PART 2 – GAPPED TEXT

This part tests candidates' understanding of how texts are structured and their ability to follow text development.

The task requires candidates to select from a number of choices the paragraphs which fit the gaps in a text; only one answer being correct in each case. The task consists of a single-page gapped text followed by the extracts from the text and one extra paragraph which does not fit in any of the gaps.

Candidates need to read the gapped text first in order to gain an overall idea of the structure and the meaning of the text, and to notice carefully the information and ideas before and after each gap as well as throughout the whole of the gapped text. Then they should decide which extracts fit the gaps, writing the appropriate letter in each gap. They should remember that each letter may only be used once and that there is one extract which they will not need to use.

PART 3 – MULTIPLE-CHOICE

This part tests candidates' detailed understanding of a text, including the opinions and attitudes expressed in it.

Candidates need to read the text closely in order to distinguish between, for example, apparently similar viewpoints, outcomes, or reasons. The task consists of a single-page text followed by a number of questions; the questions are presented in the same order as the information in the text so that candidates can follow the development of the text. The final question may depend on interpretation of the text as a whole, e.g. the writer's purpose, attitude or opinion.

Candidates should read each question very carefully, as well as the four possible answers. The questions can be answered correctly only by close reference to the text. Candidates should select one option for each question and mark it in some way, e.g. by circling the letter A, B, C or D on the question paper.

Once they are satisfied that they have made the appropriate selections, they should transfer their answers to the answer sheet.

PART 4 – MULTIPLE MATCHING

This part tests candidates' ability to locate specific information in a text .

The task requires candidates to scan a two-page text; this may be continuous or made up of a group of shorter texts or sections of text. Candidates should fold out the second page of the text so that all the information is available to them simultaneously.

As for Part 1, some of the options will be correct for more than one question, and there may be more than one correct answer to some questions; if so, the instructions to candidates will indicate this. The range of possible answers may be presented in the form of a list of, for example, names of people or places, titles of books or films or types of occupation.

The questions for the multiple matching task are printed before the text so that the candidate knows what to look for in the text. Once they have completed the task and checked their answers, candidates should transfer their answers to the answer sheet.

Writing 〈2小時〉

PART 1 – COMPULSORY TASK

This part tests the candidate's ability to produce one or more specified task types in response to a range of input .

Task type and focus

TThe task may consist of producing one or more types of writing from the list specified on page 16. The range of functions in the task may include evaluating, expressing opinions, hypothesising, justifying, persuading, prioritising, summarising, comparing and contrasting as well as advising, apologising, correcting, describing, explaining, recommending and suggesting. When the task type is a letter, the usual conventions of letter writing, specifically opening salutation, paragraphing and closing phrasing, are required but it is not necessary to include postal addresses. Candidates who do include addresses will not be penalised.

Task format

Candidates need to base their answer on input material of up to 400 words. This input may be made up of a varied combination of texts, notes, and graphs or diagrams. The texts may include extracts from letters, articles, notes or memos, advertisements, emails, diaries or data from surveys or questionnaires. It is very important that candidates cover the function(s) specified in the rubric so that the target reader is fully informed. Candidates must read all the input material carefully, selecting that which is important. Candidates need to adopt an appropriate style, layout and register for the format (or text type) of each writing task: the overall aim of the task being to have a positive effect on the target reader.

Listing information in simple sentences is not enough; selecting the relevant information, organisation and cohesion, clear layout, balance, appropriate register, control and accuracy of language are all important features of task achievement. Evidence of range of language is also required, which means building on key words from the input rather than lifting whole segments. Part 1 tasks offer candidates the opportunity to expand on the information given and this enables them to demonstrate their range of language.

PART 2 – QUESTIONS 2–4

This part consists of four questions from which candidates must choose one. One of the four questions is based on business or work experience.

Task type and focus

The different task types are intended to provide frameworks for candidates so that they can put together and develop their ideas on a topic with a purpose for writing and a target reader in mind, for example:

AN ARTICLE is written for an English-language magazine or newsletter. The reader is assumed to have similar interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment. Candidates may include some description or anecdote.

A REPORT is written for a superior (e.g. a boss or a teacher) or a peer group (e.g. club members, colleagues). Candidates will be expected to give some factual information and make some suggestions or recommendations of their own. A report should be clearly organised and may include headings.

A PROPOSAL is written for a superior (e.g. a boss or a teacher) or a peer group (e.g. club members, colleagues). Candidates will be expected to make a suggestion (or suggestions), supported by some factual information, in order to persuade the reader of a course of action. A proposal should be clearly organised and may include headings.

A REVIEW is written for an English-language magazine or newsletter. The reader is assumed to have similar interests to the writer. The main purpose is to express a personal opinion on something which the reader may be thinking of seeing or buying, e.g. a film, a CD, etc. A review will normally include a recommendation to the reader

. A COMPETITION ENTRY is written for a judge or panel of judges. Candidates will be expected to nominate somebody for something or to propose themselves for selection for something (e.g. a grant to study). A competition entry will include some degree of persuasion and give reason(s) why the candidate's choice is best.

A LEAFLET is written for an audience who need instruction or help in some area. Candidates will be expected to produce clear factual information and/or advice on a topic. A leaflet should be clearly organised. These indications of readership and purpose are not comprehensive, but are intended to provide some guidelines to the different task types. It must be stressed that specialised writing skills are not expected of candidates at this level.

PART 2 – QUESTIONS 5

TThis consists of a contextualised writing task based on the world of work. The context is work-related and is accessible to candidates with experience of work. The task does not require specialised business knowledge. This option is included on the paper to give older candidates with some experience of work the opportunity to write something relevant to their experience and to demonstrate an appropriate range of language.

PART 1 – MULTIPLE-CHOICE CLOZE

In this part there is an emphasis on vocabulary.

In Part 1, candidates must choose a word or phrase from a set of four (A, B, C, D) to fill a gap in a text. This involves choosing the answer which has the right meaning and fits both in the local grammatical context and within the text as a whole. This part of the paper tests knowledge of aspects of vocabulary, such as phrases and collocations, shades of meaning, phrasal verbs and linkers. There are 15 items plus one example.

PART 2 – OPEN CLOZE

In this part, there is an emphasis on structure.

Part 2 is an open modified cloze task, consisting of a text with 15 gaps, plus one example. Candidates have to fill each gap in the text with one word only. This part focuses on awareness and control of structural items. Answers must be grammatically correct at phrase and sentence level, and also be appropriate to the meaning of the whole text. There may be more than one word which is acceptable for a gap, but candidates should only supply one word.

PART 3 – ERROR CORRECTION

In this part, there is an emphasis on structure, spelling and punctuation.

Part 3 consists of an error correction task which will be one of two types. In the first, candidates are required to identify words which have been incorrectly added to a text. In the second type, errors of spelling and punctuation in the text have to be identified. There are 16 lines to be corrected, but up to five of these lines may already be correct. There are example lines, showing the kind of error to be identified and how candidates should show their answers.

PART 4 – WORD FORMATION

In this part, there is an emphasis on vocabulary.

Part 4 is designed to test awareness of word formation. Candidates are required to supply an appropriate word, formed from a given prompt word, to fill each of 15 gaps intwo short texts. An example is given.

PART 5 – REGISTER TRANSFER

In this part, there is an emphasis on register.

Part 5 is designed to test awareness and control of features of style and appropriateness. Candidates are required to use information given in one text to fill gaps in another text. The two texts contain the same information, but are different from each other in terms of register, writer's purpose, target reader, and/or style. The vocabulary and structures used to convey the information in the first text need to be transformed into different but suitable expressions in order to complete the gaps in the second text. Gaps may be completed with one or two words. The answers must convey the right meaning, be grammatically accurate and be stylistically appropriate in terms of both the writer's purpose and the text's audience.

Content words (i.e. nouns, verbs, adjectives and adverbs), or cognates of content words contained in the first text may not be used in the second text. However, structural words (i.e. conjunctions, prepositions, articles, auxiliary verbs, etc.) may be used. There are 13 gaps to be filled plus one example.

PART 6 – GAPPED TEXT

Part 6 consists of a text from which six phrases have been removed. These deleted phrases, together with three additional phrases, are placed below the text in random order. Candidates need to select the appropriate phrase for each gap in the text. This task is designed to test awareness of discourse features which operate within and across a text, particularly features of cohesion and coherence.

PART 2 – SENTENCE COMPLETION OR NOTE COMPLETION

This part tests the candidates' ability to follow the main points of a text and retrieve specific information.

Informational monologue: heard once

This part features an informational text of 2–3 minutes in length. It is similar to Part 1 except that the text is heard once only.Tasks in this part are designed to test the retrieval of detailed information from the text. There are two task types; sentence completion and note completion. In each case, candidates are required to write a word or short phrase in response to a written prompt. In such tasks, candidates copy the target words only onto the answer sheet. The questions follow the order of information presented in the text, and keys focus on the actual words heard on the recording. Candidates should not paraphrase the information as they will only get the mark if their answers are fully meaningful in the context of the question prompts. As the text is heard only once, candidates can expect to hear some reiteration of the main points and some recycling of key information. Keys generally focus on concrete pieces of information or stated opinions and are designed to be short and to fit comfortably into the space on the answer sheet. Correct spelling is expected at this level, although some minor variations are allowed, for example in proper names. Care is taken, however, not to focus on words that cause undue spelling difficulties as keys, and both US and British English

PART 3 – MULTIPLE-CHOICE OR SENTENCE COMPLETION

In Part 3, the focus is on the skills of understanding specific information, gist and attitude.

Text with interacting speakers: heard twice

This part features interviews and discussions of approximately four minutes in length. Tasks are designed to test the understanding of gist, attitude and opinion as well as specific information from the text. There are two possible task types: four-option multiple-choice questions, where candidates choose the correct option and write only the appropriate letter on the answer sheet; and sentence completion where candidates copy the target word(s) onto the answer sheet. As in Parts 1 and 2, keys in the sentencecompletion tasks focus on the actual words heard in the recording. In both tasks, the questions follow the order of information presented in the text.

PART 4 – MULTIPLE MATCHING OR MULTIPLE-CHOICE

This part tests the candidates' ability to identify the gist of a number of short texts on a theme by identifying speakers, topics, functions, attitude and opinion.

Series of five short extracts: heard twice

In this part, candidates listen to five thematically linked short extracts, each of which has a different speaker. The whole series is heard twice. There are two possible task types: multiple matching, which involves two tasks, candidates choosing the correct option from a list of eight in each task; and three-option multiple-choice questions, with two questions on each extract.

PART 2 – LONG TURN

This part tests the candidates' ability to produce an extended piece of discourse.

In this part of the test, candidates are given the opportunity to speak for one minute without interruption. Each candidate is asked to comment on and react to a different set of pictures or photographs. Candidates may be asked to describe, compare, contrast, comment, identify, eliminate and hypothesise or speculate.Tasks may be completely different for each candidate, or they may be ‘shared', e.g. when there is a group of three candidates. Shared tasks set candidates the same task but each candidate receives different visual stimuli.

Candidates can show their ability to organise their thoughts and ideas, and express themselves coherently in appropriate language. Candidates should pay attention while their partner is speaking, as they are asked to comment briefly (for about 20 seconds) after their partner has spoken. Candidates should be made aware, however, that they should not speak during their partner's long turn. Candidates will always be asked to speculate about something which relates directly to the focus of the visuals. They will never be asked merely to describe the visuals.

PART 3 – COLLABORATIVE TASK

This part tests the candidates' ability to engage in a discussion and to work towards a negotiated outcome of the task set.

The candidates are given oral instructions and provided with a visual stimulus, e.g. several photographs, artwork or computer graphics, to form the basis for a task which they carry out together. Candidates are expected to work towards a negotiated completion of the task and are assessed on their ability to negotiate and collaborate with each other while doing this. At the end of this part of the test, candidates are asked to report on the outcome of their discussion. The task gives candidates the opportunity to show their range of language and their ability to invite the opinions and ideas of their partner. There is no right or wrong answer to the task and candidates can agree to differ.

PART 4 – DISCUSSION

This part tests the candidates' ability to engage in a discussion based on the topic of the collaborative task in Part 3.

In this part of the test, the examiner directs the interaction by asking questions which encourage the candidates to widen the scope of the topics or issues introduced in Part 3. The questions often focus on more abstract issues as the discussion develops. This part of the test gives candidates an opportunity to show that they are capable of discussing topics and certain issues in more depth than in the previous parts of the test.