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not just testingGuide to the CAE Test 4
Test 1 6
Paper 1 Reading 6
Poper 2. writing 15
Paper 3. English inUse 13
| Poper 4 Listening 2%
| Paper S speaking 23
Test 2 30
Paper 1. Reading 30
; Paper? Witng 38
Paper 3. English in Use a
Paper 4 Ustening a7
Paper S Speaking 51
Test 3 52
Paper 1. Reading 52
Panet 2 Writing 81
Paper 3. Endlich in Use 63
: Ee nerd 68
Paper 5 Speaking B
Test 4 ™
Foper 1 Reading 7
Faper 2. wiring a
Faper 3 English in Use 85
Feper 4 Lstening 31
FaperS Speaking 95
Test 5 96
Faper 1 Reading 96
Faper2 Wrting 105
Paper 3 English in Use 107
Paper 4 listening 113
Faper 5 Speaking "7
Test 6 118
Paper | Reading 118
Paper? Weting wa
Paver 3 English in Use 139
Paper 4 stenina 139
Paper 5 Speaking 139
Visuals for Paper 5 +40
OM Answer Sheets 157
Answer Key ‘61
Tapescripts| 178
CONTENTS =nGuide to Paper 1_Reading
In total there are approximately 3500 words of reading text in
teach paper with 40-50 questions aimed to test a range of
reading skils. Parts 2 and 3 each contain one long text, whilst
Parts 1 and 4 may contan either a series of short texts on @
related theme, or a longer text divided into sections. Part 4
Generally contains the largest amount of text with up to 1200
words
Texts are al taken from authentic sources and may include
extracts from newspapers, magazines and non-fiction books as
well as informational or publicity metetial. There isa range of
siyles of writing, register and purpose amongst the texts chosen
but the target audience is always the educated non-specalst
reader
ach task & designed to reflect the reading stills most
gpproprate 10 the text type and students should approach each
nthe most suitable wa). For erample, Parts 1 and 4 require
students to ‘ind information and ideas in long, and often very
detailed, texts, Close reading of the whole texts, therefore,
linnecessery and may waste valuable time. Corversely, the tasks
in Parts 2 and 3, aithough targeting qute diferent skis, do
require a close reading of the whole text, Advice about howto
approach each of the Paper 1 tasks is gen in the context of the
texts in Test 1 of this book
The reading paper accounts for 20% of the total marks fer the
ivhole examination. Given the nature of the tasks, Parts 1 and 4
tend to have more questions (12-22) than tasks in Parts 2 and 3
(5-7). Each partis, however, equally important, and the marks
bre adjusted accordingly. £ach question in Parts 1 and 4 i,
therefore, worth 1 mark, whilst each question in Parts 2 and 3
is worth 2 marks, Students racord their answers directly onto
the answer sheet in pencil, These are read directly by a
‘computerised optical matk reader in Cambridge, There ie an
‘example answer sheet on page 157.
Guide to Paper 2__ Writing
In the Writing paper students produce two pieces or writing,
ach of arourd 250 words, A varety of task types may feature
fh either par of the exam, including formal and informal letters
articles, reports and reviews, Each piece of writing has a context.
ext type and target reader ate defined by the rubric
Part 1% a compulsory task which Is based on input information
totalling sround 40 iworcs. This aenerally takes the form of a
umber of texts relevant to the given situation. These texts may
be letters, reports, advertisements or handwritten notes.
Studenis must read these texts carefully and use them as the
basis forthe text they produce, The skill tested here fs the ability
to absorb and combine information from a variety of sources
and to respresert it in 2 different form.
Part 2 offers a choice of tasks. The final task on each paper is @
‘work-felated’ question which afows those with experience of
the world of work to use this in their answer. This option should.
‘only be chosen by students with relevant work experience. In
Part 2 tasks, students should folow the instructions given in the
fubtc, but will have tho freedom to introduce thelr own ideas
into the tasks as the content information is not provided,
EXAM OVERVIEW
paper 2 accounts for 20% of the marks in the whole
examination, Each piece of writing 5 double marked by
fuly-trained examiners using detaled criteria. In both Parts 1
‘and 2, task achievement is a key feature in assessment. An
Snswer which fals to include all the relevant information, or
Sditess the points outlined in the rubric will nat receive good
‘harks, no matter how good the language. The citeria used by
the examiners are: content, task achievernent, organisation end
linking of iceas, accuracy of language, range of vocabulary and
(grammatical sructures, appropriate register and the effect on
the target reades.
Guide to Paper 3
English in Use
Each of the six parts of the English in Use paper is based on an
input text. These texts provide a contert for testing the use of
grammar, vocabulary, speling and punctuation, as well as
onirol of style, register, cohesion and coherence.
Part 1 isa rrukipiechoice cloze task based on a text of around,
250 words. Knowledge of vocabulary is being tested here, and
5 each of the multple-choice options fis grammatically and
logically into the text, but only one combines with the base text
to fully express the intended meaning
Part 2is an open cloze task based on a text of around 250
words, The focus here is on grammar, and mssing words wil
indude pronouns, conjunctions, verbal awiliaries, etc. Some
questions, particularly where keys are negatives, Inking
expressions etc, wil focus on meaning Deyond the level of the
immediate phrase or sentence.
Part 3s an error correction task. There are two possible
vatiations to this task. In the fst version, most lines of the 200-
ord text contain an unnecessary word. In the second version,
‘most lines in the text contain either a misspelled word, or an
inaporopriate punctuation mark. In both versions, each line of.
text is either correct, or contains one error of the type defined in
the rubric.
Part 4.is a word-buiding tesk, based on two short unconnected
texts of around 125 words each. The base form of each target
sword b given, students inserting the correct form in the context
1 the passage. This task tests Knowledge ofall kinds of
Hfivaton, particularly the formation of nouns and the use of
prefixes to mocify meaning,
Part § is an informetion-transfer task which involves two texts
(of arourd 150 words. The firsts an input text which contains
4 the information needed to compet the task. The second 2
text which conveys the seme information from a different
standpoint or vinich is addressed to a different target reader. Fer
‘Gxample, a formal leaflet provides information for a note to
‘Fiend, or vice versa, Students, through reference to the nput
text, complete gaps with one or two words appropriate to the
style and tone of the second tert, The focus here ison range of
expression and the abilly to use language of an appropriaie
resister
Part 6 is a discourse cloze based on 2 text of around 250
words. Students must decide which of the listed phrases or
Clauses fits each gap. What's tested here is knowledge of text
structure ard coherence at sentence level