UNIVERS ITY of CAMBRIDGE Experts in Language Assessment Examinations Certificate of Proficiency in English Past Examination Papers December 2006 (0300)Contents Paper 1, Reading, Question Paper and Answer Sheet Paper 2, Writing, Question Paper Paper 3, Use of English, Question Paper and Answer Sheet Paper 4, Listening, Question Paper and Answer Sheet, Tapescript Paper 5, Speaking, Sample Test Materials, Papers 1, 3 and 4, Answer Keys Paper 2, Notes on Assessment and Sample Scripts Paper 5, Assessment Criteria Copyright. The contents of this publication are covered by international copyright law. All rights reserved; no part of this document may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of University of Cambridge ESOL Examinations. Individuals and institutions who do not observe these copyright restrictions will be liable to prosecution. ©UCLES 2007UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY INENGLISH 0300/1 PAPER 1 Reading Thursday 14 DECEMBER 2006 = Morning 1 hour 20 minutes Additional materials: ‘Answor shoot Soft clean eraser Soft pencil (type B or HB is recommended) TIME 1 hour 80 minutes INSTRUCTIONS TO CANDIDATES Do not open this booklet until you are told to do so. Write your name, Centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you: There are forty questions in this paper. ‘Answer all questions. Mark your answers on the separate answer sheet. Use a pencil You may write on the question paper, but you must transfer your answers to the separate answer sheet hin the time limit At the end of the examination, you should hand in both the question paper and the answer sheet. INFORMATION FOR CANDIDATES Questions 1-18 carry one mark. Questions 19-40 carry two marks. This question paper consists of 11 printed pages. SP (Sc) T1096015, s00r0842 © UCLES 2006 Love 3 Certiicate in Englsh (ESOL) [Turn over2 Part 1 For questions 1-18, read the three texts below and decide which answer (A, B, C or D) best fits each gap. Mark your answers on the separate answer sheet. Cabin Crew Open Day Saturday 2nd December 10 am - 6 pm, London Gatwick Airport Hilton Hotel You know what it's like with passport photos. Ten years down the (1) .... , you're stuck with something unspeakably awful that (2) .... no resemblance to reality Your job can feel a bit like that too. At easyJet we can guarantee that it won't. Our Cabin Crew relish a challenge, (3) .... on innovation and certainly aren't afraid of hard work. Come along to our Open Day and you'll be able to see a full presentation, meet some of our managers and crew and really get to (4) .... with what we can offer. The only requirements are that you stand between 160 and 185 centimetres tall, are over 20 years of age and have good maths and English. We also love maturity, (5) .... your age, along with plenty of good, old-fashioned common sense. Oh, and don't forget to bring your (6) .... passport. We promise not to laugh at the photo! 1 A route B line c file D path 2 A shows B conveys C displays D bears 3 A thrive B flourish C prosper D forge 4 A terms B point C grips D- mark 5 A irrespective —B_albeit C regardless D whatever 6 A valid B prevailing C legitimate D authentic Books for babies Parents who want to give their children a head (7) .... at school should begin reading to them when they are babies, advise experts. They have discovered that youngsters introduced to books at a (8) .... age are far more successful at basic learning when they arrive in class. Seven-year-olds who had been given books at nine months (9) .... results 20 per cent higher than other children in English, science and maths tests. The (10) .... were described as highly significant by the researchers. They discovered that children were better able to concentrate and made progress more quickly if they had been (11) .... to books when very young. Parents are being urged to begin reading to their children at four months to (12) .... them into the learning habit. Professor Barrie Wade, who carried out the research, said, ‘Every baby should have access to books.” 7 A advantage B start Cc lead D_ benefit 8 A tender B gentle C delicate D fragile 9 A completed B reached C passed D_ achieved 10 A findings B estimates judgements D accounts 11 A initiated B revealed © exposed D disclosed 12 A put B get C set D_ bringTeddy Bear Clinic You may well ask yourself what a middle-aged journalist is doing taking a very old, soft, furry toy bear, with the (13) .... remnants of a mouth and only half an eye, to a woman's house? Well, if you too have teddy with a bit missing, if its fur is moth-eaten or, (14) .... the thought, if it has been chewed by a pet dog, do not (15) .... , for Jacqueline Evans can help. Jacqueline runs the Teddy Bear Clinic from her home in Bath, England. Having examined my teddy, she discovers that he has also suffered the unwelcome (16) .... of carpet beetles and lost some of his fur. Unlike me, most of Jacqueline's 150 clients worldwide send their bears to her by post, but by (17) .. arrangement she will have a consultation with owners in her tiny workroom. There she explains what can be done for the bear, or more rarely, (18) .... the news that it is beyond repair. Mine, it seems, just requires minor surgery. 13 A mere B rare Cc pure D spare 14 A vanish Bend © perish D decline 15 A surtender B__ collapse Cc quit D_ despair 16 A attention B awareness © consideration © D_ notice 17 A. earlier B former ¢ anterior D prior 18 A cuts B breaks C splits D cracks e001 ose [Turn overYou are going to read four extracts which are all concerned in some way with science. For questions 19-26, choose the answer (A, B, C of D) which you 4 Part 2 Mark your answers on the separate answer shect. k fits best according to the text. Science Fiction In Ian Watson’s book The Jonah Kit a new technology maps the brainwave patterns of a human onto the mind of a whale. This human consciousness then inhabits the whale, We might compare this tale with Franz Katka’s short novel Metamorphosis, in which the protagonist wakes up one morning as a giant insect. Watson's novel is classified as science fiction, whereas Kafka’s is not. There is a possible explanation for Katka never says how his hero turns into a bug: the metamorphosis is literally inexplicable. Indeed, Kafka does not feel any need to explain it, He is interested in the alienation his character subsequently suffers, the reactions of the family to thi the new monstrosity, In other words, the transformation of man into bug is only a premise, a symbolic facilitator for the subsequent narrative and not a focus for narrative explication in itself. Watson's transformation, on the other hand, is placed in a context of scientific research and is given a particular rationalisation. This change does not ‘just happen’, it is made to happen via a machine that reads brainwave patterns and reproduces them. This is not to say that Watson’s metamorphosis. is ‘scientific’ where Kafka’s is ‘arbitrary’ or ‘magical’, Science today could not effect the sort of change upon which Watson’s book is, premised, and we cannot be certain whether it ever will be able to. 19 According to the writer, what distinguishes Kafka’s book from Watson's? 20 A Kafka draws different conclusions about the human mind B__ Kafka uses the human transformation as a means to an end. © Kafka describes the transformation process in a simple narrative style. D__ Kafka has opposing views on people's reactions to human disfigurement. What does the writer say about the events described in Watson's book? ‘A The likelihood of them occurring is debatable. B They are presented as an experiment gone wrong. © There are many inconsistencies in the technical aspects. D__ The reasons for them taking place are explored at length.21 22 Heavenly Errors University Press, $19.50 Most people's knowledge of astronomy is rife with misconceptions. It is widely and wrongly believed that the Moon doesn't spin and that black holes are holes in space. Such howlers aren't the preserve of the astronomical laity. The overwhelming majority of newly-minted Harvard graduates surveyed in 1988 didn’t know why the Earth has seasons, ‘At the University of Maine, Neil Comins has evolved a whole new teaching style by concentrating on the common mistakes people make about astronomy and Putting them right. Using this approach, he has co-written a successful textbook. He's also set up a useful website where you can check how many common astranamical misunderstandings you share and find out the reasons for your errors. Few of Us emerge from the site unchastened. In Heavenly Errors, bis latest publication, Comins makes a good case for his teaching technique, getting off to a fine start by bombarding us with bloopers. Most inexpert astronomers will not get through this first chapter without realising that they have long believed a lot of nonsense. Alas, it's mainly downhill from there. Comins spends far too much time trying unsuccessfully to explain why astronomical mistakes are so common, why they are hard to supplant, how to avoid them and the problems they lead to. Most of this is high-school psychology, embarrassingly trite and superficial So stop reading after Chapter One or visit the website. The book is misconceived. Neil Comins’ approach to teaching can best be described as A B ci D intuitive, proactive, remedial reactionary. Why was the reviewer disappointed by the book Heavenly Errors? A B fc) D ‘The author's tone is rather dismissive. The arguments are rather unconvincing, The examples given arc rather misleading. The complexity of the writing is rather off-putting [Turn overMan and Nature George Perkins Marsh published in 1864 a landmark volume entitled Man and Nature. ‘Marsh was a Vermonter by birth and, in the course of his life, many things by profession. It was not for his writings on the environment that he was best known in his day, but ic is for them that he is best remembered now. Marsh no more discovered the earth to have been modified by man than Columbus had discovered it to be round ~ facts well known to their contemporaries and predecessors In his work of synthesis and interpretation, however, he broke new ground. ‘Though the human impact on the earth had been incidentally touched upon by many geographers, Marsh noted in his book, ‘it has nor, as 4 whole, until now, been made a matter of special ‘observation. or of critical research by any scientific observer’. Page by page, the book reads today like any classic from another time. It disconcertingly blends errors that have been exploded with insights that have endured. Much of it, though reflecting the best science of the time, has not aged well 23 Marsh's contention that the earth had been changed by man. 24 ooo was not well received at the time. led to an environmental debate. brought him great recognition. was not an original idea. Marsh's book was different from previous works in that it cog related specifically to the effect man's activities had on the planet. described the scientific basis of the research methods used. made new observations about the earth's geography. set out to disprove a particular scientific theory.25 26 The place of science There are serious moral questions to be answered about our use and abuse of science, but we need to distinguish carefully between questions about science and questions about the exploitation of scientific knowledge. After all, it is inconceivable that any human intellectual activity could be so totally free of the risks of misuse that it should be accorded a privileged position. If we accept strictures on the practice of science, we ought by the same token to accept similar restrictions on the arts,on politics and on all the other myriad facets of human culture. We would al, quite rightly, baulk at that, Yet precisely such action is often proposed with respect to science. Arrather different viewpoint has been promulgated in a recent book, which argues that science is socially and morally corrosive in the sense that it undermines the certainties on which social life has depended for the past hundred millennia or so of human history. The author of this book, it seems, has lost his sense of purpose in life and searches in vain for it among the bland accomplishments of science. He surely speaks for many who are overawed by science’s achievements, who are concerned about the apparent lack of contral that they as individuals have over the world in which they live, who seek in vain for some meaning to their lives, who yearn for some deeper mystery in the universe to provide them with emotional comfort. His answer is that we should abandon science as we know it because it dulls our appreciation of our own emotional inner life, and return to the inner world of the soul, where we can be in touch once more with our alienated feelings and emotions. What does the writer say about scientific knowledge? A__ People often suggest that its exploitation should be limited. It should be treated differently from other types of knowledge. Itis an especially significant aspect of human nature. oog Scientists claim privileges over other intellectuals. The writer says that a recent book ‘A. offers a rational argument against science. B reveals people's ignorance about science C voices many people's concerns about science. D seeks to dismiss the achievements of science. [urn overPart 3 You are going to read a newspaper article. Seven paragraphs have been removed from the article. Choose from the paragraphs A-H the one which fits each gap (27-33). There is one extra paragraph which you do not need lo use. Mark your ariswers on the separate answer sheet. They’re playing my symphony What better gift could there be than a specially commissioned piece of music? Its cheaper than you think, as Hilary Whitney found out Commissioning music is not generally considered an option for the majority of even the most enthusiastic music lovers. It is seen as a rather highbrow, not to mention expensive, exercise and the domain of funding organisations and the extremely wealthy. However, while certainly not cheap, it doesn't necessarily require millions in the bank or an in-depth knowledge of the music industry. Gerry Martin, a retired environmental science consultant, commissioned composer Simon Bellamy to write a piece of music for his 70th birthday. The result was Bridging the Day, a piece for cello and piano, and it was such a ‘successful experience that Martin has continued to commission Bellamy. ar | | Bellamy sent Martin a copy of the British Academy of Composers and Songwriters’ fee guidelines. The rates are calculated per minute of composed music, and range from £745 for full orchestral works with chorus, to £235 for solo keyboard works. Martin was surprised. 28 He wanted the piece to be inspired by the cottage in the Forest of Dean that he owns and stays in at the wookonds. Bollamy spent a wookend at the cottage and, according to Martin, a close friendship has developed between him and Bellamy's family since then. 29 Martin insists that he knows nothing about music, claiming that, ‘It all looks like a lot of dots and dashes to me’ Bellamy, though, doesn't share this view. ‘He listens to a tremendous amount of music and is actually very knowledgeable’ Bridging the Day was first played by cellist Stephan Isserlis accompanied by pianist lan Brown at Martin’s 70th birthday party. Bellamy and his wife, cellist Bridget Irvine, have since recorded Bridging the Day themselves, on a CD of the same name. Martin later commissioned a sonata for cello and piano that also features on the CD, in addition to contributing to the recording costs. More recently, he has helped to fund Sangsters, a concerto for orchestra that Bellamy has written for the Scottish and Swedish Chamber Orchestras. 31 After his brother Robin died, retired businessman. Michael Galloway had often considered commissioning a piece of music in his memory, but like Gerry Martin, was not sure where to start. Then he went to a dinner party where one of the guests was a music professor who put him in touch with William Mival, head of composition at the Royal College of Music, to see if he could recommend a suitable composer. 32 Galloway had specified that he would like a string quartet, and he also wanted his brother's initials, RBG, in the title. Mival did not start writing Quartet RBG, as the piece became known, until there was a date for the performance. [=] So far it has been performed by the Belcea Quartet at the Sydney Festival and at the Wigmore Hall in London as part of the BBC Radio 3 lunchtime concert series. ‘On a personal level, says Galloway, ‘the piece has allowed me to say what I had not voiced well in life!‘Its hard to describe the excitement of hearing a piece of music that has been written especially for you he says. ‘I have a copy of that performance and it is very, very precious to me! ‘| thought this was peanuts when you consider all the work and skill involved, he says. ‘And anyway, | would far rather spend my money doing this than sitting on a beach! ‘On top of that, commissioning a new work is immensely satisfying? he points out. ‘It benefits the composer, the musicians who bring it to life, and if it has continuing performances, it adds to the repertory and to public enjoyment. ‘However, after talking for a while’ he says, ‘we realised that artistically we were on a similar wavelength. And so it was agreed that he would take on the project himself? ‘There are composers who will take the money and run; he says, ‘but | think it's pointless writing music unless it’s going to be performed. Besides, | have so many commitments, | need a firm deadline to work towards’ G ‘My only other stipulation was that it should be in C major’ he says. ‘After all, it was meant for a celebration, so | didn’t want it to be sad. | made that clear from the very start? ‘Initially, | didn’t have a clue how to go about ity he says. ‘I was very iervous because t0 me musicians were like gods — not people you just ring up out of the blue and chat to ‘over the phone. But when | plucked up the courage to ring him, there was this lively, friendly voice at the end of the line, and to my delight he agreed to write something for me. ‘It is getting a bit expensive now! he admits, ‘but that’s because I enjoy it so much, its easy to get carried away. One of the best things has been the people I've met. I've always enjoyed going to concerts and the theatre, but this has opened up a whole new world to me’ [Turn over10 Part 4 You are going to read a newspaper article. For questions 34-40, 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. Travel Books Robyn Davidson gives her views on writing about travel Shortly after its publication in 1980, I was surprised to learn that I had written a travel book. I knew nothing about literary genres then, but felt an instinctive recoil, as if my intentions had not been understood. I had indeed walked alone through the deserts of my country, and I had used camels to carry my gear. But the geographical distances and the means by which I covered them. ‘were not, I thought, the important thing. Because of the success of Tracks, I was pressed to produce another book, as similar as possible to the first, while at the same time describing destinations to people who might be wishing to go on vacation there. The drawback was that the journey I'd made had been the unique outcome of singular causes. To seek to repeat it would be to render my own life kitsch. But once the world sticks a label on you, it takes great effort to resist conforming to it. Ten years after the publication of Tracks, my first book, I yielded and went to India to live with nomads. My intention was genuine enough ~ I was interested in the seasonal migration of livestock and the people who tend them. So it \was agreed that [ would select a group of nomads, live with them over a long period of time, and study them in isolation from their wider context. When the time came to write it all up, in a book to be called Desert Places, I would edit myself out of the account. That intention was rendered ludicrous from the word go. There is no such thing as a disinterested observer. I carried my concepts with me, and through them I interpreted what I saw. [also carried my own time with me =I could get into a jeep and in a few hours be in e city. I simply embodied another version Both the experience, and the attempt to describe it honestly, confirmed my view that the accepted models of travel writing were compromised to such a degree that the best one could do was subvert a decadent genre. But commerce has its own laws. Desert Places didn't fit in so Desert Places hadl to be reconceptualised, and was therefore packaged according to the exigencies of the market — foreign travel: subsection female. Taxonomies, however, impose unhappy boundaries, and in these genre-bending days in the literary world, they are getting even unhappier. But any tendency to escape standard classification is countered by a more powerful restraining force, as if ambivalence ~ the space in which we can make up our own minds ~ is antithetical to the laws of the marketplace. Readers (or rather buyers) are encouraged to use the travel section much as tourists are encouraged to experience holiday destinations — herded along the usual routes, all wandering discouraged ‘Take a spin around that scetion and you could be forgiven for thinking that the genre is now so capacious as to lack meaning, Maps, tourist guides, rock-climbing manuals: all represent a literature to accommodate a longing for the exotic, in an increasingly homogenised and trivialised world Travel writing originated at a time when ideas of here and elsewhere were more distinct, in world not universally invaded by mobile phones and fast-food chains. But abroad is now situated at the very core of the familiar. Today's form of tourism is likely to take the form of a transferral Of ‘here’ to ‘there’ — chunks of home chopped off and deposited somewhere under a foreign sun, yet happily divested of foreigners. ‘The effect on present-day travel writers is interesting. We find one eminent journalist saying that recent travel writing reflects a “wonderful ambiguity, somewhere between fiction and fact’ —a sad reflection of the confusion of our times. in which veracity is less important than the need to show off. The excellent writer Bruce Chatwin is often cited as exemplifying this new trend towards, fibbing in the traveller's tale, which seems a little unfair, given that he insisted on calling Songlines a novel. But whereas Chatwin could fib with charm and erudition, lesser writers just fib. However, a ‘literature of movement’, to coin my own phrase, would cover a vastly more rich and complex range of experiences. Out in the genre's fuzziest borders, you would come across all kinds of characters — including some from previous centuries — who you would never think of as travel writers: Rousseau crossing the Alps, Clara Schumann sledding her way through Russian snow to perform her husband's: music. And what about the less fortunate travellers, tugged around the world by circumstances over which they have no control — soldiers, for example? You would not catch them at a travel writers’ party, yet their stories all fit into an acceptable definition of travel writing: a non- tino 97 fiction work in which the author goes from point ine 102 Ato point B and tells us something about it34 35 36 37 38 39 40 " ‘When asked to do a follow-up to her book Tracks, the writer was concerned that she would be compromising her reputation as a writer. the new book might cross over into autobiography. the original travel experience could not be recreated, she would be accused of a lack of originality. vom> What problem did the writer encounter when researching her second book, Desert Places? ‘A She found it impossible to live with the nomads in the way she had envisaged B She realised the culture and lifestyle of the nomads were too alien to her. € She was unwilling to analyse and evaluate the nomads' way of life. D_ She needed more time with the nomads than she was allowed. While writing Desert Places, what conclusion did the writer come to? ‘A The most popular travel books belong in other genres. B_ She should carry on breaking the conventions of travel writing, She would have to modify her views on travel writing D The standard of writing was lower than in her first book. ‘What comment does the writer make about the book industry in the third paragraph? A Itis slow to recognise changing literary trends. B Its indifferent attitude towards originality is harming it. CC Itlistens too little to the wishes of the reading public. D__ Its demand for neat categories goes against the nature of books. The writer implies that the form of travel which some people now undertake A tends to involve relatively short distances. B__ maximises contact between different nationalities. C__ involves escaping from the pressures of everyday life. D lacks the spirit of exploration felt by previous generations of travellers. What annoys the writer about present-day travel writing? A the fact that accuracy is no longer considered important B__ the preoccupation with capturing the spirit of the age C__ the desire to dress up the books as something else D__ the persistent and invasive presence of the author Which of the following is used to illustrate the novelty of what the writer is proposing? A tugged around the world (line 97) B circumstances over which they have no control (lines 97-98) © you would not catch them at a travel writers’ party (lines 99-100) D__ goes from point A to point B (lines 102-103)UNIVERSITY of CAMBRIDGE _ ‘SOL Examinations | T T T TT 1 L_Lt_iti ]}H4-44 4 fof § 4 fff } +--+ +4 + f—4- bf | i j i i i Ie = = == ane Candidate Signature candidate wo. LL || Examination Title Examination — Details Centre - ‘Supervisor: ihe cantata ABSENT or tas WITHDRAWN shace here CPE Paper 1 Reading Can late Answer Instructions Use a PENCIL (B or HB). Mark ONE letter only for each question | For example, if you think B is the right answer, | mark your answer sheet like this: [o[A Be 5] Rub out any answer you wish to change using an eraser. 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Write your nare, Centre number and candidate number In the spaces at the top of this page. Answer the Part 1 question and one question from Part 2. ‘Write your answers in the spaces provided on the question paper. ‘Write clearly in pen, not pencil. You may make alterations but make sure your work is easy to read. INFORMATION FOR CANDIDATES Each question in this paper carries equal marks. FOR EXAMINER'S USE Part 1 Part 2 This question paper consists of 3 printed pages. SP INF) TI2108"2 so0r2038/2 uctes 2000 Levels Gorticate in English (ESOL) [Turn over2 Part 1 You must answer this question. Write your answer in 300-350 words in an appropriate style on pages 3 and 4, 1 The following extract is from an article you have read in an international magazine called Food and Health, You decide to write a letter to the editor responding to the points raised and expressing your own views. Some people say that the most sensible approach is to enjoy your food and eat the things you like. This seems wise, since the ‘experts’ an nutrition are not always in agreement, and it is ‘common to find conflicting advice. Food that is recommended now may be considered unhealthy in the future. It is, however, irresponsible to ignore the results of all the research done to guide us towards healthy eating habits. Write your letter. Do not write any addresses.6 Part2 Write an answer to one of the questions 2-5 in this part. Write your answer in 300-350 words in an appropriate style on pages 7 and 8, Put the question number in the box at the top of page 7. 2 Your international college wants to reflect students’ interests in the courses it offers. The Principal has invited students to put forward proposals for new courses in subjects such as cookery, IT, languages, music or other areas of interest. The proposal should suggest the title and content of two new courses, explain your personal interest in them, and why you think they will prove popular and useful options for students. Write your proposal. 3 A popular English-language magazine is publishing a series of articles entitled ‘My Personal Challenge’, and has invited readers to send in articles on a challenge they have faced in the past. You decide to write an article about a challenge you experienced. You should also say what you learnt from it. Write your article. 4 An international sports magazine is conducting a survey amongst its readers into the role sport plays in their countries. The sports editor has invited readers to send in roports on the quality of sports facilities in their country, the level of people's interest in watching and taking part in sports, and the significance of sport in national life. You have decided to contribute a report. Write your report 5 Based on your reading of one of these books, write on one of the following: (a) J.B. Priestley: An Inspector Calls Your local library is planning to hold an exhibition of literature written in English in which guilt is a central theme. It has asked its readers to recommend titles for the exhibition. Write a letter to the librarian suggesting An Inspector Calls. You should focus on the part an awareness of guilt plays in both plot and character development. Write your letter. Do not write any addresses. (b) Ann Patchett: Bel Canto ‘An English-language literary magazine has asked readers to write articles ahout books they have enjoyed reading which deal with extraordinary relationships. You decide to write an article about Be! Canto briefly describing how a significant relationship between two of the characters develops over the course of the story and stating why it would have been unlikely in the outside world. Write your article. () Anita Desai: Clear Light of Day An international film magazine has a montily feature on buoks and films. This month the editor has invited readers to review a book which has the potential to be made into a film. You choose to write a review of Clear Light of Day in which you describe two or three scenes and explain how the characters, story and setting make this novel a suitable choice for a film. Write your review.Centre Number Candidate Name __ UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY INENGLISH 0300/3 PAPER 3 Use of English Thursday 14DECEMBER 2006 —Aitornoon 1 hour 30 minutes Additional materials: ‘Answer sheets Soft clean eraser Soft pencil (type B or HB is recommended) TIME 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Do not open this booklet until you are told to do so. Candidate Number _ Write your name, Centre number and candidate number in the spaces at the top of this page and on the answer sheets unless this has already been done for you. There are forty-four questions in this paper. Answer all questions, Write your answers on the separate answer sheets. Use a pencil. At the end of the test, hand in both the question paper and the answer sheets. INFORMATION FOR CANDIDATES Questions 1-25 carry one mark. Questions 26-43 carry two marks. Question 44 carries fourteen marks. This question paper consists of 9 printed pages. SP (SLM Tro7108 ronees4/2 UCLES 2006 Level Certileate in English (ESOL) [Turn over2 Part 1 For questions 1-15, 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. IODOOOOOOOO00o w] (4) C1] [c] [4 The Story of Fire There is a sense in (0) WHICH. the story of fire is also that of the Earth itself. Moreover, (1) .. myths and legends are to be believed, itis also the story of ourselves. (2)... varying degrees, fire has been an environmental presence during almost the whole span of terrestrial life, There (3)........, of course, exist a time when the Earth did not burn. In (A)... for combustion to (6)... place, both oxygen and plant life are required in sufficient quantities, because together with heat, these (6)... up the prerequisites of fire. Even on (7) ........ 8 distinetive planet as ours, the story of fire is special. Fire is unique to Earth and (8)... exploitation unique to humanity. Some of the components ot combustion on other planets have (9) ..... 0 light during space exploration, but (10).........other has them all, at (11) ....mot in a context where the explosive reaction that (12) by the name ‘fire’ can occur. Similarly, while all species modity their immediate environments, only humans can, (13) limits, start and stop fire (14) «00. will, Some organisms breed, forage or hunt in or around tires, but its humans alone who are (15) of kindling it, sustaining it and spreading it. Only humanity, therefore, can lay claim to the title keeper of the vital flame’3 Part2 For questions 16-25, 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. came: [0] (0) RI MEN MAD OIOOOL Aubergines The aubergine or egg-plant has played an important part in (0) ORIENTAL cookery for centuries. It belongs to the family of plants known as Solanaceae that also includes the fiery chilli and the deadly nightshade, yet itis a (16) versatile ingredient. In fact, (17) , the aubergine is not really a vegetable at all, but a fruit. Ithas pale flesh (18) in an edible skin, which varies in colour from ivory through violet to a deep, dark purple. In predominantly vegetarian southern India, the aubergine is prized for its (19) its ready acceptance of spices and its rapid (20)......... of butter and oil. In raitas ~ dishes made from yoghurt ~ it enlivens the rice and lentils that provide the (21) dinner for most of the population. In China and Japan, where (22) of flavour is valued for its own sake, it is cut into thin strips and stir-fried in (23) with ginger and chill ‘The first aubergines to arrive in Europe were purple. However, in the US, the first aubergines imported from their homeland by Chinese railway workers. were ivory-coloured and (24) and this is why it also became known as the egg plant, a cause of (25)........ among cookery writers and readers ever since. ORIENT SURPRISE BOTANY CASE SUCCULENT ABSORB cusTOM SUBTLE COMBINE SPHERE BEWILDER [Turn over4 Part 3 For questions 26-31, think of one word only which can be used appropriately in all three sentences. Here is an example (0). Example: 0 Some of the tourists are hoping to get compensation for the poor state of the hotel, and I think they have a VErY wsnnsen case. There's no point in trying to wade across the river, the current is far too If you're asking me which of the candidates siould get the job, I'm afraid | don’t have any _. views either way. example: [0] [5] [T|{R]{O][N]|G DOOOOOO0UCUUU Write only the missing word IN CAPITAL LETTERS on the separate answer sheet. 26 The coach Will .....-.s.n-snen the decision on the striker's fitness until next week. Do YOU WANE 10 «......snsneaeee FE YOUr hone Number so | can get back to you? Its important to include all the spices in this recipe for curry; if you .. . anything out, it won't taste authentic. 27 News of her brother's arrest for shoplifting came as a bitter .. to Ayesha. In the football match, Raoul received a .... saseanease to his left knee and still has difficulty walking. ‘The doctor asked his patient to give @ JOOd .......-:en into the tube to test his lung capacity.5 28 As a result of heavy traffic, they arrived two hours late for the special family dinner and got a very ..feception. Everyone else emerged from the cinema raving about the film, but it left me ind my new boss extremely... as a personality; she rarely expresses her feelings. 29 All the sunflowers in the park were in the same direction. Recent technological advances are sou the way forward for a whole generation of schoolchildren. ‘Two policemen were standing behind a tree, their radar equipment at the oncoming traffic, in order to catch speeding drivers. 30 I suddenly... myselt feeling sorry for the girl who had stolen my wallet. The doctor spoke very quickly but 1... ‘most of what he said. Jane was really annoyed when she her brand new coat on a nail. 31. I love this sweater but i's beginning to... thin at the elbows. Carla used to have very lony hair bul these days she tends to itshort, If Roumen carries on working such long hours, he'll soon himself out. veo ose [Turn over6 Part 4 For questions 32-39, 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). Example: © Do you mind if | watch you while you paint? objection Do you [0 | have any ol you while you paint? ction to my watching Write only the missing words on the separate answer sheet. 32 The idea that the document might not be authentic never occurred to Hailey. crossed Henever se. eoeccre .. doubt the authenticity of the dacument. 33 I was about to hand in my notice when | was unexpectedly offered promotion. verge was . promotion, my notice when | was unexpectedly offered 34. Berit earns far more money than | do, deal tearm than Berit does. 35. Although everyone expected Naomi to be angry at the news, she actually took it quite calmly, expectations Contrary angrily to the news.36 37 38 39 Sonia is likely to win the art competition. chances The the art competition. | think it would be pointless to discuss the issue of leave entitlement further. sense Ican.. . the issue of leave entitlement further. I was about to type up the report when there was a power cut from The the report. Ivor was leading the archaeological team when the discovery was made. time The archaeological team . of the discovery. (e009 ox [Turn over8 Part 5 For questions 40-44, read the following texts on weather. For questions 40-43, answer with a word or short phrase. You do not need to write complete sentences. For question 44, write a summary according to the instructions given. Write your answers to questions 40-44 on the separate answer sheet. r | Floods, gales and blizzards alarm as well as harm us now because they seem to be incontrovertible | proof of global warming. Even a small rise in the prevailing temperature of the world’s atmosphere changes the geography and severity of weather events, increasing the risk of floods in low~ | lying areas, threatening to shift the flow of ocean currents which govern continental climate and triggering droughts elsewhere. Residents of countries with stable weather patterns once had little call to discuss the subject. | It was only in places with unreliable, changeable weather, like Britain, that the art of earnest and endless debate about it was fully developed. Now everywhere people squint at the sky and ‘comment on the unusual quantity or dearth of rain, or the increased ferocity of winds and the | rising height of tides | Global trends in weather seem remote until unusual storms demolish or engulf our surroundings, | but daily weather is intimately present, influencing our lives, like a member of the family, Drawing | back the curtains gives some people a first frame to the day: from what they see outside, they deduce their feelings. Most think that a sparkling sun in a blue sky is a prompt for happiness, whereas weeks of cloud make them feel trapped and boxed in. On the other hand, it has been said that “for the man sound in body and serene of mind, there is no such thing as bad weather: every sky has its beauty’. 40 Which phrase characterises the British preoccupation with the weather? 41 Explain in your own words how, in the writer's opinion, weather is ‘like a member of the family’. (ine 12)The fact of the matter is that climate and weather can't be ignored when looking into people's mental states. The most obvious impact is revealed in spring and autumn, when, in temperate latitudes al least, the amount of light avallable Is changing. This change sends you up or down and sometimes even sideways. Whether you describe this as ‘spring fever’ or ‘the winter blues’, it is profound, hinting at the deep roots of our evolutionary adaptation and showing how our brains are finely tuned to the tailoring of activities to the seasons around us. | The most obvious condition highlighting our meteorological susceptibility is ‘seasonal affective | disorder’ syndrome. The nearer you live to the North Pole, the more common it is. Maving south | can help, as can using artificial light. But the symptoms, such as needing more sleep, losing | concentration and feeling gloomy, may in fact be a form of primitive protection, Semi-hibernating when there wasn’t much food around could, for our distant ancestors, have been a useful way of getting through winter. Reduced physical activity would have helped you get by, despite poor nutrition. Such natural depression may even have left reserves of energy for the summer when there was hunting or crop-gathering to be done. Since we can't dissociate ourselves, our moods and temperaments, from the weather, we must adapt to the seasons. We need our quiet periods, our hibernations, and we can’t expect to be storming along all the time. 42 What does '‘t'In line 5 refer to? 43. Explain what the writer means by ‘storming along’ in line 17 ne 5 ine 17 44 In a paragraph of 50-70 words, summarise in your own words as far as possible what both texts say about the effects that weather has on people. Write your summary on the separate answer sheet.UNIVERSITY of CAMBRIDGE, ESOL Examinations Candidate Name Centre No. Candidate Signature Candidate No. i ; 6. — Examination Title Examination 4 - Details z Centre 3. - 4 = ts ‘Supervisor: 6 = | rte canddatae ABSENT cr has WITHDRAWN shode here = x @ | é = Instructions Use a PENCIL (B or HB). Rub out any answer you wish to change 4 cy using an eraser. all L 5 | | | ck | | For Parts 4, 2 and 3: || Write your answer 6 [ | 160 clearly in CAPITAL aot LETTERS. ] 17.0 Write one letter in each || 7 | ; ba aL ihre = For example: L 190 Pl MIAL Answer Parts 4 and 5 ol TT TITTTTt Tt TF 1 1 on Answer Sheet 2. 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Write your name, Centre number and candidate number in the spaces at the top of this page and on the answer sheet unless this has already been done for you. There are twenty-eight questions in this paper. Answer all questions. Write your answers in the spaces provided on the question paper. You will have five minutes at the end to copy your answers onto the separate answer sheet. Use a pencil At the end of the test, you should hand in both the question paper and the answer sheet, INFORMATION FOR CANDIDATES Each question in this paper carries one mark. You will hear each piece twice. There will be a pause before each piece to allow you to look at the questions and other pauses to let you think about your answers. This question paper consists of 6 printed pages. 8 (SC) T1490015, sonre0s472 BUCLES 2006, Level Cerificate in English (ESOL) [Turn over2 Part 1 You will hear four different extracts. For questions 1-8, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. | Extract one | You hear a woman talking during a public debate on transport problems in the city of Oxford, 1 The speaker's purpose is A. to propose alternative solutions. B to defend people's rights. [ Ey C to change residents’ attitudes 2 The speaker mentions Canterbury in order to emphasise A the basic defect in the proposals for Oxford, B__ the value of following an existing model Lz] C the need for improved public transport in Oxford. Extract Two You hear a woman talking about her first job. 3. Anincident during the early stages of her employment made the woman realise that her boss ‘A _ was trying to establish authority over her. B did not command widespread respect. [ | 3 C lacked the most basic office skills. 4 How did the woman feel about her status as an employee? ‘A disappointed that she did not have a permanent contract B unhappy that she was expected to work overtime L | a | C annoyed that she was not trusted to behave responsiblyExtract Three | You hear a radio programme in which two artists are discussing a plan to restore a famous painting, 5 6 What is the man’s central argument against restoring the painting? A. Trying to make the artist's intentions more visible is undesirable. B Everybody will interpret the restored painting in a different way. c The woman claims that nowadays much of a restorers work is taken up with A B c Recreating an unfinished o removing signs of previous restoration to reveal the original cleaning the original rather than repainting any lost details, trying to judge exactly how much of the original to retain. Extract Four You hear a man talking on the radio about a type of parachuting called skydiving. 7 8 inal involves too much guesswork. He says that on your first skydive it is difficult A B c In his opinion, what explains skydiving’s lasting attraction? A B c to remember the trainer's safety rules. to keep calm while waiting in the plane. to overcome the urge for self-preservation. the sensation of being suspended the recurring feeling of excitement the hazardous nature of the jumps [Turn over4 Part 2 You will hear part of a lecture on soap and its role in society. For questions 9-17, complete the sentences with a word or short phrase. Until recently, Mortison’s soap was produced in rectangular bars of | 9 | and detergent Manufacturers of soap were among the earliest to make up In the days before mass production, the same kind of device was used by shopkeepers to cut blocks of soap and | 1" According to the speaker, any claims linking soap with longer [10 ] for their products. [te |are unfounded. In the past, the same piece of soap was used to clean items of 1 13 | and clothing, as well as for personal use. Manufacturers of household cleaning products are eager to use the word L 14 | when talking about the fragrance of their goods. The speaker thinks that — ‘Soap marketing campaigns increasingly focus on the benefits of soap for both5 Part 3 You will hear an interview with Jerry Davison, the owner of a chain of mobile-phone shops called Mobile Madness. For questions 18-22, choose the answer (A, B, C or D) which fits best according to what you hear. 18 Jerry believes that the key to his business success at school was A being able to afford to buy his initial stock. selling goods which other students needed. — 18 | finding someone whose talents he could use. vo increasing the size of his market. 19. Jerry left the electrical retailer where he first worked because A he saw little prospect of career development. B__ he anticipated problems with the company's sales strategy. —— 19 C _afriend suggested that they should start a business. __ Be D_ his parents offered to pay for him to start a business. 20 According to Jerry, how is Mobile Madness different from its competitors? A Ithas a range of bargain offers, B_ tonly recruits well-qualified staff 1 20 | C _Itonly stocks products from selected companies. ie D It gives impartial advice to its customers. 21 Why did Jerry ask the company’s Public Relations Officer to leave? ‘A She gave confidential information to the press. Her work was unsatisfactory. ~ _ aA ‘They had numerous disagreements. Les ooo Her salary demands were too high. 22 What does Jerry say is his goal in the near future? to offer up-to-date products to move into a different retail sector I 22 to attract buyers for the company vomD> to acquire other companies 0a Tet Dues [Turn over6 Part 4 ‘You will hear part of a discussion in which two friends, Tanja and Steve, are discussing a book they have each read recently. For questions 23-28, decide whether the opinions are expressed by only one of the speakers, or whethor the epeakere agree. Write T for Tanja, or S for Steve, B for Both, where they agree. 23 24 25 26 27 28 The storyline is the novel's strength. A novelist’s distance from the subject should not inhibit the writing. The structure of the novel reinforces the theme. The end of the book came as an anticlimax. | preferred the author's first book. | felt misled by the publicity. ot eat 4 este 23| UNIVERSITY of CAMBRIDGE = | ESOL Examinations . _— - Candidate Name Centre No, entrap tne = avant no gran penal - Candidate Signature Candidate No. Examination Title Examination —— Details -= Centre —= Supervisor: = Ire adatis ABSENT or hs WITHDRAWN sate bee = = CPE Paper 4 Listening Candidate Answer Sheet = version (in ABEL E Specialarangements S, HH | Tan etveniontwrencny [A ® & oad | = Instructions Part 1 Use a PENCIL (B or HB). fi sO Rub out any answer you wish to change using an eraser. | le 8 6 For Parts 1 and 3: {2/5 4 = Mark ONE letter only for each question ft A BC For example, ifyou think Bis the right answer, [a | A c | S| = = mark your answer sheet like this: a\Ageeeace = oS a For Part 2: _ sjA 5 ©) gg Wwite your answer clearyin Te TO RAM: a 4 ee the space like this: ? 6) Freee 7/A BC For Part 4: ? MA - a Write ONE letter only, ike this: AB c| = B]S = Doral Dara Part 2 witehere| | Part 3 Part 4 | wienoe 9 aa ae 100 Aa Bercwznn| 2 10 Eee om THO a) o|= 1 20 25 = Tao or a) 10 12 24 : 26 is | on) or a) 170 13 AP 2| j2afA B & 2] lar 72 \ To 10 14 a 28 2° 2) on = 15 a a 16 160 a7 ff Cred DPSISI01SCPE December 2006 (0300) CPE PAPER 4 LISTENING TEST A Part 1 EXTRACT ONE Thank you. I'd like to say that there are all kinds of reasons why people may need to use their cars to get into the centre of Oxford and there are proposals currently about to be implemented by the city council which are actually going to make it virtually impossible for people in the east of the city, which is the majority of residents, to get into the city centre using their cars, And | know from knocking on countless doors that many people, cyclists included, whom I've spoken to are desperately opposed to this idea. Now, | used to live just outside Canterbury, and there the city centre has been successfully pedestrianised — 25 years ago — because the road layout makes it possible to pedestrianise the heart of the city, whilst at the same time allowing people to get very near the city centre in their cars, or on public transport for that matter. And in some cities it's possible, but in a city such as ours, the road layout makes it impossible to do that successfully. EXTRACT TWO I've been a self-employed journalist for fifteen years. Before that, | started my working life in a Publishing house. My immediate boss delighted in writing out letters in pencil and summoning me to type them out at the drop of a hat. I'm afraid my response was rather insubordinate and surly — if she had the time to write them out in long hand, why on earth didn't the woman just type them out herself in the first place? | guess it was my first introduction to office politics and hierarchy, and | didn't appreciate being put in my place. I'd never been one for petty bureaucracy. Having to get the green light to take an hour off work to go to the dentist or use the office phone to call my bank felt like an insult to my integrity and dignity. IF got the work done, chose to stay on late, why should | demean myself with asking another adult permission to go about my basic business? Obviously, this attitude wasn't one that was going to guarantee life-long employment.CPE December 2006 (0300) EXTRACT THREE Man: I'm more than a little concemed that this museum intends to restore ‘The Warring Gods’ painting. Can you, number one, restore an unfinished painting? What does it mean to make an unfinished painting intelligible? Because that is apparently the avowed goal of the restorer. How do you make something that was never intelligible, intelligible, as it were? We're dealing here with too many unknowns. ‘And even if you wanted to do that, who's it to be intelligible for? Woman. Look, the whole ethics thing of being a restorer is that you do not put your personal views on to @ painting. Everything is very professional ~ absolute quantifiable analysis along with academic research, including the participation of art historians. This whole idea that we restorers are the... kind of... janitors, running around with a bottle of cleaner taking off the original paint is just baloney. Anyway, a lot of what's happened is that in the past there has been vast over-restoration through hundreds of years and often what a painting's restorer does is to try and undo that work, not tamper with the original. EXTRACT FOUR The first time you go skydiving you don't jump alone. You're attached to an instructor and he'll deploy the parachute and ensure a safe landing. Time relentlessly ticks away; and it takes a good twenty minutes for the plane to reach jump height, and then you're another three minutes falling — and that feels like an eternity When the plane door opens, the wind rushes in. You waddle towards the door and it becomes a roar. With your toes over the edge, your head tells you this is absurd, and orders your body to walk back inside the plane. I's unreal; the ground looks like a scale model directly below. Then you're lying prostrate in the air with nothing around you, floating. Up and above, the plane’s disappearing as if someone's pulling it up with a string, and the ground’s approaching, slowly then fast. After a few times, skydiving loses its initial thrill, but the camaraderie with the other jumpers and the marvellous feeling from floating above the earth remain. The view's always intriguing as the perspective you get is so rare.CPE December 2006 (0300) Part 2 Hello and welcome to Liverpool College. Liverpool is a very fitting place for this lecture on the social role of soap, for, as you probably know, the last bar of soap has just dropped off the production line at the nearby Morrison's factory, signalling an end to one hundred and fourteen years of those little oblong blocks of fat mixed up with various kinds of detergent. But fear not, the mass-produced block is merely being discontinued in favour of liquid versions — shower gels, bodywashes and liquid soap in dispensers. The soap bar, you understand, has been deemed unhygienic. Liquid soap costs more, but no matter: soap is something on which we seem happy to spend, spend, spend. So how did we ever come to fall in love with soap? Over the past one hundred years, soap has reflected the development of consumer culture. Some of the earliest brand names were given to soap, and it was one of the first mass-produced goods to be machine cut into standard size and packaged. This was revolutionary stuff, the customer was reassured of quality and quantity, and there was no need for the messy business of the grocer lopping off a slice of soap with a cheese wire. Thus, mass production set up a direct relationship between manufacturer and consumer, bypassing the grocer. Soap is in some ways the ultimate demonstration of consumer capitalism, But the supremacy of soap is not as rational as we might believe. Soap has more to do with the imagination than with the health of our bodies. It's a widely held misconception that soap is good for us; in fact, it does little, if anything, for global health. Yes, the rise in the use of soap has coincided with improving life expectancy, a fact that some soap producers have been keen to point out, but that has been due to the availability of clean water and effective sewerage rather than anything to do with soap. So what is soap all to do with then? Well, we now have a cultural obsession with smelling nice. For something to be clean, it has to smell clean. The concept of cleanliness as a smell started with soap — one bar was once used to wash everything from furniture to clothes and bodies. As soap has multiplied into dozens of specific cleaning products, from shampoo to fabric softener, so have the smells. Some have developed particular associations: after lemon became a staple of household cleaners, lemon soaps went out of fashion. Every corner of the well-kept house offers a symphony of elaborately constructed smells, all purporting to be natural. Producers know this sells and are anxious to claim it in their advertising. In fact, the smells are more often complex synthetic imitations owing everything to the art of industrial chemists. Tastes in soap have fragmented into different markets. There’s been a move from utility to pampering yourself. Basically, soap is a cheap treat. The fragrance has shifted from strong florals to food smells, such as fruits, which are understood in the business as reassuring, reminding the consumer of their childhood. Presently, there's a move towards watery fragrances — smells suchCPE December 2006 (0300) as you get at the seaside or in melons or cucumbers. And herbal fragrances are my prediction as the next big thing, Another very significant development has been prompted by the dramatic expansion of the male cosmetics market. This has entailed a shift from the marketing people who are now refocusing on hygiene in the original sense of the word — a sense of wellbeing of mind and body. The soap is sold around the idea that itis physically and emotionally therapeutic. There is no sign of packaging and it is sold in bars, Manufacturers have targeted new outlets such as sports shops, and | note with interest that soap is now not only once again being sold in health food shops, but is also made on the premises. Truly the wheel has come full circle... [fade] Part 3 Interviewer: deny: Interviewer: Jerry: Interviewer: Jerry: Interviewer: Jerry: In the 12 years since opening his first shop selling mobile phones, Jerry Davison has turned Mobile Madness into a major retail chain, and he's probably one of the most successful young entrepreneurs in Britain today. Jerry, welcome to the programme. Thank you. Is it true that you started your first business venture at school? That's right. | sold fancy goods, like sunglasses and pens, which | bought in bulk through a small ad. It didn't cost much to get going: | bought a small stock, and sold it for double, so from then on the whole thing was self-financing. School wasn't the ideal marketplace, of course, being restricted in size, and mostly short of the readies, at that. | soon realised that selling wasn't my forte, though, so | hired a schoolmate with the gift of the gab to do it. After that, everything just seemed to fall into place. He could sell sunglasses when it was pouring with rain. Did you set up Mobile Madness when you left school? No, first I got a job with an electrical retailer, who put me onto selling mobile phones. Remember this was in the really early days. | soon realised that this was the best thing that had ever happened to me. The market for mobiles was just taking off, demand was outstripping supply. ‘So more a case of allocating than selling, then. Exactly. But even though the company was turning more and more floor space over to mobiles, after a while | just knew | wasn’t getting anywhere. | had a handful of good contacts in the industry and boundless energy. Plus | could scrape togetherInterviewer: Jerry: Interviewer: Jerry: Interviewer: Jerry: Interviewer: Jerry: CPE December 2006 (0300) just enough savings to open a shop. So | asked another old schoolmate to help me set up Mobile Madness, and we never looked back. I'd consulted my parents, who were always supportive and helped me financially after the launch, when money was tight. I'm very conscious of the debt | owe them. Why do you think Mobile Madness has been so much more successful than its competitors? The mobile phone market has boggled consumers with its complexity for years: different networks, changing technology. | decided at the outset that we'd differentiate ourselves by providing retailing consultancy. We have quite a lot of staff in every shop, to minimise queueing, but we make sure they're well-briefed, so that they can help customers through the maze of products and prices. And we're independent of the manufacturers. We aim to sell people the cheapest product that will actually meet their requirements. But price alone isn't the decisive factor: every retailer gives special offers these days. Things haven't always gone smoothly, though. You came in for quite a lot of flak when you sacked your Public Relations Officer after just six months, didn't you? That left quite a nasty taste. She seemed ideal at first, and couldn't be faulted on her rapport with the media, as | found to my cost. | was very hurt that she went to the press about it after what | thought was an amicable agreement to part, saying that we clashed too often. But the bottom line is that in business you're judged by results, and she just wasn't up to it. Jerry, | know that theories about what make successful business people tick can be pretty glib, but what would you say is your driving force? One of the staff once said that | care passionately about my business, and they were right, Up to a point. And I'm fascinated by state-of-the-art electronic gadgets. But to me, and this is going to sound awiully sanctimonious, i's only worth going into work in the moming if youre trying to make the world a better place for us all to lve in. Of course, | don't turn my nose up. at the money and being recognised when | walk into a restaurant, that sort of thing, but it really isn't the be-all and end-all. And finally, Jerry, can you see yourself selling the company and getting out? | wouldn't.entirely rule it out, in some hazy future. In the meantime, there's work to be done. We've taken over several firms recently, and now we have to focus on integrating them. The way | see it panning out, developments in the technology willCPE December 2006 (0300) mean that to keep up, we need to keep on our toes with our product range, or we're finished. Interviewer: Jerry Davison, thank you very much. deny: Part 4 Tanja Steve: Tanja: Steve: Tanja: Steve: Tanja: Steve: Tanijs Thank you. So, Steve, what did you think of Anna Wilson's latest navel? | was quite struck Really? Oh, Tanja! I'm afraid it just struck me as empty — you know, not fleshed out. | can't get to grips with the characters at all, But little snippets of detail about their hair, clothes, or just a gesture were embedded throughout. Then you just had to add a dash of imagination and you were there. and if | can't get an inkling of what they look like — they're just blobs on a page. They were very two-dimensional. And she keeps repeating stuff about the characters that she’s already told you — you know like Larry was thirty-one, or Larry was married to Donna. It's only reinforcing information which still doesn't help you get to know Larry any better. You're still seeing him through a glass. There's not enough description, but | suppose the book is redeemed by the narrative. A oliff-hanger at the end of every chapter — kept me going, | must admit. But one of the problems | had was | wasn’t sure whether | liked Larry or not. Well, Larry's an oddball ~ certainly — and not very convincing. All that stuff about going to flower arranging classes — and Beth is weird too. | wondered whether it would have been different if she'd made the main character a woman. Maybe there is a kind of gulf anyway if you're a woman writing about a man. | know when the book came out she was questioned about why she'd made the main character a man. But there are hundreds of writers who can write about the opposite sex without it jarring ~ or write about things they haven't experienced personally, come to that. | think the fact that we are discussing this is because he seems unreal and distant, not because she’s a woman writer. Bul perliaps thal's alsu a result of how the book is organised, you know with chapter headings and so on. It seemed to match Larry's obsession with mazes and there's something rather pleasing about its symmetry.Steve: Steve: Tanja: Steve: Tanja: Steve: Tanja CPE December 2006 (0300) Contrived and self-conscious in my view — people's lives hardly divide up into chapters like that and somehow it meant that the story didn't flow, it just jumped from one rigid section to another. It was like those old silent films titles introducing each bit. (Oh, come on — in fairness, within that, she has a lovely style. Mmm... | suppose that's why | carried on reading it - and there were bits which were interesting, but then these odd staccato jumps — it may have had something to do with the way she kept writing in the present tense. And | thought the ending was silly. You've waited all this time for the party, and it's not really important. It's as if she had thought of the last chapter first, and then sat down and wrote all the chapters up to that point. And | think that’s quite a common failing in novels these days. Overall, | quite enjoyed it — but not as much as I thought | would. That's often a problem — after a writer's brilliant debut, their next attempt can be a let down, can't it? There was certainly a lot of hype for that one. And for this one too. But that's what the publisher has to do to get a book talked about. Yes, the blurb on the cover made it sound incredible, so | decided to save it for a long train journey and so | was really looking forward to it, but it was like ordering a meal and thinking it will be lovely and then the food arrives and it isn't really what you thought it would be. That reminds me of when | last went... [fade]For Oral Examiners’ Use Only Certificate of Proficiency in English Speaking Test Part 1. (3 minutes /4 minutes for groups of three) Interlocutor Candidates Interlocutor Candidates Interlocutor Candidates Interlocutor Good morning / afternoon / evening. My name is colleague ......... And your names are ........? Could I have your mark sheets, please? Thank you. First of all, we'd like to know something about you. Where are you from (Candidate 4)? And you (Candidate B)? Select a further question for each candidate: At the moment, are you living near where you work or study? Are you living with family or friends? When did you begin studying English? | Have you studied any other languages? ..... (Are there any others you'd like to learn?) + Which subjects interest(ed) you most at school? Select a further question for each candidate: + What about friends? Have you stayed in touch with people from your early schooldays? + Could you tell us something about your plans for the future? ..... (What is your main ambition?) What de you do when you're not working or studying? + Which country would you be interested to learn more about? + What part of your country attracts the most about it?) + Which is more important to you when travelling - comfort or cost? (Why?) (What's special Thank you. Now, we'd like to ask you what you think about one or two things. Select one or more questions for each candidate, as appropriate: Would your quality of life be better or worse without television? How do you feel about the internet? ..... (Has it improved your life?) What about sport? Do you think some people take sport too seriously? Moving on to creative things, what sort of artistic talent would you most like to have? ..... (Why?) + Do you think life today compares more or less favourably with life 30 years ago? + Ifyou could be famous, what would you like to be famous for? Thank you.For Oral Examiners’ Use Only Certificate of Proficiency in English Speaking Test | Part 2 (approumay 4minucey | [4 Application — International City of Culture eee ee | nese ston elichy(or culture | Interlocutor Candidates 2 F minute 2 minutes for groups of three) Interlocutor Candidates (A minutes for gronps of three) Interlocutor Now, in this part of the test you're going to do something together. Here are some pictures showing aspects of city life. Place Part 2 booklet, open at Task 4, in front of the candidates. Select two of the pictures for the candidates 10 look at®. First, 'd like you to look at pictures * and * and talk together about why these photographs might have been taken. You have about a minute for this, so don’t worry if | interrupt you. (2 minutes for groups of three) Thank you. Now look at all the pictures. I'd like you to imagine that the World Cultural Association has invited applications from cities to become an International City of Culture. These pictures show some of the elements of city life the association thinks should be included. Talk together about why these aspects are important. Then suggest two other aspects that should be included in the application. You have about three minutes to talk about this. (4 minutes for groups of three) Thank you. Can I have the booklet, please? Retrieve Part 2 hooklet.International City of Culture ApplicationFor Oral Examiners’ Use Only Certificate of Proficiency in English Speaking Test Part 3 (approximately 12 minutes) 14 Knowledge | interlocutor @) Candidate A D 2 minutes Interlocutor | Candidate B D up to I minute Interlocutor Candidates © Fminue Interlocutor Task 14(a) © skill © strength © personality Now, in afterwards. So (Candidate 4), V'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. Allright? Here is your card. Place Part 3 booklet, open at Lask 14(a), infront of Candidate A. Please let (Candidate B) see your card. Remember (Candidate 4), you have about two minutes to talk before we join in. [Allow up to 10 seconds before saying, ifnecessary: Would you like to begin now?) Thank you. Select one appropriate response question for Candidate B: © What do you think? © Is there anything you would like to add? © Is there anything you don't agree with? © How does this differ from your experience? Address one of the following follow-up questions to both candidates ‘© What kind of things cannot be learnt from teachers? © Generally speaking, are teachers respected in your country(ies)? * Do schools prepare people for life, or are they simply ‘knowledge factories’? Thank you. Can I have the booklet please? Retrieve Part 3 booklet, What qualities should a teacher have in today's world? is 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For Oral Examiners’ Use Only 14 Knowledge (cont.) | Interlocutor | Candidate B 2 minutes Interlocutor Candidate A D upto I minute Interlocutor | Candidates 5 F minwe Interlocutor Now (Candidate B), it's your turn to be given a question. Here is your card. Place Part 3 booklet, open at Task 14(b), i front of Candidate B. Please let (Candidate 4) 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? [Allow up to 10 seconds efore saying, ifnecessary: Would you like to begin now?] Thank you, Select one appropriate response question for Candidate A. © What do you think? Is there anything you would like to add? Is there anything you don’t agree with? How does this differ from your experience? {cldress one of the following follow-np questions to both candidates. ‘© Can people be friends without knowing each other well? ..... (How?) ‘* What are the disadvantages of knowing a person extremely well? © Who knows you best ~ your friends or your family? Thank you. Can | have the booklet please? Retrieve Part 3 booklet, © socialising © time [Task 14(b) What is the best way to get to know a person well? © in difficult situations Interlocutor up to 4 minutes Interlocutor Now, to finish the test, we're going to talk about ‘knowledge’ in general. Address a selection of the following questions to both candidates: ‘¢ How useful is it to know about other countries and their cultures? ..... (Why?) © To what extent has the internet made information more easily accessible? © Which is preferable - to have a wide general knowledge or a specialist knowledge? © Why do you think TV quiz shows are so popular in many countries? © Some organisations have a lot of personal information about us. What do you think about this? ® Doyou think we are given enough information about the products we buy? .. you think of any examples?) Thank you. That is the end of the test. (can" 12 8 4 5 vo>om pora> 1 CPE December 2006 Papers 1, 3 and 4: Answer Keys vo>rao Paper 1: Reading 16 7 18 19 20 >owo> 25 (0300) c 26 31H 36 B B 27 G 32 D 37D D 28 B 33 £ 38D A 29 F 34 C 39 A A 30 A 35 A 40 C ‘One mark for each correct item 1-18 is given, and two marks for each correct item 19-40. The total score is then adjusted to give a mark out of 40. Part 1 Total 15 (one mark for each correct answer) Part 2 16 17 18 19 20 if tofin did order take surprisingly botanically encased succulence absorption 6 7 8 9 10 make such its come no. lotal 10 (one mark for each correct answer) 24 22 23 24 25 Part 3. Total 12 (two marks for each correct answer) 26 27 28 29 30 31 leave biow cold pointing caught wear Paper 3: Use of English 11 least 12 goos 13 within 14 at 15 capable customary subtlety/subtleness ‘combination spherical bewilderment Part 4. Total 16 (up to two marks for each correct answer) 32 33 34 35 36 a7 38 39 crossed Hailey’s mind | to on the verge | of handing/giving in a greatigood deal | less (money) to (everybody's/everyone's/allipeople’s) expectations | Naomi did novdidn't (actually) reactrespond chances are (good/high) | (that) Sonia willis going to win OR chances are high/good | of Sonia\'s) winning ‘see no sense | (in) discussing OR not'tican't see any sense | (in) discussing power cut stoppediprevented | me from typing (up) was being led by Ivor | at the time NB The mark scheme for Part 4 may be expanded with other appropriate answers,Part 5 CPE December 2006 (0300) Short answer questions total 8 (two marks for each correct answer) 40 a“ 42 49 Part 5 (that the earnest and) endless debate (about it was fully developed) acceptable paraphrase of ‘intimately present’ e.g. idea of being familiaralways there/close AND has the same ability o affect us (acceptable paraphrase of ‘influencing our lives’) e.g. having the ability to affect our behaviour/way of life the impactleftect of changes in weather/season/climate on people's moods/feelings/mental states The change in our mental state brought on by change in season/climatelweather idea of beiny avlive / energetic / forceful / busy Summary total 14 (four marks for content and up to ten marks are awarded for summary skills. See mark scheme.) Content Points (i) wv) (Glabal warming is causing) severe weather evente o.g. floods, droughts, winds, tides, etc (which) bring fear and destruction to humans (Extreme) weather events can harm people and cause them to feel frightened (Text A) Changing weather makes people talk about itimakes weather a topic of conversation (Text A) People's moods are affected by (day to day) weather (Text A) Seasonal changes (in spring and autumn) in the amount of daylight available can significantly affect how people feel/can make people cheerful or sad ‘The darkness of winter (in the northern hemisphere) can affect people both physically and ‘menially // can reduce people's levels of physical activity Seasonal changes have a significant impact on people's physical and mental well-being // can bring on spring fever 1/ winter blues // seasonal affective disorder People are less energetic in the winter (Text B) People adapt to/adjust to/respond to the seasons/seasonal weather patterns (Text B)CPE December 2006 (0300) ASSESSMENT PROCEDURE - Part 5 ‘A mark out of 4 is awarded for content. Each piece of writing is assigned a band between 0 and 5, as described, and can be awarded 1 or 2 points within that band. For example, in Band 3, 3.1 represents weaker performance, while 3.2 represents stronger performance. When deciding on the band, examiners read the descriptors carefully and award the script the band where all or most of the descriptors apply. Candidates who do not cover all the content points are penalised for dealing inadequately with the requirements of the task HANDWRITING If handwriting interferes with communication without preventing it, the candidate is penalised by reducing the mark by one whole band — for example, 4.2 becomes 3.2; 4.1 becomes 3.1. Totally illegible responses receive 0. LENGTH Candidates are asked to achieve the task in 50-70 words. Very short or very long summaries are penalised SPELLING AND PUNCTUATION Spelling and punctuation are important aspects of accuracy and must be taken into account as part of the general Mark Scheme. American English spelling and usage is acceptable. Maximum mark for Paper 3 is 75. The total score is then adjusted to give a mark out of 40,CPE December 2006 (0300) CPE 3 SUMMARY MARK SCHEME Note: this mark scheme should be interpreted at CPE level. A separate mark scheme is used to assess content. Outstanding realisation of the task set + Totally relevant 5.2 + Concise and totally coherent 541 + Skilfully organised, with effective use of linking devices + Skilfully re-worded, where appropriate + Minimal non-impeding errors, probably due to ambition Clearly informs and requires virtually no effort on the part of the reader. Good realisation of the task set: + Mostly relevant + Concise and mostly coherent 4.2 + Well organised, with good use of linking devices 41 + Competently re-worded, where appropriate + Occasional non-impeding errors Informs and requires minimal or no effort on the part of the reader. Satisfactory realisation of the task set: + Generally relevant, with occasional digression + Some attempt at concise writing and reasonably coherent 3.2 + Adequately organised with some appropriate use of linking devices 3.4 + Adequately re-worded, where appropriate + Some errors, mostly non-impeding ‘Adequately informs, though may require some effort on the part of the reader. Inadequate attempt at the task set + Some irrelevance + Little attempt at concise writing, so likely to be over-length and incoherent in places OR too short (25 35 words) 22 + Some attempt at organisation, but only limited use of appropriate linking 24 devices and may use inappropriate listing or note format + Inadequately re-worded and/or inappropriate lifting + Anumber of errors, which sometimes impede communication Partially informs, though requires considerable effort on the part of the reader. Poor attempt at the task set + Considerable irrelevance + No attempt at concise writing, so likely to be seriously over-length and seriously incoherent OR far too short (15-24 words) 1.2 + Poorly organised, with little or no use of appropriate linking devices and/or 14 relies on listing or note format + Poorly re-worded and/or over-reliance on lifting + Numerous errors, which distract and impede communication Fails to inform and requires excessive effort on the part of the reader. Negligible or no attempt at the task set: + Does not demonstrate summary skills + Incomprchonsible due to serious error 0 + Totally irrelevant + _ Insufficient language to assess (fewer than 15 words) + Totally illegibleCPE December 2006 (0300) Paper 4: Listening Test (One mark for each correct answer) Part 1 (ee 2A GA eC SCG A 7c) eA Part 2 9 fat(s) 10 (brand) names 11 cheese 12 life (expectancy) ives 43° fumiture 14 natural 15 herbal 16 mind and body 17 (any sign of) packaging / wrapping Part 3 18C 199A 20D 2B 2A Part4 obra 24S: (250 eee ZY 23.9) In Part 2, bracketed words do not have to appear in the answar. The total mark far the paper is adjusted to 40 to give the required weighting in the examination as a whole.CPE December 2006 (0300) Paper 2: Writing CPE 2 GENERAL MARK SCHEME Note: thie mark scheme should be interpreted at CPE level and according to the notes on the following page. It should be used in conjunction with a task-specific mark scheme for each question. Outstanding realisation of the task set + Sophisticated use of an extensive range of vocabulaty, collocation and expression, entirely appropriate to the task set + Effective use of stylistic devices; register and format wholly appropriate 5 + Impressive use of a wide range of structures + Skilfully organised and coherent + Excellent development of topic + Minimal error Impresses the reader and has a very positive effect. Good realisation of the task set + Fluent and natural use of a wide range of vocabulary, collocation and expression, successfully meeting the requirements of the task set + Good use of stylistic devices; register and format appropriate 4 + Competent use of a wide range of structures + Well organised and coherent + Good development of topic + Minor and unobtrusive errors Has a positive effect on the reader. Satisfactory realisation of the task set + Reasonably fluent and natural use of a range of vocabulary and expression, adequate to the task set + Evidence of stylistic devices; register and format generally appropriate 3 + Adequate range of structures + Clearly organised and generally coherent + Adequate coverage of topic + Some non-impeding errors Achieves the desired effect on the reader. Inadequate attempt at the task set + Limited and/or inaccurate range of vocabulary and expression + Little evidence of stylistic devices; some attempt at appropriate register and format 2 + Inadequate range of structures + Some attempt at organisation, but lacks coherence + Inadequate development of topic + Anumber of errors, which sometimes impede communication Has a negative effect on the reader. Poor attempt at the task set + Severely limited and inaccurate range of vocabulary and expression + No evidence of stylistic devices; litle or no attempt at appropriate register and format 1 + Lack of structural range + Poorly organised, leading to incoherence + Little relevance to topie, andor too short + Numerous errors, which distract and often impede communication Has a very negative effect on the reader. Negligible or no attempt at the task set: + Incomprehensible due to serious error 0 + Totally irrelevant + Insufficient language to assess (fewer than 20% of the required number of words - 60) + Totally illegibleCPE December 2006 (0300) Paper 2 Assessment CPE LEVEL ‘The Certificate of Proficiency in English has wide recognition worldwide as an appropriate qualification for academic or professional purposes, such as university-level study or the teaching of English, where an ‘educated and sophisticated command of English is required. The marking criteria should be interpreted accordingly. ‘THE QUESTION PAPER ‘There are two Parts to the writing paper, which carry equal marks. All candidates must answer Part 1, Ifa candidate answers two other questions, but does not attempt Part 1, then no mark is given for Part 1. The candidate scores 0 for Part 1. In Part 2, candidates anewor one task from a choice of four questions. Where a candidate has written more than one answer for Part 2, all answers are marked and the highest mark is taken. ASSESSMENT FOCUS ‘The General Mark Scheme is used for assessment of both Parts of the paper, and a Task Specific Mark ‘Scheme is also used in assessing each question. Sample scripts for each question exemplify performance at different bands, ASSESSMENT PROCEDURE Each piece of writing is assigned to a band between 0 and 5, as described, and can be awarded up to 3 Points within that band. For example, in Band 3 (the minimum satisfactory performance band): 3.1 represents weak performance within Band 3; 3.2 represents average performance within Band 3; 3.3, represents strong performance within Band 3 (and candidate may have narrowly missed Band 4). When deciding on the Band, examiners read the descriptors carefully and award the script the Band where all or most of the descriptors apply. Candidates, however, who do not address all paints laid down as content points in the task specific mark schemes, are penalised for dealing inadequately with the requirements of the task. LENGTH 300 to 360 words are asked for. Below length answers (100 - 200): assessment is confined to Bands 1 and 2. Answers very much below length (60-99 words): receive a maximum mark of 1.2. Too little language for assessment (below 60 words): receive 0. Over-length answers (more than 450 words): if there is evidence of digression from the task, the answer is penalised by one band. Otherwise, the answer is not penalised. SPELLING AND PUNCTUATION ‘These are important aspects of accuracy and are taken into account according to the criteria Use of American spelling and usage is acceptable. PARAGRAPHING. This is @ function of organisation and format. Refer also to the task-specific mark scheme, HANDWRITING I handwriting interferes with communication without preventing it, the candidate is penalised by having the mark reduced by one whole band, Totally illegible scripts receive 0.QUESTION 1 CPE December 2006 (0300) CPE 2 TASK-SPECIFIC MARK SCHEMES, DECEMBER 2006 — 0300/2 CONTENT POINTS Letter must refer to three main points: + enjoy your food and eat what you like * conflicting views from ‘experts’ on what is/is not healthy * iesponsible not to take notice of advice about healthy eating habits RANGE Language for * expressing opinions * discussing * evaluating APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for a letter to the editor of a magazine ORGANISATION AND COHESION * early reference to reason for writing ‘© lear organisation of Ideas TARGET READER Would understand the writer's views on food and healthy eating. ‘QUESTION 2 CONTENT Proposal must include: + ideas for ttle and content of two new courses ‘+ explanation of candidate's personal interest in the proposed courses + why courses would be popular and useful for students RANGE Language for ‘* making suggestions * describing © explaining * evaluating /APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for a proposal for the Principal of an international college ORGANISATION AND COHESION Clearly organised proposal, possibly with headings TARGET READER Would have a clear idea of suggestions and why they are proposedCPE December 2006 (0300) QUESTION 5(a) CONTENT Letter must identify the recommended play and describe the role the awareness of guilt plays in: + plot development * character development Answer must make reference to the content of the book. The following references may be contained in the candidate's answer: Sheila learns from the accusation: . Macle a complaint when shopping at Mitward's about Eva. Had heen in a baud mood, was jealous of Eva's prettiness. Eva lost her "last steady job Erie also learns : First accuses father of her death ~ Mr, Birlng sacked her 2 years previously: : Chatlenges fisher on fs attitude to his workjorce Me Birling ignores i . More worried about himself and his family ~ harecheaded businessman Mes, Birling denies it : Girl of that class . 1 did nothing that I'm ashamed of or that won't bear investigation RANGE Language for ‘+ recommending ‘© describing © narrating + evaluating APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for a letter to a librarian ORGANISATION AND COHESION Early reference to reason for writing Clearly organised ideas Suitable conclusion TARGET READER Would be able to decide whether the play is suitable for the proposed exhibitionCPE December 2006 (0300) QUESTION 5(b) CONTENT Article must include: * brief explanation of the development of a significant relationship between two of the characters * explanation of why the relationship would have been unlikely in the outside world Answer must make reference to the content of the book. The following references may be contained in the candidate's answer: The two significant relationships are: Mr Hosokawa and Roxane Coss He is a prominent Japanese businessman, a fan of RC'S singing ‘She isa world-famous opera singer = different cultures and lifestyles, would never normally have met/become intimate Gen and Carmen Gen is a Japanese interpreter Carmen isa peasant revolutionary ~ diferent cultures and lifestyles RANGE Language for + narrating * describing * explaining APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for an article in a magazine ORGANISATION AND COHESION Clearly organised ideas TARGET READER Would be informed about the development of the relationship, understand why it would have been unlikely in the outside worldCPE December 2006 (0300) QUESTION 5 (c) CONTENT Review must * describe two or three scenes * explain how characters, story and setting make the novel a suitable choice to be made into a film Answer must make reference to the content of the book. The following references may be contained in the candidate's answer: Any scenes from book suggested for filmic qualities such as setting, atmosphere, relationships between family ‘members or friends, political backdrop to story, scenes of cultural interest Raja gets TB —relationship/atmosphere, horse riding Bim and Baba’s visit to the deserted Hyder Ali house ~ atmosphere, setting RANGE Language for * recommending * describing © narrating * explaining APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for an article in a magazine ORGANISATION AND COHESION Clearly organised ideas Suitable intoduction and conclusion TARGET READER Would know writer's views about why novel should be made into a filmCPE December 2006 (0300) Question 4 Script A Dear Sir, 1 am writing in response to the article on food changes which appeared in the last month’s issue of Food and Health. As a worried mother of four I do understand the concerns about the ongoing discussion about healthy food. In these days of heighten stress levels and constant pressure it is difficult to maintain a healthy eating standard. It is beyond dispute that every adult should be sensible enough to decide what is healthy and what not. Generally speaking it is indeed the fact that the things we like the most are the best for us. However, to ignore all the guidelines and advices provided hy researches is not advisable and rather irresponsible. The best approach towards this topic is to take into account all the recommendations of researchers and to pick out the ‘ones which fit you the best. A couple of years ago, everybody was advised to eat as least one portion of meat a day. The latest researches however show that this fact is no longer true and therefore already revised with newer theories. Not only does eating meat increase our blood pressure but it also heighten the risk of heart attacks or kidney failure. Nowadays it is much more recommended to maintain a healthy diet enriched with fruits or vegetables. But who is going to promise us that this approach will not be considered unhealthy in the future? Personally speaking, | try to provide my children with a healthy eating habit. It goes without saying that they are allowed to eat some sweets now and then. However, the far bigger point of their daily nutrition consists on healthy food. But even though I try to do my best it is not always easy to make the right decisions. As already mentioned in the article about food changes there are far too many ‘experts’ who provide you with too many recommendations, In my opinion, the best way to live a happy life is to stay cautious and critical towards all the new approaches because what do all the assistance and advice help when you do not feel comfortable at all. Yours faithfully |eveston 4 Script A CONTENT: Good development of topic RANGE: A wide range, but not always used successfully APPROPRIACY OF REGISTER AND FORMAT: Appropriate ORGANISATION AND COHESION: Well organised and coherent ACCURACY: Some non-impeding errors, TARGET READER: Achieves the desired effect Band 3CPE December 2006 (0300) Question 1 Script B Dear Editor, I have read your article in November issue of ‘Food and Health’ and I enjoyed it and would like to draw a line for my opinions. Mostly I agreed with what you have mentioned. It is true that one day’s food expert recommendation would become cautions in next day. Dr Atkin’s Diet became extremely popular, he claimed as safe as himself was a nutritian. I personally tried, it worked shredding few kilos but I suffered itchy skin side-effect. Now experts are saying it is not recommend due to its unbalanced diet. In the end it is all comes down to common sense, I presume. 1 also agree with your suggestion that we should not ignoir the expert's advices which are thoroughy based on lengthy research and laboratry results. However, | whole-heartedly agree with ‘some people’. In spite of disagreement of food experts, I believe ‘the most sensible approach is to enjoy your food and eat the things you like’. The reasons for this is that we are a human being, have a sense of acknowledgement what the fundamental need of our body. One day, I crave for chocolate, my body may lack of sugar level. We all should try to listen what your body seeking for. As long as it is not over exasurating amount, it should be all good for you. On conclusion, I'd like to tell my Chinese friend’s story. When we were having dinner at Chinese restaurant, suddenly she said to me ‘Aren't we happy?” I thought we were, just eating Chinese food ..., then I realised. It is a happiness that having good food with nice company, what else we need. That appreciation is more important than advice from food experts. “Enjoy your food!” Yours faithfully Question 4 Script B CONTENT: Addresses the points RANGE: Some attempt at a range APPROPRIACY OF REGISTER AND FORMAT: Appropriate ORGANISATION AND COHESION: Organised but lacks coherence at sentence level ACCURACY: A number of errors which sometimes impede TARGET READER: A negative effect, Band 2CPE December 2006 (0300) Question 2 Script C INTRODUCTION ‘The college initiative to take student's suggestions into consideration when drawing the new offer for courses is wellcomed, In my opinion, and after a research on the main topics of concern among the student community, I have come up with the following conclusions, COURSE PROPOSALS AND JUSTIFICATION Arabic language: Recent events experienced at international level have revealed a deep gap between East and West. An open environment for mutual exchange seems a good approach towards this global problem. I believe that students are amid the most suitable to create and enhance this open environment. However, in this intercultural exchange, language plays a major role. Arabic is one of the main languages in the world, spoken by many million people in many different countries. However, very few people in our society can understand a single word, a part from arabic communities. Teaching is not easily available. Myself, I have a personal interest due to the Arabic influence in my country but the same applies in this country and students I have spoken with have showed great interest. Nutritional Education and cookery Although a growing interest in food seems to have invaded the country, the result does not reflect in individuals, and too many young people cannot fry an egg, I must admit that 1 am a food lover, so the idea of developing further skills and learning new tips can only be exciting to me, However, I can detect some kind of jealusy in my colleagues who cannot cook and have no food culture. That is why I think it would be very popular. Taking into account the current bad eating habits it only seems obvious that further education should be given to young people, before their veins get blocked with hamburguer bits. CONCLUSSIONS ‘This proposal reflects not only my personal interest but also my perception of other students. Both are issues of high concern, which may be enjoyable for students while problem-solving. That is why I recommend it for further consideration. APPROPRIACY OF REGISTER AND FORMAT: Entirely appropriate ORGANISATION AND COHESIO! jel organised and coherent ACCURACY: Minor and unobtrusive errors TARGET READER: Positive effect on the reader Band 4)CPE December 2006 (0300) Question 3 Script D [am twenty nine years old now and there have been quite a few adventures and hard times in my life so far, but the one wich stands out among them and has, in a way, initiated the rest of them is my unsupported cycling trip from my home in Latvia to London. It was a rather impulsive decision - after a short period of hesitation I just bought a new hicycle and equipment on credit and set out in a couple of days. I was so reckless that I even did not take any road maps nor tent with me. First days I was overwhelmed with joy and progressed really fast (considering my lack of former experience in cycling). It was only when I reached Germany, which is halfway from Latvia to UK, that the seriousness of the task dawned on me, I still had to do more than 2000km and my speed had decreased from 100km a day to a meager 55km a day. The worst, however, were the nights when I crept into my sleeping bag in some remote corner of field or woodland being acutely aware of my profound loneliness. On such nights | thought about my existence, my family, friends and my studies whishing that I had better stayed home and at the same time realising that it was not an option - I had to go forward. Alll these lone, long days and nights gave me invaluable insights in my life. I became more mature and confident in my abilities to carry out my decisions. Furthermore I learned to appreciate other cultures and ways of life, becoming more tolerant and patient. I must add though, that there were also many bright and happy incidents during the fourty days I spent on my bike. In fact the happiness and peace I gained from the journey was so great, that I went on a similar trip to Greece the next year, thus meeting my wife. But that is a different story altogether. Question 3 CONTENT: Excellent development of topic RANGE: Extensive range APPROPRIACY OF REGISTER AND FORMAT: Wholly appropriate ORGANISATION AND COHESION: Skilfully organised and coherent ACCURACY: Minimal error TARGET READER: Impresses the reader and has a very positive effect Band 5CPE December 2006 (0300) Question 4 Script E ‘The most popular sport in Brazil is football. And why? For many reasons: Football can be played almost in everywhere that means all you need is a piece of land. The country is not that rich and well developed consequently there are some sports that are not played at all or only played by a higher class of people. Football, for example, is so popular in Brazil and the country has so many famous players. Most of those players come from humble family simply because the sport can be played anywhere and you don't need lots of infrastructure to practice. Nowadays of course there are many stadiums and clubs around the country, but people just play everywhere, on the beach, in the streets, empty lots and you name it, Most of professional players come from small unknowns clubs that inspires children and teenagers to play the sport. There are youd facilities for sport practices, though not enough. As for all the interested ones. People watch sports why often and more often than even playing them. Sport in Brazil makes a great difference in so many people's lives in many ways. Financially the sport is seen as a great job opportunity and fame. Socially as well as local government and communities use sport fo take people from the streets and encourage them to play a sport and go back to school and integrate in the community gain self confidence and many times people quit drug addiction through sport. That is why sports are so important for the nation. Question 4 Script & CONTENT: Inadequate development of topic RANGE: Limited range APPROPRIACY OF REGISTER AND FORMAT: Inappropriate register and format ORGANISATION AND COHESION: Poorly organised, lacking coherence ACCURACY: Some errors, TARGET READER: A negative effect Band 2CPE December 2006 (0300) Question 5(b) Script F Relationehipe are never easy. They are hard work and require lots of patience and sacrifice But they are the most important aspect of our lives. Some of relationships between people are more incredible and even ‘mysterious’ than others. We can sce it in ‘Bel Canto’ by Ann Patchett, In a South American country, in a vice president's house, a birthday party for Mr Hosakawa ~ the founder of a Japanese company, takes place. Suddenly it turns into a siege scene. During a beautiful performance of a famous American opera soprano, Roxanne Coss, a group of armed men get into the house and take the people hostage. Is fighting, making plans to escape and lying lw kill (he invadurs coming next? Not at all. The action develops in a very interesting direction. A group of three Generals and their soldiers and a group of international guests who had come to the party seem to have more in common than one would think. Friendships and love relationships start to develop, We have Gen and Carmen (one of the women soldiers), friendship between Father Arquedas and Beatrix, Mr Hosakawa and Roxanne Coss. Mr Hosakawa had always been a hard working man, having his life organised in a proper way. The only thing he seemed to do just for pleasure was listening to opera music. One day his daughter gave him a present of Roxanne Coss’ CD and he fell in love with the singer's voice at once. When years later Mr Hosakawa was invited to a foreign country so start a business there, he agreed to go only if Roxanne Coss would sing for him, Speaking different languages, coming from different countries and cultures, having different jobs and interests, Mr Hosakawa and Roxanne Coss develop a loving relationship which could never happen in real life. Mr Hosakawa is the reason why Roxanne is in these difficult circumstances now. But he is also the one she can come for help and support to. He is the one she sings for. With the help of Gen, a talented, multilingual translator, they get closer to each other every day, But will the relationship last forever? Who will really have Roxanne Coss’s heart? 1 recommend you read ‘Bel Canto’ yourself. You will not regret it. Question 5(b) Script F CONTENT: Good development of topic, RANGE: 300d range APPROPRIACY OF REGISTER AND FORMAT: Appropriate ORGANISATION AND COHESION: Generally well organised and coherent ACCURACY: Minor and unobtrusive errors TARGET READER: Has a positive effect Band 4Certificate of Proficiency in English CPE December 2006 Assessment Criteria for the Speaking Test (0300) CPE is al Council of Europe Level C2, an advanced level wnere candidates are expected to have a uly operational command ofthe epoken language! ‘The GPE Speaking Test hos six assessment criteria, five analytical and one global, which are zppliod in relation to the level ofthe examination and tothe prescribe tasks ‘Grammatical Resource Loxical Resouree Discourse Management Pronunciation Interactive Communication Global Achievement Candidates are assessed on their own individual performance according tothe established eitela and are not assessed in relation to each other. “The Assessor awards marks for each ofthe analycal criteria. The Interocutor gives one global mark fr the candidate's perormance across al pars ofthe test (Grammatical Resource (Rango and Flexi, Accuraay) ‘This refers to tho accurate application of grammatical rules andthe elective arrangement of words in uterances, AALCPE level, a wide range of grammatical forms should be used appropriately and competenty, Performance i¢ viewed interme ofthe overt foffectivenase of th languege usod Nt should also be noted that diferent varieties of standard, oducatod English, e.9. British, American, Austrakan, et, and reqister, 9, formal colloquial, ee, or acceptable, provided they are appropriate forthe conte. Lexical Resouree (Range, Aopropiagy) This refer othe cancidate's abit to use a wide and appropiate range of vocabulary to meet tas requirements, ALCPE love, the asks roquir candidates to express precise meanings, alltudes and opinions and tobe able to convey abstract ideas. Although candidotcs ray lack speciaised vocabulary when dealing wit unfaiet loss, 1 shuld Hl, hr yes lens, be eoassay 19 Fem 1 ‘Simplfcation. Performance i viewed Interns ofthe overal effectiveness of the language used [Discourse Management (Coherence, Een, Relovanes) —] This refers othe candidate's sbily fo ink utterances together to form coherent monologue and contibutions to dialogue, ‘Tho utterances should be relevant fo the asks and to preceding ullerances in the discourse. The discourse produced should be ata level of complexity appropiate to CPE level and the utaances shoul be arcanged logical to develop the themes or arguments required bythe tasks, ‘The exten of contibulons should be appropriate, Lelong or shont as fequved ala pater point in the dynamic dovelopment of te discourse In odor to achieve tha task, Pronunciation (Stoss and Riyihm, Intonation, indiidval Sounds) In genera, his ofers tothe candidate's ably to produce easly comprehensible uterances to full the task requirement. ‘AL CPE level, acceptable pronunciation should be achieved by the appropriate use of song and weak sylabes, the smacth inking of words and the effecive highlighting of information-boaring words. Intonatian, waich includes the use of sufficiently wide pth range, should be used cffectely to convey meaning, and articulation of incividual sounds should be suficiety clear for words tobe easily understood. Examiners put ‘Wemseles in the poston ofthe non-EFL specialist and assess the overall impact ofthe communication and the dogree at efor required to Understand the candidate Its recognised that even at tis advanced level, candidates’ pronunciation may be influenced by features oftheir fret language, This is accopiable provided communication isnot impeded [Tnteractive Communication (hitatng and Responding, Neston, Ture taking) “This refers to ine canclaate's ity (0 take an acive part m te evelopment o he ascourse, showing sensitivity totum taking and without Lundue hestaton. itraquios tho aby te parcipate competonty inthe range of iterative situations in the test and to develop discussions on & range of topics by iniiating and responding appropriately. aso refers la the deployment of strategies to maintain and rep interaction ston ‘appropriate level throughout the test so that Ue Tasks can be fled, Candidates are not penalised for asking for repetition from the intriacuter or carestion from the other candidate (as long as this fs not excessive). However, i the interaction broaks down and the candidate has to be suppor by the ierocutar ofthe other candidate his {ken as evidence of weak interactive ably and is penabsed accordingly, ‘This scale refers tothe candidate's overall effectiveness in doaling with the tacks in the three separate pars ofthe CPE Speaking Test. The Global mark is an independent impression mark, which reflects the assessment of the candidale’s performance from the Interiocutors Perspective. ‘GPE Typical Minimum Adequate Performance Develops the interaction with contibutions which are relevant, coherent, and of @n appropiate length. The range of grammatical forms and vocabulary is appropriate and used with sufient accuracy and preision to deal wih the CPE level asks. Utteances are conveyed effectively ‘and understood with very ite stain onthe listener© UCLES 2007 ne The Certificate of Proficiency in English is at Level C2 of the Common European Framework of Reference for Languages: Learning, teaching, assessment published by the Council of Europe. It has also been accredited by the Qualifications and Curriculum Authority in the UK as a Level 3 ESOL certificate in the National Qualifications Framework. www.CambridgeESOL.org/CPE Reed www.CambridgeESOL.org (00€0) 9007 saquiex0q siadeg uoleUIMerg Iseq q 4) 5 8) a ° y 3 3° g 2 mi 5 a 3