PART 2 – Multiple choice

Part 2 consists of four short texts with two multiple-choice questions on each which test comprehension of text content. Questions may test understanding of the whole short text or of text organisation and some questions will focus on the detail in sections of the text. The texts share a broad theme and the linking theme is stated in the instructions. Being aware of the thematic link between the texts should help candidates in moving from one text to the next. Preparation for this part of the Reading paper could usefully include topic-based activities. The texts come from a variety of sources and candidates should familiarise themselves with a wide range of sources, registers, topics and lexical fields. Candidates should focus on texts in preparation for multiple-choice questions as suggested for Part 4 below.

PART 3 – Gapped Text

Part 3, the gapped-text task, tests understanding of how texts are structured and the ability to predict text development. The task consists of a text from which paragraphs have been removed and placed in jumbled order after the text, along with one extra paragraph which does not fit any of the gaps. Candidates must select the paragraphs which fit the gaps in the text; only one answer is correct in each case. Candidates should be trained 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 andafter each gap as well as throughout the whole of the gapped text.

Candidates should beware of approaching the gapped-text task as an exercise requiring them merely to identify extracts from the text and sections in the text which contain the same words. The task is designed to test understanding of the development of ideas, opinions and events rather than the superficial recognition of individual words. The way in which a text has been gapped may require the reader to consider large sections or even the organisation of the whole of a text, in order to reconstitute a particular part of the text. Candidates should be trained to consider the development of the text as a whole, and not to focus on each gap separately. Sometimes candidates will need to choose carefully between two extracts as possible answers and will need to make decisions about which is the most logical extract to fill the particular gap. Practice is needed in recognition of a wide range of linguistic devices which mark the logical and cohesive development of a text, e.g. words and phrases indicating sequence of events, cause and effect, premise and conclusion. Exercises which involve analysing the global organisation of a text and understanding how this affects meaning would also be helpful.

PART 4 – Multiple choice

Part 4 consists of one longer text with seven multiple-choice questions which test detailed understanding of a text, including 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 questions are presented in the same order as the information in the text and 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 be encouraged to read the text before reading the multiple-choice questions. Preparation for the multiple-choice task should include practice in reading a text quickly for a first overall impression, followed by close reading of the text in order to prevent any misunderstandings which may lead candidates to choose a wrong answer. Candidates should also practise selecting and interpreting specific information from a text. Activities which focus on recognising and evaluating attitude and opinion and which enhance candidates' abilities to infer underlying meaning will also be helpful.

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

Discursive- presenting and developing arguments, expressing and supporting opinions, evaluating ideas, etc.

Part 1 is compulsory and candidates are asked to write an article, an essay, a letter or a proposal in response to instructions and a short text or texts, the instructions and short text(s) totalling approximately 100 words. The text(s) may come from a variety of sources, for example, extracts from newspapers, magazines, books, letters or advertisements, or could be quotations from speakers in a discussion. Visuals, such as a diagram, simple graph or picture, may be included with the text(s) to support or extend a topic. The task focus is on productive language, so the input will be well within the reading competence of candidates at this level. All questions in this part have a discursive focus. For example, candidates may be required to defend or attack a particular argument or opinion, compare or contrast aspects of an argument, explain a problem and suggest a solution or make recommendations having evaluated an idea. There is always more than one point to address in a task and candidates should have practice in identifying these points and ensuring that they have covered these points in their answer.

Task format

Writing one of the following: 300-350 words

an aritcle

an essay

a letter

a proposal

A contextualised writing task giving candidates guidance to the context through instructions and a text which may be supported by visual prompts. The textual input is approximately 100 words.

PART 2 – QUESTIONS 2–4

Candidates must choose one from four questions, one of which offers three set-text options. Candidates should learn to identify tasks and topics which are best suited to their interests.

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,

The following are brief definitions of the task types which candidates are expected to be able to produce for Paper 2.

Article

Candidates are asked to produce a piece of writing on a particular topic or theme in a style which would make it suitable for publication in a newspaper, magazine or newsletter. They are given a prompt which they then use to perform the task. The target audience is indicated, as this influences the appropriacy of the register and tone of the article, e.g. how lively or how academic it should be. An article will often include some description and narrative, as both serve to engage the reader. An article will usually be motivated by a central idea which provides a point or purpose to the writing or reading of the article.

Essay

Candidates are expected to use the prompt material to produce a composition on a relevant topic. The essay should be complete in itself, containing an introduction, body and conclusion, and be united by a central idea which provides a point and purpose to the writing and reading of the essay.

Letter

At CPE level candidates will be writing formal or semi-formal letters. An example is a letter to a newspaper giving an opinion and making a point, stimulated by the input given and further developed with the candidate's own ideas. A letter may include narrative sections to illustrate a point and interest the reader, e.g. a letter of complaint about an event which has not lived up to the candidate's expectations.

Report

Candidates are given an appropriate prompt, in response to which they then have to produce a report for a specified audience, which could be a superior, e.g. a boss at work, or a peer group, e.g. colleagues. A report involves the presentation and interpretation in well-organised prose of information in relation to a specified context; this is drawn from the prompt material and from the candidate's own ideas. Candidates are encouraged to use section headings as used in authentic reports.

Proposal

A proposal has a similar format to the report. Whereas the report is an account of something which has happened, the focus of the proposal is on the future, with the main focus being on making recommendations for discussion. An example of a proposal would be a bid for funds for a project defined in the task, and would entail outlining the way the funds would be spent, the benefits which would accrue, and the way progress would be monitored and evaluated if the bid were to be successful. Proposals should be well structured with clear sections. Candidates are encouraged to use section headings as used in authentic proposals.

Review

A review should be informative and interesting. It may be about a book, film or play, but it may also be about a restaurant, hotel, etc. The readership is clearly specified in the task outline so that candidates write in an appropriate register. In addition to providing some information on, for example, plot and characters, candidates should indicate some judgement on the subject of the review. The review may employ narrative, as well as descriptive and evaluative language, and a range of vocabulary relating, for example, toliterature and the media such as cinema or TV.

PART 2 – QUESTIONS 5

This consists of a choice of three tasks based on the set reading texts, as specified in the Examination Regulationsissued every year. (The set books for 2002 and 2003 are listed on page 113.) This option is intended to encourage extended reading as a basis for the enrichment of language study, and a variety of texts is included in the list of prescribed titles. Each text normally remains on the list for two years.

Candidates need to recognise the importance of answering the question appropriately. This requires illustrated description and discussion, within the context of the task, as evidence of having read and appreciated a text, rather than merely a reproduction of the plot of the book. Candidates are, however, assessed on their language output, not on their literary analysis skills. Candidates who have prepared one of the set texts can usefully be given practice in discussing various elements, e.g. the motivation of the characters and their own opinion of the book supported by evidence from the text.

Writing one of the following on a set reading text:

an article/ an essay/ a letter/ a review/ a report

Contextualised writing tasks each specified in no more than 70 words.

*

An impression mark is awarded to each piece of writing; all tasks carry the same maximum mark. The general impression mark scheme is used in conjunction with a task specific mark scheme, which focuses on criteria specific to each particular task. This summarises the content , organisation and cohesion , range of structures andvocabulary, register and format , and target reader indicated in the task.

Candidates are penalised for dealing inadequately with the requirements of the task specific mark scheme. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale for all tasks.

Each piece of writing is assigned to a band between 0 and 5, as described in the general mark scheme, and can be awarded one of three performance levels within that band. For example, in band 4, 4.1 represents weaker performance within band 4; 4.2 represents typical performance within band 4; 4.3 represents strong performance within band 4. Acceptable performance at CPE level on this paper is represented by a band of 3.

PART 1 – Open cloze

Part 1 is a modified cloze text containing fifteen gaps.

Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. The focus of the gapped words is eithergrammatical or lexico-grammatical. A single word is needed to fill each gap. There may be more than one acceptable word for a gap, defined by the mark scheme. Candidates must write their answers in capital letters and correct spelling is required.

Candidates are advised to read the whole text before attempting to fill the gaps. Learning words and expressions in context, especially grammatical patterns and collocations, will help candidates in this part of the paper.

PART 2 – Word formation

Part 2 is a word-building task, based on a text with ten gaps.

The types of word-building involve not just the addition of affixes (e.g. ‘honest' to ‘dishonesty' or ‘person' to ‘impersonal'), but also internal changes (e.g. ‘strong' to ‘strengthened') and compounding (e.g. ‘rain' to ‘raindrop' or ‘set' to ‘outset'). Any number of changes may be made to the stem word and candidates may be required to demonstrate understanding of the text beyond sentence level. Candidates must write their answers in capital letters and correct spelling is required. To prepare for this part of the paper, candidates should develop flexibility in the application of affixation and word formation.

PART 3 – Gapped sentences

Part 3 consists of six questions; each question is made up of three discrete sentences. Each sentence contains one gap and candidates must supply the word which is common to all three sentences. Candidates must write their answers in capital letters and correct spelling is required.

The focus of this task is lexical and aims to test candidates' knowledge of lexical patterns, e.g. collocations and phrasal verbs. Exercises which increase candidates' awareness of the use of vocabulary in a range of contexts and with a range of meanings would be helpful in preparation for this task.

PART 4 –Key word transformations

Part 4 consists of eight key word transformations. Each question consists of a prompt sentence followed by a response sentence of which the beginning and end are given. The gap must be filled with between three and eight words, one of which must be the key word which is given. This word must not be changed. Candidates are required to manipulate structures and lexical phrases in order to produce sentences similar in meaning to the input provided. Developing an awareness of parallel and synonymous expressions should be included in candidates' preparation for this part.

PART 5 – Comprehension questions and summary writing task

IPart 5 consists of two texts from different sour ces which represent different treatment of the same topic. Questions 40–43 are designed to test candidates' understanding of the content and awareness of the use of language, such as the force of lexical items, stylistic devices, text organisation features and referencing. Complete sentences are not necessarily required; some questions can be answered by a short phrase or a single word. Candidates should practise selecting and interpreting specific information from a text and increase their awareness of linguistic devices which mark the development of a text.

Question 44, the summary task, tests the ability to select appropriate information from the two texts, and to organise it into a well-constructed and grammatically accurate summary of between fifty and seventy words. The paragraph must be written in complete sentences and should be in a formal/neutral register. Candidates should be encouraged to use their own words rather than relying on ‘lifting' and to practise paraphrasing the points required. All the information required is found in the texts and candidates are not expected to offer their own opinion. The task focus is on productive language, so texts will be well within the reading competence of candidates at this level.

PART 2 – Sentence completion

Part 2 consists of one text, presented as a monologue or prompted monologue (also there may be a presenter introducing the speaker), in a semi-formal or neutral style.

Texts typically take the form of talks, lectures and broadcasts of an informative nature aimed at a non-specialist audience. A series of nine independent sentences reports the main ideas from the text and candidates show their understanding of what they have heard by completing gaps in these sentences. The task focuses on the retrieval of specific information from the text as well as stated opinions and attitudes. Answers are short, generally in the form of single words or noun groups, must be spelled correctly and must fit into the grammatical structure of the sentence. Candidates need to check carefully, therefore, that their answers produce a final completed sentence which is both coherent and grammatically correct, as well as including the relevant information. Candidates should be discouraged from attempting to write long or complicated answers, the size of the boxes on the question paper and answer sheet serving as a guide to the length of expected responses.

The questions follow the order of the information found in the text, and candidates will need to write down actual words that are heard on the tape. There is no need to find synonyms or to paraphrase ideas, but candidates should aim to complete the task with the information given in the manner most appropriate to the task.

PART 3 – Multiple-choice questions

IPart 3 consists of one text with interacting speakers. T exts typically take the form of broadcast interviews and discussions in which opinions and attitudes are expressed, both explicitly and implicitly. A series of five four-option multiple-choice questions focuses on a detailed understanding of the points raised. Activities which help candidates recognise and evaluate attitude and opinion and infer the underlying meaning of what they hear would provide useful practice. Questions follow the order of the information found in the text, but the final question may test global understanding of the text as a whole.

PART 4 – Three-way matching

TPart 4 consists of one text with interacting speakers. T exts typically take the form of informal discussions in which opinions about a topic are exchanged and agreement and disagreement are expressed. There are two main speakers, one male and one female to facilitate identification, although some texts may also feature a presenter's introduction and/or questions. A series of six statements summarises the main points raised in the text and forms the basis of a three-way matching task. Candidates are asked to match each statement to the speaker who expresses that view, or to indicate where speakers are in agreement.

Texts contain the type of language used between peers when discussing everyday topics of common interest. Candidates should have practice in recognising the role of stress and intonation in supporting meaning, as well as through what is directly stated.

PART 2 –Two-way conversation between the candidates

The candidates are given spoken instructions and provided with a visual stimulus (one or several photographs or drawings) to form the basis for a task which they carry out together. First the candidates are asked a question which focuses on their reaction to aspects of one or more pictures and they are given a minute to talk about this. This introductory question gives candidates the chance to familiarise themselves with the topic and visuals. Candidates should be made aware that their responses need to go beyond the level of pure description and contain a speculative element.

After this, the interlocutor gives the candidates instructions for a decision-making task. The task is related to what the visuals represent and there is an audience and context for the candidates to consider as they work towards a specific outcome. Candidates should take notice of the title on the visual sheet, as this will help to remind them of the purposeof the task. Candidates are expected to interact with one another and work towards a negotiated completion of the task.

All classroom discussion in pairs and small groups provides excellent preparation for this part of the test. Candidates should be taught to make positive contributions to move the discussion forward and show a willingness to take turns, inviting others to speak, listening and responding, as well as initiating discussion themselves. Candidates should make sure they are listening attentively, so that they can pick up on their partner's points. In preparing for the Speaking test, it would be helpful to include activities that encourage students to express reactions to and opinions about visuals (e.g. photographs taken from magazines), as well as discussing the messages portrayed by these visuals.

PART 3 –

Long turn from each candidate followed by a discussion on topics related to the long turns

In Part 3, each candidate is given the opportunity to speak for a longer period of time (two minutes) without interruption. Each candidate in turn is given a card with a question on it and there are also some ideas on the card which the candidates can make use of if they choose. Candidates are expected to develop the topic and sustain an extended contribution. They should be able 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 (for about a minute) after their partner has spoken and a further question on the same topic is directed to both candidates. Candidates should be made aware, however, that they should not speak during their partner's long turn.

In preparation for this part of the Speaking test, candidates would benefit from activities that build up their confidence for the two-minute long turn. They should focus on structuring extended contributions, for example, by using linking, counter-argument and summing up. It would be for how long two minutes is.

Following both candidates' long turns and follow-up questions, the interlocutor leads a discussion by asking questions which further explore the topics of the long turns. In order to make a fair and accurate assessment of each candidate's performance, the xaminers must be given a reasonable amount of language to assess and this part of the test gives candidates a final opportunity to show what they are capable of. Candidates should, therefore, be encouraged to get used to formulating their ideas on a range of topics, while supporting their ideas with reasons and justifications.

Note: In cases where there is an uneven number of candidates at a centre, the last Speaking test of the session will be taken by three candidates together instead of two. The test format, test materials and procedure will remain unchanged but the timing will be longer: 28 minutes instead of 19.

Candidates are assessed on their own individual performance and not in relation to each other. Both examiners assess the candidates according to criteria which are interpreted at CPE level. The assessor awards marks according to five analytical criteria: Grammatical Resource, Lexical Resource, Discourse Management, Pronunciation and Interactive Communication. The interlocutor awards a global achievement mark.