Cae Specifications and Sample Papers PDF

SpecicationsandSamplePapers
forexaminationsfromJanuary2015
English for high achievers in the
academic and professional world
Examcontentandoverview
Paper/timing Testcontent Testfocus
READINGAND
USEOFENGLISH
1hr30mins
Part1 Amodiedclozetestcontainingeightgaps
followedbyeightmultiple-choicequestions.
Candidatesareexpectedtobeableto:demonstrate
theabilitytoapplytheirknowledgeandcontrolofthe
languagesystembycompletinganumberoftasks
attextandsentencelevel;demonstrateavariety
ofreadingskillsincludingunderstandingofspecic
information,textorganisationfeatures,implication,
toneandtextstructure.
Part2 Amodiedclozetestcontainingeightgaps.
Part3 Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemsofthemissing
wordsaregivenbesidethetextandmustbe
changedtoformthemissingword.
Part4 Sixseparatequestions,eachwithalead-in
sentenceandagappedsecondsentencetobe
completedinthreetosixwords,oneofwhichis
agivenkeyword.
Part5 Atextfollowedbysix4-optionmultiple-choice
questions.
Part6 Fourshorttexts,followedbyfourcross-text
multiple-matchingquestions.
Part7 Atextfromwhichsixparagraphshavebeen
removedandplacedinjumbledorder,together
withanadditionalparagraph,afterthetext.
Part8 Atextorseveralshorttexts,precededby
10multiple-matchingquestions.
WRITING
1hr30mins
Part1 Onecompulsoryquestion. Candidatesareexpectedtowriteanessay
inresponsetoapropositiontodiscuss,and
accompanyingtext.
Part2 Candidateschooseonetaskfromachoiceof
threequestions.
Candidatesareexpectedtobeabletowrite
nonspecialisedtexttypessuchasaletter,areport,
arevieworaproposal.
LISTENING
Approx.40mins
Part1 Threeshortextractsorexchangesbetween
interactingspeakers.Therearetwomultiple-
choicequestionsforeachextract.
Candidatesareexpectedtobeabletoshow
understandingoffeeling,attitude,detail,opinion,
purpose,agreement,gist.
Part2 Amonologuewithasentence-completiontask
whichhaseightitems.
Part3 Atextinvolvinginteractingspeakers,withsix
multiple-choicequestions.
Part4 Fiveshort,themedmonologues,with10
multiple-matchingquestions.
SPEAKING
15mins(forpairs)
Part1 Ashortconversationbetweentheinterlocutor
andeachcandidate(spokenquestions).
Candidatesareexpectedtobeabletorespondto
questionsandtointeractinconversationalEnglish.
Part2 Anindividuallongturnforeachcandidate,
followedbyaresponsefromthesecond
candidate(visualandwrittenstimuli,with
spokeninstructions).
Part3 Atwo-wayconversationbetweenthecandidates
(writtenstimuli,withspokeninstructions).
Part4 AdiscussionontopicsrelatedtoPart3(spoken
questions).
1 CAMBRIDGEENGLISH:ADVANCEDSPECIFICATIONS AND SAMPLE PAPERS
CONTENTS
Contents
Introduction 2
The purpose of the revision project 2
The process of the project 2
Key changes at a glance 2
About Cambridge English Language Assessment 2
The worlds most valuable range of English qualifications 3
Key features of Cambridge English exams 3
Proven quality 3
Cambridge English: Advanced (CAE) anoverview 3
Who is the exam for? 3
Who recognises the exam? 3
What level is the exam? 4
Exam content and processing 4
Factors affecting the design of the examination 4
A thorough test of all areas of language ability 4
International English 4
Marks and results 4
Exam support 5
Support for teachers 5
Support for candidates 6
Reading and Use of English 7
General description 7
Structure and tasks 7
Sample paper 8
Answer key 15
Writing 16
Task types in the Writing paper 17
The two parts of the Writing paper 18
Sample paper 19
Assessment of Writing 20
Sample scripts with examiner comments 24
Listening 27
Sample paper 28
Answer key 35
Speaking 36
Sample paper 37
Assessment of Speaking 40
Preface
Thisbookletcontainsspecicationsandsamplepapersforthe
revisedCambridge English: Advanced (CAE)examination,also
knownasCerticate in Advanced English.Therevisedversionofthe
examwillbeintroducedforthersttimeinJanuary2015.
Furtherinformationontheexaminationwillbeissuedinthe
formof:
acomprehensiveCambridge English: AdvancedHandbook for
Teacherscontaininganadditionalsetofsamplepapers
anextensiveprogrammeofwebinars,seminarsand
conferencepresentations.
Ifyouneedanyfurthercopiesofthisbooklet,pleaseemail
marketingresources@cambridgeenglish.org
exam.Inaddition,newtasksandtestingfocuseshavebeen
introducedintheReadingandUseofEnglish,Writingand
Speakingpapers.
AboutCambridgeEnglish
LanguageAssessment
Cambridge English: Advanced (CAE)isdevelopedbyCambridgeEnglish
LanguageAssessment,partoftheUniversityofCambridge.
WeareoneofthreemajorexamboardswhichformtheCambridge
AssessmentGroup(CambridgeAssessment).Morethan8million
CambridgeAssessmentexamsaretakeninover160countries
aroundtheworldeveryyear.
Cambridge International
Examinations
The worlds largest provider of
international education programmes
and qualications for 5 to 19 year olds
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge English Language
Assessment
Provider of the worlds most
valuable range of qualications for
learners and teachers of English
OCR: Oxford Cambridge and RSA
Examinations
One of the UKs leading providers
of qualications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world
and one of the largest in the United Kingdom
Introduction
Cambridge English: Advanced (CAE) wasoriginallyintroducedin1991
andisahigh-levelqualicationusedforacademicandprofessional
purposes.
Thisbookletgivesinformationontheoutcomeofthelatestrevision
ofCambridge English: Advanced (CAE).Changeswillbeintroduced
fromJanuary2015.
Thepurposeoftherevisionproject
ThepurposeoftheprojectwastoreviseCambridge English:
Advanced (CAE) inordertoensurethatitcontinuestomeettheneeds
ofcandidates,teachers,centresandotherusersintermsofcontent
andlength.
Theaimsweretoensuretheupdatedexamination:
issuitableforuseforhighereducationstudypurposes
issuitableforuseforcareerenhancementpurposes
retainsappropriateandspecictestingfocusesforeachpaper
isthoroughlyvalidatedandreectsthemostup-to-date
methodologicalapproachtocommunicativelanguagetesting
ismoreuser-friendlyintermsofitslength.
Theoutcomeisasfollows,andistheresultofextensiveresearch,
consultationwithusers,andtriallingofexammaterial.
Theprocessoftheproject
Theprojecthasincludedthefollowingmainstages:
1. Datacollection,e.g.marketinformationincludingquestionnaires
senttoteachersandCentreExamsManagers;informationon
candidatescollectedonCandidateInformationSheets.
2. Thedevelopmentofexaminationspecications,includingthe
developmentofthetestconstruct,testcontentandthedenition
ofthetestfocuses;thedevelopment,production,editingand
triallingofdrafttasktypesandmaterials;andresearchintothe
validityandreliabilityofthematerialandassessmentprocedures.
3. Theproductionofexaminationsupportmaterials,including
publicspecications,andtrainingmaterialsforwritersof
examinationmaterialsandexaminers.
Throughouttheproject,wegatheredfeedbackonourproposalsfor
theexaminationbyholdingconsultationmeetingswithstakeholders.
Duringtrialling,teachersandstudentswereaskedtocomplete
questionnairesontrialmaterials.
Keychangesataglance
ThesearethekeychangestotheCambridge English: Advanced (CAE)
examinationthatwillbeintroducedinJanuary2015.
Cambridge English: Advanced (CAE) willhavefourpapersinstead
ofve.ReadingandUseofEnglishhavebeencombinedintoa
singlepaperassessinglanguageknowledgeandreadingskills,
andmanyofthetasksinthecurrentpapershavebeenretainedin
modiedformatsinthenewReadingandUseofEnglishpaper.
ThenewCambridge English: Advanced (CAE) examwillbeshorter
thanthepreviousexaminationbyapproximately45minutes.
However,carefulexamdesignmeansthatCambridge English:
Advanced (CAE) stillassessesatexactlythesamehighlevel,
andretainsallofthelanguageandskillscoverageasthecurrent
INTRODUCTION
Practicalitydoesourassessmentmeetlearnersneedswithin
availableresources?
Qualityhowweplan,deliverandcheckthatweprovide
excellenceinalloftheseelds.
Howthesequalitiesarebroughttogetherisoutlinedinour
publicationPrinciples of Good Practice,whichcanbedownloadedfree
fromwww.cambridgeenglish.org/principles
CambridgeEnglish:Advanced
(CAE)anoverview
Cambridge English: Advanced (CAE)isahigh-levelqualicationthat
isofciallyrecognisedbyuniversities,employersandgovernments
aroundtheworld.Extensiveupdatesin1999and2008allowedthe
examtokeeppacewithchangesinlanguageteachingandtesting
whileensuringtheexamremainsreliable,relevantanduserfriendly
forcandidates.Theexamhasbeencomprehensivelyrevisedagain
for2015.
CandidatescanchoosetotakeCambridge English: Advanced (CAE)as
eitherapaper-basedoracomputer-basedexam.
Whoistheexamfor?
Cambridge English: Advanced (CAE)istypicallytakenbyhighachievers
whowantto:
followanacademiccourseatuniversitylevel
communicateefectivelyatmanagerialandprofessionallevel
participatewithcondenceinworkplacemeetingsoracademic
tutorialsandseminars
carryoutcomplexandchallengingresearch
standoutanddiferentiatethemselves.
Whorecognisestheexam?*
Cambridge English: Advanced (CAE)isacceptedbymorethan
3,000organisations,employersandgovernmentsaroundthe
worldasbeingareliable,accurateandfairtestofEnglish.
ItmeetstheUKBorderAgencylanguagerequirementsforTier1,
2,4andspouseorpartnervisaapplications.SeetheUKBA
websitewww.ukba.homeofce.gov.ukforfurtherdetails.
TheexamhasbeenaccreditedbyOfqual,thestatutoryregulatory
authorityforexternalqualicationsinEnglandanditscounterparts
inWalesandNorthernIreland.
TheUKsUniversitiesandCollegesAdmissionsService(UCAS)
awardscandidateswithgradeAinCambridge English: Advanced
(CAE)70UCASTarifpointstowardstheirapplicationtoUK
universitiesandhighereducationinstitutions.
www.cambridgeenglish.org/UCAS-points
TheAustraliangovernmentsDepartmentofImmigrationand
Citizenship(DIAC)hasapprovedCambridge English: Advanced
(CAE)forstudentvisaapplications.UniversitiesandTAFE
(TechnicalandFurtherEducation)institutionsthroughout
AustraliaacceptCambridge English: Advanced (CAE).
*AllinformationaccurateasofJanuary2013.
Formoreinformationaboutrecognition,goto
www.cambridgeenglish.org/recognition
TheworldsmostvaluablerangeofEnglish
qualications
CambridgeEnglishLanguageAssessmentoferstheworldsleading
rangeofqualicationsforlearnersandteachersofEnglish.Globally,
over4millionpeopletakeourexamseachyear.
Weoferassessmentsacrossthefullspectrumoflanguageability.
Weprovideexaminationsforgeneralcommunication,forprofessional
andacademicpurposes,andalsospecialistlegalandnancialEnglish
qualications.Allofourexamsarealignedtotheprinciplesand
approachoftheCommonEuropeanFrameworkofReferencefor
Languages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.cambridgeenglish.org/cefr
Inadditiontoourownprogrammesofworld-leadingresearch,we
workcloselywithprofessionalbodies,industryprofessionalsand
governmentstoensurethatourexamsremainfairandrelevantto
candidatesofallbackgroundsandtoawiderangeofstakeholders.
KeyfeaturesofCambridgeEnglishexams
CambridgeEnglishexams:
arebasedonrealistictasksandsituationssothatpreparingfor
theirexamgiveslearnersreal-lifelanguageskills
accuratelyandconsistentlytestallfourlanguageskillsreading,
writing,listeningandspeakingaswellasknowledgeoflanguage
structureanditsuse
encouragepositivelearningexperiences,andseektoachievea
positiveimpactonteachingwhereverpossible
areasfairaspossibletoallcandidates,whatevertheirnational,
ethnicandlinguisticbackground,genderordisability.
Provenquality
Ourcommitmenttoprovidingexamsofthehighestpossiblequalityis
underpinnedbyanextensiveprogrammeofresearchandevaluation,
andbycontinuousmonitoringofthemarkingandgradingofall
CambridgeEnglishexams.Ofparticularimportancearetherigorous
procedureswhichareusedintheproductionandpretestingof
questionpapers.
Alloursystemsandprocessesfordesigning,developingand
deliveringexamsandassessmentservicesarecertiedasmeeting
theinternationallyrecognisedISO9001:2008standardforquality
managementandaredesignedaroundveessentialprinciples:
Validityareourexamsanauthentictestofreal-lifeEnglish?
Reliabilitydoourexamsbehaveconsistentlyandfairly?
Impactdoesourassessmenthaveapositiveefectonteaching
andlearning?
ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT
onadministrativeaspectsoftheexaminationandhowtherevised
examinationcouldbestreectcandidatesneedsandinterests.
Theupdatedexaminationhasincorporatedtheinsightsprovidedby
thisinformationandaimstoprovide:
coverageofcandidatesneedsandinterests
coverageoflanguageabilitiesunderlyingtheseneedsand
interestsinreading,controloflanguagesystems(grammarand
vocabulary),writing,listeningandspeaking
reliableassessmentacrossawiderangeoftestingfocuses
positiveeducationalimpact
easeofadministration
amoreuser-friendlyexperienceforcandidates.
Athoroughtestofallareasoflanguageability
Therearefourpapers:ReadingandUseofEnglish,Writing,Listening
andSpeaking.TheReadingandUseofEnglishpapercarries40%of
themarks,whileWriting,Listening,andSpeakingeachcarry20%
ofthemarks.Detailedinformationoneachtestandsamplepapers
followlaterinthisbooklet,buttheoverallfocusofeachtestis
asfollows:
Reading and Use of English: 1 hour 30 minutes
Candidates need to be able to understand texts from publications such as ction and
non-ction books, journals, newspapers and magazines.
Writing: 1 hour 30 minutes
Candidates have to show that they can produce two diferent pieces of writing:
a compulsory task in Part 1, and one from a choice of three in Part 2.
Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning of a range of spoken material,
including lectures, radio broadcasts, speeches and talks.
Speaking: 15 minutes
Candidates take the Speaking test with another candidate or in a group of three, and are
tested on their ability to take part in diferent types of interaction: with the examiner, with
the other candidate and by themselves.
Eachofthesefourtestcomponentsprovidesauniquecontributionto
aproleofoverallcommunicativelanguageabilitythatdeneswhata
candidatecandoatthislevel.
InternationalEnglish
Englishisusedinawiderangeofinternationalcontexts.Toreect
this,candidatesresponsestotasksinCambridgeEnglishexamsare
acceptableinallvarietiesandaccentsofEnglish,providedtheydo
notinterferewithcommunication.Materialsusedfeaturearangeof
accentsandtextsfromEnglish-speakingcountries,includingtheUK,
NorthAmericaandAustralia.USandotherversionsofspellingare
acceptedifusedconsistently.
Marksandresults
Cambridge English: Advanced (CAE)givesdetailed,meaningfulresults.
AllcandidatesreceiveaStatementofResults.Candidateswhose
performancerangesbetweenCEFRLevelsB2andC2willalsoreceive
acerticate.
StatementofResults
TheStatementofResultsoutlines:
thecandidatesresult;thisresultisbasedonthetotalscoregained
bythecandidateinallfourpapers
Whatlevelistheexam?
Cambridge English: Advanced (CAE)istargetedatLevelC1thesecond
highestlevelontheCEFRscale.LevelC1isrequiredindemanding
academicandprofessionalsettingsandachievingacerticateatthis
levelprovesthatacandidatehasreachedaveryadvancedlevelof
English.
WhatcancandidatesdoatLevelC1?
TheAssociationofLanguageTestersinEurope(ALTE)hascarried
outresearchtodeterminewhatlanguagelearnerscantypicallydoat
eachCEFRlevel.IthasdescribedtheseabilitiesinaseriesofCanDo
statementsusingexamplestakenfromreal-lifesituations.
CambridgeEnglishLanguageAssessment,asoneofthefounding
membersofALTE,usesthisframeworkasawayofensuringits
examsreectreal-lifelanguageskills.
ExamplesofCanDostatementsatLevelC1
Typical
abilities
Listening and Speaking Reading and Writing
Overall
general
ability
CAN contribute efectively to
meetings and seminars within own
area of work or keep up a casual
conversation with a good degree
of uency, coping with abstract
expressions.
CAN read quickly enough to cope
with an academic course, and CAN
take reasonably accurate notes
in meetings or write a piece of
work which shows an ability to
communicate.
Social
and
Tourist
CAN pick up nuances of meaning/
opinion.
CAN keep up conversations of a
casual nature for an extended period
of time and discuss abstract/cultural
topics with a good degree of uency
and range of expression.
CAN understand complex opinions/
arguments as expressed in serious
newspapers.
CAN write most letters they are likely
to be asked to do; such errors as
occur will not prevent understanding
of the message.
Work CAN follow discussion and
argument with only occasional
need for clarication, employing
good compensation strategies to
overcome inadequacies.
CAN deal with unpredictable
questions.
CAN understand the general
meaning of more complex articles
without serious misunderstanding.
CAN, given enough time, write
a report that communicates the
desired message.
Study CAN follow up questions by probing
for more detail.
CAN make critical remarks/express
disagreement without causing
ofence.
CAN scan texts for relevant
information, and grasp main topic
of text.
CAN write a piece of work whose
message can be followed throughout.
Examcontentandprocessing
Cambridge English: Advanced (CAE)isarigorousandthoroughtestof
EnglishatLevelC1.Itcoversallfourlanguageskillsreading,writing,
listeningandspeakingandincludesafthelementfocusingonthe
candidatesunderstandingofthestructureofthelanguage.Preparing
forCambridge English: Advanced (CAE)helpscandidatesdevelopthe
skillstheyneedtouseEnglishtocommunicateefectivelyinavariety
ofpracticalcontexts.
Factorsafectingthedesignoftheexamination
AnalysisofCambridge English: Advanced (CAE)candidateinformation
dataandmarketsurveyquestionnairesshowedconsistentagreement
CAMBRIDGE ENGLISH: ADVANCED (CAE) AN OVERVIEW
Examsupport
OfcialCambridgeEnglishexampreparationmaterials
Tosupportteachersandhelplearnerspreparefortheirexams,
CambridgeEnglishLanguageAssessmentandCambridgeUniversity
Presshavedevelopedarangeofofcialsupportmaterialsincluding
coursebooksandpracticetests.Theseofcialmaterialsareavailable
inbothprintanddigitalformats.
www.cambridgeenglish.org/prepare-and-practise
Supportforteachers
Teachingsupportwebsite
Thiswebsiteprovidesaninvaluable,user-friendly,freeresourceforall
teacherspreparingforourexams.Itincludes:
Generalinformationhandbookforteachers,samplepapers,
examreports
Detailedinformationformat,timing,numberofquestions,task
types,markschemeofeachpaper
Adviceforteachersdevelopingstudentsskillsandpreparing
themfortheexam
Downloadablelessonsalessonforeverypartofeverypaper
Teachingqualicationsinformationonthecompleterangeof
CambridgeEnglishTeachingQualications
Seminarsandwebinarsawiderangeofexam-specicseminars
andliveandrecordedwebinarsfornewandexperienced
teachers.
www.cambridgeenglish.org/teachingsupport
CambridgeEnglishTeacherforprofessionaldevelopment
DevelopedbyCambridgeUniversityPressandCambridgeEnglish
LanguageAssessment,CambridgeEnglishTeacherprovides
opportunitiesforEnglishteacherstoengageincontinuing
professionaldevelopmentthroughonlinecourses,sharebestpractice
andnetworkwithotherELTprofessionalsworldwide.Includesthe
How to teach Cambridge English: Advanced (CAE)course.
FormoreinformationonhowtobecomeaCambridgeEnglish
Teacher,visitwww.cambridgeenglishteacher.org
agraphicaldisplayofthecandidatesperformanceineachskill
(shownagainstthescaleExceptionalGoodBorderlineWeak)
astandardisedscoreoutof100whichallowscandidatestosee
exactlyhowtheyperformed.
Certicates
Wehavemadeenhancementstothewaywereporttheresultsof
ourexamsbecausewebelieveitisimportanttorecognise
candidatesachievements.
C2
C1
B1
A2
A1
The Common European
Framework of Reference
C
Procient
user
B
Independent
user
A
Basic user
Cambridge English:
Advanced (CAE)
Grade B
Grade C
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade A
Level B2
Level of English
needed for most
academic purposes
. . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
B2
CambridgeEnglish:Advanced(CAE)LevelC2
Grade A
ExceptionalcandidatessometimesshowabilitybeyondC1level.
IfacandidateachievesagradeAintheirexam,theywillreceive
theCerticate in Advanced Englishstatingthattheydemonstrated
abilityatLevelC2.
CambridgeEnglish:Advanced(CAE)LevelC1
Grade B or C
IfacandidateachievesgradeBorCintheirexam,theywillbe
awardedtheCerticate in Advanced EnglishatLevelC1.
LevelB2Certicate
IfacandidatesperformanceisbelowLevelC1,butfallswithin
LevelB2,theywillreceiveaCambridgeEnglishcerticatestating
thattheydemonstratedabilityatB2level.
Specialcircumstances
CambridgeEnglishexamsaredesignedtobefairtoalltesttakers.
Thiscommitmenttofairnesscovers:
Specialarrangements
Theseareavailableforcandidateswithapermanentorlong-term
disability.ConsulttheCentreExamsManager(CEM)inyourarea
formoredetailsassoonasyoubecomeawareofacandidatewho
mayneedspecialarrangements.
Specialconsideration
Wewillgivespecialconsiderationtocandidatesafected
byadversecircumstancessuchasillnessorbereavement
immediatelybeforeorduringanexam.Applicationsforspecial
considerationmustbemadethroughthecentrenolaterthan
10workingdaysaftertheexamdate.
Malpractice
Wewillinvestigateallcaseswherecandidatesaresuspectedof
copying,collusionorbreakingtheexamregulationsinsomeother
way.Resultsmaybewithheldwhiletheyarebeinginvestigated,
orbecausewehavefoundaninfringementofregulations.Centres
arenotiedifacandidatesresultsarebeinginvestigated.
EXAM CONTENT AND PROCESSING
Supportforcandidates
HowtoprepareforCambridgeEnglish:Advanced(CAE)
TohelpcandidatesfeelreallypreparedforCambridge English:
Advanced (CAE),thereisarangeofexampreparationresourcesand
servicesonourwebsite,including:
ofcialCambridgeEnglishexampreparationmaterialsincluding
OnlineSpeakingPractice
tipsandFAQsforeachexampaper:ReadingandUseofEnglish,
Writing,Listening,andSpeaking
samplepapers
Informationforcandidatesleaet/PDF.
www.cambridgeenglish.org/advanced
Facebook
StudentscanalsojoinouractiveFacebookcommunitytogettipson
Englishlanguagelearningandtakepartinfunandtopicalquizzes.
www.facebook.com/CambridgeCAE
Furtherinformation
Contactyourlocalauthorisedexamcentre,orCambridgeEnglish
LanguageAssessmentdirect(usingthecontactdetailsontheback
coverofthisbooklet)for:
copiesoftheregulations
detailsofentryprocedure
examdates
currentfees
moreinformationaboutCambridge English: Advanced (CAE)and
otherCambridgeEnglishexams.
Examsessions
Cambridge English: Advanced (CAE)isavailableasapaper-
basedorcomputer-basedtest.Candidatesmustbeentered
throughanauthorisedexamcentre.Findyournearestcentreat
www.cambridgeenglish.org/centres
EXAM SUPPORT
ReadingandUseofEnglishpaper
Structureandtasks(cont.)
PART4
TASKTYPE Keywordtransformation
FOCUS Thefocusisongrammar,vocabularyand
collocation.
FORMAT Sixseparateitems,eachwithalead-insentence
andagappedsecondsentencetobecompleted
inthreetosixwords,oneofwhichisagiven
keyword.
NO.OFQS 6
PART5
TASKTYPE Multiplechoice
FOCUS Detail,opinion,attitude,tone,purpose,main
idea,implication,textorganisationfeatures
(exemplication,comparison,reference).
FORMAT Atextfollowedby4-optionmultiple-choice
questions.
NO.OFQS 6
PART6
TASKTYPE Cross-textmultiplematching
FOCUS Understandingofopinionandattitude;
comparingandcontrastingofopinionsand
attitudesacrosstexts.
FORMAT Fourshorttexts,followedbymultiplematching
questions.Candidatesmustreadacrosstextsto
matchaprompttoelementsinthetexts.
NO.OFQS 4
PART7
TASKTYPE Gappedtext
FOCUS Cohesion,coherence,textstructure,global
meaning.
FORMAT Atextfromwhichparagraphshavebeen
removedandplacedinjumbledorderafterthe
text.Candidatesmustdecidefromwhereinthe
texttheparagraphshavebeenremoved.
NO.OFQS 6
PART8
TASKTYPE Multiplematching
FOCUS Detail,opinion,attitude,specicinformation.
FORMAT Atextorseveralshorttexts,precededby
multiple-matchingquestions.Candidatesmust
matchaprompttoelementsinthetext.
NO.OFQS 10
Structureandtasks
PART1
TASKTYPE Multiple-choicecloze
FOCUS Themainfocusisonvocabulary,e.g.idioms,
collocations,xedphrases,complementation,
phrasalverbs,semanticprecision.
FORMAT Amodiedclozecontainingeightgapsfollowed
byeight4-optionmultiple-choiceitems.
NO.OFQS 8
PART2
TASKTYPE Opencloze
FOCUS Themainfocusisonawarenessandcontrolof
grammarwithsomefocusonvocabulary.
FORMAT Amodiedclozetestcontainingeightgaps.
NO.OFQS 8
PART3
TASKTYPE Wordformation
FOCUS Themainfocusisonvocabulary,inparticular
theuseofafxation,internalchangesand
compoundinginwordformation.
FORMAT Atextcontainingeightgaps.Eachgap
correspondstoaword.Thestemsofthe
missingwordsaregivenbesidethetextand
mustbechangedtoformthemissingword.
NO.OFQS 8
Generaldescription
FORMAT Thepapercontainseightparts.For
Parts1to4,thetestcontainstextswith
accompanyinggrammarandvocabulary
tasks,andseparateitemswithagrammar
andvocabularyfocus.ForParts5to8,
thetestcontainsarangeoftextsand
accompanyingreadingcomprehension
tasks.
TIMING 1hour30minutes
NO.OFPARTS 8
NO.OFQUESTIONS 56
TASKTYPES Multiple-choicecloze,opencloze,word
formation,keywordtransformation,
multiplechoice,cross-textmultiple
matching,gappedtext,multiplematching.
WORDCOUNT 3,0003,500
MARKS Parts13eachcorrectanswerreceives
1mark;Part4eachcorrectanswer
receivesupto2marks.ForParts57,each
correctanswerreceives2marks;forPart8,
eachcorrectanswerreceives1mark.
READINGANDUSEOFENGLISH | SAMPLE PAPER
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(
1
1
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(
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7

T
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2
8

I
m

d
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F
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F
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2
9

A
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A
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3
0

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6

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2
5

3
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E
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0

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2
5

M
y

b
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n
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Y

M
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.

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.

2
6

T
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.

P
U
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D

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.

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.

2
7

T
h
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n
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o
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s
t
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t
s

n
o
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n
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h
a
s

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d

a
n

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-
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.

T
H
E

T
h
e

n
u
m
b
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r

o
f

s
t
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d
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s

n
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s
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y

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s

.

b
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n
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.

9

T
u
r
n

o
v
e
r

3
1

W
h
a
t

p
r
o
b
l
e
m

r
e
g
a
r
d
i
n
g

c
o
l
o
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r

d
o
e
s

t
h
e

w
r
i
t
e
r

e
x
p
l
a
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n

i
n

t
h
e

f
i
r
s
t

p
a
r
a
g
r
a
p
h
?

A

O
u
r

v
i
e
w

o
f

c
o
l
o
u
r

i
s

s
t
r
o
n
g
l
y

a
f
f
e
c
t
e
d

b
y

c
h
a
n
g
i
n
g

f
a
s
h
i
o
n
.

B

A
n
a
l
y
s
i
s

i
s

c
o
m
p
l
i
c
a
t
e
d

b
y

t
h
e

b
e
w
i
l
d
e
r
i
n
g

n
u
m
b
e
r

o
f

n
a
t
u
r
a
l

c
o
l
o
u
r
s
.

C

C
o
l
o
u
r
s

c
a
n

h
a
v
e

d
i
f
f
e
r
e
n
t

a
s
s
o
c
i
a
t
i
o
n
s

i
n

d
i
f
f
e
r
e
n
t

p
a
r
t
s

o
f

t
h
e

w
o
r
l
d
.

D

C
e
r
t
a
i
n

p
o
p
u
l
a
r

b
o
o
k
s

h
a
v
e

d
i
s
m
i
s
s
e
d

c
o
l
o
u
r

a
s

i
n
s
i
g
n
i
f
i
c
a
n
t
.

3
2

W
h
a
t

i
s

t
h
e

f
i
r
s
t

r
e
a
s
o
n

t
h
e

w
r
i
t
e
r

g
i
v
e
s

f
o
r

t
h
e

l
a
c
k

o
f

a
c
a
d
e
m
i
c

w
o
r
k

o
n

t
h
e

h
i
s
t
o
r
y

o
f

c
o
l
o
u
r
?

A

T
h
e
r
e

a
r
e

p
r
o
b
l
e
m
s

o
f

r
e
l
i
a
b
i
l
i
t
y

a
s
s
o
c
i
a
t
e
d

w
i
t
h

t
h
e

a
r
t
e
f
a
c
t
s

a
v
a
i
l
a
b
l
e
.

B

H
i
s
t
o
r
i
a
n
s

h
a
v
e

s
e
e
n

c
o
l
o
u
r

a
s

b
e
i
n
g

o
u
t
s
i
d
e

t
h
e
i
r

f
i
e
l
d

o
f

e
x
p
e
r
t
i
s
e
.

C

C
o
l
o
u
r

h
a
s

b
e
e
n

r
a
t
h
e
r

l
o
o
k
e
d

d
o
w
n

u
p
o
n

a
s

a

f
i
t

s
u
b
j
e
c
t

f
o
r

a
c
a
d
e
m
i
c

s
t
u
d
y
.

D

V
e
r
y

l
i
t
t
l
e

d
o
c
u
m
e
n
t
a
t
i
o
n

e
x
i
s
t
s

f
o
r

h
i
s
t
o
r
i
a
n
s

t
o

u
s
e
.

3
3

T
h
e

w
r
i
t
e
r

s
u
g
g
e
s
t
s

t
h
a
t

t
h
e

p
r
i
o
r
i
t
y

w
h
e
n

c
o
n
d
u
c
t
i
n
g

h
i
s
t
o
r
i
c
a
l

r
e
s
e
a
r
c
h

o
n

c
o
l
o
u
r

i
s

t
o

A

i
g
n
o
r
e

t
h
e

i
n
t
e
r
p
r
e
t
a
t
i
o
n
s

o
f

o
t
h
e
r

m
o
d
e
r
n

d
a
y

h
i
s
t
o
r
i
a
n
s
.

B

f
o
c
u
s

o
n
e
s

i
n
t
e
r
e
s
t

a
s

f
a
r

b
a
c
k

a
s

t
h
e

p
r
e
h
i
s
t
o
r
i
c

e
r
a
.

C

f
i
n
d

s
o
m
e

w
a
y

o
f

o
r
g
a
n
i
s
i
n
g

t
h
e

m
a
s
s

o
f

a
v
a
i
l
a
b
l
e

d
a
t
a
.

D

r
e
l
a
t
e

p
i
c
t
u
r
e
s

t
o

i
n
f
o
r
m
a
t
i
o
n

f
r
o
m

o
t
h
e
r

s
o
u
r
c
e
s
.

3
4

I
n

t
h
e

f
o
u
r
t
h

p
a
r
a
g
r
a
p
h
,

t
h
e

w
r
i
t
e
r

s
a
y
s

t
h
a
t

t
h
e

h
i
s
t
o
r
i
a
n

w
r
i
t
i
n
g

a
b
o
u
t

c
o
l
o
u
r

s
h
o
u
l
d

b
e

c
a
r
e
f
u
l

A

n
o
t

t
o

a
n
a
l
y
s
e

i
n

a
n

o
l
d
-
f
a
s
h
i
o
n
e
d

w
a
y
.

B

w
h
e
n

m
a
k
i
n
g

b
a
s
i
c

d
i
s
t
i
n
c
t
i
o
n
s

b
e
t
w
e
e
n

k
e
y

i
d
e
a
s
.

C

n
o
t

t
o

m
a
k
e

u
n
w
i
s
e

p
r
e
d
i
c
t
i
o
n
s
.

D

w
h
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s
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3
5

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n

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h
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f
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f
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A

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s

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u
s
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B

t
h
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h
e

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a
s

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a
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3
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n

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A

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B

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8

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3
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3
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READINGANDUSEOFENGLISH | ANSWER KEY
Answerkey
Q PartOne
1 B
2 C
3 C
4 A
5 B
6 B
7 C
8 D
Q PartTwo
9 because
10 such
11 other
12 could/may/might
13 despite
14 if/when/whenever
15 nothing/little
16 in
Q PartThree
17 overcome
18 tness
19 endurance
20 benecial
21 inability
22 strength
23 typically
24 severity
Q PartFour
25 doesnot/doesntearn/
make|NEARLYso/as
26 beingPULLEDdown|and
(being)replaced/tobe
replaced
tobePULLEDdown|and
replaced
27 THEhighest|(that/
which)ithasever/its
ever
28 disappointing/a
disappointment|in
COMPARISONwith/to
29 inSPITEof|a/herlack
30 warningabout/
regarding/concerning|
theDANGERSof/when
cycling
Q PartFive
31 C
32 A
33 C
34 D
35 D
36 C
Q PartSix
37 B
38 D
39 C
40 B
Q PartSeven
41 G
42 D
43 A
44 F
45 C
46 E
Q PartEight
47 D
48 E
49 C
50 A
51 D
52 B
53 C
54 A
55 B
56 E
Writingpaper
Generaldescription
FORMAT Thepapercontainstwoparts.
TIMING 1hour30minutes
NO.OFPARTS 2
NO.OFQUESTIONS Candidatesarerequiredtocomplete
twotasks:acompulsorytaskin
Part1andonetaskfromachoiceof
threeinPart2.
TASKTYPES Arangefromthefollowing:essay;
letter;proposal;report;review.
MARKS Eachquestiononthispapercarries
equalmarks.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Writinganessaywithadiscursivefocus.
FORMAT Candidatesarerequiredtowriteanessay
basedontwopointsgivenintheinputtext.
Theywillbeaskedtoexplainwhichofthetwo
pointsismoreimportantandtogivereasons
fortheiropinion.
LENGTH 220260words
PART2
TASKTYPE
ANDFOCUS
Writingonefromanumberofpossibletext
typesbasedonacontextualisedwritingtask.
FORMAT Candidateshaveachoiceoftask.Thetasks
providecandidateswithaclearcontext,topic,
purposeandtargetreaderfortheirwriting.
Theoutputtexttypesare:
letter
proposal
report
review.
LENGTH 220260words
WRITING
TasktypesintheWritingpaper
Thediferenttasktypesareintendedtoprovideframeworksforcandidatessothattheycanputtogetheranddeveloptheirideasonatopicwitha
purposeforwritingandatargetreaderinmind.Theseindicationsofreadershipandpurposearenotcomprehensive,butareintendedtoprovide
someguidanceaboutthediferenttasktypes.
ANESSAYisusuallywrittenforanacademictutorandmaybeafollow-uptoanactivity,suchasattendingapaneldiscussionorwatchinga
documentary.Itshouldbewellorganised,withanintroduction,cleardevelopment,andanappropriateconclusion.Themainpurposeofan
essayintheCambridge English: Advanced (CAE)Writingpaperistounderlinerelevantsalientissuesonatopic,andtosupportanargumentwith
subsidiarypointsandreasons.
ALETTERiswritteninresponsetothesituationoutlinedinthequestion.LettersintheCambridge English: Advanced (CAE) Writingpaperwill
requirearesponsewhichisconsistentlyappropriateforthespeciedtargetreader,andcandidatescanexpecttobeaskedtowritelettersto,for
example,theeditorofanewspaperormagazine,tothedirectorofacompany,toaschoolorcollegeprincipal,ortoapeer.
APROPOSALmaybewrittenforapeergroup(suchasclubmembersorcolleagues)orforasupervisor(abossorcollegeprincipal).Candidates
willbeexpectedtomakeoneormoresuggestions,supportedbysomefactualinformationinordertopersuadethereaderofacourseofaction.
AREPORTiswrittenforaspeciedaudience.Thismaybeasuperior,(forexample,abossatwork),ormembersofapeergroup,(colleaguesor
fellowclassmembers).Thequestionidentiesthesubjectofthereportandspeciestheareastobecovered.Thecontentofareportismainly
factualanddrawsonthepromptmaterial,buttherewillbescopeforcandidatestomakeuseoftheirownideasandexperience.
AREVIEWmaybeaboutabook,magazine,lm,play,orconcert,butitmayalsobeabout,forexample,aproduct,orperhapsanexhibition.
Thetargetreaderisspeciedinthequestion,sothecandidateknowsnotonlywhatregisterisappropriate,butalsohasanideaaboutthekind
ofinformationtoinclude.Areviewdoesnotmerelyrequireageneraldescriptionof,forexample,aneventorpublication,butitspeciesthe
particularaspectstobeconsidered.
Foralltasktypes,questionsareconstructedtoenablecandidatestodisplaytheirEnglishlanguageprociencyatCEFRC1level;candidatesshould
takespecialcaretoreadeverypartofeachquestion,andnottoomitanyrequireddevelopmentofthetopic.
ThetwopartsoftheWritingpaper
PART1
ThePart1questionwillbeanessayonagiventopic.Asetofnotesonthetopicwillbeprovided,andwillincludethreebulletpoints.Candidates
willbeaskedtoselecttwoofthebulletpointsandtobasetheiressayonthosetwopoints.Theyshouldnotattempttodiscussmorethantwoof
thepoints,asthiswillleadtotheessaybeinglessdevelopedthanrequired.Candidateswillalsobeaskedtoexplainwhichofthetwopointsis
moreimportantinagivenrespect,andtogivereasonsfortheiropinion.
Candidateswillbegiventhreeshortopinionsrelatedtothebulletpoints.Theymay,iftheywish,usethesetohelpdeveloptheiressay,butthey
shoulddosointheirownwords,asfaraspossible.Seethefollowingpagesforasamplequestionandappropriateresponsestakenfromglobal
triallingsessions.Furtherexamples,illustratingarangeofcandidateperformances,willbeincludedintheCambridge English: Advanced Handbook
for Teachers,availablein2014.
PART2
ThereislittlechangetothePart2questionsandthewordrangewillremainat220260words.Thefourquestiontypeswillbefamiliarto
candidatespreparingforthecurrentCambridge English: Advanced (CAE) Writingtest.Otherquestiontypes(suchasarticle,informationsheet,
contribution,competitionentry,andsettextquestions)willnolongerbeincludedintheWritingtest.
WRITING
WRITING | SAMPLE PAPER
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WRITING
WRITING | ASSESSMENT
AssessmentofWriting
Examinersandmarking
WritingExaminers(WEs)undergoarigorousprocessoftrainingand
certicationbeforetheyareinvitedtomark.Onceaccepted,theyare
supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal
Examiner(PE),whoguidesandmonitorsthemarkingprocess.
WEsmarkcandidateresponsesinasecureonlinemarking
environment.Thesoftwarerandomlyallocatescandidateresponses
toensurethatindividualexaminersdonotreceiveaconcentrationof
goodorweakresponses,orofanyonelanguagegroup.Thesoftware
alsoallowsforexaminersmarkingtobemonitoredforqualityand
consistency.Duringthemarkingperiod,thePEandTLsareableto
viewtheirteamsprogressandtoofersupportandadvice,
asrequired.
Assessmentscales
Examinersmarktasksusingassessmentscalesthatweredeveloped
withexplicitreferencetotheCommonEuropeanFrameworkof
ReferenceforLanguages(CEFR).Thescales,whichareusedacross
thespectrumofourGeneralEnglish,AcademicandProfessional
EnglishandBusinessEnglishWritingtests,consistoffoursubscales:
Content,CommunicativeAchievement,Organisation,andLanguage:
Contentfocusesonhowwellthecandidatehasfullledthetask,
inotherwordsiftheyhavedonewhattheywereaskedtodo.
CommunicativeAchievementfocusesonhowappropriatethe
writingisforthetaskandwhetherthecandidatehasusedthe
appropriateregister.
Organisationfocusesonthewaythecandidateputstogetherthe
pieceofwriting,inotherwordsifitislogicalandordered.
Languagefocusesonvocabularyandgrammar.Thisincludesthe
rangeoflanguageaswellashowaccurateitis.
Responsesaremarkedoneachsubscalefrom0to5.
Whenmarkingthetasks,examinerstakeintoaccountlengthof
responsesandvarietiesofEnglish:
Guidelinesonlengthareprovidedforeachtask;responses
whicharetooshortmaynothaveanadequaterangeoflanguage
andmaynotprovidealltheinformationthatisrequired,while
responseswhicharetoolongmaycontainirrelevantcontentand
haveanegativeefectonthereader.Thesemayafectcandidates
marksontherelevantsubscales.
CandidatesareexpectedtouseaparticularvarietyofEnglish
withsomedegreeofconsistencyinareassuchasspelling,and
not,forexample,switchfromusingaBritishspellingofawordto
anAmericanspellingofthesameword.
ThesubscaleContentiscommontoalllevels:
Content
5 All content is relevant to the task.
Target reader is fully informed.
3 Minor irrelevances and/or omissions may be present.
Target reader is on the whole informed.
1 Irrelevances and misinterpretation of task may be present.
Target reader is minimally informed.
0 Content is totally irrelevant.
Target reader is not informed.
Theremainingthreesubscales(CommunicativeAchievement,
Organisation,andLanguage)havedescriptorsspecictoeach
CEFRlevel:
CEFR
level
Communicative Achievement Organisation Language
Demonstratescompletecommandofthe
conventionsofthecommunicativetask.
Communicatescomplexideasinan
efectiveandconvincingway,holding
thetargetreadersattentionwithease,
fulllingallcommunicativepurposes.
Textisorganisedimpressivelyand
coherentlyusingawiderangeof
cohesivedevicesandorganisational
patternswithcompleteexibility.
Usesawiderangeofvocabulary,including
lesscommonlexis,withuency,precision,
sophisticationandstyle.
Useofgrammarissophisticated,fullycontrolled
andcompletelynatural.
Anyinaccuraciesoccuronlyasslips.
C2 Usestheconventionsofthe
communicativetaskwithsufcient
exibilitytocommunicatecomplexideas
inanefectiveway,holdingthetarget
readersattentionwithease,fulllingall
communicativepurposes.
Textisawell-organised,coherentwhole,
usingavarietyofcohesivedevicesand
organisationalpatternswithexibility.
Usesarangeofvocabulary,includingless
commonlexis,efectivelyandprecisely.
Usesawiderangeofsimpleandcomplex
grammaticalformswithfullcontrol,exibilityand
sophistication.
Errors,ifpresent,arerelatedtolesscommon
wordsandstructures,oroccurasslips.
C1 Usestheconventionsofthe
communicativetaskefectivelyto
holdthetargetreadersattentionand
communicatestraightforwardand
complexideas,asappropriate.
Textiswellorganisedandcoherent,
usingavarietyofcohesivedevicesand
organisationalpatternstogenerallygood
efect.
Usesarangeofvocabulary,includingless
commonlexis,appropriately.
Usesarangeofsimpleandcomplexgrammatical
formswithcontrolandexibility.
Occasionalerrorsmaybepresentbutdonot
impedecommunication.
B2 Usestheconventionsofthe
communicativetasktoholdthetarget
readersattentionandcommunicate
straightforwardideas.
Textisgenerallywellorganisedand
coherent,usingavarietyoflinkingwords
andcohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasionalinappropriateuse
oflesscommonlexis.
Usesarangeofsimpleandsomecomplex
grammaticalformswithagooddegreeofcontrol.
Errorsdonotimpedecommunication.
B1 Usestheconventionsofthe
communicativetaskingenerally
appropriatewaystocommunicate
Textisconnectedandcoherent,using
basiclinkingwordsandalimitednumber
ofcohesivedevices.
Useseverydayvocabularygenerallyappropriately,
whileoccasionallyoverusingcertainlexis.
Usessimplegrammaticalformswithagood
degreeofcontrol.
Whileerrorsarenoticeable,meaningcanstillbe
determined.
A2 Producestextthatcommunicatessimple
ideasinsimpleways.
Textisconnectedusingbasic,
high-frequencylinkingwords.
Usesbasicvocabularyreasonablyappropriately.
Usessimplegrammaticalformswithsomedegree
ofcontrol.
Errorsmayimpedemeaningattimes.
Cambridge English: Advanced (CAE)WritingExaminersusethefollowingassessmentscale,extractedfromtheoneonthepreviouspage:
C1 Content Communicative Achievement Organisation Language
5 Allcontentisrelevanttothe
task.
Targetreaderisfullyinformed.
Usestheconventionsof
thecommunicativetask
withsufcientexibility
tocommunicatecomplex
ideasinanefectiveway,
holdingthetargetreaders
attentionwithease,fulllingall
communicativepurposes.
Textisawell-organised,
coherentwhole,usinga
varietyofcohesivedevicesand
organisationalpatternswith
exibility.
Usesarangeofvocabulary,including
lesscommonlexis,efectivelyand
precisely.
Usesawiderangeofsimpleand
complexgrammaticalformswithfull
control,exibilityandsophistication.
Errors,ifpresent,arerelatedtoless
commonwordsandstructures,or
occurasslips.
4 Performance shares features of Bands 3 and 5.
3 Minorirrelevancesand/or
omissionsmaybepresent.
Targetreaderisonthewhole
informed.
Usestheconventionsofthe
communicativetaskefectively
toholdthetargetreaders
attentionandcommunicate
straightforwardandcomplex
ideas,asappropriate.
Textiswellorganisedand
coherent,usingavariety
ofcohesivedevicesand
organisationalpatternsto
generallygoodefect.
Usesarangeofvocabulary,including
lesscommonlexis,appropriately.
Usesarangeofsimpleandcomplex
grammaticalformswithcontroland
exibility.
Occasionalerrorsmaybepresentbut
donotimpedecommunication.
1 Irrelevancesand
misinterpretationoftaskmay
bepresent.
Targetreaderisminimally
informed.
Usestheconventionsof
thecommunicativetask
toholdthetargetreaders
attentionandcommunicate
Textisgenerallywellorganised
andcoherent,usingavariety
oflinkingwordsandcohesive
devices.
Usesarangeofeverydayvocabulary
appropriately,withoccasional
inappropriateuseoflesscommon
lexis.
Usesarangeofsimpleandsome
complexgrammaticalformswitha
gooddegreeofcontrol.
Errorsdonotimpedecommunication.
0 Contentistotallyirrelevant.
Targetreaderisnotinformed.
Performance below Band 1.
WRITING | GLOSSARY OF TERMS
Writingassessment
Glossaryofterms
1. GENERAL
Generally Generally is a qualier meaning not in every way or instance. Thus,
generally appropriately refers to performance that is not as good
as appropriately.
Flexibility Flexible and exibly refer to the ability to adapt whether
language, organisational devices, or task conventions rather than
using the same form over and over, thus evidencing better control
and a wider repertoire of the resource. Flexibility allows a candidate
to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/
or task requirements.
Target reader The target reader is the hypothetical reader set up in the task,
e.g. a magazines readership, your English teacher.
Informed The target reader is informed if content points and/or task
requirements are addressed and appropriately developed. Some
content points do not require much development (e.g. state what
is x) while others require it (describe, explain).
3. COMMUNICATIVE ACHIEVEMENT
Conventions
of the
communicative
task
Conventions of the communicative task include such things
as genre, format, register and function. For example, a personal
letter should not be written as a formal report, should be laid out
accordingly, and use the right tone for the communicative purpose.
Holding the
target readers
attention
Holding the target readers attention is used in the positive sense
and refers to the quality of a text that allows a reader to derive
meaning and not be distracted. It does not refer to texts that force
a reader to read closely because they are difcult to follow or make
sense of.
Communicative
purpose
Communicative purpose refers to the communicative
requirements as set out in the task, e.g. make a complaint, suggest
alternatives.
Straightforward
and complex
ideas
Straightforward ideas are those which relate to relatively limited
subject matter, usually concrete in nature, and which require simpler
rhetorical devices to communicate.
Complex ideas are those which are of a more abstract nature,
or which cover a wider subject area, requiring more rhetorical
resources to bring together and express.
4. ORGANISATION
Linking words,
cohesive
devices, and
organisational
patterns
Linking words are cohesive devices, but are separated here to refer
to higher-frequency vocabulary which provides explicit linkage. They
can range from basic high-frequency items (such as and, but) to
basic and phrasal items (such as because, rst of all, nally).
Cohesive devices refers to more sophisticated linking words and
phrases (e.g. moreover, it may appear, as a result), as well
as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on
the right ), ellipsis (e.g. The rst car he owned was a convertible,
the second a family car) , or repetition.
Organisational patterns refers to less-explicit ways of achieving
connection at the between-sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism, using
a rhetorical question to set up a new paragraph.
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in
common situations of a non-technical nature in the relevant
domain.
Less common lexis refers to vocabulary items that appear less
often in the relevant domain. These items often help to express
ideas more succinctly and precisely.
Appropriacy of
vocabulary
Appropriacy of vocabulary means the use of words and phrases
that t the context of the given task. For example, in Im very sensible
to noise, the word sensible is inappropriate as the word should be
sensitive. Another example would be Todays big snow makes getting
around the city difcult. The phrase getting around is well suited to
this situation. However, big snow is inappropriate as big and snow
are not used together. Heavy snow would be appropriate.
Grammatical
forms
Simple grammatical forms are words, phrases, basic tenses and
simple clauses.
Complex grammatical forms are longer and more complex items,
e.g. noun clauses, relative and adverb clauses, subordination,
passive forms, innitives, verb patterns, modal forms and tense
contrasts.
Grammatical
control
Grammatical control refers to the ability to consistently use
grammar accurately and appropriately to convey intended meaning.
Range Range refers to the variety of words and grammatical forms a
candidate uses. At higher levels, candidates will make increasing
use of a greater variety of words, xed phrases, collocations and
grammatical forms.
Errors and slips Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item or
grammatical structure, but just happened to make a mistake in this
instance. In a candidates response, where most other examples of
a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Impede
communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some efort is
required from the reader to determine meaning.
WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
Question1
CandidateA
Examinercomments
Subscale Mark Commentary
Content 5 Allcontentisrelevanttothetaskandthetargetreaderisfullyinformed.Thecandidatediscussestwooftheproposed
facilities(museumsandparks),andchoosesoneofthem(museums)tobenetfromtheextrafunding.Thecandidate
discussesthereasonswhyeachoneshouldreceivethemoney:science and history museums provide people very
interesting informations; in order to have well-informed teenagers, the local authorities should give money to museums; trees
can absorb many of the gases produced leading to a much healthier environment; running tracks for people who cannot aford
to go to gym. Thenaldecisionismadeinthenalparagraph.
Communicative
Achievement
3 Theconventionsofessaywritingareusedwell.Thereisaclearopeningparagraphandastrongconclusionwhich
leavesnoroomfordoubtastowherethemoneyshouldgo: as far as I am concerned the most important facility that
should receive investment from local authority are the museums. Theregisterisconsistentlyformalandtheessayhasan
objectivetone,givingopinionsandprovidingsupportingstatementswithevidence.Theclearparagraphinghelpsto
holdthetargetreadersattentionandcommunicatebothstraightforwardandmorecomplexideasinalogicalmanner.
Organisation 3 Thetextiswellorganisedandcoherent,andusesavarietyofcohesivedevicestogenerallygoodefect.Theideas
areclearlyintroduced:nowadays; on the one hand; moreover; for example; therefore; on the other hand; furthermore; all
in all.Thereisamixoflongandshortsentences,andsomeoftheshorteronescouldbenetfrombeingcombined.
Organisationalpatternsareevidentinthechoiceoflanguage.Forexample,intherstparagraphitisstatedthat
many facilities could use money from local authorities. Thisthennarrowstobecomecultural institutions should receive
more money,andthenthenalsentenceusessubstitutiontosetoutthemainidea:But which ones should receive more
investment is open to debate.
Language 2 Thereisarangeofrelevantvocabulary,butthisisnotalwaysusedsuccessfullytocommunicatefullideas.Takefor
exampleIn a world where true values are not respected as they should be, it is important to remember what really matters.
Althoughthishasanappropriatetoneandisaccurate,ithaslittlerelevancetothetextasawholeandaddsnoextra
information.Arangeofsimpleandsomemorecomplexgrammaticalstructuresisusedwithcontrol.However,there
areafewwordorderandpronounproblems,suchasit can be organised events; there can be built.Therearealsoerrors
withpluralsandarticles,butthesedonotimpedecommunication:the most important facility are the museums; aford
to go to gym; exercises in open air.
Nowadays, many facilities could use money from local authorities. There are people who claim that cultural
institutions should receive more money than other facilities. But which ones should receive more investment is
open to debate.
On the one hand, museums should be the institutions that need to receive a lot of money because people
have lost the interest in visiting and promoting them. In a world where true values are not respected as they
should be, it is important to remember what really matters. Moreover, the young men should be aware of the
importance of knowing basic things in different domains. For example, science and history museums provide
people very interesting informations. Therefore, in order to have well-informed teenagers, the local authorities
should give money to museums. With that money, it can be organised events like the day of open museums.
On the other hand, green spaces should also receive money from local authorities. Mainly because in big
cities, where the air is very polluted trees can absorb many of the gases produced leading to a much healthier
environment. Furthermore, there can be built spaces for kids to play and also running tracks for people who
cannot afford to go to gym. It is important for people to keep doing exercises in open air and in my opinion,
parks are the best place.
All in all, as far as I am concerned the most important facility that should receive investment from local
authority are the museums.
WRITING | QUESTION 1
Question1
CandidateB
Examinercomments
Content 3 Allcontentisrelevanttothetaskandthetargetreaderisonthewholeinformed.Thecandidatehasnotmadea
nalselectionbetweenthetwofacilities.However,hemakesarelevantchoice(namely,tofundbothfacilities),and
justiesthisdecisionwithevidencethroughouttheessay:This is one of the many reasons that people avoid sport
Another reason for this is that people have nowhere
Communicative
Achievement
4 Theconventionsofessaywritingareevidentandthetargetreadersattentionisheldthroughout.Theopening
statementsetsupthecontextoftheessay,andthecandidatechoosestwoofthefacilitiestodiscuss(parks
andsportscentres).Thecandidatelinksthesetwoaspectsthroughouttheessay,andthislinkingisefectivein
communicatingmorecomplexideaswhichrelatetobothfacilities.Forexample:sports centers and public gardens have
been neglected over the years; people avoid sport Another reason for this is that people have nowhere to go out for a walk.
Theargumentsarebackedupandsupportedwithevidenceeitherfrompersonalexperienceorfromtheinputtext.A
consistentregisterisused,andtheoveralltoneissuitablypersuasiveandobjective.
Organisation 4 Thetextiswellorganisedandcoherent.Fairlysubtleorganisationalpatternsandcohesivedevicesareused,rather
thanovertlinkingwords:forexample,relativeclauses/pronouns,substitutionandellipsis.Forexample:Having listened
to I realised that; We see lots of kids nowadays sufering from obesity caused by; Another reason for this is; The ones
that are. Somesentencesarequiteshortandcouldhavebeenconnectedtomakethetextmoreuidattimes:Public
gardens, parks for example are also lacking in numbers. The ones ,buttheoverallefectisgood.
Language 3 Thereisarangeofvocabularyandsomelesscommonlexis,whichiscollocatedappropriately:neglected over the years;
sufering from obesity; the simple fact that; lacking in numbers; follow a sports career; quality time.Thereisalsoarangeof
simpleandmorecomplexgrammaticalstructuresusedwithcontrol.Althoughthereisslightawkwardnessinplaces
andafewerrors,thesedonotcausethereaderdifculty:that meet the right characteristics that a good sports center must
have.
Facilities in need of funds
Having listened to todays radio programme about facilities that need financial help, I realised that sports
centers and public gardens have been neglected over the years by the local authorities.
There are few sports centers out there that meet the right characteristics that a good sports center must
have. This is one of the many reasons that people avoid sport. We see lots of kids nowadays suffering from
obesity and other health problems caused by the simple fact that they dont do sport.
Another reason for this is that people have nowhere to go out for a walk or to run in a nice place. Public
gardens, parks for example are also lacking in numbers. The ones that are already there are not very nice and
they dont look very good.
I think that by improving this two facilities the population can benefit from this. By creating more sports
centers, there will be some more jobs offered, and some kids might even follow a sports career. By making
more public gardens people can get out more often and spend some good quality time relaxing.
I think that local authorities should invest money in both facilities because, this is a good way to increase the
populations health.
Question1
CandidateC
Examinercomments
Content 5 Allcontentisrelevanttothetaskandthetargetreaderwouldbefullyinformed.Thecandidatediscussestwoofthe
options(sportscentresandgreenspaces).Althoughtheessayisslightlyunbalanced,focusingmainlyonsports
centres,thisisjustiedintheessay:Let me start with the sport centres as I think these are a bit more problematic.Likewise,
thebrieftreatmentofparksisexplained,andwhatfollowsisenoughtoinformthereaderfully:Regarding of the green
spaces,the situation is much clearer.
Communicative
Achievement
4 Theconventionsofthecommunicativetaskareusedefectively,holdingthetargetreadersattentionwithease.
Theregisterandtoneareconsistentandthelanguagechoicesaresufcientlyformalandappropriatethroughout,
particularlytheopeningandclosingparagraphs:The only question then is which one of these is more important, what
are the pros and cons of each one?; These factors lead me to my conclusion.Thereislotsofpersonalopinion,ratherthan
objectiveopinionbasedonagenerallyassumedview:I would like to write a few of my personal thoughts; I think these
are; The problem I see, butstraightforwardandmorecomplexideasareneverthelesscommunicated.Amoreobjective
approachwouldhavebeenmoresuitedtothisessaytask,whichistodiscusstheideaingeneraltermsratherthanin
thecandidatesownexperience.
Organisation 4 Theessayiswellorganisedandcoherent,andthediferentideasareclearlysignpostedthroughout:Let me start
with; Therefore; Another reason; Regarding.Thetargetreadercaneasilyfollowtheargument.Theparagraphsare
internallywellconstructed,andarelinkedtogetherappropriately.Intermsoforganisationalpatterns,theoverall
efectisgenerallygood,ratherthangoodthroughout,duetotheimbalanceoflengthbetweenthesecondandthird
paragraphs.
Language 4 Arangeofvocabulary,includinglesscommonlexis,isusedefectively,althoughnotalwaysprecisely:We have to
balance that shift in our lifestyles.Awiderangeofsimpleandcomplexgrammaticalformsisusedwithcontroland
exibility,particularlyintermsofsentenceconstruction:Obviously, in our times where lots of people spend days sitting
in their ofce staring at a computer, some sort of physical training is very important.Althoughthereareoccasionalerrors,
theseareoftenslipsanddonotimpedecommunication:you can do at these days; There is almost countless list.
In regard of a recent discussion about the facilities, which are financially supported by local authorities,
I would like to write a few of my personal thoughts. Whether we are talking about sports centres or public
gardens, there is no doubt that they are both a good thing to have in the city and should both be supported
somehow. The only question then is which one of these is more important, what are the pros and cons of each
one?
Let me start with the sport centres as I think these are a bit more problematic. Obviously, in our times where
lots of people spend days sitting in their office staring at a computer, some sort of physical training is
very important. We have to balance that shift in our lifestyles. The problem I see with supporting the sports
centres is the number of activities that you can do at these days. There is almost countless list of either
individual or team sports that we can think of, and each centre is usually designed for a specific type or at
least a group of sports similar in its nature. Therefore I think that it is too difficult to support them equally
and we cant say which activity is better than the others either. Another reason for not financing sports as
much as green parks is their commercial use. What I mean by that is that we usually pay for everything the
centre offers us to do and therefore they are more able to last from their own money than gardens.
Regarding of the green spaces, the situation is much clearer I think. Every city needs gardens where people
can sit and relax, but nobody is going to pay a tax for just walking around.
These factors lead me to my conclusion, that the public gardens are definitely a facility which should be
financed from public money, whereas in the case of sports centres, the situation is questionable.
Listeningpaper
Generaldescription
FORMAT Thepapercontainsfourparts.Each
partcontainsarecordedtextortexts
andcorrespondingcomprehension
tasks.Eachpartisheardtwice.
TIMING Approximately40minutes
NO.OFPARTS 4
NO.OFQUESTIONS 30
TASKTYPES Multiplechoice,sentence
completion,multiplematching.
TEXTTYPES Monologues:lectures,talks,
speeches,anecdotes,radio
broadcasts,etc.
Interacting speakers:interviews,
radiobroadcasts,discussions,
conversations,etc.
ANSWERFORMAT Candidatesareadvisedtowritetheir
answersinthespacesprovidedon
thequestionpaperwhilelistening.
Therewillbe5minutesattheendof
thetesttocopytheanswersontoa
separateanswersheet.Candidates
indicatetheiranswersbyshading
thecorrectlozengesorwritingthe
requiredwordorwordsincapital
lettersinaboxontheanswersheet.
RECORDING
INFORMATION
Theinstructionsforeachtaskare
giveninthequestionpaper,and
arealsoheardontherecording.
Theseinstructionsincludethe
announcementofpausesofspecied
lengths,duringwhichcandidatescan
familiarisethemselveswiththetask
and,forsomeitems,predictsome
ofthethingstheyarelikelytohear.
Avarietyofvoices,stylesofdelivery
andaccentswillbeheardineach
Listeningtesttoreectthevarious
contextspresentedintherecordings,
asappropriatetotheinternational
contextsofthetesttakers.
MARKS Eachcorrectanswerreceives1mark.
Structureandtasks
PART1
FOCUS Thefocusisonidentifyingspeakerfeeling,
attitude,opinion,purpose,function,
agreementbetweenspeakers,listenercourse
ofaction,gistanddetail.
FORMAT Threeshort,unrelatedextractslasting
approximately1minuteeach,consistingof
exchangesbetweeninteractingspeakers.
Therearetwomultiple-choicequestionson
eachextract.
NO.OFQS 6
PART2
TASKTYPE Sentencecompletion
FOCUS Thefocusisonidentifyingspecicinformation
andstatedopinion.
FORMAT Amonologuelastingapproximately3minutes.
Candidatesarerequiredtocompletethe
sentenceswithinformationheardonthe
recording.
NO.OFQS 8
PART3
FOCUS Thefocusisonidentifyingattitude,opinion,
gist,detail,speakerfeeling,purpose,function
andagreementbetweenspeakers.
FORMAT Anintervieworaconversationbetweentwo
ormorespeakersofapproximately4minutes.
Therearesix4-optionmultiple-choice
questions.
NO.OFQS 6
PART4
TASKTYPE Multiplematching
FOCUS Thefocusisonidentifyinggist,attitude,main
points,interpretingcontext,opinion,purpose
andspeakerfeeling.
FORMAT Fiveshort,themedmonologuesof
approximately30secondseach.Therearetwo
tasks.Eachtaskcontainsvequestionsand
requiresselectionofthecorrectoptionsfrom
alistofeight.
NO.OFQS 10
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LISTENING
Part 4
You will hear five short extracts in which people are talking about changing their jobs.
TASK ONE
For questions 21 25, choose from the list (A H) the
reason each speaker gives for changing job.
TASK TWO
For questions 26 30, choose from the list (A H) what each
speaker feels about their new job.
While you listen you must complete both tasks.

Speaker 1 21 Speaker 1 26

A
B
C
D
E
F
G
H
unfriendly colleagues
poor holiday entitlement
lacking a sense of purpose
needing more of a challenge
the workload
disagreements with superiors
no prospect of advancement
the physical environment
encouraged by early results
hopeful about future success
delighted by a change in lifestyle
relieved the initial uncertainty is over
glad to be helping other people
grateful for an increase in salary
happy to feel in control
satisfied with the training received
A
B
C
D
E
F
G
H
LISTENING
Script
This is the Cambridge Certicate in Advanced English Listening test.
SAMPLE TEST.
Im going to give you the instructions for this test.
Ill introduce each part of the test and give you time to look at the
questions.
At the start of each piece youll hear this sound:
***
Youll hear each piece twice.

Remember, while youre listening, write your answers on the question
paper.
Youll have 5 minutes at the end of the test to copy your answers
onto the separate answer sheet.
Therell now be a pause. Please ask any questions now, because you
must not speak during the test.
PAUSE5SECONDS
Now open your question paper and look at Part 1.
PAUSE5SECONDS
Youll hear three diferent extracts. For questions 16, choose the
answer (A, B, or C) which ts best according to what you hear. There
are two questions for each extract.
Extract one.
You hear two friends discussing the topic of marketing.
Now look at questions one and two.
PAUSE15SECONDS
***
F:Hi,Danielhowarethings?Haveyouappliedforcollegeyet?
M:Well,Icantdecidewhichonetogofor.Lotsofcollegeshave
sentmetheirglossybrochuresandIseetheynowgoonabout
howenvironmentallyfriendlytheyare;infacttheyvegotastar
ratingsystemforthisone
F:Mmmtheyretryingtoattractasmuchinterestaspossible,
thoughImnotsurethatwouldhavemuchimpactonmychoice
ultimatelythecoursehastobetherightone,thoughIcansee
theyneedtocompete
M:Well,yes,butifIwastornbetweentwocoursesthenew
ratingcoulddecideit.Itsgoodtheyrethinkingaboutthese
issuesandthemarketingpeoplearecertainlyshoutingabout
it!
F:Itsgettinglikethecommercialsectorthosecompanieswho
sponsoracharityforexample,tryingtopersuadeconsumers
thatjustbybuyingtheirproducts,theyredoingtheirbitfor
charityandcanignoreothercauses.Idontknowifitincreases
sales,butthecynicinmereckonsmanycompaniesjustwantto
appearsofterinthepubliceye,sotheymakealotofnoiseabout
theircharitablecredentials.
PAUSE5SECONDS
***
REPEATEXTRACT1
PAUSE3SECONDS
Extract two.
You hear two friends talking about ways of keeping t.
Now look at questions three and four.
PAUSE15SECONDS
***
F:Areyoustillgoingtothegym,Frank?
M:Yes,butnotasoftenasIshouldbe.
F:Thatstheproblem,isntit?Iveheardthatthedropoutrate
amonggymmembersisveryhigheveninthosereallyexpensive,
luxuryhealthcentres.Anyway,gymsarenttheanswer.Imsure
therealkeyistobuildexerciseintoyourdailyroutine,bydoing
somethingsimplelikewalkingtothemallortakingthestairs
ratherthantheelevatorordoingsport.Andanotherthing,
peopletendtothinkthatasixty-minuteworkoutentitlesthemto
lazearoundfortherestofthedayoreatalotandthenundoall
thegoodtheymightvedone,butpeoplewhoexerciselittleand
oftendontfallintothesametrap.
M:Thatsallverywell,Mary,butwhataboutthepeoplewho
dontgiveuponthegymandwhoactuallyfeelthebenet,and
quiteenjoythecomradeship?Eachtohisown,youknow.Ifyoud
justgiveitanothershot,youmightnditsuitedyoutoo.
PAUSE5SECONDS
***
REPEATEXTRACT2
PAUSE3SECONDS
Extract three.
You hear a woman telling a friend about living in her capital city as a
student.
Now look at questions ve and six.
PAUSE15SECONDS
***
M:Whatdidyoustudyatuniversity,Alicia?
F:Horticultureplantsandthings.Iwasbasedataregionalone,
butIalsospenttimestudyinginthecapital.
M:Seemsastrangeplacetogoifyouwanttogrowthingsthe
middleofahugecity.
F:Mmm,thatswhatmyfellowstudentssaid!Imean,Iknowit
wasntideal.Itsaharshclimatewintersarebitterlycold,and
thesummerssweltering,withlittlerain.Butfolksinthecityare
justdeterminedtogrowstufonrooftops,balconies,wherever.
Theylljustgardenanywheretheycan.Itwasareminderofthe
strongspiritofgardeners.
M:Cometothinkofit,Idoremembernoticingthewaysomeof
thetreeswerelookedafterthere.Insteadofbarebitsofground
LISTENING
aroundurbantrees,theyseemtotakegreatprideinllingthe
eartharoundthemwithowers.
F:Andallthatsdonebytheresidentsthemselves.Itsasifevery
treeistobecelebrated.
M:Iwouldntgothatfar.Notallpartsofthecityarelikethat.
PAUSE5SECONDS
***
REPEATEXTRACT3
PAUSE3SECONDS
Thats the end of Part 1.
Now turn to Part 2.
PAUSE5SECONDS
Youll hear a student called Josh Brady talking about visiting South
Africa as part of his university course in botany. For questions 714,
complete the sentences with a word or short phrase.
You now have 45 seconds to look at Part 2.
PAUSE45SECONDS
***
M:Hieveryone.MynamesJoshBrady,andrecentlyIwaslucky
enoughtogoonabotanytriptoSouthAfricawithmytutor
andotherstudentsfrommyuniversity,togatherdataforthe
researchprojectwedbeeninvolvedinallyear.Ididntpostmy
diaryorblogontheuniversitywebsite,becauseIdpromisedto
submitareportonmyreturn,whichwouldappearthere,andI
wasworkingonthatfromDayOne.
Weweregoingtoexploreabeautifulregionofcoastal
countrysidethathadpreviouslybeenafected,notbydroughtas
iscommononsomepartsoftheAfricancontinentIvestudied,
butbyre.Wewantedtoseehowtheoraandotherlifeforms
therehadrecoveredinfact,someplantsgrowingthereare
dependentonthiskindofeventtotriggertheirgermination.
Whenwerstsawthelandscapehowever,wefeltrather
confused.Muchoftheareaseemedtobecultivatedelds,
principallyofredtearatherthanthecolourfulowerswedbeen
ledtoexpect.Sensingourconfusion,ourtutorreassuredusthat
wedsoonbeoftoawilderareawherewedseeamorestriking
rangeofspecimens.Wedimaginedthiswouldinvolvebeing
takenaroundinakindofminibus,orevenavanandtrailer,but
infactwhatweboardedwaswhatIcanonlydescribeasasafari
truckandweheadedoutintothenaturalvegetation.
Whenwearrivedandstartedwalkingthroughthevegetation,I
foundtheshapeoftheleavesratherasurprisecoastalplants
canoftenbetough,withleavescomingtoapointlikesharp
knives,buttheseresembledneedlesmorethananythingelse.
ThatmeantIwasinadequatelydressedforwalkingthrough
them,inthintrousers.Iwasalsototallyunpreparedforthe
amazingscentthattheplantsgaveof.Bytheendofthattrip,
Idlostcountofhowmanyspecieswedcomeacrosssmall
delicatepinkspecimens,brightyellowheathers,onewithdeep
orangeblooms,thementalimageofwhichwillstaywithme
forever,andbrightcrimsonwildspecimens.
Thelocalfarmersaretotallycommittedtoprotectingtheowers
andplantsthathavecolonisedthearea.Conservationistscallit
shrubland,inotherwordsavastareaofvegetationthatnowhas
aricharrayofplantspecies,butthatsoundsabitnegativefora
placethattomeseemedlikeaparadise.
Onedrawbackwasthat,althoughthebedroomsinourhostel
eachhadabalcony,theviewwasofthebackyard,withasmall
gardenbeyondwhichwashardlyimpressive.Butbywayof
compensationtheroofoferedaspectacularvantagepointover
thesurroundingscenery.Wespenteveryeveningwatchingthe
sungodownfromthereamagicalendtoeachfantasticday.
Anyway,thetripwasthemostamazingIveeverdone [fade]
PAUSE10SECONDS
Now youll hear Part 2 again.
***
REPEATPART2
PAUSE5SECONDS
Now turn to Part 3.
PAUSE5SECONDS
Youll hear an interview in which two journalists called Jenny Langdon
and Peter Sharples are talking about their work. For questions 1520,
choose the answer (A, B, C or D) which ts best according to what
you hear.
PAUSE70SECONDS
***
Int:Todaywerelookingatcareersinjournalism.Myguestsare
JennyLangdonandPeterSharples,bothregularcolumnistson
majorpublications.Jenny,youmadeyournamereallyyoung,
didntyou?
F:Relatively,yes.Iwasarawrecruitonthelocalpaperwhen
ascandalbrokeconcerningacelebritylivingnearby.Outof
theblueIfoundmyselfwithascooponmyhands.Basically,I
foundtheguy,interviewedhim,thenhidhimsomeplacewhere
reportersonrivalpaperswouldntndhim.Whenthestory
brokenextday,theeditorialteamhadactuallycobbledthe
front-pagestorytogetherfrommynotes,butitwasattributed
tomebyname.BeforeIknewwhatwashappening,Idbeen
headhuntedbyanationaldaily.Itwasaturningpointalright
butIcanhardlyclaimitasashrewdcareermoveoranything!
Int:Andtheeditoratthatnationaldailywasanotoriouslybad-
temperedindividual
F:Well,theresnodenyinghedeservedthatreputation!Imean,
havinglandedadreamjob,Iwasreallythrowninatthedeep
end!Mydeskwasrightoutsidehisofce,soIwasrstinthe
ringlineifanythingwentwrongevenstufIdhadnohandin!
ButIknewbetterthantoargue,andwasthick-skinnedenough
nottotakeitpersonally.Anywaythatswhatthepaperwaslike,
alwaysontheedge,andIreallyourishedinthatenvironment.
LISTENING
Int:Eventuallygettingyourowndailycolumn
F:andthatswhereIreallycameintomyown.Imean,Iddone
stintsonthesportsdesk,beencelebritycorrespondentthe
works.Actually,Ionlygotoferedthecolumnasastop-gap
whenmypredecessorleftunderacloud.ButIwasdesperate
toholdontoit.Anditcameatjusttherighttimeifitdbeen
earlier,Idneverhavehadthenerveortheexperiencetomakeit
myown.
Int:LetsbringPeterinhere.Youstartedofonthecelebrity
magazinecalledCarp,didntyou?
M:Idid.Ostensiblythankstoaspeculativelettertotheeditor
whenIwasstillastudent.Actually,Idbeendoingstuffora
studentnewspaperallthroughuniversity.SkillsIlearntthere
stoodmeingoodstead.WhenCarpMagazinecalledmefor
interview,myapproachtocollegenewsconvincedthemIwasin
touchwithrealityyouknow,budgets,deadlines,allthatthats
whatswungitinmyfavouritwasntjusthavingmyngeron
thepulseasfarasyouthculturewasconcernedimportantas
thatwasatCarp.
Int:CanIaskyoubothwhetheryoudsaycoursesinjournalism
areworthdoing?Jenny?
F:Well,Iwantedtowriteandajournalismcourseseemeda
reasonableenoughstartingpoint.Journalismisatleastpaidup
frontunlikesomeformsofwriting,andtheresnodenyingthat
wasanincentive.So,yes,Ididone.And,youknow,ifIhadnt,
whoknowsifIdhavebeenabletohandlethestufthrownat
mewhenIrstarrivedatthenewspaperitdoesgiveyouthat
grounding.ButIwouldntsayittaughtmeeverythingIneeded.
Fortunatelyastintonthestudentnewspaperlledinthegaps.
M:asissooftenthecase.Theyreoftencriticisedfortaking
toostrongalineonissues,buttheyreinvaluablebecausethey
giveyouthatfreerein,andyouregenerallywritingfromthe
heartratherthanforthemoney.Idsaybyallmeansdoacourse,
theoriseallyoulikeintheclassroom,butjustbearinmindthat
itsnosubstituteforgettingouttherefordevelopingyourown
style.
Int:Nowyouvebothrecentlypublishednovelsisthisachange
ofdirection?
F:Peoplekeepaskingthat.Iliketothinkthat,muchasIrate
myselfasajournalistandfeelIhavenothinglefttoprove,Im
stillupforthenextthingthatcomesalong.Illneverbeaprize-
winningnovelist,buthavingagoatitkeepsmeonmytoes.It
wouldbeeasyenoughtogetstaledoingacolumnlikemine,but
thatdoesremainmygrandpassionIdontknowaboutyou
Peter,butImhardlythinkingofmovingon.
M:Well,Iexpecttherespeoplewhodsayweshouldstandaside
togiveup-and-comingwritersachance.But,no,Imnot.Idgo
alongwiththeideaofdiversicationkeepingyounimblethough,
andImnotmakinggreatclaimsformynoveleither.ButIwould
takeissuewiththeideathatjournalismitselfholdsnofurther
challenge.IwishIhadyourcondenceJennyImalwaystelling
myselfthatImonlyasgoodasmylastpieceandtheresno
roomforcomplacency.
Int:Andtherewemustleaveit.Thankyouboth [fade]
PAUSE10SECONDS
***
REPEATPART3
PAUSE5SECONDS
Now turn to Part 4.
PAUSE5SECONDS
Part 4 consists of two tasks. Youll hear ve short extracts in which
people are talking about changing their jobs. Look at Task 1. For
questions 2125, choose from the list (AH) the reason each speaker
gives for changing job. Now look at Task 2. For questions 2630,
choose from the list (AH) what each speaker feels about their new
job. While you listen you must complete both tasks.
PAUSE45SECONDS
***
Speaker1
PAUSE2SECONDS
AftercollegeIworkedinabanktomakemoney.Itsagreatjob
ifyoulikesittingatthesamedeskeveryday,surroundedbythe
samefamiliarfaces.Igotplentyofannualleaveandthework
itselfwasquitedemanding,butonedayIwokeupandrealised
thatitdidntamounttomuch,andwasreallyprettypointless.
Handinginmynoticewasthenextlogicalstep.Isetupasa
freelancephotographerajobIdalwaysdreamedof.Afterthe
rstsixmonthsorsoofsheerpanic,Ifeelmuchcalmer;thiswill
alwaysbeariskyjob,butultimatelyafarmorerewardingone
notnancially,mindyou!
PAUSE3SECONDS
Speaker2
PAUSE2SECONDS
Thefamilycarsalesbusinesswastheobviousandsafecareer
routeforme,eventhoughwedidntalwaysseeeyetoeye.Id
nocomplaintsaboutthemoney,butthatdidntstopmelooking
atwhatotherpeopleweredoingandthinkingNowthats
somethingIdreallyliketogetmyteethinto.Andthatshow
Igotintorallydrivingreally.Iwenttorallyschoolpart-time,
thengotsignedupbyarallyteam.ThatswhenIleftthemotor
business,notwithoutabitofsoul-searching!Imissthefamily,
butlookingatmyselfnowtravellingtheworld,maybeeven
havingthechancetomakemillions,livingontheedgewhats
nottolove?
PAUSE3SECONDS
Speaker3
PAUSE2SECONDS
Ivealwaysworkedinthemusicindustrybutwasnevermade
tofeelverywelcomeinthemarketingdepartment.Iguessmy
facedidnttalthoughIwasdoingwellenough.Thenbychance
LISTENING
Iheardabandplayinginmylocalvenueandthoughtthey
weregreatIgotthemsignedupandsuddenlyrealisedthis
wasexactlythetypeofworkthatsuitedmeandmyabilities
searchingfortalent,givingkidsastartinthebusinessIloved.So,
afterawhileIleftthecompanytodojustthatonafreelance
basis.Paysnotbaditspossibletonegotiategoodpercentages
butthatsnotwhyIdoit.
PAUSE3SECONDS
Speaker4
PAUSE2SECONDS
Iworkedinabusystudioasaradiocopywriteritwas
challengingandfun,butfrustratingbecauseitwasntleading
anywherecareer-wise.Iwasspottedbyoneoftheradio
executiveshelikedmywaywithwordsandgavemethe
chanceofapresentingslotonageneralinterestshow.Ijumped
atit,butunderestimatedtheskillsinvolvedwithouttraining
itsprovingasteeplearningcurve!Itwouldvebeenbetterto
workasaninternforfreeforawhiletolearntheropes,but
itsallaboutseizingthemomenttoogoodanopportunityto
miss.NowIvegotafootinthedoor,Imprettyoptimisticabout
makingagoofit.
PAUSE3SECONDS
Speaker5
PAUSE2SECONDS
IhadaresponsiblejobthatIdworkedhardformostpeople
wouldconsiderbeinganeyesurgeonprettyrewarding,both
nanciallyandemotionally.Iwasntkeentoleave,butthelong
shiftsandthesheervolumeofpatientsgotmedown.Iwanted
tousemyknowledgeandexperienceinotherways.Ididsome
researchontheefectsofsunlightonchildrenseyesand
eventuallystartedupmyownbusiness.Wemanufacturearange
ofsunglassesdesignedtoprotectchildrenseyesagainstharmful
rays.Immyownboss,soIcalltheshots,whichsuitsmedown
totheground.Ihavetobestrictwithmyselfabouttaking
holidaysthough!
PAUSE10SECONDS
***
REPEATPART4
PAUSE5SECONDS
Therell now be a pause of 5 minutes for you to copy your answers
onto the separate answer sheet. Be sure to follow the numbering of all
the questions. Ill remind you when theres 1 minute left, so that youre
sure to nish in time.
PAUSE4MINUTES
You have 1 more minute left.
PAUSE1MINUTE
Thats the end of the test. Please stop now. Your supervisor will now
collect all the question papers and answer sheets.
LISTENING
LISTENING | ANSWER KEY
Answerkey
Q PartOne
1 A
2 B
3 C
4 A
5 C
6 A
Q PartTwo
7 report
8 re
9 (red)tea
10 safaritruck
11 needle(s)
12 (deep)orange
13 paradise
14 roof
Q PartThree
15 C
16 B
17 C
18 B
19 A
20 D
Q PartFour
21 C
22 D
23 A
24 G
25 E
26 D
27 C
28 E
29 B
30 G
LISTENING
InPart2,bracketedwords/lettersdonothavetoappearintheanswer.
Speakingpaper
Generaldescription
FORMAT TheSpeakingtestcontainsfour
parts.
TIMING 15minutes
NO.OFPARTS 4
INTERACTION
PATTERN
Twocandidatesandtwoexaminers.
Oneexamineractsasboth
interlocutorandassessorand
managestheinteractioneitherby
askingquestionsorprovidingcues
forcandidates.Theotheractsas
assessoranddoesnotjoininthe
conversation.
TASKTYPES Shortexchangeswiththe
interlocutorandwiththeother
candidate;a1-minuteindividuallong
turn;acollaborativetaskinvolving
thetwocandidates;adiscussion.
MARKS Candidatesareassessedontheir
performancethroughout.
Structureandtasks
PART1
TASKTYPE
ANDFORMAT
Ashortconversationbetweenthe
interlocutorandeachcandidate(spoken
questions).
FOCUS Thefocusisongeneralinteractionaland
sociallanguage.
TIMING 2minutes
PART2
TASKTYPE
ANDFORMAT
Anindividuallongturnbyeachcandidate,
withabriefresponsefromthesecond
candidate.Inturn,thecandidatesaregiven
threepicturestotalkabout.
FOCUS Thefocusisonorganisingalargerunitof
discourse;comparing,describing,expressing
opinionsandspeculating.
TIMING A1-minutelongturnforeachcandidate,
plusa30-secondresponsefromthesecond
candidate.ThetotaltimeforPart2is
4minutes.
PART3
TASKTYPE
ANDFORMAT
Atwo-wayconversationbetweenthe
candidates.Thecandidatesaregivenspoken
instructionswithwrittenstimuli,whichare
usedindiscussionanddecision-making
tasks.
FOCUS Thefocusisonsustaininganinteraction,
exchangingideas,expressingandjustifying
opinions,agreeingand/ordisagreeing,
suggesting,speculating,evaluating,reaching
adecisionthroughnegotiation,etc.
TIMING A2-minutediscussionfollowedbya
1-minutedecision-makingtask.Thetotal
timeforPart3is4minutes.
PART4
TASKTYPE
ANDFORMAT
Adiscussionontopicsrelatedtothe
collaborativetask(spokenquestions).
FOCUS Thefocusisonexpressingandjustifying
opinions,agreeingand/ordisagreeingand
speculating.
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SPEAKING
SPEAKING | SAMPLE PAPER
2
How can students benefit from doing these different activities?
How heIpfuI might the activities be in preparing them for their future Iives?
SPEAKING
1
Why might the peopIe be doing these things together?
How might the peopIe be feeIing?
2
1
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SPEAKING | ASSESSMENT
AssessmentofSpeaking
Examinersandmarking
ThequalityassuranceofSpeakingExaminers(SEs)ismanaged
byTeamLeaders(TLs).TLsensureallexaminerssuccessfully
completeexaminertrainingandregularcerticationofprocedure
andassessmentbeforetheyexamine.TLsareinturnresponsible
toaProfessionalSupportLeader(PSL)whoistheprofessional
representativeofCambridgeEnglishLanguageAssessmentforthe
Speakingtestsinagivencountryorregion.
Annualexaminercerticationinvolvesattendanceataface-to-face
meetingtofocusonanddiscussassessmentandprocedure,followed
bythemarkingofsamplespeakingtestsinanonlineenvironment.
Examinersmustcompletestandardisationofassessmentforall
relevantlevelseachyearandareregularlymonitoredduringlive
testingsessions.
Assessmentscales
Throughoutthetestcandidatesareassessedontheirownindividual
performanceandnotinrelationtoeachother.Theyareawarded
marksbytwoexaminers:theassessorandtheinterlocutor.The
assessorawardsmarksbyapplyingperformancedescriptorsfromthe
analyticalassessmentscalesforthefollowingcriteria:
GrammaticalResource
LexicalResource
DiscourseManagement
Pronunciation
InteractiveCommunication.
TheinterlocutorawardsamarkforGlobalAchievementusingthe
GlobalAchievementscale.
AssessmentforCambridge English: Advanced (CAE)isbasedon
performanceacrossallpartsofthetest,andisachievedbyapplying
therelevantdescriptorsintheassessmentscales.Theassessment
scalesforCambridge English: Advanced (CAE)(shownonpage41)are
extractedfromtheoverallSpeakingscalesonpage42.
C1 Global Achievement
5 Handles communication on a wide range of topics, including unfamiliar
and abstract ones, with very little hesitation.
Uses accurate and appropriate linguistic resources to express complex
ideas and concepts and produce extended discourse that is coherent and
easy to follow.
3 Handles communication on a range of familiar and unfamiliar topics, with
very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
produce extended discourse that is generally coherent.
1 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that
lack coherence, and some inaccuracies and inappropriate usage occur.
0 Performance below Band 1.
Cambridge English: Advanced (CAE)SpeakingExaminersuseamoredetailedversionofthefollowingAssessmentScale,extractedfromtheoverall
Speakingscalesonpage42.
C1 Grammatical Resource Lexical Resource Discourse Management Pronunciation Interactive Communication
5 Maintainscontrol
ofawiderangeof
grammaticalforms.
Usesawiderangeof
appropriatevocabulary
togiveandexchange
viewsonfamiliarand
unfamiliartopics.
Producesextended
stretchesoflanguage
witheaseandwith
verylittlehesitation.
Contributionsare
relevant,coherentand
varied.
Usesawiderangeof
cohesivedevicesand
discoursemarkers.
Isintelligible.
Phonologicalfeatures
areusedefectivelyto
conveyandenhance
meaning.
Interactswithease,
linkingcontributions
tothoseofother
speakers.
Widensthescopeof
theinteractionand
negotiatestowardsan
outcome.
3 Showsagooddegree
ofcontrolofarange
ofsimpleandsome
complexgrammatical
forms.
Usesarangeof
appropriatevocabulary
togiveandexchange
viewsonfamiliarand
unfamiliartopics.
Producesextended
stretchesoflanguage
withverylittle
hesitation.
Contributionsare
relevantandthereisa
clearorganisationof
ideas.
Usesarangeof
cohesivedevicesand
discoursemarkers.
Isintelligible.
Intonationis
appropriate.
Sentenceandword
stressisaccurately
placed.
Individualsoundsare
articulatedclearly.
Initiatesandresponds
appropriately,linking
contributionstothose
ofotherspeakers.
Maintainsand
developsthe
interactionand
negotiatestowardsan
outcome.
1 Showsagooddegree
ofcontrolofsimple
grammaticalforms,
andattemptssome
complexgrammatical
forms.
Usesappropriate
vocabularytogive
andexchangeviews,
butonlywhentalking
aboutfamiliartopics.
Producesextended
stretchesoflanguage
despitesome
hesitation.
Contributionsare
relevantandthereis
verylittlerepetition.
Usesarangeof
cohesivedevices.
Isintelligible.
Intonationisgenerally
appropriate.
Sentenceandword
stressisgenerally
accuratelyplaced.
Individualsoundsare
generallyarticulated
clearly.
Initiatesandresponds
appropriately.
Maintainsand
developsthe
interactionand
negotiatestowards
anoutcomewithvery
littlesupport.
0 Performance below Band 1.
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B
1

S
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.
OverallSpeakingscales
Speakingassessment
Glossaryofterms
1. GENERAL
Conveying basic
meaning
Conveying basic meaning: the ability of candidates to get their
message across to their listeners, despite possible inaccuracies in
the structure and/or delivery of the message.
Situations and
topics
Everyday situations: situations that candidates come across in
their everyday lives, e.g. having a meal, asking for information,
shopping, going out with friends or family, travelling to school or
work, taking part in leisure activities. A Cambridge English: Key
(KET) task that requires candidates to exchange details about a
stores opening hours exemplies an everyday situation.
Familiar topics: topics about which candidates can be expected to
have some knowledge or personal experience. Cambridge English:
First (FCE) tasks that require candidates to talk about what people
like to do on holiday, or what it is like to do diferent jobs, exemplify
familiar topics.
Unfamiliar topics: topics which candidates would not be expected
to have much personal experience of. Cambridge English: Advanced
(CAE) tasks that require candidates to speculate about whether
people in the world today only care about themselves, or the
kinds of problems that having a lot of money can cause, exemplify
unfamiliar topics.
Abstract topics: topics which include ideas rather than concrete
situations or events. Cambridge English: Prociency (CPE) tasks
that require candidates to discuss how far the development of our
civilisation has been afected by chance discoveries or events, or the
impact of writing on society, exemplify abstract topics.
Utterance Utterance: people generally write in sentences and they speak in
utterances. An utterance may be as short as a word or phrase, or a
longer stretch of language.
2. GRAMMAR AND VOCABULARY (cont.)
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that t
the context of the given task. For example, in the utterance Im very
sensible to noise, the word sensible is inappropriate as the word
should be sensitive. Another example would be Todays big snow
makes getting around the city difcult. The phrase getting around is
well suited to this situation. However, big snow is inappropriate as
big and snow are not used together. Heavy snow would be
appropriate.
Flexibility Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to diferentiate according to the
context, and to eliminate ambiguity. Examples of this would be
reformulating and paraphrasing ideas.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Where language specications are provided at lower levels (as in
Cambridge English: Key (KET) and Cambridge English: Preliminary
(PET)), candidates may have control of only the simplest exponents
of the listed forms.
Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent
use of one form in terms of structure or meaning, the production of
one part of a complex form incorrectly or the use of some complex
forms correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances,
ellipsis and reformulation. Where communication is achieved, such
features are not penalised.
2. GRAMMAR AND VOCABULARY (cont.)
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex
utterances, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, innitives, verb patterns, modal forms
and tense contrasts.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
3. DISCOURSE MANAGEMENT
Coherence and
cohesion
Coherence and cohesion are difcult to separate in discourse.
Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers
to a stretch of speech which is unied and structurally organised.
Coherence and cohesion can be achieved in a variety of ways,
including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information (rst,
second, next, nally).
At higher levels, candidates should be able to provide cohesion not
just with basic cohesive devices (e.g. and, but, or, then, nally) but
also with more sophisticated devices (e.g. therefore, moreover, as a
result, in addition, however, on the other hand).
Related vocabulary: the use of several items from the same lexical
set, e.g. train, station, platform, carriage; or study, learn, revise.
Grammatical devices: essentially the use of reference pronouns
(e.g. it, this, one) and articles (e.g. There are two women in the
picture. The one on the right . . .).
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Extent/extended
stretches of
language
Extent/extended stretches of language: the amount of language
produced by a candidate which should be appropriate to the task.
Long turn tasks require longer stretches of language, whereas tasks
which involve discussion or answering questions could require
shorter and extended responses.
Relevance Relevance: a contribution that is related to the task and not about
something completely diferent.
Repetition Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.
SPEAKING | GLOSSARY OF TERMS
SPEAKING | GLOSSARY OF TERMS
4. PRONUNCIATION
Intelligible Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological
features
Phonological features include the pronunciation of individual
sounds, word and sentence stress, and intonation.
Individual sounds are:
pronounced vowels, e.g. the // in cat or the // in bed
diphthongs, when two vowels are rolled together to produce one
sound, e.g. the // in host or the // in hate
consonants, e.g. the // in cut or the // in sh.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey the
speakers mood, to support meaning or to indicate new information.
5. INTERACTIVE COMMUNICATION
Development of
the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic
(e.g. What about bringing a camera for the holiday? or Whys that?).
Initiating and
Responding
Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or the
interlocutor has said.
Prompting and
Supporting
Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Turn and Simple
exchange
Turn: everything a person says before someone else speaks.
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question-
answer, suggestion-agreement.
9 781908 791115
ISBN 978-1-908791-11-5
Cambridge English
Language Assessment
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
www.cambridgeenglish.org/help
www.cambridgeenglish.org
Cambridge English: Advanced (CAE), also known as Certificate
in Advanced English, is at Level C1 of the Common European
Framework of Reference for Languages (CEFR) published by the
Council of Europe.
Cambridge English: Advanced (CAE) has been accredited by Ofqual,
the statutory regulatory authority for external qualifications in
England and its counterparts in Wales and Northern Ireland; for
more information, see www.ofqual.gov.uk
C
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UCLES 2013 | CE/1119/3Y06

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