esercitazioni c1 cambridge, Prove d'esame di Inglese

Scarica esercitazioni c1 cambridge e più Prove d'esame in PDF di Inglese solo su Docsity! C1 Advanced Handbook for teachers for exams CAMBRIDGE English Reach your goals, step by step c2 Proficiency ci Advanced B2 First for Schools B1 Preliminary for Schools A2 Key for AZ FI yers Schools A1 Movers Pre A1 Starters n Cambridge English Qualifications C1 Advanced – an overview C1 Advanced was originally introduced in 1991 and is a high-level qualification that is officially recognised by universities, employers and governments around the world. It proves that a candidate has a high level of English for use in academic or professional settings. Exam formats C1 Advanced can be taken as either a digital or paper- based exam. Who is the exam for? C1 Advanced is aimed at learners who need to show they can: • follow an academic course at university level • communicate effectively at managerial and professional level • participate with confidence in workplace meetings or academic tutorials and seminars • carry out complex and challenging research • stand out and differentiate themselves. Who recognises the exam? The C1 Advanced certificate is recognised around the world as a high-level qualification in English. Cambridge English Qualifications are accepted and trusted by thousands of organisations worldwide. For more information about recognition go to cambridgeenglish. org/recognition What level is the exam? C1 Advanced is targeted at Level C1 on the CEFR. Achieving a certificate at this level proves that a candidate has reached a very advanced level of English required in demanding academic and professional settings. Statements of Results The Statement of Results shows the candidate’s: • score on the Cambridge English Scale for their performance in each of the four skills and Use of English • score on the Cambridge English Scale for their overall performance in the exam. This overall score is the average of the separate scores given for each of the four skills and Use of English • grade – this is based on the candidate’s overall score • level on the CEFR – this is also based on the overall score. Certificates The certificate shows the candidate’s: • score on the Cambridge English Scale for each of the four exam papers and Use of English • overall score on the Cambridge English Scale • grade • level on the CEFR • level on the UK National Qualifications Framework (NQF). Special requirements Cambridge English Qualifications are designed to be fair to all test takers. For more information about special circumstances, go to cambridgeenglish.org/help/special- requirements/ C1 Advanced – an overview 3 Exam support Official Cambridge English Qualification preparation materials To support teachers and help learners prepare for their exams, we have developed a range of official support materials including coursebooks and practice tests. These official materials are available in both digital and print formats. cambridgeenglish.org/exam-preparation Find our digital and paper-based sample papers on the C1 Advanced preparation page. Support for teachers The exam preparation pages for each level provide user- friendly, free resources for all teachers preparing for our exams. They include: General information – handbooks for teachers, sample papers. Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper. Exam tutorial videos – a step-by-step guide to completing  the digital exams. Teaching tips for the Cambridge English Qualifications Digital – a booklet with teaching tips to help you prepare students for the Cambridge English Qualifications Digital. Cambridge English Qualifications Digital FAQs – here you can find answers to the most important questions about Cambridge English Qualifications Digital. Advice for teachers – developing students’ skills and preparing them for the exam. Downloadable lessons – a lesson for every part of every paper. Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers. Webinars – a wide range of exam-specific webinars for both new and experienced teachers. Teacher development – resources to support teachers in their Continuing Professional Development. camengli.sh/3E4P1Ph Facebook for teachers Teachers can join our community on Facebook for free resources, activities and tips to help prepare learners for Cambridge English Qualifications. facebook.com/CambridgeEnglishTeaching Free support for candidates We provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources. cambridgeenglish.org/learning-english Facebook for learners Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners and find support and preparation for students taking the digital test. facebook.com/CambridgeEnglish Registering candidates for an exam Exam entries must be made through an authorised Cambridge English examination centre. Centre staff have all the latest information about our exams, and can provide you with: • details of entry procedures • copies of the exam regulations • exam dates • current fees • more information about C1 Advanced and other Cambridge English Qualifications. We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at cambridgeenglish.org/ centresearch Further information If your local authorised exam centre is unable to answer your question, please contact our helpdesk: cambridgeenglish.org/help 4 About the exam C1 Advanced is a rigorous and thorough test of English at Level C1. It covers all four language skills – reading, writing, listening and speaking – and includes a fifth element focusing on the candidate’s understanding of the structure of the language. A thorough test of all areas of language ability There are four papers: detailed information on each test paper is provided later in this handbook, but the overall focus of each test is as follows: Reading and Use of English: 1 hour 30 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines. Writing: 1 hour 30 minutes Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a choice of three tasks in Part 2. Listening: 40 minutes (approximately) Candidates need to show they can understand the meaning of a range of spoken material, including lectures, radio broadcasts, speeches and talks. Speaking: 15 minutes Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves. Each of the four test components contributes to a profile which defines the candidate’s overall communicative language ability at this level. Marks and results C1 Advanced gives detailed, meaningful results. OVERALL LENGTH NUMBER OF TASKS/ PARTS NUMBER OF ITEMS C1 Advanced Reading and Use of English 1 hour 30 mins 8 56 Writing 1 hour 30 mins 2 2 Listening approx 40 mins 4 30 Speaking 15 mins 4 – TOTAL approx 3 hours 55 mins All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels B2 and C2 (Cambridge English Scale scores of 160–210) also receive a certificate. Grade A: Cambridge English Scale scores of 200–210 Candidates sometimes show ability beyond Level C1. If a candidate achieves a Grade A in their exam, they will receive the Certificate in Advanced English stating that they demonstrated ability at Level C2. Grade B or C: Cambridge English Scale scores of 180–199 If a candidate achieves Grade B or C in their exam, they will be awarded the Certificate in Advanced English at Level C1. CEFR Level B2: Cambridge English Scale scores of 160–179 If a candidate’s performance is below Level C1, but falls within Level B2, they will receive a Cambridge English certificate stating that they demonstrated ability at Level B2. Digital vs paper-based: Same task, different formats Digital exam Paper-based exam About the exam 5 Part 1 For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0 A straight B common C everyday D conventional 0 A B C D Studying black bears After years studying North America’s black bears in the (0) …….. way, wildlife biologist Luke Robertson felt no closer to understanding the creatures. He realised that he had to (1) …….. their trust. Abandoning scientific detachment, he took the daring step of forming relationships with the animals, bringing them food to gain their acceptance. The (2) …….. this has given him into their behaviour has allowed him to dispel certain myths about bears. (3) …….. to popular belief, he contends that bears do not (4) …….. as much for fruit as previously supposed. He also (5) …….. claims that they are ferocious. He says that people should not be (6) …….. by behaviour such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act. However, Robertson is no sentimentalist. After devoting years of his life to the bears, he is under no (7) …….. about their feelings for him. It is clear that their interest in him does not (8) …….. beyond the food he brings. Tips for preparing learners for the Reading and Use of English paper  The texts in Parts 1, 2, 3, 5, 6, 7 and 8 all have titles. Encourage your students to pay attention to each title as it will indicate the main theme of the text.  Encourage your students to read through each text (Parts 1, 2 and 3) carefully before beginning to answer the questions so that they have a clear idea of what it is about.  In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark.  All parts of the paper have detailed instructions and the Use of English component also has completed examples. These should be studied carefully so that your students know what kind of answers they are expected to give and how they should complete them on the platform or on the answer sheet.  Your students should be encouraged to read extensively so that they build up a wide vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types.  Your students should read as widely as possible both in class and at home. This will enable them to become familiar with a wide range of language. In class, encourage your students to interact fully with each text by focusing on pre-reading questions. This will help train them in prediction techniques.  It is helpful to introduce a programme of reading at home. As part of the weekly homework assignments, an idea might be to introduce a reading scheme which involves the students in providing verbal or written reviews on the texts they have read. These could include: unabridged short stories or novels, newspaper and magazine articles, non-fiction, etc. Where possible, your students should be encouraged to follow up on their hobbies and interests by reading magazines or looking on the internet for articles in English about sport, computers, fashion, etc. Research in these areas could also lead to a series of short class talks or articles for a class project. A class or school magazine may also encourage interest in reading.  It is important to make sure your students are familiar with the format of the Reading component. It will be helpful to spend time going through sample papers. The Reading component has a standard structure and format so that students will know what to expect in each part of the paper.  When studying for the paper, it will be useful for your students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books (by, for example, guessing the meaning of unknown words from the context) as they are not permitted to take dictionaries into the exam with them. They should be encouraged to read a text without thinking that they need to understand every word. Students often spend time worrying about the text at word level rather than trying to get a more global view of what it is about. Focus your students’ attention on understanding the overall function and message of texts or sections of texts.  Your students need to read the instructions, title and sub-title of each reading text carefully. This is meant to give them an idea of what to expect from the text; it will tell them where the pieces come from and/or what the text is about. If there is a visual element, it is usually included to help with a reference in the text that the students may not be familiar with, for example, a photo of a certain animal or place.  Students should develop an efficient personal system for recording the new vocabulary they learn. They should record as much detail as possible, including information about complementation and collocations of the words learned.  Encourage your students to plan their time carefully and not to spend too long on any one part of the test. They should try to make sure that they have a few minutes at the end of the test to check through their answers.  It is important that your students are familiar with the instructions for the paper and for each part of the test.  When your students are familiar with the different task types, it is a good idea to discuss which part(s) take them longer to complete. Following this discussion, you can suggest possible timings for each task. Your students need to be reminded that Parts 4, 5, 6 and 7 are allocated 2 marks per question, while Parts 1, 2, 3 and 8 are allocated 1 mark per question. Students at C1 Advanced level need to process large quantities of text in a defined time-scale and therefore need practice in planning their time carefully.  Remind your students to check the spelling of their answers as incorrect spelling will lose them marks. 8 Completing the digital test (digital test only) • All answers are typed directly onto the computer. • Candidates may take pens and pencils and water in a clear, see-through bottle into the exam room, but nothing else (including bags and anything electronic). • Candidates should listen carefully to the instructions which the invigilator gives and follow the instructions on the computer screen. • There is a timer on the screen which tells candidates how much time they have left. • Candidates may make notes on paper during the exam. They must leave these notes on their desk at the end of the exam. • Sometimes candidates may decide that the answer they have typed is wrong and wish to change it. This can easily be done in all parts of the test by clicking on a different option or by deleting and retyping the answer. • Give your students practice in using the digital platform so they are familiar with the different features before exam day. • The questions candidates have answered or left are indicated at the bottom of the screen so they can easily go back and complete unanswered questions. Completing the answer sheet (paper-based test only) • All answers must go on an answer sheet. • Candidates should use a pencil to complete the answer sheet. If they want to change an answer, they should rub it out. • No additional time is allowed for completing the answer sheet • Students can do the various parts of the test in any order. However, it may be better to do them in the order of the question paper. This can help to avoid the possibility of putting answers in the wrong sections of the answer sheet. • Your students should also be familiar with the technique of indicating their answers on the separate answer sheet so that they can do this quickly and accurately. Students need to be shown how to do this and have practice doing this in a timed exercise. They must record their answers on the answer sheet. When writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the appropriate question number. This is especially important if they leave some questions unanswered. They must also be sure to write in capital letters in Parts 2, 3 and 4. • Remind your students that handwriting should be clear so that it can be read easily by the markers. Reading and Use of English Preparing learners 9 Paper 1 Advice by task This section shows example screenshots from the C1 Advanced Digital exam. To access the complete digital sample test, please scan the QR code, or go to camengli.sh/3E4P1Ph Reading and Use of English Part 1 THE TASK f Part 1 consists of a text in which there are eight gaps. Each gap represents a missing word or phrase. There are four options to choose from. The options corresponding to each gap will appear when you click on the gap in the digital test. They are to the right of the text in the paper-based test. Candidates have to choose which one of the four words or phrases fills the gap correctly. f Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option which fits correctly with a following preposition or verb form. HOW TO APPROACH THE TASK f When studying vocabulary in preparation for the paper, your students should pay attention to collocation, the different shades of meaning within sets of similar words, and complementation (e.g. whether words are followed by a certain preposition, or by a gerund or an infinitive, etc.). f Advise your students to consider all the options carefully before deciding on an answer. Some of the options may be very tempting, but only one will be semantically and grammatically correct in that particular context. 10 Reading and Use of English Part 4 THE TASK f Part 4 consists of six questions. Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between three and six words, one of which must be the key word. The key word must not be changed in any way. f In this part of the paper the focus is both lexical and grammatical and a range of structures is tested. The ability to express a message in a different way shows flexibility and resource in the use of language. f The mark scheme splits the answers into two parts and candidates gain one mark for each part which is correct. HOW TO APPROACH THE TASK f Transformation tasks which increase awareness of expressions with parallel or synonymous meanings, and develop flexibility in the use of language, are good preparation for this part. f Remind your students that the key word MUST be used in each answer and that the key word may NOT be changed in any way. f Also remind your students that their answer must NOT exceed six words. Contractions count as two words. Reading and Use of English Advice by task 13 Paper 1 Reading and Use of English Part 5 THE TASK f Part 5 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by six 4-option multiple-choice questions which are presented in the same order as the information in the text so that candidates can follow the development of the text. f This task tests detailed understanding, including opinions and attitudes expressed; the ability to distinguish between, for example, apparently similar viewpoints, outcomes or reasons. Candidates should be able to deduce meaning from context and interpret the text for inference and style. They should also be able to understand text organisation features such as exemplification, comparison and reference, including lexical reference. The final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion. HOW TO APPROACH THE TASK f Your students should familiarise themselves with a wide range of sources, registers, topics and lexical fields. Preparation 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 misunderstanding. f Your students should read each question and underline the part of the text which answers the question. They should then look at the options and decide which one is the closest in answering the question. Students often make the mistake of only briefly referring to the text when answering a question, and just choosing an answer which sounds plausible or reflects their own ideas. It is often useful to ask each student to justify their answer to the rest of the class. f Ask your students to check the questions which take the form of incomplete sentences very carefully; the whole sentence has to match what is written in the text and not just the phrase in the options. f Make sure that your students read texts in which opinion, attitudes and feelings are expressed, e.g. interviews with famous people talking about how they began their careers and what made them successful, or short stories about how characters feel about the situation they find themselves in. Activities which focus on recognising and evaluating attitude and opinion and which enhance your students’ abilities to infer underlying meaning will also be helpful. f Your students should be given practice in text organisation features. For example, there may be a question which tests the ability to differentiate between a main idea and an example, or one which asks the students to connect an abstract argument with a concrete illustration. Items may test comparison and contrast, both literal and metaphorical or the understanding of cohesive devices and structures. f It is important that your students avoid just matching words in the text with words in the question or option. 14 Reading and Use of English Part 6 THE TASK f Part 6 consists of four short texts, on a related theme, followed by multiple-matching prompts. In total, there are four questions. f Candidates must read across texts to match a prompt to elements in the texts. The prompts require candidates to read across the four texts to understand the opinions and attitudes expressed in order to identify agreement and disagreement between the writers. The items only provide information on the subject of the opinion, not the opinion itself: this is for the candidate to identify. Candidates may need to identify an opinion expressed in one of the texts and then identify which other text shares or contradicts this opinion, or they may need to identify which text differs from the other three in terms of an expressed opinion. HOW TO APPROACH THE TASK f Your students should familiarise themselves with texts which give different views on a related theme – such as different reviews of the same book or four experts giving their opinion on a subject. f The texts will have an academic flavour without presuming in-depth subject-specific knowledge, so practice in dealing with both the complexity of vocabulary and the structures, such as noun phrases, commonly found in academic texts, will be useful. f Students should be encouraged to read the texts first of all to determine the general attitude of each writer to the subject under discussion. Underlining the part or parts of a text which give an opinion or attitude and then identifying whether this is negative or positive is helpful. f Your students should then look at each question and underline or highlight the key words. If a question is asking for ‘a similar or different opinion to’, for example, writer C, on a subject, they should underline or highlight what aspect of C’s opinion is being tested and then identify and underline or highlight that opinion in C. The task will then involve looking at all the other writers and identifying the similar or different opinion. Reading and Use of English Advice by task 15 Paper 1 Assessment Answer key for digital test Please note that this Answer Key is for the complete sample test, but also covers the screenshots on the previous pages. The digital exams do not use letters for multiple-choice options. Please click on the link to access the complete sample test. camengli.sh/3E4P1Ph Reading and Use of English sample paper 1 Q PART 1 1 B 2 C 3 C 4 A 5 B 6 B 7 C 8 D Q PART 2 9 BECAUSE 10 SUCH 11 OTHER 12 COULD/MAY/MIGHT 13 DESPITE 14 IF/WHEN/WHENEVER 15 NOTHING/LITTLE 16 IN Q PART 3 17 OVERCOME 18 FITNESS 19 ENDURANCE 20 BENEFICIAL 21 INABILITY 22 STRENGTH 23 TYPICALLY 24 SEVERITY Q PART 4 25 DOES NOT/DOESN’T EARN | NEARLY SO/AS DOES NOT/ DOESN’T MAKE | NEARLY SO/AS 26 BEING PULLED DOWN | AND (BEING) REPLACED/TO BE REPLACED | TO BE PULLED DOWN | AND REPLACED 27 THE HIGHEST | (THAT/WHICH) IT HAS EVER/IT’S EVER 28 DISAPPOINTING/A DISAPPOINTMENT | IN COMPARISON WITH/TO 29 IN SPITE OF | A/HER LACK 30 WARNING ABOUT/REGARDING/CONCERNING | THE DANGERS OF/WHEN CYCLING Q PART 5 31 C 32 A 33 C 34 D 35 D 36 C Q PART 6 37 B 38 C 39 A 40 B Q PART 7 41 G 42 D 43 A 44 F 45 C 46 E Q PART 8 47 D 48 E 49 C 50 A 51 D 52 B 53 C 54 A 55 B 56 E 18 Paper-based sample test Pa rt 1 Fo r q ue st io ns 1 – 8 , r ea d th e te xt b el ow a nd d ec id e w hi ch a ns w er (A , B , C o r D ) b es t f its e ac h ga p. Th er e is a n ex am pl e at th e be gi nn in g (0 ). M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . Ex am pl e: 0 A de po si ts B pi le s C st or es D st oc ks 0 A B C D N ew u se s fo r s al t m in es G eo lo gi ca l ( 0) … … .. of s al t w er e fo rm ed m ill io ns o f y ea rs a go , w he n w ha t i s no w la nd , l ay u nd er th e se a. It is h ar d to b el ie ve th at s al t i s no w s uc h a ch ea p (1 ) … … .. , b ec au se c en tu rie s ag o it w as th e co m m er ci al (2 ) … … .. of to da y’ s oi l. T he m en w ho m in ed s al t b ec am e w ea lth y an d, a lth ou gh th e w or k w as (3 ) … … .. an d fre qu en tly d an ge ro us , a jo b in a s al t m in e w as h ig hl y (4 ) … … .. . N ow ad ay s, t he s pe ci fic m ic ro cl im at es i n di su se d m in es h av e be en ( 5) … … .. fo r th e tre at m en t of re sp ira to ry i lln es se s su ch a s as th m a, a nd t he s ile nt , da rk s ur ro un di ng s in a m in e ar e co ns id er ed (6 )… … .. in e nc ou ra gi ng p at ie nt s to re la x. In a dd iti on , so m e di su se d m in es h av e be en ( 7) … … .. to d iff er en t co m m er ci al e nt er pr is es , al th ou gh ke ep in g up -to -d at e w ith th e te ch no lo gy o f m in in g is e ss en tia l t o (8 ) … … .. vi si to rs ’ s af et y. S om e of th e la rg es t u nd er gr ou nd c ha m be rs e ve n ho st c on ce rts , c on fe re nc es a nd b us in es s m ee tin gs . 1 A pr ov is io n B ut ili ty C m at er ia l D co m m od ity 2 A m at ch B si m ila rit y C pa ra lle l D eq ui va le nt 3 A cr iti ca l B de m an di ng C ex tre m e D st ra in in g 4 A re ga rd ed B ad m ire d C ap pr ov ed D ho no ur ed 5 A ex pl oi te d B ex tra ct ed C ex po se d D ex te nd ed 6 A pr of ita bl e B ag re ea bl e C be ne fic ia l D po pu la r 7 A pu t d ow n B tu rn ed o ve r C m ad e ou t D se t a bo ut 8 A en ab le B re ta in C en su re D su pp or t Reading and Use of English Paper-based sample test 19 Paper 1 Pa rt 2 Fo r qu es tio ns 9 – 1 6, r ea d th e te xt b el ow a nd th in k of th e w or d w hi ch b es t f its e ac h ga p. U se o nl y on e w or d in e ac h ga p. T he re is a n ex am pl e at th e be gi nn in g (0 ). W rit e yo ur a ns w er s IN C A PI TA L LE TT ER S on th e se pa ra te a ns w er s he et . Ex am pl e: 0 T O M an ag in g ch an ge M os t p eo pl e fin d ch an ge u ns et tli ng a nd d iff ic ul t t o ad ap t ( 0) … … .. . M an y so ci et ie s ha ve e xp er ie nc ed (9 ) … … .. ra pi d ch an ge in th e ea rly y ea rs o f t he 2 1s t c en tu ry th at li fe c an fe el v er y da un tin g (1 0) … … .. tim es . V ar io us c om m en ta to rs h av e (1 1) … … .. fo rw ar d su gg es tio ns f or c op in g w ith c ha ng e on a pe rs on al le ve l. O ne s ug ge st io n in vo lv es th in ki ng o f t hr ee s ol ut io ns to a p ro bl em , r at he r (1 2) … … .. tw o. A pp ar en tly , m an y pe op le f ac ed ( 13 ) … … .. ch an ge r es po nd b y co ns id er in g tw o po ss ib le c ou rs es o f ac tio n, b ut in va ria bl y te nd t o re je ct b ot h of t he se . H ow ev er , th in ki ng i ns te ad o f th re e po te nt ia l so lu tio ns i s a st ra te gy w hi ch , ac co rd in g to r es ea rc h, p ro vi de s a re lia bl e w ay o f fin di ng a s ol ut io n to t he i ni tia l pr ob le m . A no th er s tra te gy a dv oc at es le ar ni ng t o av oi d se t pa tte rn s of r ou tin e be ha vi ou r. S om et hi ng s im pl e, (1 4) … … .. ta ki ng a no th er r ou te t o w or k at ( 15 ) … … .. on ce a w ee k, i s se en a s en co ur ag in g co nf id en ce in th e fa ce o f u nc er ta in ty . (1 6) … … .. th e si m pl ic ity o f t he se id ea s, th ey n ev er th el es s he lp pr ep ar e pe op le m en ta lly to m an ag e m aj or c ha ng e if ne ce ss ar y. Pa rt 3 Fo r q ue st io ns 1 7 – 24 , r ea d th e te xt b el ow . U se th e w or d gi ve n in c ap ita ls a t t he e nd o f s om e of th e lin es to fo rm a w or d th at fi ts in th e ga p in th e sa m e lin e. T he re is a n ex am pl e at th e be gi nn in g (0 ). W rit e yo ur a ns w er s IN C A PI TA L LE TT ER S on th e se pa ra te a ns w er s he et . Ex am pl e: 0 D I S S I M I L A R Fa sh io n an d Sc ie nc e A t fir st g la nc e sc ie nc e an d fa sh io n co ul d no t be m or e (0 ) … … .. . S ci en ce is ge ne ra lly c on si de re d to b e a (1 7) … … .. th at is s lo w -p ac ed , s er io us a nd w or th y, w he re as fa sh io n is fr iv ol ou s, im pu ls iv e an d of te n (1 8) … … .. . B ut f as hi on o w es m or e to s ci en ce t ha n so m e (1 9) … … .. m ig ht li ke t o ad m it. Fa sh io n ho us es a do pt n ew m at er ia ls in o rd er t o (2 0) … … .. th em se lv es f ro m th ei r v ar io us (2 1) … … .. . O ne d es ig ne r r ec en tly s ho w ed o ff a liq ui d th at c an b e us ed to p ro du ce c lo th es th at a re s ea m le ss . A s co tto n is ( 22 ) … … .. ha vi ng t o co m pe te w ith o th er c ro ps f or la nd , an d oi l- ba se d fa br ic s be co m e le ss a cc ep ta bl e, s ci en tis ts a re w or ki ng t o de ve lo p (2 3) … … .. fo r t he se p ro du ct s. S po rts w ea r, fo r e xa m pl e, h as b ee n tra ns fo rm ed th an ks t o th e us e of ( 24 ) … … .. m at er ia ls a nd s ci en tif ic d es ig ns , gr ea tly im pr ov in g th e pe rfo rm an ce o f a th le te s. SI M IL A R PU R SU E PR ED IC T EN TH U SE D IS TI N C T C O M PE TE IN C R EA SE R EP LA C E IN N O VA TE 20 Pa rt 6 Y ou a re g oi ng to re ad fo ur e xt ra ct s fro m a rti cl es in w hi ch a ca de m ic s di sc us s th e co nt rib ut io n th e ar ts (m us ic , p ai nt in g, li te ra tu re , e tc .) m ak e to s oc ie ty . F or q ue st io ns 3 7 – 40 , c ho os e fro m th e ac ad em ic s A – D . T he a ca de m ic s m ay b e ch os en m or e th an o nc e. M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . T he C on tr ib ut io n of th e A rt s t o So ci et y A L an a E ss le tt Th e ar ts m at te r b ec au se th ey li nk s oc ie ty to it s pa st , a p eo pl e to it s in he rit ed s to re o f i de as , i m ag es a nd w or ds ; ye t t he a rts c ha lle ng e th os e lin ks in o rd er to fi nd w ay s o f e xp lo rin g ne w p at hs a nd v en tu re s. I r em ai n sc ep tic al o f cl ai m s th at h um an ity ’s lo ve o f th e ar ts s om eh ow r ef le ct s so m e in he re nt in cl in at io n, fu nd am en ta l t o th e hu m an ra ce . H ow ev er , e xp os ur e to a nd s tu dy o f t he a rts d oe s st re ng th en th e in di vi du al a nd fo st er s in de pe nd en ce in th e fa ce o f th e pr es su re s of th e m as s, th e ch ar ac te rle ss , t he u nd iff er en tia te d. A nd ju st a s th e sc ie nc es s up po rt th e te ch no lo gy s ec to r, th e ar ts s tim ul at e th e gr ow th o f a c re at iv e se ct or in th e ec on om y. Y et , t ru e as th is is , i t s ee m s to m e to m is s th e po in t. Th e va lu e of th e ar ts is n ot to b e de fin ed a s if th ey w er e ju st a no th er e co no m ic le ve r t o be p ul le d. T he a rts c an f ai l ev er y m ea su ra bl e ob je ct iv e se t by e co no m is ts , y et r et ai n th ei r in tri ns ic v al ue t o hu m an ity . B Se th N or th W ith ou t a d ou bt , t he a rts a re a t t he v er y ce nt re o f s oc ie ty a nd in na te in e ve ry h um an b ei ng . M y pe rs on al , t ho ug h ad m itt ed ly c on tro ve rs ia l, be lie f is t ha t th e be ne fit s to b ot h in di vi du al s an d so ci et y of s tu dy in g sc ie nc e an d te ch no lo gy , i n pr ef er en ce to a rts s ub je ct s, ar e va st ly o ve rr at ed . I t m us t b e sa id , h ow ev er , t ha t d es pi te th e cl ai m s fr eq ue nt ly m ad e fo r th e ci vi lis in g po w er o f th e ar ts , t o m y m in d th e ob vi ou s qu es tio n ar is es : W hy a re p eo pl e w ho a re u nd en ia bl y in to le ra nt a nd se lfi sh st ill c ap ab le o f e nj oy in g po et ry o r a pp re ci at in g go od m us ic ? Fo r m e, a m or e co nv in ci ng a rg um en t in f av ou r of th e ar ts c on ce rn s th ei r ec on om ic v al ue . N ee dl es s to s ay , d is co ve rin g ho w m uc h th e ar ts c on tri bu te to so ci et y in th is w ay in vo lv es g at he rin g a va st a m ou nt o f d at a an d th en e va lu at in g ho w m uc h th is a ff ec ts th e ec on om y as a w ho le , w hi ch is b y no m ea ns st ra ig ht fo rw ar d. C H ea th er C ha rl to n It go es w ith ou t s ay in g th at e nd -p ro du ct s of a rti st ic e nd ea vo ur c an b e se en a s co m m od iti es w hi ch c an b e tra de d an d ex po rte d, a nd s o ad d to t he w ea lth o f in di vi du al s an d so ci et ie s. W hi le t hi s is u nd en ia bl y a su bs ta nt ia l ar gu m en t i n fa vo ur o f th e ar ts , w e sh ou ld n ot lo se s ig ht o f th os e eq ua lly fu nd am en ta l c on tri bu tio ns th ey m ak e w hi ch c an no t b e ea si ly tr an sl at ed in to m ea su ra bl e so ci al a nd e co no m ic v al ue . A nt hr op ol og is ts h av e ne ve r f ou nd a so ci et y w ith ou t t he a rts in o ne fo rm o r a no th er . T he y ha ve c on cl ud ed , a nd I ha ve n o re as on n ot to c on cu r, th at hu m an ity h as a n at ur al a es th et ic s en se w hi ch is b io lo gi ca lly d et er m in ed . I t i s by th e ex er ci se o f t hi s se ns e th at w e cr ea te w or ks o f ar t w hi ch s ym bo lis e so ci al m ea ni ng s an d ov er ti m e pa ss o n va lu es w hi ch h el p to g iv e th e co m m un ity it s s en se o f i de nt ity , a nd w hi ch c on tri bu te e no rm ou sl y to it s s el f- re sp ec t. D M ik e K on ec ki St ud ie s ha ve lo ng li nk ed in vo lv em en t i n th e ar ts to in cr ea se d co m pl ex ity o f th in ki ng a nd g re at er s el f- es te em . N ob od y to da y, a nd r ig ht ly s o in m y vi ew , w ou ld c ha lle ng e th e hu ge im po rta nc e of m at hs a nd s ci en ce a s co re di sc ip lin es . N ev er th el es s, so le e m ph as is o n th es e in p re fe re nc e to t he a rts f ai ls t o pr om ot e th e in te gr at ed le ft/ rig ht -b ra in th in ki ng in s tu de nt s th at th e fu tu re in cr ea si ng ly d em an ds , a nd o n w hi ch a h ea lth y ec on om y no w un do ub te dl y re lie s. M or e si gn ifi ca nt ly , I b el ie ve th at in a n ag e of d ul l u ni fo rm ity , t he a rts e na bl e ea ch p er so n to ex pr es s hi s or h er u ni qu en es s. Y et w hi le th es e be ne fit s ar e en or m ou s, w e pa rti ci pa te in th e ar ts b ec au se o f an in st in ct iv e hu m an n ee d fo r in sp ira tio n, d el ig ht , jo y. T he a rts a re a n en lig ht en in g an d hu m an is in g fo rc e, en co ur ag in g us t o co m e to ge th er w ith p eo pl e w ho se b el ie fs a nd l iv es m ay b e di ff er en t fr om o ur o w n. T he y en co ur ag e us to li st en a nd to c el eb ra te w ha t c on ne ct s u s, in st ea d of re tre at in g be hi nd w ha t d riv es u s a pa rt. W hi ch a ca de m ic ha s a di ffe re nt v ie w fr om N or th re ga rd in g th e ef fe ct o f t he a rts o n be ha vi ou r t ow ar ds ot he rs ? 37 ha s a di ffe re nt v ie w fr om K on ec ki o n th e va lu e of s tu dy in g th e ar ts c om pa re d to o th er ac ad em ic s ub je ct s? 38 ex pr es se s a di ffe re nt o pi ni on to th e ot he rs o n w he th er th e hu m an s pe ci es h as a g en et ic pr ed is po si tio n to w ar ds th e ar ts ? 39 ex pr es se s a si m ila r v ie w to E ss le tt on h ow th e ar ts re la te to d em an ds to c on fo rm ? 40 Reading and Use of English Assessment 23 Paper 1 Pa rt 7 Y ou a re g oi ng t o re ad a n ex tra ct f ro m a m ag az in e ar tic le a bo ut M ac qu ar ie I sl an d. S ix p ar ag ra ph s ha ve b ee n re m ov ed fr om th e ex tra ct . C ho os e fro m th e pa ra gr ap hs A – G th e on e w hi ch fi ts e ac h ga p (4 1 – 46 ). T he re is o ne e xt ra p ar ag ra ph w hi ch y ou d o no t n ee d to u se . M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . M ac qu ar ie Is la nd Jo ur na lis t M at th ew D en ho lm jo in s a gr ou p of s ci en tis ts , a tte m pt in g to s av e M ac qu ar ie Is la nd , w hi ch lie s h al fw ay b et w ee n Au st ra lia a nd A nt ar ct ic a. I am s tu m bl in g, b lin de d by ti ny m is si le s of ic e an d sn ow d riv en h or iz on ta lly in to m y fa ce b y a ho w lin g ga le . O ne m in ut e I’ m b lo w n ba ck w ar ds . Th e ne xt I’ m l ea pi ng s ky w ar d in u nd ig ni fie d pa ni c as a f oo t na rr ow ly m is se s an ou tra ge d el ep ha nt se al . Sq ui nt in g pa in fu lly t hr ou gh t or ch lig ht , I’ ve l itt le ho pe o f s ee in g th e be as ts . 41 La te r, in si de a c os y hu t, sp or tin g a pa tc h ov er t he so re r o f m y ey es , I h av e to a dm it th at it p ro ba bl y is . Th is is , a fte r a ll, th e su b- A nt ar ct ic . O r t o be p re ci se , M ac qu ar ie Is la nd : a s liv er o f l an d co nj ur ed a br up tly fr om th e va st w ild er ne ss o f t he S ou th er n O ce an . T he da rk es t, co ld es t m on th s ar e ge ne ra lly t he q ui et es t tim e of y ea r f or h um an a ct iv ity h er e, b ut th is y ea r i s di ff er en t. I’ m w ith a t ea m o f sc ie nt is ts w ho a re un de rta ki ng a s ee m in gl y im po ss ib le ta sk : t o rid th e en tir e is la nd o f e ve ry ra bb it, ra t a nd m ou se . 42 N ex t m or ni ng , I a br up tly c ha ng e m y m in d, h ow ev er , w he n I aw ak e to a v ie w th at ju st ifi es th e th re e- da y vo ya ge t o th is r em ot e ou tp os t of A us tra lia . A fte r ov er ni gh t sn ow fa lls t he i sl an d is p ai nt ed w hi te , fr om h ig hl an d pl at ea us , w ith f ro ze n la ke s, to r oc ky bl ac k sa nd a nd p eb bl e sh or e. A ll gl is te ns i n ra re su b- A nt ar ct ic su ns hi ne . B es id es , th e pr ev io us af te rn oo n’ s d is co m fo rts w er e en tir el y ou r o w n fa ul t. 43 Th e de la y w hi le w e do ub le d ba ck m ad e it im po ss ib le to r ea ch t he h ut b ef or e du sk . I h ad a ls o bl un de re d, d ec id in g sn ow g og gl es w er e un ne ce ss ar y. W e ha d be en ta ug ht a va lu ab le le ss on . W hi le of fic ia lly p ar t o f A us tra lia , t hi s is la nd is a d iff er en t w or ld . D iff er en t ru le s ap pl y. E ve ry m ov e m us t be pl an ne d an d pr ec au tio ns ta ke n be ca us e of th e da ng er s p os ed b y cl im at e an d te rr ai n. 44 Th is e xt re m e is ol at io n m ea ns n o ac tiv ity is e as y on th e is la nd . O ur f irs t c ha lle ng e w as g et tin g as ho re a s th er e is n o sa fe a nc ho ra ge . B ut w he n w e ev en tu al ly re ac he d th e be ac h, I c ou ld i ns ta nt ly s ee t ha t th e is la nd ’s re pu ta tio n as ‘t he G al áp ag os o f t he s ou th ’ i s ju st ifi ed . O ve r th e ne xt f ew d ay s, se al s, pe ng ui ns an d a ho st o f s ea bi rd s ar e a co ns ta nt p re se nc e. A s in th e G al áp ag os I sl an ds , s om e sp ec ie s ar e ab un da nt – th er e ar e an e st im at ed 1 00 ,0 00 se al s a nd fo ur m ill io n pe ng ui ns . Th ou gh h un te d in th e pa st , t he se d ay s th e m ai n th re at t o th e is la nd ’s f au na c om es n ot f ro m m an b ut fr om o ur le ga cy . 45 U na cc us to m ed t o th e he rb iv or es ’ te et h, t he i sl an d flo ra h as b ee n ov er gr az ed a nd r ed uc ed t o st ub bl e. Th e hi lls a nd p la te au s ar e po ck -m ar ke d w ith h ol es an d so ft su rf ac es a re u nd er m in ed b y th ei r bu rr ow s. O n th is tr ee le ss is la nd , t he o ve rg ra zi ng h as a ls o le ft th e ho m es of na tiv e bi rd s ex po se d. Pe tre l an d al ba tro ss ch ic ks ar e th us m or e vu ln er ab le to pr ed at io n an d th e ha rs h el em en ts . Th e de va st at io n re ac he d su ch a p oi nt th at in 2 00 7 th e W or ld H er ita ge C on ve nt io n di sc us se d w he th er th e is la nd s ho ul d lo se its W or ld H er ita ge st at us . 46 H ow ev er , th e st at us w as a ls o co nf er re d be ca us e of its ‘o ut st an di ng na tu ra l be au ty an d ae st he tic im po rta nc e’ . G iv en th at th e w ild hi lls id es th at sh ou ld b e lu sh ly c ov er ed a re b ar e, a nd a re a ni m at ed no t by t he m ov em en t of w in d in t us so ck b ut b y ra bb its r un ni ng a m ok , it is n ot s ur pr is in g th at t he w or ld w as b eg in ni ng to a sk w he th er th e de sc rip tio n st ill a pp lie d. A B C D Th is is m ai nl y in th e fo rm of ra bb its . In tro du ce d in 1 87 7 as a f oo d so ur ce , th ey to ok to th e is la nd w ith gu st o. R ec en t es tim at es o f t he ra bb it po pu la tio n, b ef or e th e er ad ic at io n pr og ra m be ga n, ra ng ed fr om 10 0, 00 0 to 1 50 ,0 00 . It’ s a re al is at io n th at m ak es a ll th e m or e im pr es si ve th e en de av ou rs of th e fir st ex pl or er s to c om e he re . H er e at B ro th er s Po in t, pe rc he d on a h ea dl an d of f th e is la nd ’s ea st c oa st , w e co ul d be t he l as t hu m an s on Ea rth . In a ge og ra ph ic al se ns e, w e ve ry ne ar ly a re . Th e w al k – ju st un de r 10 km fr om th e re se ar ch s ta tio n to th e ca bi n – w as n’ t m ea nt to b e in d ar kn es s. S om e tim e af te r se tti ng ou t, ho w ev er , m y ph ot og ra ph er r ea lis ed h e ha d le ft a pi ec e of c am er a eq ui pm en t b eh in d. It’ s o ne o f t he m os t a m bi tio us p ro gr am s o f i ts ty pe ev er at te m pt ed . A w or th y pr oj ec t in de ed , b ut a s th e in te ns e w in ds ra ge o ut si de , I ca n em pa th is e w ith C ap ta in D ou gl as s, an ea rly v is ito r to t he i sl an d. A rr iv in g in 1 82 2, D ou gl as s ca lle d M ac qu ar ie ‘th e m os t w re tc he d pl ac e’ . E F G Th e re su lta nt la nd sl ip s ha ve de va st at in g co ns eq ue nc es . Th ey h av e ha rm ed h un dr ed s of p en gu in s as w el l as d es tro yi ng n es tin g si te s le av in g lo ca l w ild lif e at ri sk . I b eg in to re al is e ju st h ow d am ag ed th is w ild er ne ss is . A t n ig ht , t he y ar e in di st in gu is ha bl e fr om th e ro ck s th at co ve r th e gr ou nd ; on ly th ei r gu rg lin g ba rk s te ll m e w he n to j um p. A s I lo se fe el in g in m y fin ge rs , n um be d by g la ci al te m pe ra tu re s, I as k m ys el f: Is t hi s w ha t I sa ile d to th e bo tto m o f t he w or ld fo r? M ac qu ar ie ac hi ev ed th e lis tin g 10 ye ar s ea rli er , p ar tly in re co gn iti on o f t he fa ct th at it is a g eo lo gi ca l fr ea k. T he i sl an d is o ce an flo or fo rc ed to th e su rf ac e by th e co nv er ge nc e of tw o te ct on ic pl at es – an on go in g pr oc es s. 24 Pa rt 8 Y ou a re g oi ng to re ad a n ar tic le b y a ps yc ho lo gi st a bo ut la ug ht er . F or q ue st io ns 4 7 – 56 , c ho os e fro m th e se ct io ns (A – D ). Th e se ct io ns m ay b e ch os en m or e th an o nc e. M ar k yo ur a ns w er s on th e se pa ra te a ns w er s he et . W hi ch s ec tio n co m m en ts o n w hi ch p er so n la ug hs w ith in a v er ba l e xc ha ng e? 47 us es a c om pa ris on w ith o th er p hy si ca l f un ct io ns to s up po rt an id ea ? 48 gi ve s re as on s w hy u nd er st an di ng la ug ht er s up pl ie s ve ry u se fu l i ns ig ht s? 49 re fe rs to s om eo ne w ho u nd er st oo d th e se lf- pe rp et ua tin g na tu re o f l au gh te r? 50 ci te s a st ud y th at in vo lv ed w at ch in g pe op le w ith ou t t he ir kn ow le dg e? 51 de sc rib es la ug ht er h av in g a de tri m en ta l e ffe ct ? 52 cr iti ci se s ot he r r es ea rc h fo r f ai lin g to c on si de r a k ey fu nc tio n of la ug ht er ? 53 ex pl ai ns th at la ug hi ng d oe s no t u su al ly ta ke p re ce de nc e ov er s pe ak in g? 54 de sc rib es p eo pl e ob se rv in g th em se lv es ? 55 en co ur ag es c he ck in g th at a p ro po si tio n is c or re ct ? 56 W hy d o pe op le la ug h? Ps yc ho lo gi st R ob er t P ro vi ne w ri te s a bo ut w hy a nd w he n w e la ug h. A In 1 96 2, w ha t be ga n as a n is ol at ed f it of l au gh te r in a g ro up o f sc ho ol gi rls i n Ta nz an ia r ap id ly r os e to ep id em ic pr op or tio ns . C on ta gi ou s la ug ht er sp re ad fr om on e in di vi du al to th e ne xt an d be tw ee n co m m un iti es . F lu ct ua tin g in i nt en si ty , t he l au gh te r ep id em ic l as te d fo r ar ou nd t w o an d a ha lf ye ar s an d du rin g th is ti m e at le as t 1 4 sc ho ol s w er e cl os ed a nd a bo ut 1 ,0 00 p eo pl e af fli ct ed . L au gh te r e pi de m ic s, bi g an d sm al l, ar e un iv er sa l. La ug ht er y og a, a n in no va tio n of M ad an K at ar ia o f M um ba i, ta ps in to c on ta gi ou s la ug ht er f or h is L au gh te r Yo ga c lu bs . M em be rs g at he r in p ub lic p la ce s to e ng ag e in la ug ht er e xe rc is es to en er gi se th e bo dy a nd im pr ov e he al th . K at ar ia re al is ed th at o nl y la ug ht er is n ee de d to s tim ul at e la ug ht er – no jo ke s ar e ne ce ss ar y. W he n w e he ar la ug ht er , w e be co m e be as ts o f t he h er d, m in dl es sl y la ug hi ng in tu rn , pr od uc in g a be ha vi ou ra l c ha in re ac tio n th at sw ee ps th ro ug h ou r g ro up . B La ug ht er is a r ic h so ur ce o f in fo rm at io n ab ou t c om pl ex s oc ia l r el at io ns hi ps , i f yo u kn ow w he re to lo ok . Le ar ni ng t o ‘r ea d’ l au gh te r is p ar tic ul ar ly v al ua bl e be ca us e la ug ht er i s in vo lu nt ar y an d ha rd t o fa ke , pr ov id in g un ce ns or ed , h on es t a cc ou nt s o f w ha t p eo pl e re al ly th in k ab ou t e ac h ot he r. It is a d ec id ed ly so ci al si gn al . T he so ci al c on te xt o f l au gh te r w as e st ab lis he d by 7 2 st ud en t v ol un te er s i n m y cl as se s, w ho re co rd ed th ei r ow n la ug ht er , i ts t im e of o cc ur re nc e an d so ci al c irc um st an ce i n sm al l no te bo ok s (la ug h lo gb oo ks ) du rin g a on e- w ee k pe rio d. T he s oc ia lit y of la ug ht er w as s tri ki ng . M y lo gb oo k ke ep er s la ug he d ab ou t 3 0 tim es m or e w he n th ey w er e ar ou nd o th er s t ha n w he n th ey w er e al on e – la ug ht er a lm os t d is ap pe ar ed a m on g so lit ar y su bj ec ts . C Fu rth er c lu es a bo ut t he s oc ia l co nt ex t of l au gh te r ca m e fr om t he s ur re pt iti ou s ob se rv at io n of 1 ,2 00 in st an ce s of c on ve rs at io na l l au gh te r a m on g an on ym ou s pe op le in p ub lic p la ce s. M y co lle ag ue s an d I n ot ed th e ge nd er o f th e sp ea ke r an d au di en ce ( lis te ne r) , w he th er th e sp ea ke r or th e au di en ce la ug he d, a nd w ha t w as s ai d im m ed ia te ly b ef or e la ug ht er o cc ur re d. C on tra ry to e xp ec ta tio n, m os t c on ve rs at io na l l au gh te r w as no t a re sp on se to jo ke s or h um or ou s st or ie s. Fe w er th an 2 0% o f p re -la ug h co m m en ts w er e re m ot el y jo ke - lik e or h um or ou s. M os t l au gh te r f ol lo w ed b an al re m ar ks s uc h as ‘A re y ou s ur e? ’ a nd ‘I t w as n ic e m ee tin g yo u to o. ’ M ut ua l p la yf ul ne ss , i n- gr ou p fe el in g an d po si tiv e em ot io na l t on e – no t c om ed y – m ar k th e so ci al se tti ng s of m os t na tu ra lly o cc ur rin g la ug ht er . A no th er c ou nt er in tu iti ve d is co ve ry w as t ha t th e av er ag e sp ea ke r la ug hs a bo ut 4 6% m or e of te n th an t he a ud ie nc e. T hi s co nt ra st s w ith t he s ce na rio i n st an d- up co m ed y – a ty pe o f co m ed y pe rf or m an ce i n w hi ch a n on -la ug hi ng s pe ak er p re se nt s jo ke s to a l au gh in g au di en ce . C om ed y pe rf or m an ce i n ge ne ra l pr ov es a n in ad eq ua te m od el f or e ve ry da y co nv er sa tio na l la ug ht er . A na ly se s th at f oc us o nl y on a ud ie nc e be ha vi ou r (a c om m on a pp ro ac h) a re o bv io us ly l im ite d be ca us e th ey n eg le ct th e so ci al n at ur e of th e la ug hi ng re la tio ns hi p. D A m az in gl y, w e so m eh ow n av ig at e so ci et y, la ug hi ng a t j us t t he ri gh t t im es , w hi le n ot c on sc io us ly k no w in g w ha t w e ar e do in g. I n ou r sa m pl e of 1 ,2 00 l au gh te r ep is od es , th e sp ea ke r an d th e au di en ce s el do m in te rr up te d th e ph ra se s tru ct ur e of s pe ec h w ith a h a- ha . T hu s, a sp ea ke r m ay s ay ‘ Y ou a re w ea rin g th at ? H a- ha ,’ bu t r ar el y ‘Y ou a re w ea rin g… h a- ha … th at ?’ T he o cc ur re nc e of la ug ht er d ur in g pa us es , a t t he e nd of p hr as es , an d be fo re a nd a fte r st at em en ts a nd q ue st io ns s ug ge st s th at a n eu ro lo gi ca lly b as ed p ro ce ss go ve rn s th e pl ac em en t o f la ug ht er . S pe ec h is d om in an t o ve r la ug ht er b ec au se it h as p rio rit y ac ce ss to th e si ng le v oc al is at io n ch an ne l, an d la ug ht er d oe s no t vi ol at e th e in te gr ity o f ph ra se s tru ct ur e. L au gh te r in sp ee ch i s si m ila r to p un ct ua tio n in w rit te n co m m un ic at io n. I f pu nc tu at io n of s pe ec h by l au gh te r se em s un lik el y, c on si de r t ha t b re at hi ng a nd c ou gh in g al so p un ct ua te s pe ec h. B et te r y et , w hy n ot te st m y th eo ry o f pu nc tu at io n by e xa m in in g th e pl ac em en t o f l au gh te r i n co nv er sa tio n ar ou nd y ou , f oc us in g on th e pl ac em en t of h a- ha l au gh s. It' s a go od t hi ng t ha t th es e co m pe tin g ac tio ns a re n eu ro lo gi ca lly o rc he st ra te d. H ow co m pl ic at ed w ou ld o ur li ve s b e if w e ha d to p la n w he n to b re at he , t al k an d la ug h. Reading and Use of English Assessment 25 Paper 1 Writing Paper 2: Writing tasks 1 hour 30 mins The paper contains two parts. Candidates are required to complete two tasks: a compulsory one in Part 1, and one from a choice of three in Part 2. PART NUMBER OF QUESTIONS TASK TYPES FORMAT 1 1 Writing an essay with a discursive focus. Candidates are required to write an essay, between 220 and 260 words, based on two points given in the input text. They will be asked to explain which of the two points is more important and to give reasons for their opinion. There is a word limit of between 220–260 words 2 1 Writing one from a number of possible text types based on a contextualised writing task. Candidates have a choice of task. The tasks provide candidates with a clear context, topic, purpose and target reader for their writing. The output text types are: • letter/email • proposal • report • review. There is a word limit of between 220–260 words 28 Tips for preparing learners for the Writing paper  Candidates write most effectively when they choose tasks and topics suited to their interests and experience. When preparing your students for the examination, it is important to make sure they are familiar with the paper and the range of task types and topics. Your students will benefit from guidance on the particular features of each task type, and on appropriate style and tone for different purposes and target readers.  Train your students to read the questions carefully, to highlight or underline the most important parts, and then to plan an answer which addresses all the points required by the task. This will help them produce well-structured and appropriately balanced answers which deal adequately with each point they need to address.  Remind your students that they should not reproduce a piece of writing that they have done in class on the same topic. It is essential that students fully address the specific task in the exam, and a pre-learned answer is very unlikely to meet the exact requirements.  Your students will need to practise developing points as fully as possible in order to demonstrate a range of structures and vocabulary, and in order to communicate more complex ideas where appropriate to the task.  Linking ideas effectively is also something your students will need guidance with. The flow of ideas in their writing should be logical and easy for the reader to follow. At the level of the C1 Advanced Writing paper, this can include, but should not be limited to, overt linking words and phrases. Using a variety of cohesive devices and organisational patterns is also important.  Your students should be encouraged to use a range of complex language where appropriate. If they make mistakes when using complex language, the examiner will give credit for the attempt, provided that the mistakes do not impede communication.  The time allowed for the Writing paper is designed to be sufficient for candidates to make brief plans and then write two responses. It is not designed to include time for other activities such as making fair copies or counting words. Each question on the Writing paper carries equal marks so your students should practise planning the time they spend on each question carefully.  Spelling errors and faulty punctuation are not specifically penalised, but students should be aware that mistakes in these areas can impede communication and/or have a negative effect on the target reader. Remind them of the importance of checking their work for such errors.  American and other varieties of English usage and spelling are acceptable.  Make sure your students have practice in answering questions without the use of dictionaries. Dictionaries are not allowed in the C1 Advanced examination. Completing the digital test (digital test only) • There is a timer on the screen which tells candidates how much time they have left. • Candidates may take pens and pencils and water in a clear, see-through bottle into the exam room, but nothing else (including bags and anything electronic). • Students should be given timed practice of typing and editing their answers on screen so they are comfortable completing the tasks in the time available. • The word count appears on the screen as students are typing. However, they still need practice in writing tasks within the word limit so that they know when they have written an appropriate amount. Completing the answer sheet (paper-based test only) • Remind your students that in the exam they must write their answers on the lined pages in the separate answer sheets for Writing. There is no need to make a fair copy of a response, and copying what has already been written is a waste of time in the exam. If a candidate needs to make an alteration to what they have written, they should cross out the relevant words. These words will then be ignored. Crossing out and making legible alterations will not have a negative effect on a candidate’s mark. • Candidates should write legibly so that their answers can be marked, but the quality of their handwriting is not assessed in the test. It is not important in the exam whether candidates’ writing is joined up or not, or whether they write in upper or lower case characters. • Counting words wastes time in an examination and leads to clumsy alterations to what a candidate has already written. Students need practice in writing tasks within the word limit so that they know when they have written an appropriate amount. Expected word length Candidates are asked to write 220–260 words for Part 1 and 220–260 words for Part 2. Writing approximately the right number of words is an integral part of task achievement. If significantly fewer words are written, this is likely to mean that the task has not been successfully completed. If significantly more words are written, there is likely to be irrelevance, repetition of ideas, or poor organisation. Writing Preparing learners 29 Paper 2 Advice by task This section shows example screenshots from the C1 Advanced Digital exam. To access the complete digital sample test, please scan the QR code, or go to camengli.sh/3E4P1Ph Writing Part 1 - Compulsory task THE TASK f In Part 1, candidates are required to write an essay based on two of the bullet points. They will be asked to explain which of the two points is more important in a given respect, and to give reasons for their opinion. f The main purpose of the essay task is to allow candidates to underline relevant salient issues on a topic, and to support an argument with subsidiary points and reasons. An essay should be well organised, with an introduction, clear development, and an appropriate conclusion. f The essay task is constructed to enable candidates to demonstrate their ability to write at the level of the C1 Advanced Writing test. Candidates should be careful to read every part of the task and not to omit any required development of the topic. HOW TO APPROACH THE TASK f The Part 1 task will be an essay on a given topic. There will be no choice of tasks in this part. f The task will outline a topic which is to be written about as a follow-up to an academic activity, such as attending a panel discussion or watching a documentary. A set of notes on the topic will be provided, consisting of three bullet points plus three short opinions related to the bullet points. f Train your students to read the whole of the task before they move on to planning their answer. They will need practice in reading the input, looking carefully at all the instructions, and then going on to decide how to organise and develop the information. f Candidates should select two of the bullet points and base their essay on those two points. They should not attempt to discuss more than two of the bullet points, as this would lead to the essay being less developed than required. f Candidates may, if they wish, use the opinions in the task input to help develop their essay, but they should do so in their own words as far as possible. No credit is given for language which has been obviously lifted from the question. Your students should therefore be given practice in using their own words when using information from the input. 30 Assessment Assessment scales Tasks are marked using assessment scales that were developed with explicit reference to the Common European Framework of Reference (CEFR). The scales consist of four subscales: Content, Communicative Achievement, Organisation, and Language: • Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked to do. • Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register. • Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered. • Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is. Responses are marked on each subscale from 0 to 5. When being marked, the length of responses and varieties of English are taken into account: • Guidelines on length are provided for each task; responses which are too short may not have an adequate range of language and may not provide all the information that is required, while responses which are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant subscales. • Candidates are expected to use a particular variety of English 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. The subscale Content is common to all levels: CONTENT 5 • All content is relevant to the task. • Target reader is fully informed. 3 • Minor irrelevances and/or omissions may be present. • Target reader is on the whole informed. 1 • Irrelevances and misinterpretation of task may be present. • Target reader is minimally informed. 0 • Content is totally irrelevant. • Target reader is not informed. Writing Assessment 33 Paper 2 The remaining three subscales (Communicative Achievement, Organisation, and Language) have descriptors specific to each CEFR level: CEFR LEVEL COMMUNICATIVE ACHIEVEMENT ORGANISATION LANGUAGE Demonstrates complete command of the conventions of the communicative task. Communicates complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes. Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility. Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style. Use of grammar is sophisticated, fully controlled and completely natural. Any inaccuracies occur only as slips. C2 Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes. Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility. Uses a range of vocabulary, including less common lexis, effectively and precisely. Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication. Errors, if present, are related to less common words and structures, or occur as slips. C1 Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate. Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. B2 Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. Text is generally well organised and coherent, using a variety of linking words and cohesive devices. Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. B1 Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. Text is connected and coherent, using basic linking words and a limited number of cohesive devices. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. A2 Produces text that communicates simple ideas in simple ways. Text is connected using basic, high-frequency linking words. Uses basic vocabulary reasonably appropriately. Uses simple grammatical forms with some degree of control. Errors may impede meaning at times. 34 The following assessment scale, extracted from the one on the previous page, is used for marking candidate responses. C1 CONTENT COMMUNICATIVE ACHIEVEMENT ORGANISATION LANGUAGE 5 All content is relevant to the task. Target reader is fully informed. Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes. Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility. Uses a range of vocabulary, including less common lexis, effectively and precisely. Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication. Errors, if present, are related to less common words and structures, or occur as slips. 4 Performance shares features of Bands 3 and 5. 3 Minor irrelevances and/or omissions may be present. Target reader is on the whole informed. Minor irrelevances and/ or omissions may be present. Target reader is on the whole informed. Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. 2 Performance shares features of Bands 1 and 3. 1 Irrelevances and misinterpretation of task may be present. Target reader is minimally informed. Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. Text is generally well organised and coherent, using a variety of linking words and cohesive devices. Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. 0 Content is totally irrelevant. Target reader is not informed. Performance below Band 1. Writing Assessment 35 Paper 2 Sample answers and comments Question 1 Candidate A Nowadays, many facilities could use money from local authorities. There are people who claim that cultural institutions should receive more money than other facilities. But which ones should receive more investment is open to debate. On the one hand, museums should be the institutions that need to receive a lot of money because people have lost the interest in visiting and promoting them. In a world where true values are not respected as they should be, it is important to remember what really matters. Moreover, the young men should be aware of the importance of knowing basic things in different domains. For example, science and history museums provide people very interesting informations. Therefore, in order to have well-informed teenagers, the local authorities should give money to museums. With that money, it can be organised events like the day of open museums. On the other hand, green spaces should also receive money from local authorities. Mainly because in big cities, where the air is very polluted trees can absorb many of the gases produced leading to a much healthier environment. Furthermore, there can be built spaces for kids to play and also running tracks for people who cannot afford to go to gym. It is important for people to keep doing exercises in open air and in my opinion, parks are the best place. All in all, as far as I am concerned the most important facility that should receive investment from local authority are the museums. Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant to the task and the target reader is fully informed. The candidate discusses two of the proposed facilities (museums and parks), and chooses one of them (museums) to benefit from the extra funding. The candidate discusses the reasons why each one should receive the money: science and history museums provide people very interesting informations; in order to have well-informed teenagers, the local authorities should give money to museums; trees can absorb many of the gases produced leading to a much healthier environment; running tracks for people who cannot afford to go to gym. The final decision is made in the final paragraph. Communicative Achievement 3 The conventions of essay writing are used well. There is a clear opening paragraph and a strong conclusion which leaves no room for doubt as to where the money should go: … as far as I am concerned the most important facility that should receive investment from local authority are the museums. The register is consistently formal and the essay has an objective tone, giving opinions and providing supporting statements with evidence. The clear paragraphing helps to hold the target reader’s attention and communicate both straightforward and more complex ideas in a logical manner. Organisation 3 The text is well organised and coherent, and uses a variety of cohesive devices to generally good effect. The ideas are clearly introduced: Nowadays; On the one hand; Moreover; For example; Therefore; On the other hand; Furthermore; All in all. There is a mix of long and short sentences, and some of the shorter ones could benefit from being combined. Organisational patterns are evident in the choice of language. For example, in the first paragraph it is stated that many facilities could use money from local authorities. This then narrows to become cultural institutions should receive more money, and then the final sentence uses substitution to set out the main idea: But which ones should receive more investment is open to debate. Language 2 There is a range of relevant vocabulary, but this is not always used successfully to communicate full ideas. Take for example In a world where true values are not respected as they should be, it is important to remember what really matters. Although this has an appropriate tone and is accurate, it has little relevance to the text as a whole and adds no extra information. A range of simple and some more complex grammatical structures is used with control. However, there are a few word order and pronoun problems, such as it can be organised events; there can be built. There are also errors with plurals and articles, but these do not impede communication: the most important facility … are the museums; afford to go to gym; exercises in open air. 38 Question 1 Candidate B Facilities in need of funds Having listened to today’s radio programme about facilities that need financial help, I realised that sports centers and public gardens have been neglected over the years by the local authorities. There are few sports centers out there that meet the right characteristics that a good sports center must have. This is one of the many reasons that people avoid sport. We see lots of kids nowadays suffering from obesity and other health problems caused by the simple fact that they don’t do sport. Another reason for this is that people have nowhere to go out for a walk or to run in a nice place. Public gardens, parks for example are also lacking in numbers. The ones that are already there are not very nice and they don’t look very good. I think that by improving this two facilities the population can benefit from this. By creating more sports centers, there will be some more jobs offered, and some kids might even follow a sports career. By making more public gardens people can get out more often and spend some good quality time relaxing. I think that local authorities should invest money in both facilities because, this is a good way to increase the populations health. Comments SUBSCALE MARK COMMENTARY Content 3 All content is relevant to the task and the target reader is on the whole informed. The candidate has not made a final selection between the two facilities. However, he makes a relevant choice (namely, to fund both facilities), and justifies this decision with evidence throughout the essay: This is one of the many reasons that people avoid sport … Another reason for this is that people have nowhere … Communicative Achievement 4 The conventions of essay writing are evident and the target reader’s attention is held throughout. The opening statement sets up the context of the essay, and the candidate chooses two of the facilities to discuss (parks and sports centres). The candidate links these two aspects throughout the essay, and this linking is effective in communicating more complex ideas which relate to both facilities. For example: sports centers and public gardens have been neglected over the years; people avoid sport … Another reason for this is that people have nowhere to go out for a walk. The arguments are backed up and supported with evidence either from personal experience or from the input text. A consistent register is used, and the overall tone is suitably persuasive and objective. Organisation 4 The text is well organised and coherent. Fairly subtle organisational patterns and cohesive devices are used, rather than overt linking words: for example, relative clauses/pronouns, substitution and ellipsis. For example: Having listened to … I realised that; We see lots of kids nowadays suffering from obesity … caused by; Another reason for this is; The ones that are. Some sentences are quite short and could have been connected to make the text more fluid at times: Public gardens, parks for example are also lacking in numbers. The ones …, but the overall effect is good. Language 3 There is a range of vocabulary and some less common lexis, which is collocated appropriately: neglected over the years; suffering from obesity; the simple fact that; lacking in numbers; follow a sports career; quality time. There is also a range of simple and more complex grammatical structures used with control. Although there is slight awkwardness in places and a few errors, these do not cause the reader difficulty: that meet the right characteristics that a good sports center must have. Writing Sample answers 39 Paper 2 Question 1 Candidate C In regard of a recent discussion about the facilities, which are financially supported by local authorities, I would like to write a few of my personal thoughts. Whether we are talking about sports centres or public gardens, there is no doubt that they are both a good thing to have in the city and should both be supported somehow. The only question then is which one of these is more important, what are the pros and cons of each one? Let me start with the sport centres as I think these are a bit more problematic. Obviously, in our times where lots of people spend days sitting in their office staring at a computer, some sort of physical training is very important. We have to balance that shift in our lifestyles. The problem I see with supporting the sports centres is the number of activities that you can do at these days. There is almost countless list of either individual or team sports that we can think of, and each centre is usually designed for a specific type or at least a group of sports similar in its nature. Therefore I think that it is too difficult to support them equally and we can’t say which activity is better than the others either. Another reason for not financing sports as much as green parks is their commercial use. What I mean by that is that we usually pay for everything the centre offers us to do and therefore they are more able to last from their own money than gardens. Regarding of the green spaces, the situation is much clearer I think. Every city needs gardens where people can sit and relax, but nobody is going to pay a tax for just walking around. These factors lead me to my conclusion, that the public gardens are definitely a facility which should be financed from public money, whereas in the case of sports centres, the situation is questionable. Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant to the task and the target reader would be fully informed. The candidate discusses two of the options (sports centres and green spaces). Although the essay is slightly unbalanced, focusing mainly on sports centres, this is justified in the essay: Let me start with the sport centres as I think these are a bit more problematic. Likewise, the brief treatment of parks is explained, and what follows is enough to inform the reader fully: Regarding of the green spaces, the situation is much clearer. Communicative Achievement 4 The conventions of the communicative task are used effectively, holding the target reader’s attention with ease. The register and tone are consistent and the language choices are sufficiently formal and appropriate throughout, particularly the opening and closing paragraphs; The only question then is which one of these is more important, what are the pros and cons of each one?; These factors lead me to my conclusion. There is lots of personal opinion, rather than objective opinion based on a generally assumed view: I would like to write a few of my personal thoughts; I think these are; The problem I see, but straightforward and more complex ideas are nevertheless communicated. A more objective approach would have been more suited to this essay task, which is to discuss the idea in general terms rather than in the candidate’s own experience. Organisation 4 The essay is well organised and coherent, and the different ideas are clearly signposted throughout: Let me start with; Therefore; Another reason; Regarding. The target reader can easily follow the argument. The paragraphs are internally well constructed, and are linked together appropriately. In terms of organisational patterns, the overall effect is generally good, rather than good throughout, due to the imbalance of length between the second and third paragraphs. Language 4 A range of vocabulary, including less common lexis, is used effectively, although not always precisely: We have to balance that shift in our lifestyles. A wide range of simple and complex grammatical forms is used with control and flexibility, particularly in terms of sentence construction: Obviously, in our times where lots of people spend days sitting in their office staring at a computer, some sort of physical training is very important. Although there are occasional errors, these are often slips and do not impede communication: you can do at these days; There is almost countless list. 40 Question 4 Candidate F Hi, Chris! Congratulations on getting a new job! And it is great you are finally getting a chance to visit our town. First of all, you absolutely need to visit our new waterpark ,,Aqua 3000”, it’s got all the awesome waterslides, the most amazing shapes and heights. We have different kinds of saunas there as well, if you fancy. As it is winter already, visiting the waterpark can be a nice opportunity to relax and warm your bones a little. Secondly, I would advise you to visit our new 5D cinema. I remember, you have told me once you’d really love to visit one of those, well, here is your chance! It is an exciting and unforgettable experience, you’ll be sitting in a moving chair, feel the wind or even water dripping down on your head. I know you are a big fan of horror movies, and our cinema has a large choice of them. On your free weekend you should visit our famous club ,,31/11”. At the time of your visit there will be performing an awesome DJ Skream, you have probably heard of him. The club itself is a superb place to hang out at and to dance. The bartender makes the most delicious cocktails in the world, I swear. I hope some of my suggestions will proof useful to you. May be on one of your free evenings you will find time to stop by my house and we’ll have a nice chat about your new job. Take care, Julia Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant and the target reader is fully informed. The candidate responds to Chris’s letter and explains where he should go and why: the water park to relax; the cinema because it’s a new experience; a club because it’s great. The ‘what to do’ aspect is mostly implicit in the description of these places (different kinds of saunas; you are a big fan of horror movies; hang out at and to dance; stop by my house). Chris would have a list of suggestions and be able to make an informed decision about what to do. Communicative Achievement 4 The conventions of an informal letter are used to communicate in an effective way (Congratulations on getting a new job!; you absolutely need to; if you fancy; I swear). The tone of the letter is friendly, informal and informative and is consistently appropriate throughout. There are not many complex ideas expressed, which does not allow enough flexibility to be demonstrated. There is language of advice, persuasion and description which holds the target reader’s attention with ease. Organisation 4 The letter is a well-organised and coherent whole. The text suggests three activities and deals with each one separately, explaining what the activity is, what is special about it and why Chris would enjoy it on this trip. There is a variety of cohesive devices used and organisational patterns are used to generally good effect. The three paragraphs are developed in a similar way, making the text flow and showing good internal cohesion with the use of referencing and substitution (I would advise you to visit our new 5D cinema … you’d really love to visit one of those … It is an exciting and unforgettable experience). Language 4 There is a range of vocabulary which is suitable for the task and which is used to good effect (awesome waterslides; if you fancy; warm your bones; water dripping down; superb place; the most delicious cocktails). There is a range of simple and complex grammatical forms used appropriately with control and flexibility. There are some errors, but these are mainly related to the candidate attempting less common words or structures (there will be performing; proof useful to you) but these do not impede communication. Writing Sample answers 43 Paper 2 Paper-based sample test ‘AADIADI INOA SIUNA ‘porcidir 0q pino9 poso! 94} 199) noA UOIUM Ul fera Suo 1968] 1 1995BNS OSE PINOUS NOA, “SIONSIA ISUIO 0) PUSWRUIOISI IS0U1I pinosa hoA posa! au} Jo spadse pony pure '0} feadde 0] Aa] SI osa, au) ajdosd JO Spuny Jey Buiuneidxo ‘0} LOI GAEY NOA YOSOI AEPIOY E JO MOINOI E Our 0} NOK PoySE SEY OYSGONA [OAEN) Y{ “1l0daI INOA SUM ‘aumuie,Bord 51634 peu 10) puawnicge! pnom nok seBueyo 15666ns pue ‘Injesn asow sem awiesSosd au Jo ped oa fuuredxo ‘auvielScd au erenjena pinoys nok "ode! InoA uj ‘esueedxe ino4 jnoge podes È equa 0) nok peyse sey sesiuebio ewureSO:d ey] ‘suoquiee au uj Avedwo [290] E 10) payiora pue sfuluow ay u) afenfuej ysiBua paipnis nox ‘Anunoo Bupleeds-ysijBua ue ui swweiBo.d yiom pue Apms yean-92u4I E paysiuy ISn[ aneY noA lesodo.d In04 Sun *eldoed [e90] ey} yeueg pinoo Buipinq eu} 1m0y Surfes pue yi esuepow 01 euop aq pinco jeya GuysefPns ‘pareserd eq pinoys BuipInq ey Yuu no Aya Buupade fiounoo UMO} 34} 10) |ESOdOId E ojisa 0) ApiSap NOA "pores aq pinoys Buipinq su} Je4) [39] NOA “]uepnis E ele NOA 616yA Uno ey} Ul Buipinq pesnun pue pjo Ue USIJOWEp 0) suejd ere 61641 ‘o|qIiSSOd SE 16j SE Spiosa uno INOA gan pinoys no inq 'uorssnosIp ey} ui pesserdxe suoluido eu jo esn eyew ‘Usita nok ‘few noy “Wojuido 1noA poddns 0] suostaI BuiniB ‘onnoolia ssow si yuiy} nof fem uoIys ureldxo pinoys no “inoneysg sjadoed tafiuno& aovanyi N SGIOL INA Ul SAZIA SI) JO OM] BUISSRISIP. ARSSA IP BUM ='UNSI] SARO UOp 9jdosd BUno4, SIUSY} SD] SALYSG 03 AN} NOA ‘APoGaLIOS SILUDE NOA JI, iS®]M 24] yeaIG 0} Uny sg selumaLuoG,, 1U0JSSNOSIP SU) Uj pessaide su Ico aos aoinpe Bupayjo è ‘aBed au 40 do} aU}e xoq ay} ut Jaqunu uofsenb au} Ind ‘19aUS sansue ajesedos au) uo 2j4s ajeudoidde ue UI SPIOM 09Z — OZZ Ul JONSUE INOA 0UM "NuEd SIUI Ul p — Z SUORSOND OLI JO PUO 03 J0VASUE UE DUM zued aldwexo ue Bumjas + sam Buinib è ‘0/9 S9)0N all) april sari] NOX "oldoad iofunoA uo oouOnYui poob è 0q U29 Synpe Moi] Înoqe UOIsenosIP CIPE! © 0} Pouojsi] SEY SSEj9 JN0A 192US Jomisue ajeredos 941 uo e1fS ejeudosdde ue Ul Spiosa 097 — OZZ Ul JeMsuE InOA eu ‘Logsenb sIu) Jerusue IsnUu Nox Lued 44 Question 1 Candidate A Adults can influence younger people in a good way, but also in a bad way. There are various possibilities how this can happen. On the one hand, setting a good example is a quite useful way, because younger people will be able to see the adult’s behaviours and ways of thinking. They will see and feel the adult’s values and lives and may decide to become like them someday or at least to try to behave and think like adults. On the other hand, offering advices seems to be the better way for me, how adults can influence younger people. Because, setting a good example to follow can be useful, but it also is pretty exhausting for adults and they may have some pressure as well. In addition, it’s just an opportunity for younger people, because they’ll decide rather they want to become like these adults or not. In my opinion, younger people should try to learn how life works on their own. This will lead to more failures, but in my opinion, failing is normal and necessary. Of course this way of influencing is more exhausting for younger people, but I guess they’ll figure out how to do things on their own. Failures are crucial for learning and for success, therefore I think that adults just should offer advices and show them, that they believe in them. That’s going to encourage younger people and they will try to learn and believe in themselves. That’s why I think, that offering advices is the better way how adults can influence younger people. Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant and the target reader is fully informed. The candidate chooses two of the ways adults can influence how younger people behave from the input material (setting a good example and offering advice). These are discussed in turn and the reasons for choosing each one are explained with both positive and negative aspects highlighted (younger people will be able to see the adult’s behaviours and ways of thinking; but it also is pretty exhausting for adults). The candidate states clearly which way they think is better (offering advices seems to be the better way for me; therefore I think that adults just should offer advices and show them), which fulfils the content criteria of the question. Communicative Achievement 3 The essay is written using the conventions of the communicative task effectively. The essay has a neutral tone and uses appropriate phrases to introduce and connect ideas through the text (On the one hand; On the other hand; In my opinion). The essay topic is clearly communicated in the first paragraph and the main points are developed in separate paragraphs. The candidate justifies his opinions clearly and straightforward ideas are communicated to the reader, holding their attention. However, there are a couple of slips in register (I guess they’ll figure out; pretty exhausting). The conclusion restates the candidate’s own opinion about which way is better, after giving some examples to support their view. Organisation 3 The text is well organised and coherent. The structure of the essay is logical and cohesive devices are used to connect the ideas within and across sentences (decide to become like them; or at least to try; can be useful, but it also is; In addition). Organisational patterns are used to generally good effect. In the latter part of the essay, failure is discussed (in my opinion, failing is normal and necessary) and then the effects of failure on young people are explored. The idea of failing is repeated in the final paragraph (Failures are crucial) to support the candidate’s conclusion. Language 2 There is a range of vocabulary used appropriately, but there is some awkwardness of expression at times, either due to word choice or word order (there are various possibilities how this can happen; a quite useful way; advices; but it also is; they’ll decide rather they want; adults just should). Some grammatical forms are used with control, such as present tenses and modals, but there are errors when more complex forms or expressions are attempted. However, the errors do not impede communication. Writing Sample answers 45 Paper 2 Question 2 Candidate D To: Municipal council Subject: Municipal Library From: Matheus Rezende Introduction I come through this letter to make an appeal for the not destruction of the Municipal Library’s building. Historical Interests One of the reasons why the building should be preserved is because of its touching past. It was built with only imported material of best quality, and it was the second library in the country. It was also, for more than a hundred years, the biggest and more luxuous public building in the whole country. For its characteristic seventeenth century building and for its importance in the past, it is still studied and visited by historians. Benefits for Community The building is located right in the middle of the town, so it is accessible for the entire population, and it is also the biggest building in town, and it can surely support more books than any other building. By destructing the building it would with absolutly no doubt be a huge loss of books and culture. Improvements There is no point arguing that the building is quite old-fashioned and could use some improvements. It could really use some painting and repairing on the wall and floor, however, the best would be making some technological improvements, such as elevatiors, computers and an electronic “finding books” system. Conclusion To sum up, there are plenty of reasons why the library should be preserved, it benefits the people, the history and the culture, and I would be pleased if you took my letter in consideration. Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant and the target reader is fully informed. The candidate addresses and develops each of the points from the input in an appropriate way (The building should be preserved due to its historical significance. It would benefit the local community because it is the largest building in the town and it is accessible for all people). The suggestions to modernise it include technological improvements and re- decorating. The target reader would be able to consider the information put forward and make a decision. Communicative Achievement 2 Although the text mentions a letter, the conventions of a proposal are evident and language of suggestion and persuasion is used. The focus of this proposal tends to be on the past rather than on the future. There should be more emphasis on how this building could make a huge difference to the town and the community if it were preserved and modernised. The register and tone are appropriate and the use of headings is suitable in this context. The target reader’s attention is held and straightforward ideas are communicated. Organisation 3 The text is well organised and coherent. There is good use of sub-headings and each section is focused on a separate aspect of the question. Within the paragraphs, there is a variety of cohesive devices and more complex organisational patterns are used for emphasising important points (For its characteristic seventeenth century building and for its importance in the past, it is still studied; By destructing the building it would with absolutly no doubt … ; it benefits the people, the history and the culture) to generally good effect. Language 2 There is a range of vocabulary used appropriately (imported material; entire population; huge loss; no point arguing). Some less common lexis is attempted but is not always successful (its touching past; more luxuous; destructing). There is a range of simple and complex grammatical forms used with control. There are also some errors (an appeal for the not destruction; use some painting and repairing on the wall) but these do not impede communication. 48 Question 3 Candidate E Report on the three-week study and work programme Introduction The purpose of this report is to evaluate the effiency of the three week study and work programme. It is based on my personal experience, which I recieved while taking part in the aforementioned programme. General Findings The programme as a whole was very engaging and helpful. As it took place in the language environment, many aspects of the English-language, which will not be taught in the class room, could be learned through this programme. Points worthy of praise The programme has found many buisnesses, with which they cooperate, therefore I could choose between many companies in which to complete the work part of the programme. While working for a company I learned a substantial amount of phrases and other jargon specific to that field, which makes the programme very useful, should you manage to be employed by a company, which deals with a subject you are interested in. Issues No issues can be raised about the work part of the programme. However the English classes that take place in the morning offer no substantial benefit over classes taken in my home country, even if they are taught by a native speaker. Suggestions Firstly the organizer of the programme should increase the amount of time, that is spent working during the programme and reduce the amount of classes taken. Moreover the organizer should keep finding more companies with which to cooperate, to make the programme attractive to more people with different intrests. Comments SUBSCALE MARK COMMENTARY Content 5 All content is relevant and the target reader is fully informed. The candidate addresses the question and evaluates the usefulness of the programme, compares the benefits of the lessons and the work experience, and finally suggests what could be done to improve the programme. The report is written from a personal perspective, using the candidate’s experience to inform the reader. The recommendation reflects this but also adds a more general suggestion (the organizer should keep finding more companies with which to cooperate). Communicative Achievement 4 The text uses the conventions of report writing to communicate ideas effectively. There is good use of a title and sub-headings, each section is focused on one topic. There is a range of language of evaluation, comparison and suggestion which is used to fulfil all the communicative purposes of the task. The target reader’s attention is held and both straightforward and more complex ideas are expressed using an appropriate tone and register. Organisation 4 The text is a well-organised and coherent whole. Good use is made of appropriate organisational patterns for the genre in terms of layout, such as sub-headings and the order of information, with general points being mentioned before specific ones. A variety of cohesive devices, relative clauses and referencing are used to connect the ideas across and within sentences (While working for a company I learned … ; … which makes the programme). The structure of the report overall is clear and logical. Language 3 There is a range of vocabulary which is used appropriately to describe the programme and how the candidate feels about it. Certain points are paraphrased rather than repeated, showing a flexible approach to language (Points worthy of praise; a substantial amount; specific to that field; substantial benefit). There is a range of simple and some complex grammatical forms used with control. The overall tone of the report is quite formal and this is in part achieved by the choice of expressions and the use of passives and modals. There are some errors, but these do not impede communication. Writing Sample answers 49 Paper 2 Question 4 Candidate F A dream holiday Have you ever thought of yourself sitting under a palmier tree with a long drink and with an endless tourquise-green water in front of you? I’ve got this experience of my life last year when my husband and me decided to have a dream holiday and we chose Dominican Republic, more specific Punta Cana as our destination. We have to choose from a lot of resorts, but finnaly we made up our mind for Palladium Resort which is an enormous, stunning complex of villas, all having their own terrace. There are six restaurants with their specific and open-bars all over the place, but ‘the piece of resistence’ is the pool – big, clean, with chaise longs directly in the water and, of course, with its own bar. If you’ll come at Palladium, it’s a must. I have the chance to try scuba-diving and I can tell you that it was the most thrilling moment of mine. Swimming along with lots of tiny creatures of the sea, seeing one sheep?? sinked and transformed into a refugee ?? for small fish, not to mention the corals, was a dream-life come true. There are also lots of places to visit, like cacao and coffee farms in the mountains where you arrive in big, old trucks with their engines working accordingly. It’s an experience that is worthwhile – full of flavours, colours and joy. Also, you can learn something about the history of the island. Small children are offering you flowers and they lead the way to the farms for a penny. Only a weak point – there were few chaiselongues on the beach, but apart from that, I can tell you – is a dream holiday. Comments SUBSCALE MARK COMMENTARY Content 2 There are some minor irrelevancies in this review as the candidate mainly focuses on describing their own experiences whilst on holiday. There are descriptions of trips and the resort, and due to the positive angle taken, it is implicit that the candidate recommends these activities. At the end the candidate writes that there were not enough chaise longues on the beach but there is no explicit suggestion of how this could be improved. The target reader is on the whole informed about these two points. The first point about what type of people the resort would appeal to is completely omitted, possibly due to misinterpretation. The candidate describes what they were looking for in a holiday resort and why this one was suitable, but doesn’t expand on this. The target reader is minimally informed about this point. Communicative Achievement 3 The candidate uses the conventions of the communicative task effectively to hold the target reader’s attention, although some of the points are not fully addressed. There is a positive tone throughout which is reflected in the choice of language used (stunning complex; the most thrilling moment; full of flavours …) and the register is consistently neutral. There is language of description, opinion and evaluation used to effectively communicate straightforward ideas about the topic. Organisation 2 The review is generally well organised and coherent. The text is connected with a variety of linking words and cohesive devices, including relative clauses and linking words used at sentence level to connect ideas (and; but apart from that; not to mention; Also). Language 3 There is a range of vocabulary, including less common lexis, used appropriately, particularly when describing the resort (endless tourquise-green water; dream holiday; stunning complex of villas). There is a confusing vocabulary error (one sheep [ship] sinked and transformed into a refugee for small fish) but this may be linked to pronunciation and in the context of scuba diving, it is unlikely to impede communication. There is a range of simple and some complex grammatical forms used with a good degree of control. Although the review is written in both past and present tenses, errors very rarely impede communication. 50 A ns w er S he et P ag e 5 Pa rt T w o A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s.        A ns w er S he et P ag e 6 Pa rt T w o A ns w er Y ou m us t w rit e w ith in th e gr ey li ne s.        Writing Paper-based answer sheet 53 Paper 2 Listening Paper 3: Listening tasks approximately 40 mins (including 2 minutes to check answers in the digital test, and 5 minutes to transfer your answers in the paper-based test) The paper contains four parts. Each part contains a recorded text or texts and corresponding comprehension tasks. Each part is heard twice. PART NUMBER OF QUESTIONS NUMBER OF MARKS TASK TYPES FOCUS FORMAT 1 6 6 Multiple choice Feeling, attitude, opinion, purpose, function, agreement, course of action, gist, detail, etc.. Three short extracts from exchanges between interacting speakers with two multiple-choice questions on each extract. 2 8 8 Sentence completion Specific information, stated opinion. A monologue lasting approximately 3 minutes. Candidates are required to complete the sentences with information heard on the recording. 3 6 6 Multiple choice Attitude, opinion, agreement, gist, feeling, speaker purpose, function, detail. A conversation between two or more speakers of approximately 4 minutes. There are six multiple- choice questions, each with four options. 4 10 10 Multiple matching Gist, attitude and opinion, main points, speaker purpose, feeling, interpreting context. Five short themed monologues, of approximately 30 seconds each. Each multiple- matching task requires selection of the correct options from a list of eight. TOTAL 30 30 54 Tips for preparing learners for the Listening paper  The best preparation for the Listening paper is regular exposure to, and engagement with, a wide range of spoken English, including a range of voices, accents and styles of delivery. News broadcasts, documentaries and discussions can be used as suitable texts, as can light entertainment and drama broadcast in English. Classroom discussion activities also provide an invaluable source of listening practice.  Candidates should familiarise themselves with the format of the paper and the task types, which are always the same. It is helpful to work through a sample paper before the examination takes place and to have practice in using the digital platform or completing answer sheets.  Build up students’ confidence in listening by grading listening tasks from easy to more challenging.  Make students aware of how much they themselves bring to a listening task. For example, discuss with them what they expect to hear in a particular context.  Remind students that they should use the time allowed before each part to read through the questions carefully, so that they know what they are listening for, and what they have to do.  As students listen to texts, encourage them to concentrate on what the speakers say, and to listen for both stated and implied attitudes and opinions, especially in Parts 1, 3 and 4.  Remind your students that in long texts, the questions come in the same order as the information in the recording, and therefore reflect the structure of the text. Help them to identify discourse markers, interviewers’ questions and other textual features that structure a text and are often reflected in the layout and wording of the task on the page.  Encourage students to confirm their answers when they listen to each text for the second time.  Students should get used to answering all the questions, even if they are not sure – they have probably understood more than they think. Completing the digital test (digital test only) • Candidates mark or type all their answers directly onto the computer. • Candidates may take pens and pencils and water in a clear, see-through bottle into the exam room, but nothing else (including bags and anything electronic). • They should listen carefully to the instructions which the invigilator gives and follow the instructions on the computer screen. • Candidates should check that they can hear the test properly. If they cannot hear the recording, they should raise their hand and inform the invigilator immediately. • There is a timer on the screen which tells candidates how much time they have left. • Candidates may make notes on paper during the exam, for example if they want to write down two alternative answers where they are unsure. They must leave these notes on their desk at the end of the exam. • Make sure students have plenty of practice listening on headphones. They can do this individually through homework tasks but they should also have some practice in class as a group. Completing the answer sheet (paper-based test only) • Candidates should write their answers on the question paper as they listen. • They then have 5 minutes at the end of the test to copy these answers onto the answer sheet. • Candidates doing the paper-based test should practise transferring their answers to the answer sheet. • All answers must go on an answer sheet and candidates should use a pencil to complete it. • Remind your students that in sentence-completion tasks they should write their answers clearly in CAPITAL LETTERS. Listening Preparing learners 55 Paper 3 Listening Part 3 THE TASK f Part 3 tests the candidate’s ability to listen to longer interviews and discussions, and primarily show understanding of the speakers’ attitudes and opinions. Agreement, gist, feeling, purpose, function and detail may also be tested. f Part 3 features interviews and discussions, involving two or more speakers. The text is approximately 3–4 minutes in length and typically takes the form of a broadcast interview or discussion aimed at a non-specialist audience. f A series of six 4-option multiple-choice questions focuses on the attitude and opinions of speakers, both explicitly stated and implied. The questions may also focus on either detailed or gist understanding, and test feeling, purpose, function and agreement. Questions follow the order of information presented in the text. HOW TO APPROACH THE TASK f This is the longest part of the Listening test, and your students should be given plenty of exposure to longer interviews and discussions. Students need to follow the line of development in these texts and recognise when the conversation has moved on from one particular aspect of the issue being discussed to another. For example, on a first listening in class, your students can listen simply for the number of issues discussed, what they are, and where the natural breaks in the interaction come, as well as each speaker’s general attitude towards those issues. f In multiple-choice tasks, encourage your students to concentrate on the question stems, rather than the options in their preparation, so that they can listen for the answer in the text and then match this to the closest option. f The multiple-choice questions will use language that paraphrases and reports ideas from the text. As the texts often focus on the attitudes and opinions of speakers, which are discussed at length, your students need to have a good command of the meaning and use of the type of language used to report these ideas succinctly in the questions. They will, for example, need to understand such words as reporting verbs (e.g. regrets, admits, resents, etc.), adjectives and adverbs describing attitudes and feelings (e.g. disappointed, frustrated, unexpected, etc.), words used to report opinions (e.g. insists, suggests, denies, etc.), and degrees of certainty (e.g. doubtful, convinced, etc.) 58 Listening Part 4 THE TASK f Part 4 tests the candidate’s ability to identify the gist of a number of short texts on a theme, e.g. by identifying main points, gist, attitude and opinion. f Part 4 consists of a series of five short monologues on a theme. The text is 3–4 minutes in length with each monologue lasting approximately 30 seconds. The monologues represent spontaneous speech, delivered in an informal spoken style by speakers with a range of backgrounds and voices. There are two parallel multiple-matching tasks, each with a different focus. In each case, the correct option has to be chosen from a list of eight. f The series of monologues is heard twice, but candidates may approach the tasks in either order. Each task focuses on a different aspect of gist understanding, for example: interpreting context; identifying main points, attitudes, feelings and opinions; or speaker purpose. HOW TO APPROACH THE TASK f Remind your students that they will hear five different speakers, but that the texts will have a thematic link. In this part of the test, the whole series of texts is heard once and then the whole series is repeated. f Encourage your students to think about the theme of the texts and to think about the kinds of attitudes and ideas that they expect to hear in connection with the topic in question. f Remind your students that they will be listening for gist meaning rather than detail in these texts, so although they may not understand every word, they should be able to pick out the speaker’s main point, feeling, attitude or opinion. f In order to help your students to develop this skill of gist listening, it may not always be helpful to go through the text with them afterwards, as close analysis of the language of the texts will not help them to develop the most appropriate listening strategies. As in Part 3, a sound knowledge of the type of words used to report attitudes and feelings in the questions will help your students in this part. f Remind your students that they must answer both tasks and that they will only hear the series of monologues twice. They can choose how they approach the tasks, however, perhaps attempting one task on each listening, or perhaps approaching both tasks simultaneously, answering the most accessible questions on the first listening and the more challenging questions when the recording is repeated. f Research has shown that different candidates approach this task in different ways, with equal success, so avoid imposing one particular strategy on them. Classroom activities could focus, for example, on helping your students to identify the best method of approaching this task for themselves. Listening Advice by task 59 Paper 3 Download the audio files for the sample paper here: camengli.sh/3E4P1Ph Audio script for digital test This is the C1 Advanced Listening test. I‘m going to give you the instructions for this test. I’ll introduce each part of the test and give you time to look at the questions. At the start of each piece you’ll hear this sound You’ll hear each piece twice. Remember, while you’re listening, write your answers on the question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. There’ll now be a pause. Please ask any questions now, because you must not speak during the test. Now open your question paper and look at Part 1. You’ll hear three different extracts. For Questions 1–6, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract. Extract 1. You hear two friends discussing the topic of marketing. Now look at Questions 1 and 2. F: Hi, Daniel – how are things? Have you applied for college yet? M: Well, I can’t decide which one to go for. Lots of colleges have sent me their glossy brochures … and I see they now go on about how environmentally friendly they are; in fact they’ve got a star rating system for this one … F: Mmm … they’re trying to attract as much interest as possible, though I’m not sure that would have much impact on my choice … ultimately the course has to be the right one, though I can see they need to compete … M: Well, yes, but if I was torn between two courses the new rating could decide it. It’s good they’re thinking about these issues … and the marketing people are certainly shouting about it! F: It’s getting like the commercial sector – those companies who sponsor a charity for example, trying to persuade consumers that just by buying their products, they’re doing their bit for charity and can ignore other causes. I don’t know if it increases sales, but the cynic in me reckons many companies just want to appear softer in the public eye, so they make a lot of noise about their charitable credentials. Repeat Extract 1. Extract 2. You hear two friends talking about ways of keeping fit. Now look at Questions 3 and 4. F: Are you still going to the gym, Frank? M: Yes, but not as often as I should be. F: That’s the problem, isn’t it? I’ve heard that the dropout rate among gym members is very high even in those really expensive, luxury health centres. Anyway, gyms aren’t the answer. I’m sure the real key is to build exercise into your daily routine, by doing something simple like walking to the mall or taking the stairs rather than the elevator – or doing sport. And another thing, people tend to think that a sixty-minute workout entitles them to laze around for the rest of the day or eat a lot and then undo all the good they might’ve done, but people who exercise little and often don’t fall into the same trap. M: That’s all very well, Mary, but what about the people who don’t give up on the gym and who actually feel the benefit, and quite enjoy the comradeship? Each to his own, you know. If you’d just give it another shot, you might find it suited you too. Repeat Extract 2. Extract 3. You hear a woman telling a friend about living in her capital city as a student. Now look at Questions 5 and 6. M: What did you study at university, Alicia? F: Horticulture – plants and things. I was based at a regional one, but I also spent time studying in the capital. M: Seems a strange place to go if you want to grow things – the middle of a huge city. F: Mmm, that’s what my fellow students said! I mean, I know it wasn’t ideal. It’s a harsh climate – winters are bitterly cold, and the summer’s sweltering, with little rain. But folks in the city are just determined to grow stuff – on rooftops, balconies, wherever. They’ll just garden anywhere they can. It was a reminder of the strong spirit of gardeners. M: Come to think of it, I do remember noticing the way some of the trees … er … were looked after there. Instead of bare bits of ground around urban trees, they seem to take great pride in filling the earth around them with flowers. F: And all that’s done by the residents themselves. It’s as if every tree is to be celebrated. M: I wouldn’t go that far. Not all parts of the city are like that. Repeat Extract 3. That is the end of Part 1. Now look at Part 2. You’ll hear a student called Josh Brady talking about visiting South Africa as part of his university course in botany. For Questions 7–14, complete the sentences with a word or 60 shifts and the sheer volume of patients got me down. I wanted to use my knowledge and experience in other ways. I did some research on the effects of sunlight on children’s eyes and eventually started up my own business. We manufacture a range of sunglasses designed to protect children’s eyes against harmful rays. I’m my own boss, so I call the shots, which suits me down to the ground. I have to be strict with myself about taking holidays though! Now you’ll hear Part 4 again. That is the end of Part 4. There will now be a pause of 5 minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions. I shall remind you when there is 1 minute left, so that you are sure to finish in time. You have one more minute left. That is the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets. Listening Audio script 63 Paper 3 Assessment Answer key for digital test Please note that this Answer Key is for the complete sample test, but also covers the screenshots on the previous pages. The digital exams do not use letters for multiple-choice options. Please click on the link to access the complete sample test. camengli.sh/3E4P1Ph Listening sample test 1 Q PART 1 1 A 2 B 3 C 4 A 5 C 6 A Q PART 2 7 REPORT 8 FIRE 9 (RED) TEA 10 SAFARI TRUCK 11 NEEDLE(S) 12 (DEEP) ORANGE 13 PARADISE 14 ROOF Q PART 3 15 C 16 B 17 C 18 B 19 A 20 D Q PART 4 21 C 22 D 23 A 24 G 25 E 26 D 27 C 28 E 29 B 30 G 64 Paper-based sample test Pa rt 1 Y ou w ill h ea r t hr ee d iff er en t e xt ra ct s. F or q ue st io ns 1 – 6 , c ho os e th e an sw er (A , B o r C ) w hi ch fi ts be st a cc or di ng to w ha t y ou h ea r. Th er e ar e tw o qu es tio ns fo r e ac h ex tra ct . Ex tr ac t O ne Y ou h ea r t w o st ud en ts ta lk in g ab ou t a w or k- ex pe rie nc e sc he m e th ey to ok p ar t i n. 1 W hy d oe s th e gi rl re gr et h er c ho ic e of c om pa ny ? A Th e of fic e w as p oo rly e qu ip pe d. B Th e st af f t en de d to ig no re h er . C Th e w or k la ck ed v ar ie ty . 2 Th ey b ot h th in k th at th e w or k- ex pe rie nc e sc he m e ha s A be en g oo d pr ep ar at io n fo r a fu tu re jo b. B m ad e th em a pp re ci at e st ud en t l ife m or e. C ta ug ht th em a lo t a bo ut th e bu si ne ss w or ld . Ex tr ac t T w o Y ou h ea r pa rt of a d is cu ss io n pr og ra m m e in w hi ch tw o jo ur na lis ts a re ta lk in g ab ou t t he w or ld ’s w et la nd s. 3 W ha t d oe s th e m an th in k ab ou t w et la nd s? A Th ey w ou ld b en ef it fro m m or e vi si to rs . B Th ei r b ea ut y is a rti st ic al ly im po rta nt . C Th ey s er ve o nl y a lim ite d pu rp os e. 4 W ha t i s th e w om an d oi ng ? A ex pl ai ni ng h ow e as ily w et la nd s ca n be re st or ed B su gg es tin g w hy w et la nd s ar e di sa pp ea rin g C de sc rib in g th e w ay w et la nd s ar e ex pl oi te d Ex tr ac t T hr ee Y ou o ve rh ea r a w om an s ho w in g a fri en d on e of h er c hi ld ho od p ho to s. 5 W ha t p oi nt is s he m ak in g ab ou t t he p ho to ? A It is a n ac cu ra te p or tra it of h er fa m ily li fe th en . B It lo ok s m or e po se d th an s he re m em be rs . C It pe rfe ct ly c ap tu re s a br ie f m om en t. 6 A s a re su lt of lo ok in g at th e ph ot o, s he re al is es th at A po ss es si on s ac qu ire a s ig ni fic an ce b ey on d th ei r p ra ct ic al u se fu ln es s. B it’ s a m is ta ke to b ec om e to o at ta ch ed to o bj ec ts . C ob je ct s fro m th at e ra la st ed lo ng er . Listening Paper-based sample test 65 Paper 3 Download the audio files for the sample paper here: camengli.sh/3E4P1Ph Audio script for paper-based test This is the C1 Advanced Listening test. I am going to give you the instructions for this test. I shall introduce each part of the test and give you time to look at the questions. At the start of each piece you will hear this sound: You’ll hear each piece twice. Remember, while you are listening, write your answers on the question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. There’ll now be a pause. Please ask any questions now, because you must not speak during the test. Now open your question paper and look at Part 1. You’ll hear three different extracts. For Questions 1–6, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract. Extract 1. You hear two students talking about a work-experience scheme they took part in. Now look at Questions 1 and 2. M: So how did your work-experience placement turn out? F: Well, all I can say is, I’m glad it’s over and it’s a relief to be back at college. I worked for a friend of my dad’s – one thing I’ve learned is, listen to advice. Because I think I should’ve gone to a company with a recognised work- experience programme. At Bloom’s they were friendly enough, but didn’t quite know what to do with me, how to treat me. There was nothing set up, so I generally ended up filing. I mean it’s a mindless task – I didn’t mind that – but it’s hardly the sort of thing to give someone an overview of what’s available jobwise in an office. I suppose you mixed with business tycoons and have come back with big ideas. M: Well, not exactly, though there were things I did learn, and I feel I know a bit more about what to expect. I spent time in several departments – I can see myself going in for finance – eventually, but not for a while yet. There seemed so many constraints – I was amazed by the dress code, for instance. Here at college I’m glad to be back on familiar ground. Having said that, now what about that coursework assignment … Repeat Extract 1. Extract 2. You hear part of a discussion programme in which two journalists are talking about the world’s wetlands. Now look at Questions 3 and 4. M: There’s too much fuss over wetlands – they’re only boggy, rather sad wet areas visited by geeks and birdwatchers but few others. I know nature buffs get excited over them, but aren’t they mostly useless places? I read they only take up less than one per cent of the Earth’s surface anyway. Accepted they’re visually stunning – there’s something about a watery landscape that seems to speak to something deep in the human psyche. But spending vast amounts of money to preserve them for ducks … F: Wetlands are certainly good for ducks, but what about people? Sun plus water equals life – but we manage that equation very badly. When it rains, we seem bent on getting rid of the stuff – swishing it out to sea – but wetlands hold water and release it slowly. I’m not even going into their fish stocks, or their role in flood control … You’d think we’d hang on to them – instead they’re being degraded faster than other eco-systems. But put water back, birds zoom in, the land recovers virtually in front of your eyes. It’s such a pity people are unaware that reversing the damage can be so straightforward. And the beauty you mentioned – that goes without saying. Repeat Extract 2. Extract 3. You overhear a woman showing a friend one of her childhood photos. Now look at Questions 5 and 6. M: Is this a picture of your family on a camping holiday, Sarah? F: Yeah – I came across it recently, when I was clearing out the cupboards. That’s me in the centre – it was my fourth birthday, I think. I love it – it’s just a fragment in time, isn’t it, shot almost by accident, but it’s much more intriguing than any carefully set-up photo could be. M: Mmm, there’s your parents, and … uncles and aunts in the background? F: Yeah, all smiling – you’d never imagine they didn’t get on, would you? Anyway, I didn’t notice at first, but now I do recognise much of the stuff that followed us around on camping holidays – the battered saucepan, the old flask that’s now in my garage, gathering dust ’cos I can’t bear to part with it. M: Mmm, I guess every family has its own collection of familiar objects like that – the flotsam of life. F: Yeah, but now I see them as old friends, and that’s got me looking around my house in a different way, imagining my young son feeling like that – looking fondly on our stuff as mementos of our shared lives together. Repeat Extract 3. That’s the end of Part 1. 68 Now turn to Part 2. You’ll hear a chemical engineering student called Jack Byers talking about his course and a research project he took part in during his summer vacation. For Questions 7–14, complete the sentences with a word or short phrase. You now have 45 seconds to look at Part 2. M: Hello, everyone! My name’s Jack Byers. I’m here today to tell you about the project I worked on during my vacation, which was linked to my university studies. OK, let me backtrack a bit – I’m currently doing a degree in chemical engineering. I’ve always wondered how we’ll solve problems such as sustainable energy, and in particular climate change, which I think was really the key factor in influencing my choice of degree subject. After graduation, I could go on to find a job in areas such as pharmaceuticals, the mobile-phone industry or even in the oil industry. At the moment, though, the last of those seems less appealing because I’m very committed to nature conservation. I somehow feel there might be a conflict of interest there. Anyway, I’m looking forward to being able to make a contribution to the responsible processing of raw materials and I’m not just talking about fossil fuels here – that would be great. However, the work I do might also have negative effects on the environment – and that brings me neatly on to my project on the beach. My tutor advised me to join a relevant project during the summer vacation to gain experience I’d need after I graduated, so I decided I’d apply to help clean up some beaches near where I live, to get some first- hand experience of the devastating effects of litter on coastal eco-systems. And some of the biggest polluters, I discovered, are particles of plastic that end up in our seas. They can be found washed up on beaches all over the world but are often assumed to be small stones. These pellets of plastic sometimes called ‘nurdles’ enter the marine environment in factory waste. Most of the nurdles we collected were white and the whiter they are, the newer they are. They soon start to yellow and the brown ones have generally been in the sea for many years, whereas black ones are likely to contain tar – so that’s not such a secure indication of age. But the fact remains that these things don’t break down or decompose in any way. And sea creatures end up eating these with their food, with dire consequences. This really brought home to me the need for more ecologically friendly plastic materials rather than what are referred to as single-use plastics, such as supermarket carrier bags and wrappers, which should be phased out of production. I have to say, too, that I wasn’t prepared for the amount of other rubbish I found on the beach. Some of it wasn’t that unusual, like the cartons and drink cans left behind, but I also came across a large chunk off a surfboard, and I did start to wonder what the back story was there! While I was working on the beach, I was lucky enough to meet a conservationist called Martin, who told me all about the various rocks and shells on the beach, before getting me to look closely at the seaweed – it was all over the sand and of course very interesting from a chemical engineering point of view. Then we investigated some rock pools, where we came across a number of small animals. So before I go on to … [fade] Now you’ll hear Part 2 again. Repeat Part 2. That’s the end of Part 2. Now turn to Part 3. You’ll hear part of an interview with two sports psychologists called Tessa Paine and Ryan Moss. For Questions 15–20, choose the answer (A, B, C or D) which fits best according to what you hear. You now have 70 seconds to look at Part 3. Int: As part of our series on jobs connected with sport we have two sports psychologists, Tessa Paine and Ryan Moss, with us today. Firstly, you work mainly with runners, don’t you Tessa? How can sports psychology help runners? F: I introduce a number of what I call meditation strategies. This allows runners to clear their minds and visualise how they want to run – smoothly, without pushing too hard initially. In this way, they’re prepared, and a lot of problems are ironed out. Just like in job interviews – being prepared for the questions is less stressful than being unprepared. These tools enable you to ‘be in the moment’, rather than letting your mind wander into irrelevant areas. Int: Now Ryan – you work across a wide range of sports and age groups – what are the obstacles that prevent people from realising their potential in sport? M: Let’s start with kids. Some coaches and well-meaning parents are unaware of the effect they have. From them comes the obsession with coming first which actually burns kids out and turns them off just when they should be getting started. There are over thirty- five million kids aged six to fifteen participating in sports in the US. Yet, by the age of sixteen over 75% of them have dropped out. Most have just stopped competing because this focus on achievement means it’s no longer fun. On the other hand, a positive attitude from a coach or a parent can be really infectious. Int: There’s a lot of emphasis today on creating what are known as elite high-school sports programmes. What’s your view on this, Ryan? M: Well, on paper they look fantastic. More high schools are starting to compete for prestigious awards and are likely to continue to do so – that’s great for the winners of course. And the coaches earn a name for themselves if their teams make the grade, which Listening Audio script 69 Paper 3 I suspect is what motivates some. But do they care about the future development of the kids and whether or not they continue to be involved after high school? What they fail to take on board is the idea that a team flourishes as a whole. Every athlete has a contribution to make and that includes those that haven’t a hope of getting on the medals boards. They learn from each other in my view. Int: As a runner yourself Tessa, what important lessons have you learned? F: Actually running’s taught me a lot. It teaches you to become something other than ordinary. It also teaches you accountability – that is, to do the right thing, which is something that’s missing today. And running teaches you to see your competitors as partners. They help you to push yourself further than you would’ve done without them, so you sometimes end up in a position you’d only dreamed of. That’s why I believe in sincerely thanking other runners after the race. Int: You’ve just written a book entitled Sports Psychology for All. What message did you want to convey? F: It’s my first book and I wasn’t sure initially what angle to take. You know, a number of books focus on how to motivate yourself when things aren’t going well with training. That’s certainly something sports psychology can help with. I felt, though, that there were plenty of manuals out there about that. I talked to some colleagues about investigating the ‘no gain without pain’ idea, which is so familiar now, you know, the notion that an athlete who goes through the pain barrier will come out stronger. I wanted to investigate when that idea actually originated in different cultures and how it developed, but people thought that angle would be too obscure, so I dismissed it initially. The idea wouldn’t go away though, so a condensed version of it to suit athletes with limited time is what I eventually put together. Focusing on getting the most out of the daily workout is an interesting issue too – certainly a topic I’d like to explore at some point. Int: Now, a question for both of you – what’s the essence of a true champion? F: Well, I think champions have to do their best to position themselves for personal, and crucially, also for team victory too. The author Ray Bradbury used the image of standing on a high cliff and having to decide whether to walk away or to jump. Of course, he doesn’t mean this literally! Champions need a hundred percent commitment – there’s no half measures! M: There’s no denying that – if you back away, you get nothing, but if you step off, you might actually fly. That works for sports too. It’s often said that any decent athlete can become a champion by putting in the necessary time and effort to prepare properly for their event. I’m sure hard work leads to huge progress, though being a star’s on another plane in my view. F: Yes, I’d go along with that. Int: Tessa, Ryan, there we must leave it. Thank you very much for appearing today … [fade] Repeat Part 3. That’s the end of Part 3. Now turn to Part 4. Part 4 consists of two tasks. You’ll hear five short extracts in which people are talking about evening courses they attended. Look at Task 1. For Questions 21–25, choose from the list (A–H) each speaker’s main reason for attending the course. Now look at Task 2. For Questions 26–30, choose from the list (A–H) what surprised each speaker about the course they did. While you listen you must complete both tasks. You now have 45 seconds to look at Part 4. Speaker 1 To be honest, poetry’s never really been my thing, you know, but my girlfriend, she was pretty keen – but not to go on her own ’cos she’s just so shy about meeting new people. The teacher was just brilliant, as everyone was saying. He had this really, like, neat way of explaining some really hard ideas. And the poems were about all sorts, not just soppy love and that, but modern things too, yeah, teenage issues, relevant stuff and that. And you’ll never guess what happened … after only a couple of weeks he had me, yeah me, producing my own poems … Honest! It was just, well, fantastic. Speaker 2 Having recently moved here, I was keen to attend the city guided walks course, because to be honest I didn’t have the first idea about the place – and I wanted to get the whole story, right from the beginning. It turned out to be a real tour de force – an action-packed gallop through local history, in the places events happened. But there was a strange mix of fellow students. One or two of them – well I couldn’t see why they bothered coming frankly, always moaning about how exhausted they were, the high fees, and why couldn’t we just look at the usual tourist stuff. They’d have been better off staying home watching TV. Speaker 3 For anyone who has a passion for music and wants to expand their musical horizons, I’d certainly recommend this course. I can read music and I’ve been a pretty good violinist for ages, but always fancied trying the guitar – not really taking it up, just having a go. Abby, the friendly, enthusiastic tutor, put us all at ease. We were a varied bunch, young and old, male and female, with assorted backgrounds, abilities and experience, but she managed it effortlessly. The totally unexpected icing on the cake? Well, one thing has led to another, and we all got to play alongside professional musicians, some of whom have even invited me to play with them elsewhere. Speaker 4 A basic psychology course sounded likely to be a dull affair, but my brother recommended this one – and the reality was very different. Much 70 Paper-based answer sheet O FF IC E U SE O N LY - D O N O T W R IT E O R M AK E AN Y M AR K AB O VE T H IS L IN E Pa ge 1 o f 2 O FF IC E U SE O N LY - D O N O T W R IT E O R M AK E AN Y M AR K BE LO W T H IS L IN E Pa ge 1 o f 2 Ad va nc ed L is te ni ng C an di da te A ns w er S he et In st ru ct io ns U se a P EN C IL (B o r H B ). R ub o ut a ny a ns w er y ou w an t t o ch an ge u si ng a n er as er . Pa rt s 1, 3 a nd 4 : M ar k O N E le tte r f or e ac h qu es tio n. Fo r e xa m pl e, if y ou th in k A is th e rig ht a ns w er to th e qu es tio n, m ar k yo ur a ns w er s he et li ke th is : Pa rt 2 : W rit e yo ur a ns w er c le ar ly in C AP IT AL L ET TE R S. W rit e on e le tte r o r n um be r i n ea ch b ox . If th e an sw er h as m or e th an o ne w or d, le av e on e bo x em pt y be tw ee n w or ds . Fo r e xa m pl e: Tu rn th is s he et o ve r t o st ar t C an di da te N am e C en tr e N um be r C an di da te N um be r C en tr e N am e A ss es sm en t D at e Ex am in at io n D et ai ls Ex am in at io n Ti tle C an di da te Si gn at ur e Su pe rv is or : I f t he c an di da te is A B SE N T or h as W IT HD R A W N s ha de h er e 10 36 10 36 D o no t w rit e be lo w h er e O FF IC E U SE O N LY - D O N O T W R IT E O R M AK E AN Y M AR K AB O VE T H IS L IN E Pa ge 2 o f 2 O FF IC E U SE O N LY - D O N O T W R IT E O R M AK E AN Y M AR K BE LO W T H IS L IN E Pa ge 2 o f 2 Pa rt 1 A B C Pa rt 3 Pa rt 2 (R em em be r t o w rit e in C AP IT AL L ET TE R S or n um be rs ) 7 10 11 12 138 P ar t 4 1491 2 3 4 5 6 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 A B C D A B C D E F G H 1 0 7 1 0 8 1 0 9 1 0 10 1 0 11 1 0 12 1 0 13 1 0 14 A B C A B C A B C A B C A B C A B C D A B C D A B C D A B C D A B C D A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H A B C D E F G H 10 36 10 36 Listening Paper-based answer sheet 73 Paper 3 Speaking Paper 4: Speaking tasks 15 - 20 mins The Speaking test contains four parts. There are always two examiners. Candidates are usually assessed in pairs, however if there is an uneven number of candidates, candidates can be assessed in groups of three. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or providing cues for the candidates. The other acts as assessor and does not join in the conversation. PART TIMING TASK TYPE AND INTERACTION FOCUS 1 2 minutes (3 minutes for groups of three). A short conversation between the interlocutor and each candidate (spoken questions). The focus is on general interactional and social language. 2 A 1-minute ‘long turn’ for each candidate, plus a 30-second response from the second candidate. The total time for Part 2 is 4 minutes (or 6 minutes for groups of three). An individual ‘long turn’ for each candidate with a response from the second candidate. In turn, the candidates are given 3 photographs and asked to talk about any 2 of them. The focus is on organising a larger unit of discourse; comparing, describing, expressing opinions and speculating. 3 4 minutes (or 5 minutes for groups of three). A two-way conversation between the candidates. The candidates are given spoken instructions with written stimuli, which are used in a discussion and a decision-making task. The conversation is divided into a discussion phase (2 minutes) and a decision phase (1 minute). Candidates are given approximately 15 seconds to initially read the task before starting to speak. The focus is on sustaining an interaction, exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc. 4 5 minutes (6 minutes for groups of three). A discussion on topics related to the collaborative task (spoken questions). The focus is on expressing and justifying opinions, agreeing and/or disagreeing and speculating. 74 Tips for preparing learners for the Speaking test  It is essential that your students are given plenty of practice in class in participating in group and pair activities. This will help them interact effectively with their partners by initiating discussion and responding appropriately to their partner’s, and the interlocutor’s, comments and questions. Pair and group activities should, therefore, be a regular part of classroom learning.  Your students should be made aware that they need to listen carefully to the interlocutor’s questions and instructions and refer to the written prompts on the tasks to remind them of what they have to do in the task.  Your students should be encouraged to react to visuals they are given to support the tasks, and relate the visuals to the tasks rather than simply describe them.  Your students should be familiar with the test format and be fully aware of what is expected of them in each part. They should also be equipped with the right kind of language for each part of the test, e.g. giving personal information, exchanging information and opinions, giving reasons, speculating, agreeing and disagreeing politely, justifying opinions and negotiating. This will ensure that they can show the examiners what they are capable of.  Encourage your students to speak clearly so that they can be heard by both the interlocutor and the assessor.  It is essential that students do not pause for too long before they begin speaking. A short pause to gather their thoughts is acceptable, but anything longer than this will give them less time to produce a suitable sample of language. Being able to paraphrase if they do not know or cannot remember a word, and extending their responses rather than giving a one- word answer, will help your students participate more effectively in the Speaking test.  Give your students a ‘mock’ Speaking test so that they experience taking part in an interaction of this length and understand how they have to move between different types of interaction and task focus.  To ensure that all candidates are treated in the same way, the interlocutor keeps to a scripted frame (as shown in the sample papers). However, you can remind your students that they can ask the examiner to repeat the instructions or a question. N.B. in some centres candidates from the same school are paired together. However, where candidates from a number of different schools are entered at the same centre, some candidates may find that they are paired with a candidate from another school. Students may check with the centre through which they are entering for the local procedure, if they wish. The four parts of the Speaking test Format The paired format for the C1 Advanced Speaking test (two examiners and two candidates) offers candidates the opportunity to demonstrate, in a controlled but friendly environment, their ability to use their spoken language skills effectively in a range of contexts. The test takes 15 minutes. One examiner, the interlocutor, conducts the test and gives a global assessment of each candidate’s performance. The other, the assessor, does not take any part in the interaction but focuses solely on listening to, and making an assessment of, each candidate’s oral proficiency. At the end of the Speaking test, candidates are thanked for attending, but are given no indication of the level of their achievement. The standard format is two examiners and two candidates, but in cases where there is an uneven number of candidates, the Speaking test may be taken by three candidates together instead of two. Examiners are trained to ensure each candidate has the same opportunity to speak whether they are in pairs or in groups of three. When three candidates are tested together, the test format, test material and procedure will remain unchanged, but the timing will be longer: 20 minutes instead of 15. The Speaking test consists of four parts, each of which is assessed. Each part of the test focuses on a different type of interaction: between the interlocutor and each candidate, between the two candidates, and among all three. The patterns of discourse vary within each part of the test. Speaking Preparing learners 75 Paper 4 Speaking Part 3 - collaborative task 21 Ways of communicating Part 3 4 minutes (6 minutes for groups of three) Part 4 5 minutes (8 minutes for groups of three) Part 3 Interlocutor Now, I’d like you to talk about something together for about two minutes (3 minutes for groups of three). Here are some different ways in which people communicate and a question for you to discuss. First you have some time to look at the task. Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds. Now, talk to each other about the advantages and disadvantages of communicating in these different ways. Candidates  2 minutes (3 minutes for groups of three) ……………………………………………………….. Interlocutor Thank you. Now you have about a minute (2 minutes for groups of three) to decide which two ways of communicating are the least effective. Candidates  1 minute (2 minutes for groups of three) ……………………………………………………….. Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet. Part 4 Interlocutor Use the following questions, in order, as appropriate: • Do you think it’s important to have good communication skills to do a job well? ...... (Why? / Why not?) • Some people say that because of modern technology we are losing our communication skills. What’s your opinion? ...... (Why? / Why not?) • Do you think people can be taught good communication skills or is it something we are born with? ...... (Why? / Why not?) • How important do you think it is for families to find time to communicate with each other? ...... (Why? / Why not?) • Do you think that all children should be taught at least one foreign language at school? ...... (Why? / Why not?) • Do you think that it’s likely that one day there will be an international ‘world language’ that everyone speaks? ...... (Why? / Why not?) Thank you. That is the end of the test. Select any of the following prompts, as appropriate: • What do you think? • Do you agree? • How about you? 21 having a face-to-face meeting What are the advantages and disadvantages of communicating in these different ways? giving a lecture writing a letter having a video conference chatting online THE TASK f This part tests candidate’s ability to engage in a discussion and to work towards a negotiated decision. f In Part 3, candidat s are give spoken instructions and provided with written prompts to form the basis for two tasks which they carry out together. They are expected to discuss some or all of the prompts in relation to a question, expressing and justifying opinions, evaluating and speculating. They are then asked another question which will engage them in negotiating towards a decision related to the written prompts that they have previously discussed. f The instructions for t e first task will begin with the words: ‘Here are some … and a question for you to discuss’. The sheet with the written prompts and a central question will then be placed in front of the candidates. The candidates are given 15 seconds to re d th question and the prompts. This is made clear to the candidates with the instruction: ‘First you have some time to look at the task’. The task gives candidates the opportunity to show their range of language and their ability to invite the opinions and ideas of their partner. Candidates are expected to share the interaction in this way and to initiate and respond appropriately. f After the candidates have discussed the question with relation to the prompts they will be given another task in which they are asked to make a decision. The instruction for this will be: ‘Now you have about a minute to decide’ … The decision will be related to the prompts they have just been discussing. They are assessed on their ability to use the language of negotiation and collaboration while doing this. However, they are not penalised if they fail to reach a negotiated decision. There is no right or wrong answer to the task. HOW TO APPROACH THE TASK f Encourage your students to make use of conversation fillers to give themselves time to think, e.g. ‘Well’, ‘now’, ‘let me see’. Tell them, however, not to over-use these as this will limit their range of language. Your students should also make use of strategies which invite their partner to contribute to the discussion but do not give the impression that they are relying on their partner to do all the work. f Act out a scenario with one of your students in which you either constantly interrupt what they are saying or say almost nothing at all. Tell the student that they should deal politely with your interruptions or try to encourage you to say something. The other students can then repeat the exercise in pairs or groups. This will provide invaluable training in managing and developing an interaction. f Ask your students to keep a notebook in which they list a variety of functional language, e.g. ways of interrupting politely, or ways of asking their partner for their opinion. Encourage them to use as many different ways of doing things as possible to avoid repetition. f Advise your students not to try to rush through all the prompts in their discussion. It is better to deal with several of them in depth than to try to deal with all of them superficially. There is no requirement to talk about all five prompts – the emphasis should be on developing a more meaningful discussion rather than ticking off the prompts. f Your students should be encouraged to engage with as wide a range of written prompts as possible and express ideas and opinions of their own. Simply agreeing or disagreeing with their partner, or echoing what their partner has said, while being a natural thing to do, will not enable them to show what they themselves can do. 78 Speaking Part 4 - discussion 21 Ways of communicating Part 3 4 minutes (6 minutes for groups of three) Part 4 5 minutes (8 minutes for groups of three) Part 3 Interlocutor Now, I’d like you to talk about something together for about two minutes (3 minutes for groups of three). Here are some different ways in which people communicate and a question for you to discuss. First you have some time to look at the task. Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds. Now, talk to each other about the advantages and disadvantages of communicating in these different ways. Candidates  2 minutes (3 minutes for groups of three) ……………………………………………………….. Interlocutor Thank you. Now you have about a minute (2 minutes for groups of three) to decide which two ways of communicating are the least effective. Candidates  1 minute (2 minutes for groups of three) ……………………………………………………….. Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet. Part 4 Interlocutor Use the following questions, in order, as appropriate: • Do you think it’s important to have good communication skills to do a job well? ...... (Why? / Why not?) • Some people say that because of modern technology we are losing our communication skills. What’s your opinion? ...... (Why? / Why not?) • Do you think people can be taught good communication skills or is it something we are born with? ...... (Why? / Why not?) • How important do you think it is for families to find time to communicate with each other? ...... (Why? / Why not?) • Do you think that all children should be taught at least one foreign language at school? ...... (Why? / Why not?) • Do you think that it’s likely that one day there will be an international ‘world language’ that everyone speaks? ...... (Why? / Why not?) Thank you. That is the end of the test. Select any of the following prompts, as appropriate: • What do you think? • Do you agree? • How about you? THE TASK f This part tests candidate’s ability to engage in a discussion based on the topics or issues raised in the collaborative task in Part 3. f In Part 4, the interlocutor directs the interaction by asking questions which encourage the candidates to discuss further and broaden the topics introduced in Part 3. The questions often focus on more abstract issues as the discussion develops. f This part of the test gives candidates an opportunity to show their ability to exchange information, express and justify their opinions, and agree or disagree with one another. It also provides candidates with an opportunity to show that they are capable of discussing topics and certain issues in more depth than in the earlier parts of the test. HOW TO APPROACH THE TASK f After doing a Part 3 task, ask your students to try to predict what kind of questions they think they might be asked in Part 4. They could do this in groups and then compare their ideas with those of another group. This will help them prepare for what they might be asked to talk about in Part 4. f Tell your students they are not being assessed on their ideas, but they should be aware that examiners can only assess them on the language they produce. f Encourage your students to listen to each other’s responses to questions in Part 4 and join in to develop a discussion if it is appropriate. They must be aware, however, of not interrupting their partner before they have given a full answer and also not to dominate the discussion. f Divide your students into pairs or groups of three and give them a controversial statement to discuss, e.g. Cars should be banned. This will encourage them to express opinions about topics they may never have thought of. f Photocopy an article from an English-language newspaper, magazine or website and get your students to discuss the article in small groups. When they have finished, they can compare their ideas with those of another group. f Set up a regular debating session in class and give your students 1 minute to stand up and argue for or against a particular topic, e.g. Global warming will mean the end of the world as we know it. At the end of the debate, take a vote on who has put forward the most convincing arguments. f Train your students to react immediately to the questions they are asked, or give themselves a little time to think aloud by saying things like, ‘Well that’s something I’ve never really thought about but, on reflection, I’d say that’ … f It is important to give your students practice sessions which are the same length as the whole test. Tell your students that the impression they make at the end of the test is as important as the one they make at the beginning. Speaking Advice by task 79 Paper 4 Sample test Pa rt 1 2 m in ut es (3 m in ut es fo r g ro up s of th re e) G oo d m or ni ng /a fte rn oo n/ ev en in g. M y na m e is … … … … a nd th is is m y co lle ag ue … … … … . A nd y ou r n am es a re ? C an I ha ve y ou r m ar k sh ee ts , p le as e? Th an k yo u. Fi rs t o f a ll, w e’ d lik e to k no w s om et hi ng a bo ut y ou . Se le ct o ne o r t w o qu es tio ns a nd a sk c an di da te s i n tu rn , a s a pp ro pr ia te . • W he re d o yo u liv e? • W ha t d o yo u do h er e/ th er e? • H ow lo ng h av e yo u be en s tu dy in g En gl is h? • W ha t d o yo u en jo y m os t a bo ut le ar ni ng E ng lis h? Se le ct o ne o r m or e qu es tio ns fr om th e fo llo w in g, a s a pp ro pr ia te . • W ha t h as b ee n yo ur m os t i nt er es tin g tr av el e xp er ie nc e? .. ... . ( W hy ?) • D o yo u pr ef er to g et th e ne w s fr om n ew sp ap er s, te le vi si on o r t he in te rn et ? ... ... (W hy ?) • W ha t d o yo u th in k is th e be st w ay to k ee p in to uc h w ith fr ie nd s an d fa m ily ? ... ... (W hy ?) • H ow im po rt an t d o yo u th in k it is to s pe ak m or e th an o ne la ng ua ge ? ... ... (W hy ?) • W ho h as m or e in flu en ce o n yo ur li fe – y ou r f rie nd s or y ou r f am ily ? ... ... (W hy ?) • W ha t d o yo u ho pe to b e do in g in fi ve y ea rs ’ t im e? • D o yo u ev er w is h yo u w er e ric h an d fa m ou s? .. ... . ( W hy ? / W hy n ot ?) 1 D oi ng th in gs to ge th er Pa rt 2 2 St ud en t l ife 4 m in ut es (6 m in ut es fo r g ro up s of th re e) In te rlo cu to r In th is p ar t o f t he te st , I ’m g oi ng to g iv e ea ch o f y ou th re e pi ct ur es . I’d li ke y ou to ta lk ab ou t t w o of th em o n yo ur o w n fo r a bo ut a m in ut e, a nd a ls o to a ns w er a q ue st io n br ie fly a bo ut y ou r p ar tn er ’s p ic tu re s. (C an di da te A ), it’ s yo ur tu rn fi rs t. H er e ar e yo ur p ic tu re s. T he y sh ow p eo pl e do in g th in gs to ge th er . Pl ac e Pa rt 2 bo ok le t, op en a t T as k 1, in fr on t o f C an di da te A . I’d li ke y ou to c om pa re tw o of th e pi ct ur es , a nd s ay w hy th e pe op le m ig ht b e do in g th es e th in gs to ge th er , a nd h ow th e pe op le m ig ht b e fe el in g. A ll rig ht ? C an di da te A  1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te B ), in w hi ch s itu at io n do y ou th in k th e pe op le b en ef it m os t f ro m b ei ng to ge th er ? … … (W hy ?) C an di da te B  a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 bo ok le t. N ow , ( C an di da te B ), he re a re y ou r p ic tu re s. T he y sh ow s tu de nt s do in g di ffe re nt ac tiv iti es . Pl ac e Pa rt 2 bo ok le t, op en a t T as k 2, in fr on t o f C an di da te B . I’d li ke y ou to c om pa re tw o of th e pi ct ur es , a nd s ay h ow s tu de nt s ca n be ne fit fr om do in g th es e di ffe re nt a ct iv iti es , a nd h ow h el pf ul th e ac tiv iti es m ig ht b e in pr ep ar in g th em fo r t he ir fu tu re li ve s. A ll rig ht ? C an di da te B  1 m in ut e … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. (C an di da te A ), w hi ch o f t he se a ct iv iti es d o yo u th in k is m os t u se fu l? … … (W hy ?) C an di da te A  a pp ro xi m at el y 30 se co nd s … … … … … … … … … … … … … … … … … … … … … .. In te rlo cu to r Th an k yo u. ( C an I ha ve th e bo ok le t, pl ea se ?) R et ri ev e Pa rt 2 bo ok le t. 80 Assessment Examiners and marking The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs). TLs ensure all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine. TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge Assessment English for the Speaking tests in a given country or region. Annual examiner certification involves attendance at a face-to-face meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment. Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions. Assessment scales Throughout the test candidates are assessed on their own individual performance and not in relation to each other. They are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the analytical assessment scales for the following criteria: • Grammatical Resource • Lexical Resource • Discourse Management • Pronunciation • Interactive Communication The interlocutor awards a mark for global achievement using the global achievement scale. C1 GLOBAL ACHIEVEMENT 5 Handles communication on a wide range of topics, including unfamiliar and abstract ones, with very little hesitation. Uses accurate and appropriate linguistic resources to express complex ideas and concepts and produce extended discourse that is coherent and easy to follow. 4 Performance shares features of Bands 3 and 5. 3 Handles communication on a range of familiar and unfamiliar topics, with very little hesitation. Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent. 2 Performance shares features of Bands 1 and 3. 1 Handles communication on familiar topics, despite some hesitation. Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur. 0 Performance below Band 1. Assessment for C1 Advanced is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales. The assessment scales for C1 Advanced (shown on page 84) are extracted from the overall Speaking scales on page 85. Speaking Assessment 83 Paper 4 C1 Advanced Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 85: C1 GRAMMAR AND VOCABULARY LEXICAL RESOURCE DISCOURSE MANAGEMENT PRONUNCIATION INTERACTIVE COMMUNICATION 5 Maintains control of a wide range of grammatical forms. Uses a wide range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics. Produces extended stretches of language with ease and with very little hesitation. Contributions are relevant, coherent and varied. Uses a wide range of cohesive devices and discourse markers. Is intelligible. Phonological features are used effectively to convey and enhance meaning. Interacts with ease, linking contributions to those of other speakers. Widens the scope of the interaction and negotiates towards an outcome. 4 Performance shares features of Bands 3 and 5. 3 Shows a good degree of control of a range of simple and some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics. Produces extended stretches of language with very little hesitation. Contributions are relevant and there is a clear organisation of ideas. Uses a range of cohesive devices and discourse markers. Is intelligible. Intonation is appropriate. Sentence and word stress is accurately placed. Individual sounds are articulated clearly. Initiates and responds appropriately, linking contributions to those of other speakers. Maintains and develops the interaction and negotiates towards an outcome. 2 Performance shares features of Bands 1 and 3. 1 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Uses appropriate vocabulary to give and exchange views, but only when talking about familiar topics. Produces extended stretches of language despite some hesitation. Contributions are relevant and there is very little repetition. Uses a range of cohesive devices. Is intelligible. Intonation is generally appropriate. Sentence and word stress is generally accurately placed. Individual sounds are generally articulated clearly. Initiates and responds appropriately. Maintains and develops the interaction and negotiates towards an outcome with very little support.W 0 Performance below Band 1. 84 Overall Speaking scales C EF R L EV EL G R A M M A T IC A L R ES O U R C E L EX IC A L R ES O U R C E D IS C O U R SE M A N A G EM EN T PR O N U N C IA T IO N IN T ER A C T IV E C O M M U N IC A T IO N • M a in ta in s co nt ro l of a w id e ra ng e of g ra m m a tic a l f or m s a nd u se s th em w ith fle xi b ili ty . • U se s a w id e ra ng e of a p p ro p ri a te vo ca b ul a ry w ith fle xi b ili ty to g iv e a nd ex ch a ng e vi ew s on un fa m ili a r a nd a b st ra ct to p ic s. • Pr od uc es e xt en d ed s tr et ch es o f la ng ua ge w ith fl ex ib ili ty a nd e a se a nd ve ry li tt le h es ita tio n. • C on tr ib ut io ns a re re le va nt , c oh er en t, va ri ed a nd d et a ile d . • M a ke s fu ll a nd e ff ec tiv e us e of a w id e ra ng e of c oh es iv e d ev ic es a nd d is co ur se m a rk er s. • Is in te lli g ib le . • Ph on ol og ic a l f ea tu re s a re us ed e ff ec tiv el y to c on ve y a nd e nh a nc e m ea ni ng . • In te ra ct s w ith e a se b y sk ilf ul ly in te rw ea vi ng h is /h er c on tr ib ut io ns in to th e  co nv er sa tio n. • W id en s th e sc op e of th e in te ra ct io n a nd d ev el op s it fu lly a nd e ff ec tiv el y to w a rd s a ne go tia te d ou tc om e. C 2 • M a in ta in s co nt ro l of a w id e ra ng e of g ra m m a tic a l f or m s. • U se s a w id e ra ng e of a p p ro p ri a te vo ca b ul a ry to g iv e a nd ex ch a ng e vi ew s on un fa m ili a r a nd a b st ra ct to p ic s. • Pr od uc es e xt en d ed s tr et ch es o f la ng ua ge w ith e a se a nd w ith v er y lit tle he si ta tio n. • C on tr ib ut io ns a re re le va nt , c oh er en t a nd v a ri ed . • U se s a w id e ra ng e of c oh es iv e d ev ic es a nd d is co ur se m a rk er s. • Is in te lli g ib le . • In to na tio n is a p p ro p ri a te . • Se nt en ce a nd w or d st re ss is a cc ur a te ly p la ce d . • In d iv id ua l s ou nd s a re a rt ic ul a te d cl ea rl y. • In te ra ct s w ith e a se , l in ki ng co nt ri b ut io ns to  th os e of o th er sp ea ke rs . • W id en s th e sc op e of th e in te ra ct io n a nd n eg ot ia te s to w a rd s a n ou tc om e. C 1 • Sh ow s a go od d eg re e of c on tr ol o f a ra ng e of s im p le a nd s om e co m p le x g ra m m a tic a l fo rm s. • U se s a ra ng e of a p p ro p ri a te vo ca b ul a ry to g iv e a nd ex ch a ng e vi ew s on fa m ili a r a nd u nf a m ili a r to p ic s. • Pr od uc es e xt en d ed s tr et ch es o f la ng ua ge w ith v er y lit tle h es ita tio n. • C on tr ib ut io ns a re re le va nt a nd th er e is a cl ea r o rg a ni sa tio n of id ea s. • U se s a ra ng e of c oh es iv e d ev ic es a nd d is co ur se m a rk er s. • Is in te lli g ib le . • In to na tio n is a p p ro p ri a te . • Se nt en ce a nd w or d st re ss is a cc ur a te ly p la ce d . • In d iv id ua l s ou nd s a re a rt ic ul a te d cl ea rl y. • In iti a te s a nd re sp on d s a p p ro p ri a te ly , l in ki ng c on tr ib ut io ns to th os e of o th er s p ea ke rs . • M a in ta in s a nd d ev el op s th e in te ra ct io n a nd n eg ot ia te s to w a rd s a n ou tc om e. G R A M M A R A N D V O C A B U L A R Y B2 • Sh ow s a go od d eg re e of c on tr ol o f s im p le g ra m m a tic a l f or m s, a nd a tt em pt s so m e co m p le x g ra m m a tic a l f or m s. • U se s a p p ro p ri a te v oc a b ul a ry to g iv e a nd e xc ha ng e vi ew s, o n a ra ng e of fa m ili a r t op ic s. • Pr od uc es e xt en d ed s tr et ch es o f la ng ua ge d es p ite s om e he si ta tio n. • C on tr ib ut io ns a re re le va nt a nd th er e is ve ry li tt le re p et iti on . • U se s a ra ng e of c oh es iv e d ev ic es . • Is in te lli g ib le . • In to na tio n is g en er a lly a p p ro p ri a te . • Se nt en ce a nd w or d st re ss is ge ne ra lly a cc ur a te ly p la ce d . • In d iv id ua l s ou nd s a re ge ne ra lly a rt ic ul a te d cl ea rl y. • In iti a te s a nd re sp on d s a p p ro p ri a te ly . • M a in ta in s a nd d ev el op s th e in te ra ct io n a nd n eg ot ia te s to w a rd s a n ou tc om e w ith v er y lit tle s up p or t. B1 • Sh ow s a go od d eg re e of c on tr ol o f s im p le g ra m m a tic a l f or m s. • U se s a ra ng e of a p p ro p ri a te v oc a b ul a ry w he n ta lk in g a b ou t f a m ili a r t op ic s. • Pr od uc es re sp on se s w hi ch a re ex te nd ed b ey on d sh or t p hr a se s, d es p ite h es ita tio n. • C on tr ib ut io ns a re m os tly re le va nt , b ut th er e m a y b e so m e re p et iti on . • U se s b a si c co he si ve d ev ic es . • Is m os tly in te lli g ib le , a nd h a s so m e co nt ro l o f p ho no lo g ic a l fe a tu re s a t b ot h ut te ra nc e a nd w or d le ve ls . • In iti a te s a nd re sp on d s a p p ro p ri a te ly . • Ke ep s th e in te ra ct io n go in g w ith ve ry li tt le p ro m pt in g a nd s up p or t. A 2 • Sh ow s su ffi ci en t c on tr ol o f s im p le g ra m m a tic a l f or m s. • U se s a p p ro p ri a te v oc a b ul a ry to ta lk a b ou t ev er yd a y si tu a tio ns . • Is m os tly in te lli g ib le , d es p ite li m ite d co nt ro l o f p ho no lo g ic a l f ea tu re s. • M a in ta in s si m p le e xc ha ng es , d es p ite s om e  d iffi cu lty . • Re q ui re s p ro m pt in g a nd s up p or t. A1 • Sh ow s on ly li m ite d co nt ro l o f a fe w g ra m m a tic a l fo rm s. • U se s a vo ca b ul a ry o f i so la te d w or d s a nd p hr a se s. • H a s ve ry li m ite d co nt ro l o f p ho no lo g ic a l f ea tu re s a nd is of te n un in te lli g ib le . • H a s co ns id er a b le d iffi cu lty m a in ta in in g si m p le e xc ha ng es . • Re q ui re s a d d iti on a l p ro m pt in g a nd su p p or t. Speaking Overall speaking scales 85 Paper 4 Mark sheet OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 1 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 1 Advanced Speaking Mark Sheet Test materials used: Part 2 Part 3 Assessor's number Interlocutor's number Number of 2nd Candidate Number of 3rd Candidate Test Format Examiners:Candidates 2 : 3 2 : 2 Candidate Name Centre Number Candidate Number Centre Name Assessment Date Examination Details Examination Title Grammatical Resource Lexical Resource Discourse Management Pronunciation Marks Awarded: Global Achievement Interactive Communication Date of test: Month: Day: 0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 0 0 0 0 0 Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 2 3 4 5 6 7 8 9 10 11 121 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 21 22 23 24 25 26 27 28 33199 33199 88 C1 Advanced glossary Answer sheet the form on which candidates record their responses. Assessor the Speaking test examiner who assigns a score to a candidate’s performance, using analytical criteria to do so. Closure techniques techniques used to draw a conversation to a close, e.g. That’s all. Cloze test a type of gap-filling task in which whole words have been removed from a text and which candidates must replace. Coherence language which is coherent is well planned and clear, and all the parts or ideas fit well so that they form a united whole. Collaborative task the opportunity in the Speaking test for the candidates to engage in a discussion and work together towards a negotiated outcome of the task set. Collocation this term describes the likelihood of two words going together, e.g. a good job, a wonderful occasion. Comprehension questions short questions testing information selection, linking and sentence construction. Content points the points contained in the notes on the text in the C1 Advanced Paper 2 Part 1 compulsory question, which must be included in the candidate’s letter or email. Conversational fillers a word or sound filling a pause in an utterance or conversation, e.g. er, you know. Discourse written or spoken communication. Discrete sentences sentences not connected by context or meaning. Gap-filling item any type of item which requires the candidate to insert some written material – letters, numbers, single words, phrases, sentences or paragraphs – into spaces in the text. The response may be supplied by the candidate or selected from a set of options. Gist the central theme or meaning of the text. Impeding error an error which prevents the reader from understanding the word or phrase. Input material the text and notes, sometimes supported by illustrations or diagrams, which candidates have to base their answers on in the C1 Advanced Paper 2 Part 1 compulsory question. Interlocutor the Speaking test examiner who conducts the test and makes a global assessment of each candidate’s performance. Item each testing point in a test which is given a separate mark or marks. Key the correct answer to an item. Lexical adjective from lexis, meaning to do with vocabulary. Long turn the opportunity in the Speaking test for a candidate to talk uninterrupted for a period of time, enabling them to produce an extended piece of discourse. Lozenge the space on the answer sheet which candidates must fill in to indicate their answer to a multiple-choice question. Multiple choice a task where candidates are given a set of several possible answers of which only one is correct. Multiple matching a task in which a number of questions or sentence- completion items, generally based on a reading text, are set. The responses are provided in the form of a bank of words or phrases, each of which can be used an unlimited number of times. Neutral style a writing style with no specific features of formality or informality. Opening and closing formulae the expressions, either formal or informal, that are usually used to open and close letters, e.g. Dear Maria … With best wishes from …, or Dear Mr Dakari … Yours sincerely … Options the individual words in the set of possible answers for a multiple-choice item. Paraphrase to give the meaning of something using different words. Phrasal verb a verb which takes on a new meaning when followed by a certain preposition or adverb (e.g. get away, take up). Pretesting a stage in the development of test materials at which items are tried out with representative samples from the target population in order to determine their difficulty. Referencing the technique of using ‘referents’. 89C1 Advanced glossary Referent a word or term that refers to another person, place, etc. Register the tone of a piece of writing. The register should be appropriate for the task and target reader, e.g. a letter of application is written in a formal register. Report layout the way in which a report should be presented. At C1 Advanced level a report in Paper 2 Part 2 should be clearly organised into paragraphs/sections and may include headings. Rhetorical/stylistic devices techniques used in a text to achieve a particular effect. Sentence transformations a task where a lead-in sentence is followed by a prompt and a gapped sentence, which must be completed. Stem word the word at the end of each line in C1 Advanced Paper 3 Part 3, which is the basis for the word that has to be formed. Style a property of a text which may be neutral, formal, informal, etc. Summary task a task which requires candidates to summarise in a specific number of words information from two texts. Target reader the intended recipient of a piece of writing. It is important to ensure that the effect of a written task on a target reader is a positive one. Acronyms ALTE The Association of Language Testers in Europe. CEFR Common European Framework of Reference. EFL English as a Foreign Language. ESOL English for Speakers of Other Languages. 90