose, main idea,
newspapers; promotional and
implication, text organisation features
informational materials (e.g.
(exemplification, comparison, reference).
advertisements, guide books,
manuals).. Format Four texts on one theme from a range of sources,
each followed by two four-option multiple-choice
Length of texts Approximately 3,000 words in questions.
total.
M iiiiils
Answer format For all parts of this paper,
candidates indicate their
answers by shading the correct
lozenges on an answer sheet. Task type Gapped text
and focus Cohesion, coherence, text structure, global
Marks Part 1 - each correct answer
meaning.
receives 1 mark.
Parts 2,3 and 4 - each correct Format A text from which paragraphs have been removed
answer receives 2 marks. The and placed in jumbled order after the text.
total score is then weighted to Candidates must decide from where in the text
a maximum of 40 marks for the paragraphs have been removed.
the whole paper.
No. of Qs
Task type Multiple choice.
and focus Detail, opinion, attitude, tone, purpose, main idea,
implication, text organisation features
(exemplification, comparison, reference).
Format A text followed by four-option multiple-choice
questions.
No. of Qs
CPE HANDBOOK FOR TEACHERS | PAPER 1: READING Q
PAPER O
READING
GENERAL DESCRIPTION STRUCTURE AND TASKS
Paper format The paper contains nine texts PARTI
with accompanying
Task type Multiple-choice lexical cloze.
vocabulary and
and focus Idioms, collocations, fixed phrases,
comprehension tasks.
complementation, phrasal verbs, semantic
Timing 1 hour 30 minutes. precision.
No. of parts 4. Format Three unrelated texts from a range of sources,
each with six gaps. Candidates must choose
No. of questions 40. one word or phrase from a set of four to fill
each gap.
Task types Lexical cloze, gapped text,
multiple choice. No. of Qs 18.
Text types From the following: books
(fiction and non-fiction); non­ PART 2
specialist articles from
Task type Multiple choice.
journals, magazines and
and focus Detail, opinion, attitude, tone, purpose, main idea,
newspapers; promotional and
implication, text organisation features
informational materials (e.g.
(exemplification, comparison, reference).
advertisements, guide books,
manuals). Format Four texts on one theme from a range of sources,
each followed by two four-option multiple-choice
Length of texts Approximately 3,000 words in questions.
total.
No. of Qs 8.
Answer format For all parts of this paper,
candidates indicate their
PART 3
answers by shading the correct
lozenges on an answer sheet. Task type Gapped text.
and focus Cohesion, coherence, text structure, global
Marks Part 1 - each correct answer
meaning.
receives 1 mark.
Parts 2, 3 and 4 - each correct Format A text from which paragraphs have been removed
answer receives 2 marks. The and placed in jumbled order after the text.
total score is then weighted to Candidates must decide from where in the text
a maximum of 40 marks for the paragraphs have been removed.
the whole paper.
No. of Qs 7.
PART 4
Task type Multiple choice.
and focus Detail, opinion, attitude, tone, purpose, main idea,
implication, text organisation features
(exemplification, comparison, reference).
Format A text followed by four-option multiple-choice
questions.
No. of Qs 7.
CPE HANDBOOK FOR TEACHERS | PAPER 1: READING