CAE Handbook from December 2008

1 1cae Handbook for teachers | contentsContentsPrefaceINTRODUCTION TOCAMBRIDGE ESOLOVERVIEW OF CAE READING PAPERWRITING PAPERUSE OF ENGLISH PAPERSPEAKING TEST62 General description62 Structure and tasks63 The four parts of the Listening paper63 Preparation66 Sample paper test 169 Sample tapescript test 173 Answer keys test 174 Sample paper test 277 Sample tapescript test 281 Answer keys test 282 Candidate answer sheetThis Handbook is for anyone who is preparing candidates for the Certificate in Advanced English examination (CAE). Theintroduction gives an overview of CAE and its place within Cambridge ESOL. This is followed by a focus on each paper andincludes content, advice on preparation and example information on the examination will be issued in the form of: regular update bulletins an extensive programme of seminars and conference you require additional CDs or further copies of this booklet, please email.

2 PAPER83 General description83 Structure and tasks84 The four parts of the Speaking test85 Preparation88 Sample paper test 192 Sample paper test 295 Assessment96 Cambridge ESOL Common Scale forSpeakingInside front cover CAE content and overview213456 Course materials6 Past papers and examination reports6 Online support6 Seminars for teachers6 Administrative information6 Further informationCAE SUPPORT7 General description7 Structure and tasks8 The four parts of the Reading paper9 Preparation11 Sample paper test 116 Answer keys test 116 Sample paper test 221 Answer keys test 2 21 Candidate answer sheet22 General description22 Structure and tasks23 The two parts of the Writing paper24 Preparation26Ta s k t y p e s28 Sample paper test 131 Sample paper test 233 Assessment34 Cambridge ESOL Common Scale forWriting35 Sample scripts and mark schemes tests 1 and 247 General description47 Structure and tasks48 The five parts of the Use of Englishpaper49 Preparation51 Sample paper test 155 Answer keys test 156 Sample paper test 260 Answer keys test 261 Candidate answer sheetInside back coverCAE Glossary and Acronyms2 University of Cambridge ESOLE xaminations2 Key features of Cambridge ESOL examinationsINTRODUCTION TO CAE2 The purpose of the review project3 The process of the project3 Factors affecting the design of theexaminationEXAMINATION CONTENTAND PROCESSING3 Content of CAE3 The level of CAE4 Varieties of English4 Recognition4 Official accreditation

3 In the UK4 The CAE candidature4 Marks and results5 Special circumstances to relate the examinations to the teaching curriculum insuch a way that they encourage positive learningexperiences, and to seek to achieve a positive impactwherever possible to endeavour to be fair to all candidates, whatever theirnational, ethnic and linguistic background, gender ESOL examinations are designed around fouressential qualities: validity, reliability, impact and l i d i t y i s n o r m a l ly t a k e n t o b e t h e e x t e n t t o w h i ch a t e s t c a nbe shown to produce scores which are an accurate reflectionof the candidate s true level of language skills. Reliabilityconcerns the extent to which test results are stable, consistentand accurate, and therefore the extent to which they can bedepended on for making decisions about the concerns the effects, beneficial or otherwise, which anexamination has on the candidates and other users, whetherthese are educational, social, economic or political, or variouscombinations of these.

4 Practicality can be defined as theextent to which an examination is practicable in terms of theresources needed to produce and administer it. All thesefactors underpin the development and production ofCambridge ESOL to CAEThe Certificate in Advanced English (CAE) was originallyoffered in 1991. An update in 1999 allowed the examination tokeep pace with changes in language teaching and the successful revision of the Certificate ofProficiency in English (CPE) in 2002 and in light of feedbackreceived, it was decided to review CAE and implement changesas appropriate.!The purpose of the review projectThe purpose of the project was to review CAE in order toensure that it met the current needs of candidates, teachers,centres and other users in terms of content and aims were to.

5 Reflect developments in the field of language teachingand learning reflect developments in Cambridge ESOL s other GeneralEnglish examinations, the revision of CPE take account of information about candidates gainedthrough the Candidate Information Sheets completed byall 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 candidatesand other outcome, in terms of benefits for the various areas andstakeholders, is the result of extensive research and severalrounds of consultation with all users, both online and Handbook for teachers | introduction to caeIntroduction to Cambridge ESOL !University of Cambridge ESOL ExaminationsUniversity of Cambridge ESOL Examinations (Cambridge ESOL)is a part of the Cambridge Assessment Group, which is adepartment of the University of Cambridge*.

6 It has a traditionof language assessment dating back to 1913, and is one of theworld s largest educational assessment agencies. CambridgeESOL offers an extensive range of examinations, certificatesand diplomas for learners and teachers of English. In 2006,over 2 million people took these examinations at centres inover 130 ESOL s systems and processes for designing,developing and delivering examinations and assessmentservices are certified as meeting the internationallyrecognised ISO9001:2000 standard for quality ESOL examinations are suitable for learners of allnationalities, whatever their first language and culturalbackground, and there are examinations suitable for learnersof almost any age. Although they are designed for nativespeakers of languages other than English, no language relatedrestrictions apply.

7 The range of Cambridge ESOL examinationsincludes specialist examinations in Business English andEnglish for Academic Purposes, as well as tests for younglearners and a suite of certificates and diplomas for examinations cover all four language skills reading,writing, listening and speaking. They include a range of taskswhich assess candidates ability to use English, so that inpreparing for the examinations, candidates develop the skillsthey need to make practical use of the language in a variety ofcontexts. Above all, what the Cambridge ESOL examinationsassess is the ability to communicate effectively in ESOL is committed to providing examinations ofthe highest possible quality. This commitment is underpinnedby an extensive programme of research and evaluation, and bycontinuous monitoring of the marking and grading of allCambridge ESOL examinations.

8 Of particular importance is therigorous set of procedures which are used in the productionand pretesting of question papers.!Key features of Cambridge ESOL examinationsCambridge ESOL undertakes: to assess language skills at a range of levels, each ofthem having a clearly defined relevance to the needs oflanguage learners to assess skills which are directly relevant to the rangeof uses for which learners will need the language theyhave learned, and which cover the four language skills reading, writing, listening and speaking as well asknowledge of language structure and use to provide accurate and consistent assessment of eachlanguage skill at the appropriate level* Cambridge Assessment is the operating name for the University ofCambridge Local Examinations Syndicate (UCLES).

9 3cae Handbook for teachers | examination content and processing!The process of the projectThe project included the following main stages: Data collection, market information including surveyquestionnaires sent to candidates, teachers, OralExaminers and examination administrators; informationon candidature collected on Candidate InformationSheets. The development of examination specifications,including the development of the test construct, testcontent and the definition of the test focuses; theproduction, editing and trialling of draft task types andmaterials; the development and trialling of assessmentcriteria; and research into the validity and reliability ofthe material and assessment procedures. The production of examination support materials,including public specifications, and training materialsfor examiners and writers of examination the project, Cambridge ESOL has gatheredfeedback on its proposals for the examination by holdingmeetings with representatives of key ESOL organisations andEnglish language specialists, and by holding consultativeseminars with teachers and Directors of Studies.

10 Duringtrialling, teachers and students have been asked to completequestionnaires on trial materials.!Factors affecting the design of the examinationAnalysis of CAE Candidate Information Sheets and CAEmarket survey questionnaires showed consistent agreementon the kind of candidate taking CAE, on how the examinationshould reflect candidates needs and interests, and onadministrative aspects of the examination. Extensive researchwas also conducted into the current design of the updated examination has incorporated theinsights provided by this information and aims to provide: coverage of candidates needs and interests coverage of language abilities underlying these needsand interests (in reading, writing, language systems,listening and speaking) reliable assessment (range of testing focuses broadened) positive educational impact ease of examination administration an examination which is more user friendly forcandidates in terms of its content andprocessing!