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Exper ts in Language Assessment
Certificate in
English
Handbook for teachers
for examinations from December 2008
© UCLES 2007
EMC/4484/7Y09
Advanced
The Certificate in Advanced English is at Level C1 of the Common European Framework of Reference for Languages: Learning,
teaching, assessment published by the Council of Europe
CAE content and overview
Part/timing
Content
Test focus
Part 1
Three texts on one theme from a range of sources. Each text
has two multiple-choice questions.
Candidates are expected to show understanding of
attitude, detail, implication, main idea, opinion,
purpose, specific information, text organisation fea-
tures, tone and text structure.
READING
1 hour 15 minutes
Part 2
A text from which six paragraphs have been removed and
placed in a jumbled order, together with an additional para-
graph, after the text.
Part 3
A text followed by seven multiple-choice questions.
Part 4
A text or several short texts preceded by 15 multiple-match-
ing questions.
Part 1
One compulsory question.
Candidates are expected to be able to write non-
specialised text types such as an article, a contribu-
tion to a longer piece, an essay, information sheets,
a letter, a proposal, a report, a review, or a competi-
tion entry, with a focus on advising, comparing,
evaluating, expressing opinions, hypothesising,
justifying and persuading.
WRITING
1 hour 30 minutes
Part 2
Candidates choose one task from a choice of five questions
(including the set text options).
Part 1
A modified cloze test containing 12 gaps and followed by 12
multiple-choice items.
Candidates are expected to demonstrate the ability
to apply their knowledge of the language system by
completing a number of tasks.
Part 2
A modified open cloze test containing 15 gaps.
USE OF ENGLISH
1 hour
Part 3
A text containing 10 gaps. Each gap corresponds to a word.
The stems of the missing words are given beside the text
and must be changed to form the missing word.
Part 4
Five questions, each one containing three discrete sen-
tences. Each sentence contains one gap, which must be
completed with one word which is appropriate in all three
sentences.
Part 5
Eight separate questions, each with a lead-in sentence and
a gapped second sentence to be completed in three to six
words, one of which is a given ‘key word’.
LISTENING
Approximately
40 minutes
Part 1
Three short extracts, from exchanges between interacting
speakers. There are two multiple-choice questions for each
extract.
Candidates are expected to be able to show under-
standing of agreement, attitude, course of action,
detail, feeling, function, gist, interpreting context,
main points, opinion, purpose, specific information
etc.
Part 2
A monologue with a sentence completion task which has
eight items.
Part 3
A text involving interacting speakers, with six multiple-
choice questions.
Part 4
Five short themed monologues, with 10 multiple-matching
questions.
Part 1
A conversation between the interlocutor and each candidate
(spoken questions).
Candidates are expected to be able to respond to
questions and to interact in conversational English.
SPEAKING
15 minutes
Part 2
An individual ‘long turn’ for each candidate with a brief
response from the second candidate (visual and written
stimuli, with spoken instructions).
Part 3
A two-way conversation between the candidates (visual and
written stimuli, with spoken instructions).
Part 4
A discussion on topics related to Part 3 (spoken questions).
Preface
This handbook is for anyone who is preparing candidates for the Certificate in Advanced English examination (CAE). The
introduction gives an overview of CAE and its place within Cambridge ESOL. This is followed by a focus on each paper and
includes content, advice on preparation and example papers.
Further information on the examination will be issued in the form of:
• regular update bulletins
• an extensive programme of seminars and conference presentations.
If you require additional CDs or further copies of this booklet, please email:
ESOLinfo@CambridgeESOL.org
Contents
Inside front cover
CAE content and overview
OVERVIEW OF CAE
2
University of Cambridge ESOL
Examinations
2
Key features of Cambridge ESOL
examinations
INTRODUCTION TO
CAMBRIDGE ESOL
2
The purpose of the review project
3
The process of the project
3
Factors affecting the design of the
examination
INTRODUCTION TO CAE
3
Content of CAE
3
The level of CAE
4
Varieties of English
4
Recognition
4
Official accreditation in the UK
4
The CAE candidature
4
Marks and results
5
Special circumstances
EXAMINATION CONTENT
AND PROCESSING
6
Course materials
6
Past papers and examination reports
6
Online support
6
Seminars for teachers
6
Administrative information
6
Further information
CAE SUPPORT
7
General description
7
Structure and tasks
8
The four parts of the Reading paper
9
Preparation
11
Sample paper – test 1
16
Answer keys – test 1
16
Sample paper – test 2
21
Answer keys – test 2
21
Candidate answer sheet
1
READING PAPER
22
General description
22
Structure and tasks
23
The two parts of the Writing paper
24
Preparation
26
Task types
28
Sample paper – test 1
31
Sample paper – test 2
33
Assessment
34
Cambridge ESOL Common Scale for
Writing
35
Sample scripts and mark schemes –
tests 1 and 2
2
WRITING PAPER
47
General description
47
Structure and tasks
48
The five parts of the Use of English
paper
49
Preparation
51
Sample paper – test 1
55
Answer keys – test 1
56
Sample paper – test 2
60
Answer keys – test 2
61
Candidate answer sheet
3
USE OF ENGLISH PAPER
62
General description
62
Structure and tasks
63
The four parts of the Listening paper
63
Preparation
66
Sample paper – test 1
69
Sample tapescript – test 1
73
Answer keys – test 1
74
Sample paper – test 2
77
Sample tapescript – test 2
81
Answer keys – test 2
82
Candidate answer sheet
4
LISTENING PAPER
83
General description
83
Structure and tasks
84
The four parts of the Speaking test
85
Preparation
88
Sample paper – test 1
92
Sample paper – test 2
95
Assessment
96
Cambridge ESOL Common Scale for
speaking
5
SPEAKING TEST
97
CAE Glossary and Acronyms
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contents
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Introduction to Cambridge ESOL
• to relate the examinations to the teaching curriculum in
such a way that they encourage positive learning
experiences, and to seek to achieve a positive impact
wherever possible
University of Cambridge ESOL Examinations
University of Cambridge ESOL Examinations (Cambridge ESOL)
is a part of the Cambridge Assessment Group, which is a
department of the University of Cambridge*. It has a tradition
of language assessment dating back to 1913, and is one of the
world’s largest educational assessment agencies. Cambridge
ESOL offers an extensive range of examinations, certificates
and diplomas for learners and teachers of English. In 2006,
over 2 million people took these examinations at centres in
over 140 countries.
• to endeavour to be fair to all candidates, whatever their
national, ethnic and linguistic background, gender or
disability.
Cambridge ESOL examinations are designed around four
essential qualities: validity, reliability, impact and practicality.
Validity is normally taken to be the extent to which a test can
be shown to produce scores which are an accurate reflection
of the candidate’s true level of language skills. Reliability
concerns the extent to which test results are stable, consistent
and accurate, and therefore the extent to which they can be
depended on for making decisions about the candidate.
Impact concerns the effects, beneficial or otherwise, which an
examination has on the candidates and other users, whether
these are educational, social, economic or political, or various
combinations of these. Practicality can be defined as the
extent to which an examination is practicable in terms of the
resources needed to produce and administer it. All these
factors underpin the development and production of
Cambridge ESOL examinations.
Cambridge ESOL’s systems and processes for designing,
developing and delivering examinations and assessment
services are certified as meeting the internationally
recognised ISO9001:2000 standard for quality management.
Cambridge ESOL examinations are suitable for learners of all
nationalities, whatever their first language and cultural
background, and there are examinations suitable for learners
of almost any age. Although they are designed for native
speakers of languages other than English, no language related
restrictions apply. The range of Cambridge ESOL examinations
includes specialist examinations in Business English and
English for Academic Purposes, as well as tests for young
learners and a suite of certificates and diplomas for language
teachers.
Introduction to CAE
The examinations cover all four language skills – reading,
writing, listening and speaking. They include a range of tasks
which assess candidates’ ability to use English, so that in
preparing for the examinations, candidates develop the skills
they need to make practical use of the language in a variety of
contexts. Above all, what the Cambridge ESOL examinations
assess is the ability to communicate effectively in English.
The Certificate in Advanced English (CAE) was originally
offered in 1991. An update in 1999 allowed the examination to
keep pace with changes in language teaching and testing.
Following the successful revision of the Certificate of
Proficiency in English (CPE) in 2002 and in light of feedback
received, it was decided to review CAE and implement changes
as appropriate.
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
The purpose of the review project
The purpose of the project was to review CAE in order to
ensure that it met the current needs of candidates, teachers,
centres and other users in terms of content and length.
The aims were to:
• reflect developments in the field of language teaching
and learning
• reflect developments in Cambridge ESOL’s other General
English examinations, e.g. the revision of CPE
• take account of information about candidates gained
through the Candidate Information Sheets completed by
all candidates at each administration of the examination
• ensure a thoroughly validated examination
• define a specific test focus for each part of each paper
• ensure the examination meets the needs of candidates
and other users.
Key features of Cambridge ESOL examinations
Cambridge ESOL undertakes:
• to assess language skills at a range of levels, each of
them having a clearly defined relevance to the needs of
language learners
• to assess skills which are directly relevant to the range
of uses for which learners will need the language they
have learned, and which cover the four language skills –
reading, writing, listening and speaking – as well as
knowledge of language structure and use
• to provide accurate and consistent assessment of each
language skill at the appropriate level
The outcome, in terms of benefits for the various areas and
stakeholders, is the result of extensive research and several
rounds of consultation with all users, both online and face-to-
face.
* Cambridge Assessment is the operating name for the University of
Cambridge Local Examinations Syndicate (UCLES).
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cae handbook for teachers |
introduction to cae
 The process of the project
practical language assessment, the notion of overall ability is
subdivided into different skills and subskills. This ‘skills and
components’ view is well established in the language research
and teaching literature.
The project included the following main stages:
• Data collection, e.g. market information including survey
questionnaires sent to candidates, teachers, Oral
Examiners and examination administrators; information
on candidature collected on Candidate Information
Sheets.
Four main skills of reading, writing, listening and speaking are
recognised, and each of these is assessed in a test component
of the same name. Reading and listening are multi-
dimensional skills involving the interaction of the
reader/listener’s mental processing capacities with their
language and content knowledge; further interaction takes
place between the reader/listener and the external features of
the text and task. Purpose and context for reading/listening
shape these interactions and this is reflected in the CAE
Reading and Listening components through the use of
different text and task types which link to a relevant target
language use context beyond the test.
• The development of examination specifications,
including the development of the test construct, test
content and the definition of the test focuses; the
production, editing and trialling of draft task types and
materials; the development and trialling of assessment
criteria; and research into the validity and reliability of
the material and assessment procedures.
• The production of examination support materials,
including public specifications, and training materials
for examiners and writers of examination materials.
Writing ability is also regarded as a linguistic, cognitive, social
and cultural phenomenon that takes place in a specific
context and for a particular purpose. Like Reading and
Listening, CAE Writing involves a series of complex
interactions between the task and the writers, who are
required to draw on different aspects of their knowledge and
experience to produce a written performance for evaluation.
Throughout the project, Cambridge ESOL has gathered
feedback on its proposals for the examination by holding
meetings with representatives of key ESOL organisations and
English language specialists, and by holding consultative
seminars with teachers and Directors of Studies. During
trialling, teachers and students have been asked to complete
questionnaires on trial materials.
Like Writing, Speaking involves multiple competences
including vocabulary and grammatical knowledge,
phonological control, knowledge of discourse, and pragmatic
awareness, which are partially distinct from their equivalents
in the written language. Since speaking generally involves
reciprocal oral interaction with others, Speaking in CAE is
assessed directly, through a face-to-face encounter between
candidates and examiners.
Factors affecting the design of the examination
Analysis of CAE Candidate Information Sheets and CAE
market survey questionnaires showed consistent agreement
on the kind of candidate taking CAE, on how the examination
should reflect candidates’ needs and interests, and on
administrative aspects of the examination. Extensive research
was also conducted into the current examination.
A fifth test component in CAE (Use of English) focuses on the
language knowledge structures or system(s) that underpin a
user’s communicative language ability in the written medium;
these are sometimes referred to as ‘enabling’ (sub)skills and
include knowledge of vocabulary, morphology, syntax,
punctuation, and discourse structure.
The design of the updated examination has incorporated the
insights provided by this information and aims to provide:
• coverage of candidates’ needs and interests
• coverage of language abilities underlying these needs
and interests (in reading, writing, language systems,
listening and speaking)
Each of these five test components in CAE provides a unique
contribution to a profile of overall communicative language
ability that defines what a candidate can do at this level.
• reliable assessment (range of testing focuses broadened)
• positive educational impact
The level of CAE
• ease of examination administration
CAE is at Level C1 of the Council of Europe Common European
Framework of Reference for Languages, and a description of
this level is given below in terms of:
• what material learners can handle
• what learners can be expected to be able to do.
• an examination which is more user friendly for
candidates in terms of its length.
Examination content and
processing
The type of material a CAE candidate can deal with
Content of CAE
At this level, learners are expected to be able to use the
structures of the language with ease and fluency. They are
aware of the relationship between the language and the
culture it exists in, and of the significance of register. This
means that to some extent they are able to adapt their
Cambridge ESOL examinations reflect a view of language
proficiency in terms of a language user’s overall
communicative ability; at the same time, for the purposes of
cae handbook for teachers |
examination content and processing
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