CAE handbook for teacher.pdf

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

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

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

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

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

SPEAKING TEST

Inside back cover

CAE Glossary and Acronyms

cae handbook for teachers | contents

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

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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 130 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 reection

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:

reect developments in the field of language teaching

and learning

reect 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).

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 reected 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 reect 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 uency. 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 reect 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

language use to a variety of social situations, and express

opinions and take part in discussions and arguments in a

culturally appropriate way. Learners at this level can develop

their own interests in reading both factual and fictional texts.

They can also produce a variety of types of texts and

utterances, such as letters of varying degrees of formality.

They can use language in a creative and exible way, with the

ability to respond appropriately to unforeseen as well as

predictable situations, producing, if required, extended and

complex utterances.

corporate bodies across the world. More information about

recognition is available from centres, British Council offices,

Cambridge ESOL and from www.CambridgeESOL.org

■

Official accreditation in the UK

CAE has been accredited by the Qualifications and Curriculum

Authority (QCA), the statutory regulatory authority for external

qualifications in England, and its counterparts in Wales and

Northern Ireland, at Level 2 in the National Qualifications

Framework, under the title ‘Cambridge ESOL Level 2 Certificate

in ESOL International’.

The written and spoken texts encountered in most common

everyday situations can be dealt with at a level below that

reached by the C1 learner, but certain more difficult situations,

e.g. discussing abstract or cultural topics with a good degree of

uency, demand this level of language. Users at this level can

enjoy a wide range of social contacts.

■

The CAE candidature

Information is collected about CAE candidates at each session,

when candidates fill in a Candidate Information Sheet. The

candidates for CAE come from a wide range of backgrounds

and take the examination for a number of different reasons.

The following points summarise the characteristics of the

current CAE candidature.

What a CAE candidate can do

Examinations at Level C1 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.

Nationality

The ALTE ‘Can Do’ Project

The Association of Language Testers in Europe (ALTE) has

developed a framework which covers five levels of language

proficiency aligned to the Council of Europe Common

European Framework of Reference for Languages. (See Table 1.)

CAE is taken by candidates throughout the world in about 80

countries, although the total number of nationalities

represented in the candidature is over 190. The majority of

these candidates enter for CAE in European and South

American countries.

Research carried out by ALTE has shown what language

learners can typically do at each level. Table 2 (overleaf) gives

some examples at CAE level of typical general ability plus

ability in each of the skill areas and in a range of contexts.

Age and Gender

The majority of candidates are aged between 16 and 19. About

62% of the candidates are female.

Ta bl e 1

Education

Cambridge Main Suite

ALTE levels

CEF levels

Most candidates are students, although there are considerable

differences in the proportion of students in different countries.

Certificate of Proficiency in English

Certificate in Advanced English

First Certificate in English

Preliminary English Test

Key English Test

Preparation

A large proportion of candidates (about 85%) undertake a

preparatory course before taking the examination.

■

Varieties of English

Reasons for taking CAE

Candidates’ responses to tasks in the Cambridge ESOL

examinations are acceptable in varieties of English which

would enable candidates to function in the widest range of

international contexts. Candidates are expected to use a

particular variety with some degree of consistency in areas

such as spelling, and not for example switch from using a

British spelling of a word to an American spelling of the same

word in the same written response to a given task.

Candidates’ reasons for wanting an English language

qualification are roughly distributed as follows:

to gain employment (32%)

for further study (24%)

out of personal interest (12%)

other (32%).

■

Marks and results

■

Recognition

A candidate’s overall CAE grade is based on the total

score gained by the candidate in all five papers. It is not

necessary to achieve a satisfactory level in all five papers

in order to pass the examination.

CAE is recognised as fulfilling English language entrance

requirements by many higher education institutions and

cae handbook for teachers | examination content and processing

Ta bl e 2

‘Can Do’ summary

Typical abilities

Listening and Speaking

Reading and Writing

Overall general

CAN contribute effectively to meetings and seminars within

CAN read quickly enough to cope with an academic course,

ability

own area of work or keep up a casual conversation with a

and CAN take reasonably accurate notes in meetings or

good degree of uency, coping with abstract expressions.

write a piece of work which shows an ability to communicate.

Social & Tourist

CAN pick up nuances of meaning/opinion.

CAN understand complex opinions/arguments as

expressed in serious newspapers.

CAN keep up conversations of a casual nature for an

extended period of time and discuss abstract/cultural topics

CAN write most letters (s)he is likely to be asked to do; such

with a good degree of uency and range of expression.

errors as occur will not prevent understanding of the message.

Work

CAN follow discussion and argument with only occasional need

CAN understand the general meaning of more complex

for clarification, employing good compensation strategies to

articles without serious misunderstanding.

overcome inadequacies.

CAN, given enough time, write a report that communicates

CAN deal with unpredictable questions.

the desired message.

Study

CAN follow up questions by probing for more detail.

CAN scan texts for relevant information, and grasp main

topic of text.

CAN make critical remarks/express disagreement without

causing offence.

CAN write a piece of work whose message can be followed

throughout.

All the papers are equally weighted, each contributing

40 marks to the examination’s overall total number of

200 marks.

This means that the score a candidate needs to achieve

a passing grade will always be 60.

Certificates are issued to candidates gaining a passing

grade (A, B or C) approximately six weeks after the issue

of statements of results.

Results are reported as three passing grades (A, B and C)

and two failing grades (D and E) and are set according to

the following information:

Certificates are not issued to candidates awarded the

failing grades D and E.

– statistics on the candidature

– statistics on the overall candidate performance

– statistics on individual items, for those parts of the

examination for which this is appropriate (Papers 1, 3

and 4)

■

Special circumstances

Special circumstances covers three main areas: special

arrangements, special consideration and malpractice.

– advice, based on the performance of candidates and

recommendations of examiners, where this is

relevant (Papers 2 and 5)

Special arrangements:

These are available for candidates with a permanent or

long-term disability, such as a visual or hearing difficulty, or

a temporary difficulty such as a broken hand, or ear

infection affecting a candidate’s ability to hear clearly. They

may include extra time, separate accommodation or

equipment, Braille transcription, etc. Consult the

Cambridge ESOL Local Secretary in your area for more

details as soon as possible.

– comparison with statistics from previous years’

examination performance and candidature.

Candidates are issued with statements of results

approximately two months after the examination has

been taken. These include the grades awarded, a

graphical display of the candidate’s performance in each

paper (shown against the scale Exceptional – Good –

Borderline – Weak), and a standardised score out of 100

(which is converted from the aggregate mark of 200).

This score allows candidates to see exactly how they

performed. It has set values for each grade, allowing

comparison across sessions of the examination:

Special consideration:

Cambridge ESOL will give special consideration to

candidates affected by adverse circumstances immediately

before or during an examination. Special consideration can

be given where an application is sent through the centre

and is made within 10 working days of the examination

date. Examples of acceptable reasons for giving special

consideration are in cases of illness or other unexpected

events.

Grade A = 80–100 marks

Grade B = 75–79 marks

Grade C = 60–74 marks

Grade D = 55–59 marks

Grade E = 54 marks or below.

cae handbook for teachers | examination content and processing

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