Cambridge CPE Handbook

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Prociency in
English
Handbook for teachers
© UCLES 2008
EMC/2318/8Y05
Cer ticate of
CPE content and overview
Part/timing
Content
Test focus
Part 1
Three short texts with six four-option
multiple-choice cloze questions on each.
Assessment of candidates’ ability to understand
the meaning of written English at word, phrase,
sentence, paragraph and whole text level.
READING
1 hour 30 mins
Part 2
Four short texts with two four-option
multiple-choice questions on each.
Part 3
Gapped text with seven questions.
Part 4
Long text with seven four-option
multiple-choice questions.
WRITING
2 hours
Part 1
One compulsory question.
Assessment of candidates’ ability to write specified
text types with a range of functions.
Part 2
Candidates answer one question from a
choice of four questions (including the
set text option).
Part 1
Modified open cloze with fifteen questions.
Assessment of candidates’ ability to demonstrate
knowledge and control of the language system by
completing various tasks at text and sentence level.
USE OF ENGLISH
1 hour 30 mins
Part 2
One short text with ten word formation
questions.
Part 3
Six sets of three gapped sentences
Part 4
Eight key word transformations.
Part 5
Two texts with four questions and a
summary writing task.
Part 1
Four short extracts with two three-option
multiple-choice questions on each.
Assessment of candidates’ ability to understand
the meaning of spoken English, to extract informa-
tion from a text and to understand speakers’ atti-
tudes and opinions.
LISTENING
40 mins (approx)
Part 2
One long text with nine sentence completion ques-
tions.
Part 3
One long text with five four-option multiple-
choice questions.
Part 4
One long text with six matching questions.
SPEAKING
19 mins
Part 1
Interview
Assessment of candidates’ ability to produce spo-
ken English using a range of functions in a variety
of tasks.
Part 2
Collaborative task
Part 3
Individual long turns and follow-up discussion.
Preface
This handbook is for anyone who is preparing candidates for the Cambridge ESOL Certificate of
Proficiency in English examination (CPE).
The introduction gives an overview of CPE and its place within Cambridge ESOL. This is followed by
a focus on each paper and includes content, advice on preparation and example papers.
Contents
Inside front cover
CPE content and overview
OVERVIEW OF CPE
2
Introduction to Cambridge ESOL
5
CPE support
INTRODUCTION
3
Introduction to CPE
7
General description
9
Preparation
READING PAPER
7
Structure and tasks
12
Sample paper
8
The four parts of the Reading paper
17
Answer keys and Answer Sheet
18
General description
20
Preparation
WRITING PAPER
18
Structure and tasks
23
Sample paper
19
The two parts of the Writing paper
24
Assessment
27
Sample scripts with examiner
comments
34
General description
43
Answer keys and mark scheme
3
34
Structure and tasks
44
Assessment of summary writing task
35
The five parts of the Use of English
paper
45
Answer Sheet 1
46
Answer Sheet 2
USE OF ENGLISH PAPER
36
Preparation
47
Sample scripts with examiner
comments
39
Sample paper
49
General description
50
Preparation
4
49
Structure and tasks
52
Sample paper
50
The four parts of the Listening paper
55
Sample tapescript
59
Answer keys and answer sheet
LISTENING PAPER
60
General description
62
Preparation
5
60
Structure and tasks
64
Sample paper
61
The three parts of the Speaking test
67
Assessment
SPEAKING TEST
69
Glossary of terms and acronyms
GLOSSARY
cpe handbook |
contents
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Introduction to Cambridge
ESOL
Cambridge ESOL examinations fulfil the Code of Practice
established by ALTE. This Code of Practice focuses on the
responsibilities of both examination providers and
examination users and covers four main areas:
â– 
University of Cambridge ESOL Examinations
developing examinations
University of Cambridge ESOL Examinations (Cambridge ESOL)
provides an extensive range of examinations, certificates and
diplomas for learners and teachers of English, with a tradition
of language assessment dating back to 1913. Cambridge ESOL
is a part of the Cambridge Assessment group, which is a
department of the University of Cambridge and one of the
world’s largest educational assessment agencies*.
interpreting examination results
striving for fairness
informing examination takers.
For more information on ALTE please visit
www.ALTE.org
â– 
Key features of Cambridge ESOL examinations
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. 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.
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
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.
to provide accurate and consistent assessment of each
language skill at the appropriate level
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
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.
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.
The Association of Language Testers in Europe
(ALTE)
Cambridge ESOL is a member of the Association of Language
Testers in Europe (ALTE), which was formed in 1990. The
members are all providers of language examinations and
certificates from countries within Europe.
The principal objectives of ALTE are as follows:
to promote the transnational recognition of certification,
especially in Europe
to establish common standards for all stages of the
language testing process, i.e. test development, question
and materials writing, test administration, marking and
grading, reporting of test results, test analysis and
reporting of findings
to collaborate on joint projects and in the exchange of
ideas and know-how.
*Cambridge Assessment is the operating name for the University of
Cambridge Local Examinations Syndicate (UCLES).
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cpe handbook |
introduction to cambridge esol
â– 
 Introduction to CPE
new areas of grammar. Their level of competence gives them
access to the press and other media, and to areas of culture
such as drama, film and literature. Success in examinations at
this level may be seen as proof that the learner is able to cope
with high-level academic work.
â– 
The level of CPE
CPE is designed to offer a high-level qualification in the
language to those wishing to use English for professional or
study purposes. The CPE examination contains some tasks
which are likely to be more suitable in content for candidates
who have achieved a certain degree of maturity in their
handling of abstract ideas and concepts.
What a CPE candidate can do
Examinations at Level C2 may be used as proof of the level of
language necessary to work at a managerial or professional
level or follow a course of academic study at university level.
CPE is at Level C2 of the Common European Framework, and a
description of this level is given below in terms of:
The ALTE ‘Can Do’ Project
what material learners can handle
The Association of Language Testers in Europe (ALTE) has
developed a framework which covers six levels of language
proficiency aligned to the Council of Europe Common
European Framework. Research carried out by ALTE has shown
what language learners can typically do at each level. The
table below gives some examples at CPE level of typical
general ability plus ability in each of the skill areas and in a
range of contexts.
what learners can be expected to be able to do.
The type of material a CPE candidate can deal with
At this level the learner is approaching the linguistic
competence of an educated native speaker, and is able to use
the language in a range of culturally appropriate ways. Users
at this level are able to improve their use of the language by
extending their vocabulary and refining their usage and
command of style and register rather than by learning about
‘Can Do’ summary
Typical abilities
Listening and Speaking
Reading and Writing
Overall general
CAN advise on or talk about complex or sensitive issues,
CAN understand documents, correspondence and reports,
ability
understanding colloquial references and dealing
including the finer points of complex texts.
confidently with hostile questions.
CAN write letters on any subject and full notes of meetings or
seminars with good expression and accuracy.
Social & Tourist
CAN talk about complex or sensitive issues
CAN (for example, when looking for accommodation)
without awkwardness.
understand a tenancy agreement in detail, including
its main implications.
CAN write letters on any subject with good
expression and accuracy.
Work
CAN advise on/handle complex, delicate or
CAN understand reports and articles likely to be encountered
contentious issues, such as legal or financial
during his/her work, including complex ideas expressed
matters, to the extent that he/she has the
in complex language.
necessary specialist knowledge.
CAN make full and accurate notes and continue to
participate in a meeting or seminar.
Study
CAN understand colloquial asides and cultural
CAN access all sources of information quickly
allusions.
and reliably.
CAN make accurate and complete notes during the
course of a lecture, seminar or tutorial.
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introduction to cpe
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