* a UN IVERSITY of CAMBRIDGE Experts in Language Assessment ESOL Examinations Certificate of Proficiency in English Past Examination Papers December 2008 (0301)CPE December 2008 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, Liste 1g, 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 2008 (0301)UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY IN ENGLISH 0301/1 PAPER 1 Reading DECEMBER 2008 Morning 1 hour 30 minutes ‘Additional materials: ‘Answer sheet Time 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, Centre number and candidate number on your answer sheet if they are not already there. Read the instructions for each part of the paper carefully. ‘Answer all the questions. Read the instructions on the answer sheet. Mark your answers on the answer sheet. Use a pencil, You must complete the answer sheet within the time limit. At the end of the test, hand in both this question paper and your answer sheet. INFORMATION FOR CANDIDATES There are 40 questions on this paper. Questions 1 - 18 carry one mark. Questions 19 ~ 40 carry two marks pve 5001242072, @UCLES 2008 Cambridge ESOL Level 3 Certicate in ESOL International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. Sax suprem Courtney Pine Courtney Pine is a restless man. Having arrived home only a few hours earlier from a concert in Milan, he's spending the morning with numerous music journalists intent on discovering just what to (1) .... when his much-anticipated live show comes to town. The saxophonist responsible for placing British jazz on the (2).... has a list of achievements that would be the (3) .... of lesser musicians. After forming the seminal Jazz Warriors in the early 1980s, Pine (4) .... the first in a string of critically and commercially successful albums before founding the Abibi Arts Foundation, which guides inner-city youngsters into the world of jazz. Mr Pine has always been very busy, and shows no sign of relenting, Fortunately for the lazier amongst us, we've always had the luxury of sitting back and enjoying the (6) .... of these efforts. Never one to be pigeon-holed, Pine has constantly challenged the critics’ (and the public’s) (6) .... of who he is. ‘I've always taken my own route and had my own ideas about where | wanted to go musically.’ 1 A expect B_ imagine C presume D predict 2 A table B globe c map D record 3 A_ jealousy B envy © longing D_ yeaming 4 A ‘released B published C issued D presented 5 A gains B fruits © harvest D yield 6 A perception B recognition realisation D_ insight Jai 'd been visiting the shipyard for several months now and Jamie was always my first (7) .... of contact | never knew a man to talk as much or as quickly. Before you'd even finished greeting him, Jamie would launch into a detailed account of the latest negotiations. He was tireless and tiring. You could meet him first thing in the morning, feeling full of bounce, and in an hour he would have you against the ropes through (8) .... force of personality. When Jamie started to speak, enough energy radiated from him to (9) .... @ thousand men spellbound. As we walked around the yard, I hurried to (10) with him. ‘rm (14) .... late now. You'll have to talk to me on the way. he would say. racing from one office to another, or heading down to the welding shed. ‘Will you slow down!’ | once pleaded. ‘I can't, son. If | slow down, the whole thing slows down. We'll only survive by being one step (12) 2... 7 A place B spot point D site 8 A. sheer B simple C plain D clear 9 A catch B hold c pull D send 10 A tagon B_ step up © hangon D_ keep up 41 A going B_ running C falling D_ moving 12 A ahead B forward © apace D- furtherComplete knowledge in science The idea of complete knowledge is a tempting pie in the (13)... . Although it appears in some commentators’ minds as the obvious goal of science, it is a concept completely absent from contemporary scientific writing. It is, however, the hallmark of many varieties of pseudo-science, (14) .... it pervaded countless ancient myths and legends about the origin and nature of the world These stories left nothing out; they had an answer for everything. They aimed to (15).... the insecurity of ignorance and provided a complete interlinked picture of the world in which human beings played a meaningful role, They removed the worrying idea of the unknown. If you were at the (16) .... of the wind and rain, it helped to personify those unpredictable (17) .... as the character (18) .... of a storm god. 13, A air B clouds © moon D sky 14 A justas B just so Cc evenif D evenso 15 A tid B outlaw C disassociate © Danish 16 A power B_ mercy © force D_ chance 17 A elements B aspects © features D_ factors 18 A forms B traits © ways D types Turn over >You are going to read four extracts which are all concerned in some way with photography. For questions 19-26, 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. Black-and-white Photography In my opinion, the existence of black-and- white photography is due to nothing more than an accident of chemistry; to the time it took to develop a system for producing colour images. Had colour reproduction been possible from the middle of the nineteenth century without difficulty, it is hard to imagine that any significant number of photographers would have willingly restricted their palette to a colourless medium. The accident was a happy one, however, since we now have a distinct photographie medium that has an established legacy and offers some unique design opportunities. Black-and-white film and paper offer outstanding advantages to people who have a special interest in the aesthetics and the craft of photography. By restricting the means of recording images to a range of white, greys and black, they elevate modulation of tone to a position of great importance. This in. turn allows considerable refinement, and the non- colour elements of a picture, such as shape and line, acquire more meaning. 49 What point is made about black-and-white photography in the first paragraph? ‘A _Itwas an essential forerunner of colour photography. B_Ithas always been regarded as a limited medium. tno longer has much appeal to the general public. D__Itwould not have become popular under different circumstances. 20 According to the writer, one of the advantages of black-and-white photography over colour is that Ait places more emphasis on structural elements of composition. it focuses the attention of the viewer better. B C__ itis artistically more pleasing because of its limited colour range. D__ it offers more opportunity to make a personal statement.24 22 Portraiture In his Lectures on Aesthetics, the philosopher Wittgenstein (1889-1951) suggested that although the great artists of the past painted portraits, none of his contemporaries could do the same. I have often wondered what he meant. Perhaps he was referring to photographs. Manet’s painting Bar at the Folies-Bergere, for example, shows us a girl = not just her face and body but her life, her character and the hope beneath her weariness. A photograph would show little of that. The face, yes, and the body, but at given moment ~ frozen, mute, detached from the spirit that lives within. Painters show people; photographs show time-slices of people. And if our eyes become so conditioned to photographs that time-slices are all they look for, then yes, the art of portraiture will die. The early photographers, however, tried to reproduce the style of the painters. ‘Their pictures were carefully composed and their sitters were told not to be themselves but to represent themselves. Through posture, dress and expression, they tried to symbolise a life, a role or an office. They looked through the camera to the unseen world of public judgment, hoping to appear as full human beings, vindicated, valued and victorious in the sphere they had made their own. They did not smile, nor did they show by so much as a gesture that they were in private communication with the eyes that looked at them. They were consciously on display, aloof, buttoned up and ~ let's face it — not a little ridiculous. The writer mentions the portrait by Manet in order to A B c D counter Wittgenstein's assertion about portraits. illustrate the shortcomings of photographic images. suggest a possible future for photographic portraits. demonstrate how portraits can mislead us about their subjects. In the second paragraph, the writer implies that early photographers vomp didn’t know how to get their subjects to relax sufficiently. failed to realise how photography would change portraiture. Paid too litle attention to the symbolic nature of their work. were unsuccessful in their attempts to emulate portrait painters. Turn over >23 24 Press Photography AAs a photographer, | have found that the best newspaper writers in the business don't need to be reminded about the significance of good pictures - they know without being told how offen a story can revolve around one key Picture, and they will go out of their way to ensure that a photographer gets into ‘a position to take it. Thore are still some joumalists who regard pictures as secondary to words, but these people are few and far between, most now acknowledging the power of a good picture. The days when a reporter referred condescendingly to ‘my photographer’ are long gone, the phrase now only used among colleagues enjoying a joke. Like any professional partnership, when a photographer and a writer work together regularly itis not unusual for the two of them to get to know each other's methods so well that even the most difficult assignment can become a smooth operation. There is no rule that says press photography should not be fun — and working in the company of a topefight writer is often exactly that What do we learn about writers and photographers in the first paragraph? A B ic D According ta the writer, the chances of a difficult operation going smoothly are improved by vou> Some writers are reluctant to cooperate with photographers. Writers used to regard themselves as superior to photographers. Writers and photographers used to compete for recognition. Writers and photographers have always had an uneasy relationship, teamwork. a sense of humour. spontaneity a common approachTechnology in Photography Photographers as a whole have something of an ambiguous relationship with their technology, a relationship that oscillates between aduirution and disdain. On the one hhand, camera technology is seductive because it allows opportunities for avoiding some of the more difficult creative issues. On the other, cameras, like audio equipment, can function as adult toys, a role for which they are increasingly being designed’ and produced in the mass market. Recognising the trivial appeal of gadgets, flashing information displays and high-tech design, many photographers react to this technology in a rather odd way — in public, at least, it has become customary to play down the technical side of taking photographs. ‘The motive is usually to defend what a photographer assumes to be hie or her artistic integrity, as if to say that only a special inner vision is at work, not a mass-produced camera as well. This kind of denial may be understandable, but it should not be allowed to cloud the real issue, which is that technological influences on photography are complex and variable, and are part of the context in which any photograph is seen, Clearly a photograph is not a painting or a sketch, nor does it necessarily hang on a gallery wall. The standards for judging it must allow for its different uses — Photojournalism, for example, has a different aesthetic from that of, say, fine art photography. They must also allow for images that owe more to accident than desipn And photography’s ability to be reproduced means that images are rarely precious objects in the sense that an old painting is. 25 The attitude of photographers to their equipment tends to 26 A B c D change as technology develops. move from one extreme to another. improve as creative problems are solved. contrast with public attitudes to technology. Why do photographers play down the technical side of their work? vom> It might detract from their own individual contribution. It might begin to dictate the content of their photographs. They prefer to develop their own artistic talent. They think the public may not approve of it. Turn over >Part 3 You are going to read an extract from a novel. Seven paragraphs have been removed from the extract. Choose from the paragraphs A-H the one which fits each gap (27-33). There is one extra paragraph which you do not need to use. Mark your answers on the separate answer sheet. Freddy’s flight Itwas a Sunday afternoon in June of 1936, the day after her graduation from high school, and Freddy was off alone on a cross-country flight, the longest she had ever made, from Dry Springs to San Luis Obispo and back. The most direct route lay north, over Big Pine Mountain in the San Rafael Range, across the valley to the east of Santa Maria, past the Twitchell Reservoir, and over the Arroyo Grande, directly into the airport at San Luis. each cost a fortune, Her sister, Delphine, had received a new car for her eighteenth birthday, and all her friends had said how lucky she was. In car terms, wanting to buy an inexpensive aeroplane was like wanting to own a Packard, the most expensive car in the country. Obviously, she had to find a second- than rnzachine that she could put into shape, on terms that would let her pay for it over a long time. 4 4 27 Pinpoint accuracy and precision in this department was, once you could fly, the next essential key to becoming a true pilot. It wasn't as mysterious, Freddy thought, as she'd first expected it would be. Basically, it meant fiying with a knowledge of where she was at all times, knowledge gained by constantly reading the earth and its landmarks, instantly comparing that knowledge with the chart on her knee and resolutely staying on the magnetic compass headings she decided on before she set out She knew that she didn't stand a chanee in any of the speed dashes that covered a short distance, with the planes going full out. Only planes of far greater orsepower than one she could dream of owning stood a chance in the various speed competitions, and then, only when they were flown by pilota with greater experience. During the past few years, interest in speed flying had grown so rapidly that some records only stood for a few days before another pilot managed to surpass them, pepe ti 32 “| 28 ‘As she passed over the little town of Ojai, which was ‘exactly where it should be, Freddy allowed her mind to turn to the future. Starting tomorrow, she would begin her summer job, working six days a week at the Van de Kamp bakery at Beverly and Wester. The chain of bakeries owned a hundred windmillsshaped shops all over Los Angeles. Her job began at six in the morning, when the bakery opened, and ended at two in the afternoon, when the next shift took over. 29 Freddy groaned. Her destiny was obviously bound to selling cookies and cakes, which she loathed, but these sweet things were one of the few businesses that seemed to be doing well in these hard times. Siil, daily suffocation in the smell of warm sugar became a minor matter when it meant money for her summer flying time and enough left over to begin, only to begin, worse luck, to save for a down-payment ona plano, 30 ] She was determined to own her own plane. Even the cheapest of the leading low-priced planes, the Taylor, the Porterfield Zephyr, and the Aeronanca Highwing, Now that was more like real flying, Freddy brooded. ‘Sometimes she felt that she'd been born too late, and everything worthwhile inv flying tems had already been done. Amy Johnson had flown a smaller and far less powerful plane than this Ryan more than halfway round the world eight years earlier, and where was she, Freddy, but right on course over the Twitchell, Reservoir, a lousy man-made body of water, not an. ocean or a sea or even a big river? At this rate she'd never get out of California! 33 She couldn't help the way she felt about flying, but all this made it such an expensive passion. Wasn't there someone somewhere who would like to advance the cause of American aviation by paying her bills? No, there was not, Freddy answered herself, the great days of the pioneers were past. Well, she might be to0 late for fame, but there had to be something left to do, and she was going to find itHer father had given her a string of real pearls for graduation, but her mother, bless her, had come through with hard cash. The pearls were the first valuable jewellery Freddy had ever owned. Maybe, she speculated, she could pawn them. Freddy cautiously put the plane into a dive, and as soon as she'd reached a proper speed, she began to pull the nose of the plane upward. Gradually, she pushed the throttle until it was fully advanced. What bliss, after hours of meticulous navigation, to make this final rushing, heart-pounding leap into the sky. ‘A tar easier idea would have been to simply follow the coast north and turn east at Pismo Beach. But that wouldn't have given her any practice in navigation, and during the months she'd been working with Mac toward her private pilot's licence, which she obtained just over a month ago, Freddy had been studying navigation as hard as she could. Because of the inconvenient hours, she would be well-paid — twenty-five dollars a week, as much as a trained secretary could hope to make. To Freddy, it meant that she would be able to fly several afternoons a week as well as on weekends. At the small airport, Freddy ate the sandwich lunch she'd brought along, and had the plane refilled, anxiously noting the price of aviation fuel. Her mother paid for the insurance, without which she wouldn't have been able to continue to fly, but Freddy had to pay tor tue! herself, However, there were cross-country races held around the Los Angeles area, in which planes flew from one refuelling stop to another, toward a goal that might be hundreds of kilometres away. Each plane carried a handicap, based on its own best possible performance, so that the winner was the pilot who flew the smartest race, the most precise pilot, the most resourceful pilot = and sometimes the luckiest. This was crucial as winds aloft could push a plane off course in a few minutes of inattention, so Freddy watched with vigilance for checkpoints on the ground that should be coming up on the right, to the left or directly undemeath her wings. If there was the slightest deviation, she immediately made a correction for the wind, If she didn't own a plane of her own, Freddy asked herself, spying the peak of Big Pine Mountain right on course, and beginning to gain altitude, what future was there for her in flying? Or, more precisely, in racing. Turn over >10 Part 4 You are going to read a newspaper article written by a novelist. 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. Because I am a novelist myself, I am always faintly fussed by the idea of creative writing courses. I completely accept that you can teach the craft, that you can give instruction on how to structure a book, how to vary pace and tension, how to write dialogue. But what you can’t teach, it seems to me, is the right kind of observation or the right kind of interpretation of what has been observed, It worries me to think of all those earnest pupils who have diligently mastered the mechanics, ‘wondering with varying degrees of misery and rage why the finished recipe just hasn't somehow worked, The great writer | Samuel Coleridge explained it, He said that there are two kinds of imagination, the primary and the secondary. We all, he said, possess the primary imagination, we all have the capacity to perceive, to notice. But what only poets, (loosely translated as all. truly creative people, I suppose) have ~ the secondary imagination — is the capacity to select, and then translate and illuminate, everything that has been observed so that it seems to the aude something entirely new, something entirely true, something exciting, wonderful or terrible. There is, after all, nothing new to say about the human condition, There is nothing to say that Shakespeare or Sophocles hasn’t already, inimitably, — brilliantly, said. Codes of conduct, fashions in morality and ethics, all may come and go. But what the human heart has desired ~ and feared ~ down the ages goes on being very much Writing fiction the same. The novelist’s task is to follow the well-trodden, time- wor path of human hopes and terrors. Never forget: betrayal may be as old as time, it may happen every nanosecond of every minute that’s ever been, but the first time it happens to you feels like the first time in the history of the world. A cliché is a cliché only if itis comfortably taking place in someone else's life This empathy is vital in the writing of fiction. Coleridge’s view of the poet as prophet to the hungry hordes is, in truth, a bit grand for me. I admire it, but I am not, personally, quite up to it. 1 am happier seeing the novelist, sleeves rolled up, in the thick of it alongside the reader, bleeding when pricked, in just the same way that the reader does. The only capacity 1 would claim is that I have an instinct to select, from everything I have noticed in half a century's beady-eyed _people- watching, the telling detail, the apt phrase. I seem to be quite good at the rhythms of dialogue. I seem to know how not to overwrite. But that is it really. Except that the older I get, the more prepared | am to surrender and trust to the power of the unconscious mind. Maybe this is a modest form of the secondary imagination, maybe not. Whatever it is, it produces a level and intensity of communication that causes people to buy my books and write to me about them in numbers that I still can’t get over. ‘What I do believe, fervently, 1s that we are all in this boat together = writer, reader, critic. 1 have a tattered little quotation that lies on my desk and becomes more valuable to me as time goes on. It ‘comes from the autobiography of the celebrated nineteenth-century writer Anthony Trollope. He sai many remarkable things in this book, but my own personal favourite is on the subject of the novelists central preoccupation. Trollope is not so much concerned with the landscape of the grand passions as with something else, something less glamorous perhaps, but just as intense and certainly more universal: ‘My task,’ he wrote, ‘is to chronicle those little daily lacerations upon the spirit.” T feel a thrill of recognition every time I read that, or even think about it. That is what the writer's life is all about for me. The point of it is to emphasise that we are none of us immune to longing, or disappointment (much under-rated, in my view, as a source for distress), or frustration, or idiotic hope, or bad behaviour. What fiction does, in this difficult world, is to reassure us that we are not alone, nor are we (most of us) lost causes. There is a theory that suffering strengthens and elevates us in a way that joy can never somehow do, I'm not so sure bout that Isn't it just that we have, on the whole, so much more suffering than joy that we have resolved, out of our great surviving instinet, to insist that something worthwhile must be made of it? And isn’t fiction a handrail, of a kind, which we can we blunder about Isn’t fiction written by people tor people about people? And is there a subject more fascinating or more important? ne 19834. 35 36 37 38 39 40 1 What view does the novelist express about creative writing courses? ‘A Atew good books emerge from them. B __Itwould be inappropriate for her to teach on them. C Students are frustrated by the poor teaching on them, D Some aspects of writing skills can be successfully taught on them. The novelist implies that a writer's most valuable asset is. ‘A an instinct for the unusual. B a gift for meticulous observation. © the ability to puta fresh interprotation on the everyday world D the ability to highlight sensational aspects of our existence. What is stated about writers in the third paragraph? ‘A They should not exploit their readers’ fears. B They should revisit well-established themes, C They should be prepared to exaggerate their personal experience. D They should not try to keep pace with changes in literary taste. The novelist states that one of her own strengths as a writer lies in A her depiction of character. B her construction of plot. © her command of language. D her knowledge of psychology. Why does the novelist admire Anthony Trollope? A He portrays the fact that everyone suffers in some way. B_ He realises that all writers need a strong sense of place. C He understands that everyone craves deep emotion. D He is aware that all writers have a particular obsession. The novelist describes fiction as ‘a handrail, of a kind! (ines 138-139) because it A reflects the negative aspects of emotion. B enables us to deal with failure. C helps us make sense of complex events. D___ offers reassurance in an uncertain world Which theme recurs in this text? A The need for novelists to avoid complex philosophical questions. B The need for novelists to develop their writing techniques. C The need for novelists to give an accurate refiection of the spirit of the time. D The need for novelists to identify closely with readers’ preoccupations.UNIVERSITY of CAMBRIDGE. | Candidate Name Centre No. Candidate Signature Candidate No. -= | = Examination Title Examination et -= Details 22. = Centre Slate = celal = 53)-5.).5, -= ‘Supervisor: ‘sleet _ = tha cancisat ts ABSENT or has WITHDRAWN shade hore RARARARA) - Sel = <.{9.)95/8, = CPE Paper 1 Reading Candidate Answer Sheet = Instructions Use # PENCIL (8 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: 0 ci Rub out any answer you wish to change using an eraser Part 1 Part 2 Part 4 eee wjA Bf 2 oa A Bee = 2]4 8 £ 2 za 8 £ 8 pA 8B £ 8 = A B Cc D A B Cc |; A BC D! 3 | ajA 8 £ 2) 36,4 i =| |4 Aiea cee) 22 | Aves B tah Ges D |37| Ae kee cine sjA B EB ja[A Bf 8 fA 8 & 2 ejA 8B cf D aA B cD BofA B Cc D 7A B © D alA 5B © “olA 8 ¢ OD ej|A B Cc D 26) AB = (fA = © 2) — a ee [Part 3 ] mlA 5 cD aA Ss © DEF S Al [12] Aaa ea CBes Fe ee ee jalA Bf D fA B © D E F GH wafA Bc Di polA 8 CD EF S H = ag[A BCD [i ae Se ees re Cem heesee el = felA B C Di (a2 (ASaB i CemDsEmEre crH)| aA 8 © Di 33[A Bc DE F G A fla B CDI OeCentre Number Candidate Number eee _[ UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY IN ENGLISH 0301/2 PAPER 2 Writing DECEMBER 2008 2 hours Candidates answer on the question paper. No additional materials are require. Time 2 hours INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, Centre number and candidate number in the spaces at the top of this page. Read the instructions for each part of the paper carefully. ‘Answer the Part 1 question and one question from Part 2. You must write your answers in the spaces provided on this question paper. Write clearly in pen, not pencil. You may make alterations, but make sure your work is easy to read. At the end of the test, hand in this question paper. INFORMATION FOR CANDIDATES Each question in this paper carries equal marks. FOR EXAMINER'S USE Part 4 Part 2 Pvs so0reazor2 © UCLES 2008 Cambridge ESOL Level 3 Certificate in ESOL International2 Part 1 ‘You must answer this question. Write your answer in 300 - 350 words in an appropriate style on pages 3 and 4. 4 You have been finding out about people's views on reading, for your college English language magazine. You are now going to write an article for the magazine on attitudes to reading. You should base your article on the views below, commenting on the points raised and expressing your own opinions. I’ve never enjoyed reading and as a child couldn’t see the point of it - so now I only read if I have to. Tove reading anything that gives me a greater understanding of the world and its different cultures. For me, reading brings instant relaxation. It's one of my main pleasures in life. I can forget about everything else. Write your article.6 Part 2 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 The magazine Big Screen has invited its readers to review old films. You have recently watched a film which was made a number of years ago. You decide to write a review of the film you saw, explaining why it might appeai to a new audience and saying whether any aspects of the film now seem old-fashioned or out-of-date. Write your review. 3 You work for a hotel wi 41 is parl of an Intemational chain. The director has suggested holding a food festival for visitors to your region. You have been asked to write a proposal for the director, recommending which aspects of your region's food should be included and why. Your proposal should also put forward suggestions for festival events which would enable visitors to appreciate your region's food. Write your proposal. 4 The travel section in an international magazine has been running a series called ‘My Favourite City’. Readers have been asked to write letters describing the city they like bost. You decide to write a letter in whicli you describe a city, elther in your own country or abroad, explaining what makes it special and why you think others should visit it Write your letter. 5 Based on your reading of one of these books, write on one of the following {a) Michelle Magorian: Goodnight Mr Tom You have read in a literary magazine an article stating that all the characters in a Novel, however small their part, should contribute to the writer's theme. You decide to write an article for the magazine. You should describe the part played in Goodnight ‘Mr Tom by Annie Hartridge, William's teacher, and Geoffrey Sanderton, the artist, and explain how they help William to come to terms with the events in his life. Write your article. (b) Tobias Hill: The Cryptographer You have been reading The Cryptographer in your English class and your tutor has asked you to write an essay in which you describe how John Law's wealth affects his life and that of ‘comment on whether you think money has brought them happiness. Write your essay, (c) Tracy Chevalier: Girl with a Pearl Earring family in both positive and negative ways. You should also Your English drama group has been discussing whether Girl with a Pearl Earring would make a good play. You have been asked to write a report describing some significant objects and places in the novel which would help your group to design an effective set for the play. Your report should refer to Maria Thins’ house and other important places, and to clothes and jewellery, and it should explain their significance to the story. Write your report.ws2s6rLesle UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY IN ENGLISH 0301/3 PAPER 3 Use of English DECEMBER 2008 Aftermoon 1 hour 30 minutes ‘Additional materials: ‘Answer sheats Time 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, Centre number and can: not already there. Read the instructions for each part of the paper carefully. ‘Answer all the questions. late number on your answer sheets if they are Read the instructions on the answer sheets. Mark your answers on the answer sheets. Use a pencil You must complete the answer sheets within the time limit. At the end of the test, hand in both this question paper and your answer sheets. INFORMATION FOR CANDIDATES There are 44 questions on this paper. Questions 4 ~ 25 carry one mark. Questions 26 - 43 carry two marks. Question 44 carries four marks for content and ten marks for summary writing skills. pve ‘00242902 © UCLES 2008 Cambridge ESOL Level 3 Certificate in ESOL Intemational2 Part1 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. ol{wfH] i [efe LE Pioneers of TV Situation Comedy Itwas (0) WHILE. watching TV in New York many years ago that | first discovered the genius of Lucille Ball. There have been situation comedies (1) then that I have enjoyed, but there is not (2)... that does not owe a debt of gratitude to Lucille Ball. Much of (3) ....... is standard today in the genre was invented by the programme / Love Lucy. It was first broadcast in October 1951, from which time it has always been on air somewhere in the world. In the programme, Lucille plays a generous and well-meaning (4) . accident-prone wife. So what led so (5) ........ millions of viewers to tune (6) ......... from the very beginning? The first credit has to. (7) to the writers. Each week they (8).......... begin with a perfectly plausible domestic situation, such as Lucy (9)... taken out to dinner. With the deftest (10) ......0. touches, it appeared to take (11) time at all for Lucy to move from sense to nonsense. The perfectly reasonable could become perfectly absurd in (12) matter of moments, Before you knew (13) , Lucy was locked in a truck or coping with a runaway caravan. (14) ..... insane it all became, Lucille Ball had the skill never to (15). touch with her audience. She was warm and human and you cared about her.3 Part 2 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. Aol [r[a[n[t]s ] THE EARLY CULTIVATION OF THE POTATO The potato was first cultivated around 7,000 years ago by the (0) INHABITANTS of the plateau around Lake Titicaca in the Central Andes region of South America. These people, known as the Aymara, were heavily (16) ........... on the potato, even though many wild species of the plant contained (17) ......0. levels of a substance that not only made potatoes taste bitter, but was (18) poisonous to be dangerous if consumed in any great quantity. In all (19) the Aymara originally selected potatoes on the basis of taste, thereby (20) .. the less bitter species in (21) .......... to others so that, over a period of time, there was a reduction in toxicity, The extreme climatic conditions on the plateau where the Aymara people lived (22) ......... them to preserve part of their potato crop using a dehydration process. The potato was exposed to the sun during the day and left out to freeze overnight. In thie way, all the (23) . Was removed and the potatoes were reduced to a dry powder, thus ensuring that they could be kept in (24) over a long period of time without any deterioration. The dried potato could be made into flour or reconstituted using water or milk, and it would have made a fairly thick and highly (25) .......... Soup. INHABIT RELY ACCEPT SUFFICE LIKELY COURAGE PREFER ABLE MoIsT STORE NOURISH 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 Exampl Some of the tourists are hoping to get compensation for the poor state of the hotel, and | think they have a very 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 should get the job, I'm afraid | don't have any views either way. PETROL O ‘Write only the missing word IN CAPITAL LETTERS on the separate answer sheet. 26 27 28 At this ee attention to the views of the electorate. in the election process, the government needs to pay more I fail to see the ssossssssess OF Selena’s argument. ‘St John’s peninsula is less than half a kilometre wide at its widest Let's... it, starting a new career is always challenging, The patio at the back of the house was designed so that it WOUId .........cssssesesesee the sun in the early morning. At times of stress, choices have to be made about how the problems you . should be tackled ‘A date for the next meeting has finally been sscseesssei » SO please put itin your diaries, The plumber was supposed to have sense the tap but it still keeps dripping, The table was .... to the floor, so there was no way they could move it.29 30 34 5 The children sat in @ ....csssseeseesseees around the camp fire singing songs. Karen always wore an antique ....... inlaid with a strange green stone. Nh give You a ...sseeees if | get home before midnight. The taxi was waiting at the back to the hotel The actress made a dramatic +++. at the end of the third act. Univer depends largely on school records and reports. Cem himself up with difficulty after his fall, but still managed to carry on and finish the race, Sandra found it difficult to make up her mind which shirt to wear but eventually she a blue one to match her jeans. Using a penknife, the masked intruder quickly om the lock on the suitcase and removed the top-secret file. Turn Over >6 Part 4 For questions 32 — 39, complete the second sentence so that it has @ 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: 0 Do you mind if | watch you while you paint? objection Do you you while you paint? have any objection to my watching Write only the missing words on the separate answer sheet. 32 ‘Itwas you who broke the window, I'm sure,’ Tim said to me. accused An essen svsstvaceteseaneasesataqacsctesteseecetea the window. 33. Don't let your concentration slip during the lecture or you'll miss the main points. pay IEYOU fail o..essececccsssssseeseenseesnsnnneennnssnse ., you'll miss the main points. 34 Given that he had had a serious injury two months earlier, Jack was really delighted to finish the race in the top three. delight Much to serious injury two months earlier in the top three, despite having had a35 36 37 38 39 ‘The amount of praise the actress received from critics took her by surprise. aback The actress . eee svssssn the amount of praise she received from her critics. There is no chance that we will reach the summit before it gets dark. of We veces cece ssssssiussen the summit before it gets dark. I've only recently begun to understand how important it is to speak a second language. appreciate Only ccs cece ot speaking a second language. !'ve always said you should avoid making hasty decisions you'll regret later. rush I've always said its better not ......... cosstiusimnsetieneees Oeoisions you'll regret later To make the roads safer, the council has promised to introduce pedestrian crossings near schools. interests The council has promised that in the ... to be introduced ‘on roads near schools Turn Over >8 Part 5 For questions 40 ~ 44, read the following texts on comets. 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 lv questions 40 — 44 on the separate answer sheet. In the ancient world, philosophers from Babylon to Rome were completely baffled by the existence of comets so tended to agree that comets were omens of some doom or other. They argued for a sinister connection between comets and earthly catastrophes, their random appearance and equally inexplicable disappearance keeping open the idea that comets were supernatural, not to be trusted. Later argument went like this. Long, long ago, soon after the Sun and planets were formed, the solar system ‘was filled with fast-moving chunks of material called comets, whose impact periodically splattered the surface of our planet, Jupiter, in ancient myth, was the chief of the gods, terrorising mankind from on high. But science has now shown that, like a giant natural vacuum cleaner, the planet Jupiter protects us from ‘thunderbolt rather than hurling them. Circling the Sun every 12 years, it either flings comets out of the solar system or else captures them, adding them to its own mass. Until 1994 this was unproven, Then we were privileged to actually see it happen, Comet Shoemaker-Levy 9, | ine 11 ‘coming close enough to Jupiter to be captured, crashed into the planet after being broken into eleven separate pieces by Jupiter's strong gravity. Had Jupiter not been there, this comet would have eventually hit one of the inner planets, probably Farth, as it is the largest of them No planetary system will offer a safe haven from these interstellar travellers, unless it has a Juy ling 15 Fortunately, astronomers searching for alien worlds have found plenty of Jupiters. 40 What does ‘it refer to? (line 11) 41 What does the writer mean by ‘a safe haven from these interstellar travellers’? (line 15)Comets are like cats: they have tails and do precisely what they want. They have had a bad press for thousands of years, and only in the last two hundred has science been able to rehabilitate | line 2 them, Instead of arriving on haphazard courses bringing calamity in their wake, they are now known to circumnavigate the solar system following paths we call orbits. However, in 1979, the first evidence of cosmic impact was found in a layer of Italian rock dating back to the dinosaurs. Is, it possible that comets do not predict disaster, as people once thought, but actually cause it? The discovery that three-quarters of life on this planet might have been extinguished by a single strike brought with it an uneasy premonition. Then, in the summer of 1994, the shattered remnants of Comet Shoemaker-Levy 9 slammed into Jupiter. Dark clouds the size of Earth persisted over the impact sites, vividly displaying the awesome forces nature can bring to bear. And as we reflected, the ground shifted beneath our feet in the knowledge that the Earth too had | tino 11 once been struck by comets. There's more to this story. In 1986, a flotilla of spacecraft found carbon, hydrogen, oxygen and nitrogen in Hailey’ comet. Is it possible that, when they struck primordial Earth, these mysterious travellers brought the materials that made life possible? 42 How has science been able to ‘rehabilitate’ comets? (line 2) 43 What does the writer suggest when he says ‘the ground shifted beneath our feet’ in this context? (line 11) 44 Ina paragraph of 0-70 words, summarise in your own words as far as possible the reasons given in both texts to explain people's fear of comets. Write your summary on the separate answer sheet.| UNIVERSITY of CAMBRIDGE. a | ESOL Examinations = -_ = Candidate Name Centre No. Inearnals naan tne = Candidate Signature Candidate No. = oo [ofo = Examination Title Examination a Details 222 2 Contre 313) 84) Supervisor: ‘ tie canst ABSENT or nos WITHDRAWN sna te 2 in ‘s Instructions “ Use a PENCIL 2]| | (B or HB), a | ; Rub out any answer al you wish to change using an eraser. For Parts 1, 2 and 3: Write your answer clearly in CAPITAL LETTERS Write one letter in each box. Q raat Answer Parts 4 and 5 on An jer Sheet 2. neatly in the spi provided, You da nat have to write in capital letters for Parts 4 and 6. Crest~ Continue with Parts 4 and 5 on Answer Sheet 2 »UNIVERSITY of CAMBRIDGE ESOL Examinations Candidate Name Centre No. Candidate Signature Candidate No. Examination Title Examination Details Centre Supervisor toi ABSENT crtas WITHDRAWN, 2 32 2 4 0 | Eo 38 33 4 2 4 34 ee 35 a4 (36 2 4 0 | 7 2, 2 ° al =me = o | i = Lo = = = @ 42 = S3 a 6 = 43 1 a Part 5: question 44 mel See enue Examiner number: Marks Team and Position _ oo F | | content | 9123 4 uf #ls#e@[s8]wLZEv96L260% Centre Number Candidate Number UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CERTIFICATE OF PROFICIENCY IN ENGLISH 0301/4 PAPER 4 Listening Test A DECEMBER 2008 ‘Alternoon Approximately 40 minutes ditional materials: ‘Answer sheet Time Approximately 40 minutes (including 5 minutes’ transfer time) INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, Centre number and candidate number in the spaces at the top of this page and on your answer sheet if they are not already there. Listen to the instructions for each part of the paper carefully. Answer all the questions While you are listening, write your answers on the question paper. You will have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil At the end of the test, hand in both this question paper and your answer sheet. INFORMATION FOR CANDIDATES There are four parts to the test. Each question carries one mark. You will hear each piece twice. For each part of the test there will be time for you to look through the questions and time for you to check your answers. Pv souvzazai2 © UCLES 2008 Cambridge ESOL Level 3 Cetiicae in ESOL Intemational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. Inere are two questions for each extract. Extract One You hear part of an interview with a conservation expert, Seamus O'Malley, who is talking about using laser technology to clean old buildings. 1 Seamus thinks the phrase the presenter uses does not reflect a laser's, A speed B quietness. 2 What do the two speakers agree about? A The public should be allowed regular access to historical buildings. B Old buildings should not be restored to their exact original state. © Achange of use has a positive effect on an ancient building, Extract Two You hear a tennis coach giving a talk to some players. 3 What does he identify as a problem? A oss of ability B loss of enthusiasm € loss of competitiveness 4° Whats he introducing in this talk? A aremedy that he has found useful B anovel approach he has invented € _analternative way of viewing the game| Extract Three You hear two art teachers talking about their work. 5 What do they agree about? A the value of individual creativity B the need to teach students keyboard skills C the role of computer graphics in the classroom 6 For the man, the old way of making posters A _ tended to produce disappointing results. B put insufficient pressure on students, © was a poor use of potential talents. Extract Four | ‘You hear the beginning of a documentary about cosmetics. 7 According to the speaker, most participants at the event she is attending are A unaware of the company's products. B indifferent to the claims made about the creams © untroubled by their lack of scientific insight. 8 How does she feel about the event? A sceptical about how useful it will be for her B__ keen to exploit the opportunity it provides C resentful of the way she is being treated Turn over>Part 2 You will hear a radio interview about a bird called the lapwing. For questions 9 ~ 17, complete the sentences with a word or short phrase. Lapwings can usually be recognised by their movement during | 9. | and their distinctive feathers. Lapwings can usually be observed on 410 | in southem England, Wading birds are usually found around a 11 | oralong the coast Lapwings' change of 12 enables them to feed more easily by reducing the competition. In order to conserve 13 | , gulls leave lapwings to find worms for them, The aggression of gulls triggers off various, 1 14 | responses from the lapwings. Gulls know from the lapwings’ 15 | that they are digging for worms. Gulls observe potential dangers from high points such as 16 The presence of gulls serves as an advance 17 | for lapwings.Part 3 You will hear an interview with a famous scientist, Marcus Goran. For questions 18 - 22, choose the answer (A, B, C ar D) which fits hest according to what you hear. 18 19 20 24 22 Marcus says that in order to make ground-breaking discoveries, scientists need A. to set themselves ambitious targets. B _tofind satisfaction in the process itself. © tokeep minor achievements in perspective. D to accept that few will share their passions Marcus implies that high-quality science occurs when scientists ‘A have confidence in their predictions. B are able to avoid potential disasters. C face challenges in the hope of making significant advances D go through with what they have already planned: Marcus uses the metaphor of the painter to show that A. science is a cumulative process. B science is only partially creative © science requires a critical audience. D science requires both skill and vision Why does Marcus liken ground-breaking science to rock-climbing? A. Each involves working without much support. B A great deal is expected of participants in both. C Both require a high level of specialised training, D Each involves a comparable set of procedures. What does Marcus feel about rules in science? ‘A Most of them remain to be discovered. B Some have been formulated prematurely. Too much emphasis is placed on them. D__ Some are too complicated to be useful Turn over>Part 4 You will hear two people, Lucy and Justin, discussing a recent television programme about journeys to remote places. For questions 23 — 28, decide whether the opinions are expressed by only one of the speakers, or whether the speakers agree. Write: L for Lucy, J for Justin, or Bor Both, where they agree. 23. tis important to speak the language of the country you are travelling in. 23 24. Atraveller's survival should not depend on the helpfulness of local people. 24 25 Any group on an expedition to a remote place needs a leader. L [2s 26 A major disadvantage of travelling in the wild is the lack of fresh food available 26 27 Hacads posed by wildlife land lo make travellers less adventurous, ar 28 Relationships will come under serious strain during a lengthy journey. | 28B UNIVERSITY of CAMBRIDGE or SOL. Examinations i — = _— = Candidate Name Contre No. " - = Candidate No, |_ = ofolole Examination Title Examination fits tts ae Details am Centre oo) lalate al 588s. fom Supervisor: 6/6 6.6. nt he canst e ABSENT cr nas WITHDRAWN shod to FARARD = 8,|8./ 8 L6. = 9/999 Cole ee Cte ecu E Oram iecs - 7 B c = K ‘Special arrangements Ss H Mark test version (in PENCIL) | Spec is @ Instructions Part 1 | Use a PENCIL (@ or HB) s|k EO Rub out any answer you wish to change using an eraser. a For Parts 1 and 3: 2{A4 Bo) Mark ONE letter only for each question. 3} A B c = For example, if you think B is the right answer, 0 ff mark your answer sheet like this: [4] A B c | = For Part 2: - 6) 4 2 s te your answer clearly in [ the space like this: 0] examples A BSS a Be For Part 4: | AA 7° = Write ONE letter only, like this: Ane ee v ie 8 le Part 2 wietew| [Part 3 Part4 [227] 1°0| lA BoD 120 9 (| 18 23 = Tito Age Sag Cag The 10 a 19 24 ry Tao] bol ABB Teo aa ho 25, = Tio AB eB Tso] = 12 r 21 26: a Tae A Be D Tae 13 22 | az = 14 74 oe 28 1s Tae 15, a Teo 16 = | a Tis = 7 aS = - CPEs DPS15IO1SCPE December 2008 (0301) CPE PAPER 4 LISTENING TEST A Part One BLASTING AWAY Presenter’ Seamus, | remember seeing someone blasting away with a laser when cleaning the grime off the Tower of London. Are lasers a real boon in conservation now? Seamus: Oh yes, laser technology is at the cutting edge at the moment. Unfortunately, the term you used, ‘blasting away’, couldn't be further from the truth. It's probably the most delicate technique that's applicable, as dirt can be removed rapidly but with a very controlled, light touch. It's the most suitable technology, but you don't discard all the other techniques. Presenter’ Some of our buildings — palaces, castles, city walls — have evolved over hundreds of years. | think there's a risk that, if you conserve them perfectly, using laser technology, you end up freezing them in time, and then they can no longer keep changing as they've always done. Seamus: Well, that's true. Er, they are living buildings, and because they do change with time — their structure, their surface, their atmosphere, all these things change — conservation these days is very much a gentle holding operation rather than a drastic rebuild. We're very much against keeping the public out of these places — we want people to feel at home in them. TENNIS COACH ‘Are you happy with the present state of your tennis game? Irrespective of whether you're winning, are you convinced this is the best you're ever going to be? Many players, professionals included, figure that after being at it for so many years, they've maxed out their talent. So instead of looking to improve a weakness or lear a new stroke, they get stuck in a rut. It's not a question of going in reverse exactly, it's more like being in neutral all the time. The effects, however, can be devastating. When you feel your prospects for improvement are bleak, your interest in the game may well go on the wane. But this doesn't have to be the case. The idea that you can't alter a weak stroke or add a new one to your repertoire is pure fiction - provided you work at it systematically. Merely believing in a stroke won't make it happen. One method | had recourse to during my playing career is tactile learning, a psychological means for ingraining new techniques or correcting faulty ones. Here's how it works. First you need to... [fade]CPE December 2008 (0301) GRAPHICS IN CLASS F: Now, I'm no great fan of computer graphics, and from what you've said, | get the pression that you may be with me on this one. M: Not entirely, actually. It's a very useful tool as long as it can be seen as such and isn't allowed to actually take over and begin to remove useful first-hand experience. But, | mean, think of the hours the kids used to have to spend making posters and now it’s done in a jiffy with a graphics package. You wouldn't want to deny them that, surely? F: Well, | would actually because, and | don’t want to sound cory about this, but the scratching of the pen on the paper, that whole tactile experience is lost. | just get the impression that there's a creeping pressure for them all to become skilful on the keyboard, at the expense of a wider awareness and creativity, M: Well, | think there may be a bit of false reasoning there. Let's face it, doing the posters was a grind. By liberating them from the humdrum, the software has actually given them more scope to embrace creativity. COSMETICS LAUNCH A recent trend in the cosmetics industry has been the firing of a fusillade of scientific data in ‘support of new products. I'm here in Paris for the glitzy, high-tech launch of a new range of anti- wrinkle creams for older women. A large international company has invited a dozen of the world's top health and beauty editors, plus yours truly ~ the lone science correspondent ~ to spend a couple of days at their expense, You don't have to be here long to work out that the basic idea is to try and blind the editors with science, and | can already see that this fairly transparent ploy is unlikely to meet with any great resistance. 1am here with my own agenda, however, and am less susceptible to being hoodwinked. Through the microcosm of the event, I'm hoping to get a glimpse behind the glamorous hype, into the world of anti-ageing creams and this may eventually take me down the road towards a more principled evaluation of their potential effectiveness,Part Two LAPWINGS Interviewer: Tony: Interviewer: Tony: Interviewer: Tony: CPE December 2008 (0301) Hello and welcome to another outside broadcast in the world of nature, which this week comes from the bird reserve at Moreton Fen in the east of England, where birdwatcher and author Tony Selby will be talking to us about the lapwing. Tony, we've got a group of perhaps eighty to ninety lapwings here. They're very distinctive birds, aren't they? | think the lapwing was the first bird | ever learnt to recognise. Yes, they're characteristic in many ways. They have very attractive olive groon, black and white plumage, which is very distinctive when you see it on the ground. But also, of course, they have this very characteristic flight; they flap around with great vigour, which seems to emphasise the rounded edges of the wings and the black and white markings. So even in the air, they're very easy birds to pick up ~ at the right time of year, that is. You won't see them in the summer, for example. The birds you're looking at here and the birds you see generally around on farmland in the south of England are primarily winter residents. They may have moved down. here from Scotland, which is where they breed, or they may have migrated across from northern Europe. But isn’t the lapwing a wading bird? You're absolutely right. The lapwing is a wader, and you would normally expect to find such hirds in the shallow water of a river mouth or on the seashore, rathor than on farmland. But coming out on to pasture, to feed on earthworms, is not tremendously different from what they're doing along the shore. They are, broadly speaking, feeding on the same kind of range of invertebrate prey. And of course this clever switch of habitat gets them out of the bustle of feeding with twenty or ity other species which are crowding the margins of the sea at this time of year, and so, in a sense, it relieves them of some of the competition as well. What about these seagulls we can see with the lapwings? Yes, lapwings are often found together with these black-headed gulls, which often seem to be chasing them. What the gulls are doing is basically cutting out the hard graft of searching for their own food and waiting for the lapwings to turn things up. Lapwings are awfully good at detecting worms, and the gulls simply tune into that. They simply take off and steal the worms from the lapwings. So it paye thom to hang around, not use up too much energy, wait for someone else to do all the hard work and then move in and pinch it. The lapwings, meanwhile, exhibit a number of reactions which are defensive in nature. One is simply to try and keep things toInterviewer: Tony: CPE December 2008 (0301) themselves. So they tend to keep their backs to the gulls, to move away if a gull lands near them, and also to take rather smaller worms than they would normally do if the gulls weren't there. But very often, of course, the gulls do attack because lapwings have this characteristic posture that they adopt, which is a tell-tale sign that they are about to dig something up, and the gulls tune in to that, so that when the worm comes out of the ground, the gulls are ready on the spot to take it. Lapwings seem to have quite a hard time of it ‘Ah, but they do gain something from having these gulls around. | mean, the fact that we've had to creep around this field and be extremely careful not to be seen is exactly one advantage that lapwings get from the gulls, because the gulls are extremely vigilant when it comes to spotting potential danger. They sit on things like telegraph wires and other such high-up vantage points in fields, and they're looking all the time for subtle clues that birds around them are finding food, and as a result of that, of course, they notice everything around. So lapwings get a sort of early warning benefit out of having gulls around. So it's not all negative; they lose some Of their food, but it's quite handy to have someone standing around keeping watch while you're eating. And that may be one reason why... [fade]Part Three CPE December 2008 (0301) SCIENCE AND US Interviewer: Marcus: Interviewer: Marcus: Interviewer: Marcus: My guest today is the Nobel prize-winning scientist Marcus Goran. His love of the natural world prompted a scientific career motivated, he says, not just by the desire to know, but also the beauty of scientific research. But is that the beauty of research itself, Marcus, or the beauty of the discovery? | think the moment of discovery in science - actually finding out something new, that nobody's even dreamt of before - is one of the most amazing things a human being can do. To sit there looking at a new land nobody has ever seen is just like being an explorer in the most distant, darkest jungle imaginable. But also during the actual process you can do beautiful experiments, you can have beautiful thoughts on the way to a conclusion ... and actually, if you're going to persevere and reach the big ground-breaking discoveries, you've got to get fulfilment out of those smaller, interim pleasures, if not, you'd soon give up. You mean the long dark nights along the way, when there’s no beauty at all because you're just not getting anywhere. 'm afraid there's much more of that than there is of either creative spark or Eureka moments. All science is tough, and requires you to keep going in the face of your disappointments. But if you're at the cutting edge of research, you'll have lots of setbacks because if you already knew what was going to happen, then of course, you'd be able to make sure it all worked out according to plan every time, but that's not how really high quality work is pushed forward. You use the word creative - is what you do truly creative? Well, | mean people think of science and ... well, they know you stand on other scientists’ shoulders, you use what they have discovered to move towards something else and so on, and so ask, you know, ‘Where's the creativity in that?’ But maybe if | use a painter as a sort of metaphor for this, because a painter has to be technically skilled to be able to apply the paint on the canvas in the best way, but they also need to have a creative feel for what itis they're trying to present; how it is they're going to have impact on the observer. There's a parallel here with science. We have to be technically able; that is shake the test tubes, know how to do the experiment, but we've also got to think about what it means, what its going to tell us about nature itself.Interviewer: Marcus: Interviewer: Marcus: Interviewer: CPE December 2008 (0301) So curiosity, creativity, a bit of doggedness and a lot of luck gets you to the Nobel Prize? Is that all it takes? Well, there's a lot to it really. When you're well behind the frontiers of science, then any trained person can lift the stuff off the shelf and do a good job ... and a lot of science is like that and that's what lies behind a lot of the advice to industry, to governments and so on, And for that, the routine well-trained people are probably better than Nobel laureates, because they're less likely to get bored. But when you're at or beyond the frontier, you really have to get the people who are used to, as it were, climbing the clean rock - not using ladders and cables to help them. That's when the real breakthroughs come. But is it Us, so it generates conditions that confound those rules and the unpredictable happens? not also true that as fast as you learn the rules that govern the world around Well, people seem to live under the illusion that the world’s governed by a series of simple rules from which we can make the calculations which allow predictions about the future; and that the things we can't predict are a mystery because we haven't found the rules yet. Not so. In actual fact, the mysteries confound us precisely because they're incredibly complicated. You know, we can predict a century ahead when there will be an eclipse of the sun, but we often can’t predict the day before whether the sky will be clear enough of cloud to see it. Local weather is just one of a number of systems that are so sensitive to the conditions of the moment that, to Put it poetically, something as seemingly trivial as the flapping of butterflies’ wings can carry you way out in your predictions, get you to a different end point. |'see. Well, on that note, we have to leave it. Marcus, thank you.CPE December 2008 (0301) Part Four WILDERNESS JOURNEYS Justin: Lucy, did you see that Into the Wild programme last night? Lucy: Yes, it was amazing, wasn't it? What about that girl and her friends who paddled up the San Juan river through the Costa Rican rainforest into Nicaragua? Justin: And the college students who crossed the Sahara Desert from Libya into Chad by camel! Did it make you want to do something like that? Lucy: Ooh, | don't know, Justin. You don't just hop on a camel and go. Justin: Well, the girls just found themselves stranded in a Costa Rican village, so they bought 2 dug-out canoe and started paddling the next day! And it seemed to work out OK. Lucy: They spoke the language, which helped a bit. I'm not sure how crucial it is, though. The students had a fantastic guide, didn't they, who did all the bargaining with camel owners in Arabic. Justin: It's not just to get a better financial deal though. You really need to be able to communicate with the locals and tap into their culture, however superficially. Lucy: They nearly came a cropper in the desert, didn't they, when that sandstorm blew up and they had to take refuge with a nomadic tribe. It seems crazy for travellers to rely on other people looking after them Justin: When the girls capsized their canoe, they were pulled out of the river by a couple of fishermen. | don't think they'd have made it otherwise. You feel they ought to be capable of getting themselves out of trouble! Justin: ‘There was a problem though, with both groups, every time a decision had to be taken. They just spent ages discussing all the options, and stil couldn't decide! | think if you'te in the depths of the jungle or wherever, one of the group should definitely be in charge Lucy: You all need to agree on that person though. You don't just want someone throwing their weight around, Justin: How explorers cope on a diet of dry biscuits and tinned meat for weeks on end I'll never know. It might put me off doing a trip like that. | really like my greens! Lucy: Well, the students were able to stop off at several mini-oases to top up their supplies, and the girls got local produce from the villages on the riverbank, which relieved the monotony.Justin: Lucy: Justin: Lucy: Justin: Lucy: CPE December 2008 (0301) The girls were really paranoid about getting anywhere near a poisonous red frog, weren't they? Can't say | blame them, It's supposed to be fatal if it touches you. No wonder there are parts of the rainforest nobody's ever explored! | suppose the urge for self-preservation is pretty strong, especially if you're miles from civilisation. After all, explorers want to live to tell the tale! | just don't know how they manage to get on with each other. It must be really claustrophobic travelling with the same people for days on end. You might never feel the same way about them after thal! Aren't explorers a special breed though? People often say a lot depends on the equipment...Certificate of Proficiency in English Speaking Test Part 1. (3 minutes / 4 minutes for groups of three) | interlocutor Good morning / afternoon / evening. My name is ........ and this is my colleague .. And your names are ? Could | 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 (Candiclite B)? Select a further question for each candidate. + You said you're from (candidate’s home town/area). What makes it special for you? + What do you do? + Do you work/study in this area? + Are you living on your own or with others? + Did you grow up in the place where you were born? Candidates = Interlocutor Select a further question for each candidate: + We'd like to know something about places where you can study English in your country. Can you tell us something about them? + What kinds of things help you to concentrate when you're working or studying? + Which month of the year is your favourite? ..... Why is that? + Do you think of yourself as a morning person or an evening person? + How easy is it to make friends with people who live in your neighbourhood? + Is it easy or difficult to find a job in your country? ..... (Why?) Candidates cern ee Interlocutor 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 + Thinking of yourself in five years’ time, do you think that you wi more active life than now? + What advice would you give to someone coming to visit your country for six months? + Moving on to the cinema ..... does your country produce good films? + Thinking of sustainable transport, what do you think will be the fuel of the future? + What environmental issue concerns you most? + How big a role does the internet play in your life? ..... (Is that a good thing?) Candidates Ze Interlocutor Thank you.Part 2 (epproxit For Oral Examiners’ Use Only Certificate of Proficiency in English Speaking Test the good life imately 4 minut 4. School debate (HESSnee Users Sere sooes 66 minutes for groups of three) Interlocutor Candidates ®t minute 2 minutes for groups of three) Interlocutor Candidates D 3 minutes (4 minutes for groups of three) Interlocutor Now, in this part of the test you're going to do something together. Here is a picture that was used in an advertisement. Place Part 2 booklet, open at Task I, in front of the candidates: First, I'd like you to look at the picture and talk together about what it might have been used to advertise. 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 the picture agai I'd like you to imagine that a teacher is planning a debate on people’s desire for ‘the good life’. This picture is being considered for a poster to advertise the debate. Talk together about what makes ‘the good life’. Then decide whether this picture is a good choice to advertise the debate or not. You have about three minutes to talk about this. (4 minutes for groups of three) Thank you. (Can | have the booklet, please?) Retrieve Part 2 bookletSchool debate ~ The good lifeCertificate of Proficiency in English Speaking Test Part 3 (approximately 12 minutes) 11 Boundaries Interlocutor @) Candidate A © 2 minutes Interlocutor Candidate B © upto I minute Interlocutor Candidates DT mimute Interlocutor © finan When can we say that a young person has become an adult? dependence © choosing a partner © intellectual maturity Now, in this part of the test you're each going to talk on your own for about two minutes. You need to listen while your partner is speaking because you'll be asked to comment afterwards. So (Candidate 4), I'm going to give you a card with a question written on it and I'd like you. to tell us what you think. There are also some ideas on the card for you to use if you like. Allright? Here is your card. Place Part 3 booklet, open at Task 11(a), in front of Candidate A. Please let (Cunldire B) see your card. Remember (Canidae 4), you have about two minutes to talk before we join in. [llow up 10 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 © When is a good age to get married? © How easy is it to stick to a decision once you have made it? © Doyou think your country's age of majority is appropriate? ‘Thank you. (Can I have the booklet please?) Reirieve Part 3 booklet. | Task 11(a)| 11 Boundaries (cont.) Interlocutor Now (Candidate B), it's your turn to be given a question. Here is your card. Place Part 3 booklet, open at Task 11(b), in front of candidate B. Please let (Candidate 4) see your card. Remember (Candidate 8), 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 before saving, if necessary: Would you like to begin now?) Candidate B Hon © 2 minutes Interlocutor 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? Candidate A © wo lmimue Interlocutor Address one of the following follow-up questions to both eandidates: ‘* What, for you, are the most positive advance ‘* Has the invention of the computer affected people's lives for better or for worse? ..... Why do you say that? ‘* Was landing on the moon a great step forward for the world? ..... (Why?/Why not?) technology that are taking place Candidates OP mimue Interlocutor Thank you. (Can | have the booklet please?) Reirieve Part 3 booklet Task 11(b) How might some technological advances be regarded as going too far? © medicine © agriculture © data collection Interlocutor Now, to finish the test, we're going to talk about ‘boundaries’ in general. Address a selection of the following questions to both candidates * Doyou think there should be separate schools for children with different educational needs? ..... (Why?/Why not?) ‘© When is it better for the state to be in charge rather than private companies? © How easy is it for parents to be friends with their children? © Inthe past, the greatest social divide was between the rich and the poor. What do you believe is the greatest divide today? ..... (Why?) © How important is it for men and women to carry out their traditional roles? © How much do you value your own personal space? D up to 4 minutes Interlocutor Thank you. That is the end of the test.CPE December 2008 (0301) Papers 1, 3 and 4: Answer Keys A 6A 1B 68 218 2A 3H 3B c 7G RA WA Bd we BRE we 8 8A 8D 883 BB 86 8E BA A 9B 4A 9D %4A 2D 8D 8D B 0D 6D WA BB MDA 8G WD 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. [— Papor3: Use of Engioh Part 1 Total 15 (one mark for each correct answer) since 6 in 11 no one co ize a what 8 would 13 it butithoughiyet, 9 being 14 hiHowever many 10 of 15 lose Part 2 Total 10 (one mark for each correct answer) 16 17 18 19 20 reliant 21 preference unacceptable 22 enabled sufficiently 23 moisture likelihood 24 storage encouraging 25 nourishing Part 3. Total 12 (two marks for each correct answer) 26 a 28 29 30 at point face fixed ring entrance picked Part 4 Total 16 (up to two marks for each correct answer) 32 33 34 35 36 37 38 39 accused me | of having brokeniof breaking to pay | attention to/during/throughout the lecture Jack's delight | he finished the race OR his delight | Jack finichod the race was taken | aback by stand/have no chance | of reaching recently have | begun/comeistarted to | appreciate the importancelvalue to rush | into (making) (hasty) interests of (road/public) safety/interests of making roads safer | pedestrian crossings are (going) NB The mark scheme for Part 4 may be expanded with other appropriate answers.CPE December 2008 (0301) Part 5 Short answer questions total 8 (two marks for each correct answer) 40 Jupiter protecting Earth from comets/capturing comets 41 Somewhere to escape from comets 42 Ithas been able to explain their apparently random/unpredictable movements. i they (actually) follow regular/predictable paths 43° EITHER We felt less secure (we felt Earth was in danger/vuinerable) OR we had to rethink/reevaluate (our beliefs/assumptions) Part 5 Summary total 14 (four marks for content and up to ten marks are awarded for summary skills. See mark scheme.) Content Points (Noone could exp! what they were i) Comets appear and disappear unpredictably (randomness / unpredictability). Ui) People believed they were signs of impending disaster. oR People associated them with the supernatural. (iv) The realisation that comets were capable of causing great damage.CPE December 2008 (0301) 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 of 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 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 2008 (0301) 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 52 + Concise and totally coherent 5.1 + Skilfully organised, with effective use of linking devices + Skilfuly 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 42 + Wellorganised, with good use of linking devices 4.1 + 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 3.1 + 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) 2.2 + 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 (16-24 words) 1.2 + Poorly organised, with little or no use of appropriate linking devices and/or 141 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 incomprehensible due to serious orror 0 Totally irrelevant Insufficient language to assess (fewer than 15 words) Totally illegiblePaper 4: Listening Test (One mark for each correct answer) Part1 We 2s ee aA Part 2 9 (their) (characteristic) fight 10 farmland / farm land 11 river(-)mouth / mouth of a river 12 habitat 13 (their) energy 14 defensive / defence / defense 15 (characteristic) posture(s) 16 telegraph wiresilines 17 warning (benefi'sign)/atarm Part 3 1B 19 CG 2D 2 A Part 4 Boe) = 2248) 25) qed 5A 6C 22 ¢ 7B BL CPE December 2008 (0301) {In Part 2, bracketed words do not have to appear in the answer. Maximum mark for Paper 4 is 28. The total score is then adjusted to give a mark out of 40.CPE December 2008 (0301) Paper 2: Writing CPE 2 GENERAL MARK SCHEME Note: this mark scheme should be interpreted at CPE level and according to the notes on the following age. It should be used in conjunction with a task-specific mark scheme for each question Oulstanding realisation of the task set + Sophisticated use of an extensive range of vocabulary, collocation and expression, entirely appropriate to the task set + Effective use of stylistic devices; register and format wholly appropriate + 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 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. Salisfactory 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 Adequate range of structures Cleatly organised and generally coherent ‘Adequate coverage of topic Some non-impeding errors ‘Achieves the desired effect on the reader. Thadequale allempl atthe task set + Limited andior inaccurate range of vocabulary and expression + Little evidence of stylistic devices; some attempt at appropriate register and format + Inadequate range of structures + Some attempt at organisation, but lacks coherence + Inadequate development of topic + Annumber of erors, which sometimes impede communication Has a negative effect on the reader. Poor attempt atthe 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 + Lack of structural range + Poorly organised, leading to incoherence + Little relevance to topio, andlor too short + Numerous errors, which distract and often impede communication Has a very negative effect on the reader. ‘Neqligible oF no attempt at the task set Incomprehensible due to serious error + Totally irrelevant + Insufficient language to assess (fewer than 20% of the required number of words - 60) + Totally illegibleCPE December 2008 (0301) 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. If a 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 answer one task from a choice of four questions. Where ‘a candidate has written more than one answer for Part 2, all ancwors 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 epresents 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 points 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 350 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. Othenwise, 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 a function of organisation and format. Refer also to the task-specific mark scheme. HANDWRITING If handwriting interferes with communication without preventing rt, the candidate is penalised by having the mark reduced by one whole band. Totally illegible scripts receive 0.CPE December 2008 (0301) CPE 2 TASK-SPECIFIC MARK SCHEMES DECEMBER 2008 - 0301/2 QUESTION 1 CONTENT Article must comment on and express candidate's views in relation to: ‘+ reading to increase understanding of the world and its different cultures * treading only when necessary * reading for relaxation, enjoyment and escape. RANGE Language for + agreeing/disagreeing will views expressed * expressing and supporting opinions. ‘APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for an article in a college magazine. ORGANISATION AND COHESION ‘+ clear organisation of ideas ‘+ well-developed argument leading to a conclusion TARGET READER Would be interested and informed about the writer’s response to the points raised. QUESTION 2 TASK Review must * identify a film made a number of years ago * explain its possible appeal to a new audience * say whether any aspects of the film seem old-fashioned or out-of-date. RANGE Language for © describing/narrating = explaining © evaluating APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for a review in a film magazine. ORGANISATION AND COHESION * early reference to film * well organised into paragraphs with an appropriate introduction ‘+ appropriate conclusion. TARGET READER Would * be informed about the film * know the writer's views on whether the film would appeal to a new audience.CPE December 2008 (0301) QUESTION 3 TASK Proposal must ‘* fecommend which aspects of regional food should be included in the festival and why ‘* suggest festival events which would enable visitors to appreciate region's food. RANGE Language for © describing * recommending * suggesting + justifying APPROPRIACY OF REGISTER AND FORMAT ‘* proposal format, may include section headings * register consistently appropriate for a proposal to a hotel chain director. ORGANISATION AND COHESION * well-structured proposal, with clear sections * clearly organised ideas * adequate and appropriate use of linking and paragraphing. TARGET READER Would be informed about the writer's proposals for festivals and how they would enable visitors to appreciate the region’s food. QUESTION 4 TASK Letter must © describe a favourite city (allow town) * explain what makes it special and why people should visit it. RANGE Language for © describing © explaining + recommending justifying APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for a letter to a travel magazine. ORGANISATION AND COHESION * early reference to reason for writing © clearly organised ideas ‘© appropriate conclusion TARGET READER Would * have a clear impression of the city * understand why the writer thinks itis special * understand why people would be interested in visiting it.CPE December 2008 (0301) QUESTION 5(a) TASK Article must describe the parts played by Annie Hartridge and Geoffrey Sanderton and explain how they help William to come to terms with events in his life ‘Answers must make reference to the content of the book. The following references may be contained in the candidate's answer: Annie Hartridge + Schoo! teacher, wife of soldior reported missing. * Her role as a teacher: she is friendly and welcoming, and encourages development of William's artistic abilities. * Seeing her feeding the baby, William realised he bears no guilt for the death of Trudy and begins to understand the intimacy of a relationship between mother and child. ‘+ Focuses on positive aspects of life. Geoffrey Sanderton * Artist, wounded in the war. * Helps William recognise his own talent, and channel his energies into art. © Story of his friend who died at Dunkirk helps William accept Zach's death and realise that Zach is stil with him, e.g. William wears Zach's sweater and rides his bike. RANGE Language for describing narrating explaining APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for an article in a magazine. ORGANISATION AND COHESION ‘* may inolude section headings clearly organised ideas ‘+ suitable introduction and conclusion. TARGET READER Would be interested and informed about the roles of Annie Hartridge and Geoffrey ‘Sanderton and understand how they help William come to terms with events in his life.CPE December 2008 (0301) QUESTION 5(b) TASK Essay must + describe how wealth affects the lives of John Law and his family in positive and negative ways * comment on whether wealth has brought them happiness. ‘Answers must make reference to the content of the book. The following references may be contained in the candidate's answer: * wealth brings financial, social, political power © Erith Reach, local population forced to move away to build it «Thames reshaped, security measures, etc., pleasant, but not isolated environment «Winter Ball, influential people invited, sycophantic hangers-on * houses abroad, e.g. Dauphin Island, Gulf of Mexico * no solution to Nathan's condition, Nathan unhappy, knows code can be broken, and makes himself il ‘© Anneli is unhappy, marriage broke up, son unwell, «John knows code can be broken * John’s family have to go into hiding © John left at end of story on Scottish island, hiding from the world but supported by his mother * John already scheming to make money in future. RANGE Language for © describing = narrating © analysing + evaluating, APPROPRIACY OF REGISTER AND FORMAT Register consistently appropriate for essay for class tutor. ORGANISATION AND COHESION * suitable introduction and conclusion © clear organisation of ideas * clearly developed argument. TARGET READER Would be suitably informed about ‘+ positive and negative effects of wealth on the lives of John Law and his family ‘© the writer's view on whether money has brought them happiness.CPE December 2008 (0301) QUESTION 5(c) TASK Report must ‘+ describe significant objects and places in the novel with reference to Maria Thins’ house, and other places, clothes and jewellery that could be used in the design of a set for a play + explain the significance of each of the above to the story. ‘Answers must make reference to the content of the book. The following references may be contained in the candidate's answer: Places * the studio, importance of not moving anything, and of light + the attic and the cellar; the kitchen and the garden where she hangs out the sheets to dry; the bench where the children sit in the sun + the place where she sleeps is small, not very private (attitude to crucifix on wall) * the star in the market square as a place which separates all the different places in Griet’s life; represents choices she has to make, ¢.g. when she leaves the Vermeer household, she stands there wondering which ‘course’ to take ‘+ the market place, which is busy and smells of meat; full of flies and blood © Griet’s home in a different part of town (not Papists' Comer) with different churches, etc. © the alleyway the tile factory. Clothes and jewellery * the laundry (e.g. sheets and family’s clothes) * Catharina’s ‘rich’ clothes which Vermeer uses in his painting for the models: the yellow ‘mantle, the pearl necklace and later the pearl earrings (focal point of story) in contrast 10 Griet’s maid's brown clothes and her modest cap which covers all her hair; the blue and yellow cloth which she wears for the painting + Catharina’s jewellery box (symbolic of the mistrust she has for Griet) * Pieter and his father’s bloody aprons — Griet’s distaste for their lack of cleanliness * the tortoiseshell combs — the ones Cornelia steals to get Griet into trouble, RANGE Language for + describing + evaluating + explaining ‘+ may include recommending. APPROPRIACY OF REGISTER AND FORMAT * report format, possibly with section headings * register consistently appropriate for a report for a drama group. ORGANISATION AND COHESION ‘+ well-structured report with clear scetions * clearly organised ideas ‘+ adequate use of linking and paragraphing. TARGET READER Would be informed about important places and objects in the novel, their significance to the story, and their relevance to an effective set design.CPE December 2008 (0301) Question 1 Script A In our article today, we are going to investigate the various attitudes towards reading, that our magazine team met when interviewed some students of our school. These inteviews and the points raised, are very interesting, as you are going to see in this article. A female student, 17 years old, said that she really loves reading anything that would give her a greater undestanding of the world and its different cultures. Another student a female, too at the age of 16, said that reading brings instant relaxation to her. She also pointed out the great impact that reading has in her life by saying that reading is one of the main pleasures in her life. What an impressive point! What is more impressive though, is that the same student said that she forgets everything when reading! On the other hand, we have a male student 16 years old, who says that he does not enjoy reading at all! He also said that he, as a child could not see the true meaning of it and now he reads only when he has to do so. Do you think you can find yourselves in any of the points here? I know that you may say that these opinions are the two extremes; and you are not wrong. But, have you ever though if there is a middle position in this matter? In my point of view, it is just black and white. There are no grey lines, were you both like and deslike reading. One can either recognise the benefits of reading or not. Now, many students reading this article, may wonder what are the benefits which I am talking about. I believe that we should all try to think “out of the box"! Reading is not trying to get better grades. I know that school pressure has made us to think it this way. However reading a book of our choice, broadens our minds and horizons reading makes us dream... In the next article of our magazine, we are going to further explore the benefits of reading, Question 1 Script A CONTENT: Inadequate attempt at task set (own opinions expressed incoherently) RANGE: Inadequate range of structures APPROPRIACY OF REGISTER AND FORMAT: No title; some attempt at appropriate register ORGANISATION AND COHESION: Clearly organised but lacks coherence ACCURACY: Generally accurate within a limited range, but errors sometimes impede communication TARGET READER: Has a negative effect on target reader Band 2CPE December 2008 (0301) Question 2 Script B Grease n' Beats A teenage love, the eternal rivalry between delinquents and geeks, some romance drama and John Travolta working his little dance magic make the perfect musical, certain to be enjoyed by all ages. Set in the 1950's, although filmed 20 years later, the story revolves around a group of boys and girls and, more specifically, Sandy and Danny. The couple met in the summer and immediatly fell in love, but unfortunately the little lady has to return to Australia when the new semester begins. Heart-broken, they part ways, but wait! Sandy's family has a change of plans and they decide to stay in America. Unbestknown to both, they are going to be in the same high school, And here's where the real plot begins — Danny isn’t quite who his beloved thinks. Tough-guy, a show-off, with a leather jacket and a cigarette, his outer character shocks poor, naive Sandy. Fighting, jealousy, strugle, proms and more twists meet the young pair, as they strive not only to prove their love, but also themselves to a not-so-understanding, fake society. Rings a bell? Romeo and Juliet? Pride and Prejudice? Grease deals with people. Throughout the centuries, pretending to be someone you are not has been a key to surviving. Why can't we be accepted for who we are? Why do we need a mask to hide our true feelings, thoughts, worries? The eternal problem, the fear of being the outcasts, is seen in everyone. especially aciolascents When entering puberty, you are not a kid, neither an adult. You can't be childish, but also don't have the experience to act maturely. What's a teen to do? Frustration, sadness and anger built up, as we search for our true selves. Cliché? Not quite. Everyone can sympathise with the characters in Grease, since they are dealing with everyday problems. Problems which, unfortunately haven't disappeared in the past 50 years. Should one forget about the fashion-gap, which is quite big, they will see themselves in Sandy and Danny. And, even if they don't, there's still lots of singing and dancing to lift the mood! Definetely worth your time! Question 2 Script B CONTENT: Good realisation of task set RANGE: Good use of stylistic devices; wide range of vocabulary and structures APPROPRIACY OF REGISTER AND FORMAT: Register and format appropriate ORGANISATION AND COHESION: Well-organised and coherent ACCURACY: linor and unobtrusive errors TARGET READER: Has a positive effect on target reader Band 4CPE December 2008 (0301) Question 3 Script © The purpose of this proposal is to suggest how the food festival can be organized and the ways in which we can enable visitors to appreciate Greek food. CHOICE OF FOOD To begin with. Due to the season, we should include food made of ingredients that are growing naturally during the winter so that we can use biological products to enhance the taste such as suffed aubergines. The fact that Greece is globally renowned for the ‘sourlaki' constitutes a reason why we should include it in the menu. Different kinds of appetizers based on oil and Cheese would be a way to use several lypes of Greek cheese which has been the focus of many People’s profession in the villages of Greece and can be characterised as one of the basic local Products. The dessert could be one that is usually cooked in festivals, such as ravani, so that it can be preserved during the day of the festival outside the refridgerator. WAYS TO APPRECIATE GREEK FOOD DURING THE FESTIVAL Producers of Greek food products, such as oil and cheese, could be invited to talk about their products , as well as about the difficulties they have to face in the process of production in order to keep the procedure natural compared to other ways of production. Furthermore, nutritionists could talk about the Mediterranean food, focusing on why Greek people live for a very long time and are rarely obese. The visitors could get Greek products as presents for example lentils in a pot. In addition, the festival could be accompanied by musical activities based on Greek tradition. CONCLUSION Cooking is an essential part of Greek life. The above ways are based on key elements of Greek cuisine and it would be very beneficial to promote them in order to enable the visitors appreciate Greek food Question 3 Script C CONTENT: Satisfactory realisation of task set RANGE: Reasonably fluent and natural use of a range of vocabulary and expression, adequate to task set APPROPRIACY OF REGISTER AND FORMAT: Register and format generally appropriate ORGANISATION AND COHESION: Clearly organised and coherent ACCURACY: Minor and unobtrusive errors TARGET READER: Achieves the desired effect on target reader Band 3CPE December 2008 (0301) Question 4 Script D Dear Sir or Madam, 1 have travelled in a lot of countries where I had a great time and I have learnt many {hings about thir sculpture and history and I contact with the citizens in each one of them. But, I have to admit that none of them was like my homeland Greece. First of all, I believe that in Greece visitors have the oppurtunity to learn about the history of Greece, because they have the chance to visit all these monuments that are located in my homeland. We should not forget that the Greek culture is one of the most important in Europe. Furthermore, visitors have the oppurtunity to test the Greek cousin. Many, people have heard about the famous foods that the Greek cousin has and it is a great experience to taste recipies that combine spicy foods, but also tasetal. Last but not least, a visitor in Greece has the oppurtunity to spend his holidays in a village or in a island. Both of these destinatous have their advantages. For example by visiting an island you have the oppurtunity to go and swim to the beautiful Greek coastals Also by visiting a village your have the oppurtunity to spend some time to the breath-taking mountains and cliffs that Greece has and fill your lung with fresh air, In conclusion, it is my first belief that Greece if it is not the best destination to spend your holidays or your free time it is among the best ones. Yours faithfully Question 4 Script D CONTENT: Poor attempt at task set (describes country, not city) RANGE: imited and inaccurate range APPROPRIACY OF REGISTER AND FORMAT: Some attempt at appropriate register and format ORGANISATION AND COHESION: Some attempt at organisation ACCURACY: A number or errors, which distract TARGET READER: Has a very negative effect on target reader Band 1CPE December 2008 (0301) Question 4 Script E Dear Editor, 1am writing to you in correspondance to your article in travel section “My Favourite City”. I am going to describe to you my favourite city, which is London. It offers so many things that I'strongly recommend everyone to visit it. Firstly, London is one of the most big capitals in Europe. It is the place where the first innovations are taking place. For example it was one of the first cities to have electricity. We can describe it as a centre of civilization. Many big events are first taking place there before they go to other nations in the world. For example technology is always one step ahead there. The latest improvements of my electric device is available in Oxford Street, one of the most popular roads in the centre of London. Furthermore now movies and music albums are being launched for the very first time in London. It is the place where everything begins. Apart from the above we can find many stunning sites like Big Ben which is a huge clock in the size of a tower located near London Eye, a very high wheel which gives you the opportunity to observe the whole city when you are in it’s highest point. There are many more interesting places to visit like the Royal Palace and Madame Tussew's Museum which is a very famous attraction for it’s exhibitions. More specifically it is an art museum which has identical copies of famous people all around the globe, made from the same material used to make candles, The buildings in the city are built in a traditional way that takes you back to time. They have a very reach decoration and they are all very well sustained. London also offers many natural sites. It has many parks with some of them covering great distance like Hide Park, It haa a lake in the centre and all around it, the1e are specially designed routes for walking, cycling, roller-blading and many more other activities. All of these makes parks a perfect place for relaxing from the daily routine. This city is great for night entertainment too. After tasting the traditional cuisine, which offers a wide variety of foods you can go to several pubs and clubs that guarantee that you are going to have great time. One of the reasons that | like London is because it appeals to all ages. It is a very well organised city which I think everyone would find outstanding, Yours truly, Question 4 Script E CONTENT: Satisfactory realisation of task set RANGE: Adequate range of structures APPROPRIACY OF REGISTER AND FORMAT: Register and format generally appropriate ORGANISATION AND COHESION: Clearly organised and generally coherent ACCURACY: A number of errors, which sometimes impede communication TARGET READER: Just achieves the desired effect on target reader Band 3CPE December 2008 (0301) Question 5(a) Script F The very important role of the less important characters In the book Goodnight Mr Tom, by Michelle Magorian, there are some characters who do not seem all that important at first, but they play a role of great and unquestionable significance in the plot of the book. ‘Two of those characters are Annie Hartridge, William’s teacher in Little Weirwold and Geoffrey Sanderton, a former soldier and William's mentor in drawing Annie Hartridge was especially important for William. When he first came to the village, he had gotten used to the way things were in London, where his teacher in school did not like him. On the contrary Mrs. Hartridge was friendly to him from the very first moment. She was also the first woman that Will thought was beautiful and attractive, something for which he always admired her. In addition, Mrs Hartridge appeared very kind and loving to William, compared to his own horrible and mentally unstable mother. But when Mrs. Hartridge helped Will the most was right after Trudy died. Unlike Trudy, Mrs Hartridge’s baby was actually alive and healthy. As soon as Will saw the baby being breast fed, he realised that there was nothing he could have done to save his little sister, so it was not his fault after all. At that moment the terrible weight of responsibility left Will for ever. As for Geofirey Sanderton, not only did he help Will expand his artistic talent, but more importantly, he helped him overcome Zach’s death. Geoffrey had lost much in the war, including his best friend. But he showed William that it was better to accept someone's death and move on, than to pretend the friendship never existed. That was when Will realised that Zach would never be truely dead, as long as his seimury kept living on inside the people who knew him, In the end it seems that these two characters are far more important than they first appear to be for, without them, William would never have come to terms with the loss of his loved ones, nor would he have managed to find inner peace and tranquillity. Question 5(a) Script F CONTENT: Very good realisation of task set RANGE: Impressive use of wide range of structures APPROPRIACY OF REGISTER AND FORMAT: Register and format wholly appropriate ORGANISATION AND COHESION: Skilfully organised and coherent ACCURACY: Minor and unobirusive errors TARGET READER: Impresses reader and has a positive effect. Band5Ceontificate of Proficiency in English CPE December 2008 Assessment Criteria for the Speaking Test (0301) GPE is at Council of Europe Level C2, an advanced level where candidates are expected to have a uly operations! command ofthe spoken language ‘The GPE Speaking Test has si assessment criteria fv analytical and one global, which are applied in relation to the level of the examination and tothe prescribed tasks: ‘Grammatical Kesource Lexical Resoure Discourse Management Pronunciation Interactive Communication Global Achievement Candiates ae assessed on their oun ndviual performance according fo the established criteria and are not assessed i elation to wach other. ‘The Assessor awards marks for each ofthe analytical eriaia. The Introcutor gives one global mark forthe candat's performance across all paris ofthe test. (Grammatical Resource (Control Range) ‘This refers tothe acca application of grammatical rl nd the effective arrangement of words in erences [Al CRE level, a wide range of grammatical forms should be used appropriately and competently, Performance is wewad in terms of the overall lfectivanass ofthe language used, It should also be note that ferent varieties of standaré, educated English, o.9 Bish, American, Austalian, etc, and registers, eg, frm, colloquial, ete are accoptabo, provided they ae appropiate forthe content Lexical Resource (Range, Appropriacy) ‘This refers to the candidate's ability to use a wide and appropriate range of vocabulary to meet task requirements, ALPE level, the tasks coquie candidates to express precise meanings, atudes and opinions and tobe abe to convey abstract ideas, Ahough Candidates may lack specialised vocabulary when deaing with untamitar tors, R snould nol, in genaral forme, be mesossary To rate Ssimplifcation. Performance s viewed in terms of fa cverall ftectvanese ofthe language used (Discourse Management (Exton, Ralevance, Cahorenee, Cahesion) —] ‘This refers to the candidate's abil to ink utterances together to form coherent monologue and contributions to dialogue, without undue hesitation ‘The uiterances should be relevant tothe tasks and to provoding utterances in the discourse, The discourse produced should be at a level of comply appropriate to CPE level andthe utterances should be arangod logialy to develop the thornes or arguments require! bythe tacks ‘Tho extent a contibutons should be appropiate ong or short as requited al parewar point in the dynamic development af he discourse In oder to achieve te tack, (Pronunciation Cristo, Stas hahaa Sawa) ————} This refers fo the candcate's abilty to produce inteligble uterances to ful the tak requirements, This includes stress and intonation as wel as lndivioual sounds. Examiners put themselves in the poston of the nonEFL specials and assess the overall impact of the communication and the degree of effort equved to understand the cance, [Interactive Communication iiiaing, Responding, Development) ‘This refer othe candidate's abily fo take an active part inthe development ofthe dacourse. 1 requires the ably to participate in the ange of interactve situations in the test and to develop discussions on a rango a lapis by Intating and responding appropratly. alsa refers te ho ‘deployment of strategies to maintain and repair iteration at an appropiate level troughout te test So tat the tasks can ve fled, Cantites aon not penalead for asking for ropetiion trom tho interlocutor or clarification from the ua atk (8 Jong a Hs # pot excessive). However i the interaction breaks down and the candidate has to be supported by the inlelscuor or th other canete, this taken as evidence of oak interactive ably and ls panalised according. ‘This scale refers to the candidate's overall effectiveness in dealing with the tasks inthe three soparate parts of the CPE Speaking Test. The ‘Global mark is an independent impression mark, which reflects the assesement of the. cancidal's perlomance, fom the, Imeroeutors perspective [GPE Typical Minimum Adequate Performance) Develops the infraction with contributions which are relevant coherent, and of an appropriate length. The range of arammaticl forms and ‘wuvatiay 18 appropriate and uses win Suman accuracy and pracision to deal withthe CPE level tasks Utterances are conweyed stfacivly {and understood with very ile stain on te ltenee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 (1o€0) 8002 4quiazaq siadeg uojeulwexg ySeq i 9 Wareoolasesaz! ysn8ug uy Adua}> org Jo aeayraD