Guide 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