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Past Examination Papers

June 2006 (0150)

UNIVERSITY of CAMB RIDGEESOL Examinations

English for Speakers of Other Languages

GAE June 2006(0î50)

Contents

Paper 1, Reading, Question Paper and Answer Sheet

Paper 2, Writing, Question PaPer

Paper 3, Use of English, Question Paper and Answer Sheet

Paper 4, Listening, Question Paper and Answer Sheet, Tapescript

Paper 5, Speaking, Sample Test Materials

Papers 1, 3 and 4, Answer KeYs

Paper 2, Notes on Assessment and Sample Scripts

Paper 5, Assessment Criteria

Copyright. The contents of this publication are covered by international copyright law' All rights

,""rbi-'rào; no part of this document may be reproduced, stored in a retrieval system, or transmitted

in any form oi by any means, electronió, mechanical, photocopying, recording or otheruvise, without

the prior written conóent of University of Cambridge ESOL Examinations'

lndividuals and institutions who do not observe these copyright restrictions will be liable to

prosecution

O UCLES 2006

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS


CERTIFICATE IN ADVANCED ENGLISH 015011PAPER 1 Reading

Wednesday 14 JUNE 2006 Morning t hour 15 minutes

Additional materials:Multiple Choice answer sheetSofî clean eraserSoft pencil (type B or HB is recommended)

TIME t hourlS minutes

INSTRUCTIONS TO CANDIDATES

Do not open this booklet untilyou are told to do so.

Write your name, Centre number and candidate number on the answer sheet in the spaces providedunless this has already been done for you.

This paper requires you to read four texts and answer the accompanying questions.

For each question indicate in pencil on the separate answer sheet one answer from the appropriatelist of choices.

Read and follow carefully the instructions given on the separate answer sheet.

You may write on the question paper if you wish, but you must transfer your answers to the separateanswer sheet within the time limit.

At the end of the examination, you should hand in both the question paper and the answer sheet.

INFORMATION FOR CANDIDATES

Questions in Parts 1 and 4 carry one mark.

Questions in Parts 2 and 3 carry two marks.

This question paper consists of 10 printed pages and 4 blank pages.

sP (SLM/KS) 399418/3 'l0o/2033i0

O UCLES 2006 Level 2 Certificate in English (ESOL) [TUfn OVef

2

Part 1

Answer questions 1-13 by referring to the magazine article on page 3 about people who haveconverted old houses. lndicate your answers on the separate answer sheet.

For questions 1-13, answer by choosing from the people in the article (A-D). Some of the choicesmay be required more than once.

ln which section are the following mentioned?

incorporating a particular originalfeature in a new design

using materials to allow more light throughout the house

previous alterations to the house being unimaginative

the limited space initially appearing to be a drawback

the house being bought on impulse

the alterations following a steady schedule over a period of time

the restrictions of the site requiring an unusual design

the layout inside the house being more modern than the external appearance

a feeling of relief after a lengthy search for a house

being unaffected by the disruption of major building work

being reluctant to make drastic changes to an old house

an efficient approach when searching for a house

fulfilment of an earlier ambition

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0150/1 Jun06

3

BUILDTI{G A DREAM

Mel Bridge talks to four people who have renovated an old house in an attempt to create îheir dream home'

A- Helena HolroYdHelena is a successful interior designer and on visiting her watm village home, you see she has used her skills to

good advantage, on first sight, thii is a typical traditional house, but the golden-walled exterior belies a spare,

Jool and .pu.Lu, interior, of contemporary design. when she stafted looking for a house, Helena made a list of

personal requirements for her new home. Such methodical foresight shows that she expected her search to be

prolonged. However, it was when visiting her mother in a neighbouring village that she came across the house'

iwt "n

t saw it I jumped at it, it just felt right,' explains Helena. Having lived there for over a yeat, Helena says,

,I enjoy life in the country although the problem of finding like-mincled people is much harder here. I had a lot

of good friends in London''As she talks about the recent renovations, it is clear that Helena has a healthy respect for tradition and allowed the

building to dictate its own design. 'At first I thought I'd leave it untouched. But aftcr six months of living here I

realised I had to make some alterations.' So she .nlirt.d the help of an architect and eight months later, the house

boasted a new extension plus the addition of a third floor in the converted attic and, what's more, it had been

totally redecorated, Helena appears to have been amazingly pragmatic about such extensive refurbishment, but

her relaxed attitude *uy rruu. ù"en helped by a generous budget, and the hospitality of her family living nearby'

B - Sara FnramazThe perfect location for a house in London is very hard to come by. That is why architect Sara Faramaz settled

for a house on a slim wedge of space on a busy street, a site which other architects wouldn't even touch. 'I spent a

lot of time looking for a bigger hour. in the same area, but it was difficult because prices were hotting up' When

I came back a few months later and it was still unsold, I starled thinking what I could do.' Sara came up with an

innovative plan for the narrow home, which made best use of the existing space, but to avoid creating an unlovely

war.ren of small dark rooms, she decided to create a paved courtyard and extend her house around it' To benefit

from the best available natural light, Sara placed theliving rooms at the top of the house while bedrooms nestle

below. The combined kitchen, dining room and living room is in one large open area' set on two levels' 'I always

envisaged the main living space beiig at the top becàuse of the sunlight and the views, but I have a lot of people

round, so I didn't want the kit.h"n to be separaie from the sitting room, I'm very happy with the end result''

C - Jo PalmieriDesperate to move back to her native Leeds, to work as an interior designer, Jo had been looking for a propefty

for some six months. So she was becoming exasperated, when at long last she saw the country bungalow' 'As

soon as I went inside I could immediately see the potential space available. Even better, the location was ideal,

only 20 minutes away from my office.; The stoire-built house had been transformed into a three-bedroom

bungalow 30 years ago with a decided lack of flair. with her designing skills, Jo planned her own conversion

in stages. ,The basic idea was to open up the whole place as mnch as possible. I removed the ceiling from the

living area, and replaced the windows with a wall of glass, divided into squares, so that on fine days the sunshine

brigitens up the whole of the house .'None of the rooms has a door - indeed, all the doors were removed to open

up the internal space.

D -LizEazanwhen Lizbeganher search for a bolthole in the country after giving up her job, she saw that her childhood dream

of a place away from it all could now be realised. When she eventually came across a single-storey cottage, built

by an amateur builder to a very strange design, she was daunted by its rather dilapidated state. Neveftheless, on

crossing the threshold, she was immediately*attracted by the magical quality of the house. The eccentricity of the

original design had been more than compensated for by an insistence on vely high quality materials, such as solid

wooden beams and handmade bricks'

Liz enlisted the help of a local architect, Philip warner. 'Philip understood my desire to retain the existing

ambience, and I instructed him to create u .o-fortuble interior within the confines of the existing cottage,' she

said. But after much deliberation, it was agreed to extend the house to include a large open-plan sitting room'

Another major alteration was the ..-ouul- of the ceiling in the main bedroom' making it spacious and airy,

yet retaining unusual diamond-shaped windows overlooking the garden, Liz's country home could never be

described as ordinary!0150/1 Jun06 [Turn over

4

Parl2

For questions 14-19, choose which of the paragraphs A-G on page 5 fit into the numbered gaps in thefollowing magazine article. There is one extra paragraph, which does not fit in any of the gaps. lndicateyour answers on the separate answer sheet.

Big Band

Peler Datis rcports on fhe creaÍion of a veryt unusual epe of orchestra.

Craig Hilton says it was a glimpse of a toy in a storewindow. Peter Keane remernbers the cover of a

chilclren's book. Either way, sorne form of unlikelyinspiration was involved when the two of them gotîogether over dinner one evening in New York anddreamed up the Thai Elephant Orchestra. Wrat theydidn't imagine was how successful their project wouldeventually become.

It was still capturing their imagination in the cold lightof morning. After all, elephants were already makingtheir names in the art world as painters - elephantcanvases can sell for thousands of dollars in the rightgalleries. If art, why not music? Keane booked aticket to Thailand, and got out his sketch book to startdesigning the instruments. But what would work forthe biggest ofbands?

What you can do is to starl with one elephant, mor.einto a duet, and then bring in the drums. 'But,'says Hilton, 'it never goes quite like that. Often theelephants either don't staft on time or they refuse tostop playing or a mallet gets dropped. I think that's oneof the reasons why people like thc music. It's initiallyunsettling because you're used to centring in on oneinstrument and using that as a means of filtering outthe other sounds. The elephant music is so randomthat you can't do that - anything can happen.'

The elephants do, nonetheless, need ways to make aliving. Their numbers are plummeting norv that thelogging work has dried up and their natural habitat isdisappearing. As recently as 150 years ago, there were100,000 elephants in Thailand; now there are just afew thousand. 'The possibility of returning them to thewild is nil,'says Keane. oThere's sirnply not enoughwild there.'

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The orchestra plays several times a day for visitors tothe centre. And now the elephants even have a CD tottreir name. Their first recording is an arty affair, withno overdubs or studio effects to leaven the sounds. ButHilton and Keane are also producing an easy-listeningversion for a wider audience. oI don't listen to it everynight now, as I did at first,' says Hilton. 'But I stillturn it on and it's just gorgeous.'

Keane duly anived in Thailand and the two bandleaders set to work. To their initial despair, some of theinstruments were disastrous. 'If you put a flute in anelephant's mouth, it'll bite it in half,'says Keane. Thedrum pedals were a non-starter too, since elephants, itturns out, like to keep all four feet on the ground. Andthey didn't particularly take to the huge electronickeyboard either.

And the music sounded ... good. Surprisingly good,in fact. 'I was annazed,' says Keane. 'Personallyspeaking, as an unusual composer, I don't mind ifthere's cacophony in the music. If it's wild and woollythat's fine by me, but obviously *y preferences havemade no difference to them. The elephants really doseem to like "pretty" llusic.'

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0150/1 Jun06

A Strange as it may seem, it really is like that,in a weird soft of way. And it really is morethan, say, sea lions trained to honk car horns.Although the elephants are told when to startand stop, the rest is up to them. Actually, whento stop is also very much up to them, since it'shard to dictate such things to some elephants.

There is something uncomfortable, howeveEabout getting elephants to do something so

obviously hurnan. Hilton and Keane bothfeel it. 'It's not like they would be doing itspontaneously,' Keane admits. 'We ask themto do it. If people want to get offended fbr thatreason, then I acrually agree with them. Youdon't want to have elephants mimicking humanactivities.'

Anything delicate could be ruled out. Theywould have to survive being pounded by4-tonne rnusicians. Perfotmances would be

out of doors and they would have to copewith sweltering humid summers, monsoonaldownpours and winter temperatures that couldfall to just above fi'eezing. They would also

need to sound good to the Thai ear - human as

well as elephant. And above all, the elephantswould have to want to play them.

It becarne apparent that it would take more thanmere imagination to turn the idea into a reality.The finance to employ the local craftsmenneeded to help out with the instruments wasin short supply. At this point it looked as if theproject was doomed.

Hilton reluctantly agrees with this. 'Theyshouldn't be kept in captivity. They're wildanimals and they belong in the forest. But ifthey've got to be in captivity, what better thanto be in our band?'

But when Keane and Hilton tried out creationsthe elephants could blow into with their trunksor bash with a stick, the orchestra was bom.Lining up in a solemn row, the centre's elephantsplayed metal 'thunder sheets' and harmonicas,xylophones and elephant sitars. They evenmanaged an Asian wind instrument called akhaen, although they had trouble holding it.

In retrospect, the outcome of such an alliancewas inevitable. Hilton had always been obsessed

with Asian elephants. Indeed, he's been workingat the Thai Elephant Conservation Centre innofthem Thailand for 20 years now. Keane,on the other hand, didn't know much aboutelephants, but he does know music; the unusualis his forte and he's always up for a challenge.

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0150/1 Jun06 [Turn over

6

Part 3

Read the following newspaper article and then answer questions 20-24 on page 7. On your answersheet indicate the letter A, B, C, or D against the number of each question 20-24. Give only oneanswer to each question.

Lights, camera, action manTraveliournalist Richard Madden reports on his first trip with a camera crew.

It was books that first captured my imaginationabout faraway places. TV travelogues alwaysseemed the poor relation to the classic writtenaccounts, although of course the pictureswere rather better. And then there was theissue of authenticity. All those pretentioustheatrical types dying of thirst in the desert, asif we didn't realise there was a camera crew onhand to cater for their every need. These daysprogramme-makers know that the audienceis more sophisticated and the presence of thecamera is acknowledged. But can a journey withfilming equipment ever be anything other than acleverly constructed fiction?

I recently got the chance to find out, when I

was asked to present two one-hour programmesfor an adventure travel series. The project wasthe brainchild of the production company,Trans-Atlantic Films, which wanted the seriespresented by writers and adventurers, as wellas TV professionals. My sole qualification wasas a journalist specialising in 'adventure'travel.However, I was thought to have 'on-screen'potential.

The first programme was filmed in CostaRica. Within 24 hours of my arrival, I realisedthat this was going to be very different frommy usual 'one man and his laptop'expeditions.For a start, there were five of us - director,cameraman, sound recordist, producer andpresenter. And then there was the small matterof t100,000 worth of equipment. I soon realisedthat the director, Peter Macpherson, was a vastlyexperienced adventure film-maker. ln his case,the term'adventure' meant precisely that.

Part of the brief for the series was to putthe presenter in unusual situations and see howhe or she coped. One such sequence was thenight we spent in the rainforest canopy near theRincón de la Vieja National Park in Guanacaste

province. I don't have a head for heights andwould make a poor rock-climber, so my distressis real enough as the camera catches medangling on a rope some 30m up, well short ofthe canopy platform.

lronically, it was the presence of thecamera, looking down on me from above, thatgave me the impetus for the final push to the top.By this time, I'd learnt how'sequences'were cuttogether and realised that one last effort wasrequired. I had to struggle to stay coherent whilethe camera swooped within a few millimetresof my face for my reaction. ln the end, it was amagical experience, heightened all the more bythe sounds of the forest.

Learning how to establish a rapport with thecamera is vital and it took me a while to think ofit as a friend rather than a judge and jury. Themost intimidating moments were when Peterstrolled up to me, saying that the light wouldonly be right for another 10 minutes, and that heneeded a 'link' from one sequence to another.The brief was simple.lt needed to be 30 secondslong, sum up my feelings, be informative, well-structured and, most important of all, rivetingto watch.'Ready to go in about 5 minutes?'hewould say breezily.

I soon discovered that the effect of thecamera on what was goíng on around us was farless intrusive than I had imagined. After a firstflurry of curiosity, people usually lost interest andlet us get on with our job. We were also flexibleenough to be spontaneous. Our trip coincidedwith an 80 per cent solar eclipse, a rare eventanywhere in the world. We were in a villagecalled Santa Elena and captured the wholeevent on camera. The carnival atmosphere wasinfectious and made a welcome addition to ourshooting schedule.

0150/1 JunO6

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7

20 One thing the writer used to dislike about travel programmes on TV was

A the repetitive nature of many of them.B the dull images that they frequently contained.C their lack of respect for the intelligence of the viewers.D their tendency to copy the style of famous written accounts.

21 What reason is given for the writer becoming involved in making TV travel programmes?

A other people's belief that he might be suited to appearing on themB his own desire to discover whether it was possible to make good onesC his own belief that it was natural for him to move from journalism to TVD a shortage of writers and adventurers willing to take part in them

The writer uses the sequence filmed in the National Park as an example of

A something he had been worried about before any filming started.B the sort of challenge that presenters were intended to face in the series.C something he was expected to be unable to deal with.D the technical difficulties involved in making films in certain places.

ln paragraph six the writer says that he found it particularly difficult to

A understand what was required of him for a'link'.B change things he was going to do at very short notice.C accept certain advice given to him about presenting a film.D meet certain demands the director made on him.

What does the writer use the experience in Santa Elena as an example of?

A something they filmed although they had not planned toB the friendly way in which they were treated by the local peopleC something they did purely for their own enjoymentD the kind of thing that viewers like to see in travel films

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01 50/1 Jun06 [Turn over

Answer questions 25-45 by referring to an extract from a book on coral reefs on pages f10. lndicateyour answers on the separate answer sheet.

For questions 25-45, answer by choosing from the sections of the extract (A-E). Some of thechoices may be required more than once_

ln which section are the following mentioned?

the places where human involvement in the restoration of coral reefs is likely to bewarranted

surprise that reefs flourish in a part of the sea that should be incapable of sustaininglife

circumstances in which polluters have been made to contribute towards the repair ofcoral reefs

the relative ignorance that exists about damage to the sea as compared to awarenessof other environmental issues

a factor that makes extensive human repair to coral reefs problematic

problems in proving to people that certain activities cause environmental damage

the fact that the range of species supported by coral reefs is comparable to anotherhabitat

the importance of limiting damage to coral reefs in order to allow self-repair to occur

the fact that people living near coral reefs have always taken advantage of theirresources

the uncertainty that exists about a common practice for the disposal of chemicals

the relative difficulty of evaluating different reefs according to how they are exploited

the cost of constructing sea barriers to perform the same function as coral reefs

the fact that the size of coral reefs cannot protect them agaínst the pollution anddamage caused by people

the precautionary measure that must be taken because of the poor survival rate ofcoral

the reason why the capacity of coral reefs for self-repair is being diminished

the considerable progress that has been made in improving public awareness of thethreat to coral reefs

growing acceptance of the view that polluters should be made accountable forenvironmental damage

a comparison between coral reefs and buildings found on land

the fact that as the threat to coral reefs has increased so has awareness of thebenefits they offer

the view that the small number of unspoilt coral reefs left is a factor to consider whenestimating their importance

the two aspects of the modern world that have altered the impact local communitieshave on coastal areas

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4A

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I

Coral Reefs

Over the ages coral reefs have proved exîraordinarily resilient, yet sadly their health and, in somecases, their vuy survival is notv being threatened. Sue Wells and Nick Hanna explain.

A

A thriving coral reef is one of the most gloriousnatural phenomena on our planet. For sheer colourand exuberance, reefs can arguably outdo anyother natural habitat, and in the huge diversity andnumber of plants and animals they support, they aresecond only to rainforests. And yet, paradoxically,these 'rainforests of the ocean' are found only inshallow tropical seas where the nutrients essentialto growth are practically non-existent.

Coral reefs have existed for 450 millionyears, making them probably the oldest ecosystemson the planet. Coral animals, the remarkablelittle creatures that build reefs, are responsiblefor creating the largest structures made by lifeon earth - big enough, in some cases, to dwarfeven the most ambitious edifices constructedby humankind. But this extraordinary ability isno defence against the assaults suffered by reefsas a direct result of human activities. Sewageand toxic chemicals are pumped over them, siltfrom construction sites chokes them, soil run-offsmothers them, and boat and cruise ship anchorssmash into them.

B

Ironically, as reefs have become even morestressed, their value to people has been thrown intosharp focus. Since the dawn of humanity, thebiological abundance of coral reefs has providedsustenance for coastal communities in the tropics,yielding a bountiful harvest of food as well as

many other products as diverse as buildingmaterials, medicines and jewellery.

Reefs are also invaluable as naturalbreakwaters, protecting the land and coastolsettlements from the violence of the ocean andproviding natural harbours. They are an essentialdefence against rising sea levels, and if theydisappear, artifìcial replacements would meanspending billions of dollars. The very existence ofcoral islands and many of the sandy beaches sobeloved by tourists in the tropics is heavilydependent on healthy reefs, which are, of course,an irnportant attraction in their own right.

Reefs have always been at risk from naturalcatastrophes, notably, ferocious hurricanes. Innormal circumstances, they are remarkably goodat regeneration, but the continuous onslaught fromhuman interference is now affecting their abilityto recover from natural impacts. And althoughwe can only speculate at present, it is possiblethat humanity has unleashed the greatest threat toreefs yet, in the form of increased sea temperaturescaused by global warming.

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01 50/1 Jun06

10

C

People have always been drawn to coastlines, ascoastal plains provided fertile agricultural land,and the shallow waters above the continentalshelf offered abundant fisheries. The pattems ofsettlement that developed posed few problems inpre-industrial times, but a combination of industrialdevelopment and fast-growing populations isnow putting enormous pressures on shorelineecosystems.

All centres of population and industrynowadays, even agricultural land, produce a rangeof waste products and efTìuents. In coastal areas,pollutants are habitually discharged into the seaand in many cases the impact on tropical coastlinesis still largely unknown. Studies that have so farbeen carried out have often produced conflictingresults, which can make it difficult to use the data toconvince people that potentially harmful practicesshould be changed. The seriousness of the effectof a pollution incident depends on many variables,such as weather, and not just on, say, the size ofa toxic discharge. For example, in open water andon well-flushed coastlines, pollutants are dispersedfar more easily than in enclosed bays and lagoons.

The world community is now well aware ofthe plight of the rainforests and the threats posedby deforestation and global warming, but thedangers that face marine ecosystems are not so wellknown. Over the last decade, though, enofinousadvances have been made in our understanding ofthe problems facing reefs and in seeking solutionsto safeguard their future.

D

The highest priority in reef management is toremove or at least minimise human causes of reefdestruction, and to improve conditions so thatnatural regeneration of the reefs takes place asquickly as possible. It is most unlikely that a reefcould be restored to its original state in anythingother than a timescale of decades, but it may bepossible for it to be helped towards a stage wherenormal processes can start to function.

Large-scale replanting of corals has proveddifficult to carry out successfully, largely becauseof the amount of diving labour required. Whena reef is damaged by a hurricane, much of theregrowth takes place by regeneration of the brokencoral fragments, but large numbers also die.Similarly, when a reef is being replanted manually,numerous fragments of coral have to be planted ifa significant number are to flourish.

Active reef restoration is perhaps most usefuland cost-effective where there is a need to increasepopulations ofvery rare coral species, or to repairreefs in maríne parks or in locations where a greatdeal of money is earned from tourism.

E

One principle increasingly being recognised inthe battle to protect the world's natural resources,is that whoever is engaged in activities that couldharm the environment, pays the cost. This is thecase whether it involves installing equipmentor technology to prevent pollution and otherdegradation, or to repair any damage that occurs.Ship owners, for example, are now often liable forcleaning up oil spills and paying compensation forany damage caused.

Reefs used for tourism are most obviouslyof high economic worth, but it may be harder tocalculate the worth of reefs used primarily forfishing (particularly subsistence fishing), unlessdetailed catch statistics are available, which theyare often not. It is perhaps even harder to put priceson scientific or aesthetic value - solne remoteand pristine reefs might be considered especiallyvaluable now for their rarity value.

Clearly this process is complex and the resultsat present are variable and highly dependent on thesite in question, and the amount of informationavailable. But it can provide an indicator of theconservation value of the reef and underlines theimportance of preventing damaging activities.

0150/1 Jun06

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TICAE 1 DP306/080I

CandidateCentre Number Number

Candidate Name



CERTIFICATE IN ADVANCED ENGLISHPAPER 2 Writing

Wednesday 14 JUNE 2006 Morning 2 hours

Candidates answer on the question paper.No additional materials are required.

TIME 2 hours



Write your name, Centre number and candidate number in the spaces at the top of this page.

This paper requires you to complete two tasks, each of approximately 250 words in length.

Answer the Part 1 task and one task from Parl2.

Read the task instructions and consider the information carefully both for Part 1 and the task whichyou select 'for Part 2.

Write your answers in the spaces provided on the question paper.

Write clearly in pen, not pencil. You may make alterations but make sure that your work is easy toread.


All tasks in this paper carry equal marks.

0150t2

sP (sLM)T0142916O UCLES 2006

This question paper consists of 4 printed pages,4 lined pages and 4 blank

100/2033/0

pages.

[Turn overLevel 2 Certificate in English (ESOL)

2

Part 1

You are the President of the Film Club which was started at your international college a year ago.You have been asked to write a report about the club's first year for the members of the collegesocial committee.

Read the notice below, which publicises the Film Club, and, on page 3, a note you have receivedfrom Felipe, the Secretary of the Film Club, together with comments that some members havemade. Then, using the information appropriately, write a report for the committee membersexplaining how successful the club has been so far, suggesting ways in which it could be improvedand saying how new members could be encouraged to join.

COLLEGE FILM CLUB

An entertaining way to continue your

English language studies outside the

classroom.

Films from Britain and USA

Every Thursday at 6.30 pm

Membership €10 per year

Entrance Fee [1.50

0150/2 Jun06

Here'6 the inlormalion I lhink you'll neeà Îor Lhe repor\. We have 3O membere anà

ueually beLween 20 anà 25 lurn uV each week. We've ehown len Îilms each f,erm,

5o far we have manaqeà No cover caole, buí only jueL. The club could ào wilh more

membere - whal abouí offerin4 a free lrial Verioà or àoinq eome exlra publicil'y?

FelíVe

Comments from students

What about a discussion

after each film? It's not

much of a club really.

Now write your report for the committee members as outlined on page 2 (approximately 250 words).You should use your own words as far as possible.

6.30 is a bad time - we

con't eot in thecofeteria ond get

/' therefor the stort.

l've enjoyed thefilms but haven't

made many friends.I've learnt a lot aboutBritain and the USAbut we are aninternational college!

I know people who would

like to come occasionally,

but not every week,

[Turn over

6

Part2

Choose one of the following writing tasks. Your answer should follow exacly the instructions given.Write approximately 250 words.

2 You have seen this announcement in an international magazine.

Decisions

The decisions we make every day can have an important effect on our lives.What's the best decision you have ever made?We would like you, our readers, to rvrite an article telling us:. why it rvas your best decision. what other options you had. what could have happened if you had made a different decision.

We will publish the best arricle.

Write your article.

3 Your friend has just applied for a new job with an international organisation that offersenvironmental advice to companies.

The organisation has asked you to wríte a character reference for your friend:

. describing his or her personal strengths and skills' summarising his or her experience with environmental issues' expressing your opinion about his or her suitability for the job.

Write your reference.

4 You see this announcement in a TV magazine.

Reality shows, where people are filmed going about their real lives or in a competitive situation,are becoming increasingly popular on television, But what do viewers really think of them?

Please write a review of a reality TV show you have watched,

You should:. give your opinion about the show. suggest why you think the participants agreed to take part. say why you think people watch this programme.

Write your review.

5 Your manager has identified a company in Britain which may be interested in importing yourcompany's products. You have been asked to write a letter to the manager of the British co,ip"ny.Your letter should:

' describe your company's products including their qualities and special features' outline the advantages for the British company of importing your products. suggest a follow-up meeting.

Write your letter.You do not need to include postal addresses.

01 50/2 Jun06

Candidate Name



CERTIFICATE IN ADVANCED ENGLISHPAPER 3 English in Use

Wednesday 14 JUNE 2006

Additional materials:Answer sheet


0150/3

t hour 30 minutesAfternoon

TIME t hour 30 minutes



Write your name, Centre number and candidate number in the spaces at the top of this page and onthe answer sheet unless this has already been done for you.

There are six parts to this paper, containing a total of 80 questions.You are required to complete all sixparts.

For each question write your answer on the separate answer sheet. Write clearly in pencil in thenumbered spaces provided.

You may write on the question paper if you wish, but you must transfer your answers to the separateanswer sheet within the time limit.



Each question carries one mark.


sP (sLM/CGW) T01150/3O UCLES 2006

1 00/2033/0Level 2 Certificate in English (ESOL) [Turn over

2

Part I

For questions 1-15, read the text below and then decide which answer on page 3 best fits each space.lndicate your answers on the separate answer sheet. The exercise begins with an example (0).

Example:

Dinosaur discoveries f\\ /-fr

\*'-- ,',--)r.ìri,í q--

___É(!iJí_))_ln the late 1930s, a group of (0)..... American scientists seeking dinosaur fossils made

some (1)..... finds, Although one of their expeditions discovered no bones at all, it

nonetheless (2) .....to be important in terms of the information about dinosaurs it provided.

During that historic expedition, which took place along the (3)..... of the Paluxy river in

Texas, something extraordinary was revealed: a dinosaur track, clearly {41 ..... in the rock.

These dinosaur footprints (5)..... their preservation to the salts and mud that covered

them and then hardened into rock, before (6) ..... to light 100 million years later. Tracks like

these are (71..... to experts. There have been great gaps in scientists' understanding of

dinosaur (8) ..... , and so such footprints are useful since they provide direct (9) .....of how

dinosaurs actually moved. Scientists have been able to use these footprints, and others

like them, to (f 0)..... how quickly different species walked, and to conclude that many

kinds of dinosaur must have travelled in (11) ......

{12') ..... , the tracks of four-legged dinosaurs seem to (13)..... that in spite of being

reptiles, these creatures must have moved in a very similar way to living mammals, such

as elephants - a pattern of movement (14)..... from that of most contemporary reptiles,

such as crocodiles. This leads to an intrlguing question. Might existing mammals have

more to teach us about the (15) ..... reptiles that once walked the earth?

) B : :.."' :'C:

"':a:t::!:.',ú'.'.,'f::::t...J:.t:i-0

015013 Jun06

0 A primary

1 A noteworthy

2 A turned

3 A verges

4 A blatant

5Aowe6 A coming

7 A unique

8 A action

I A basis

10 A make up

11 A sets

12 A Accordingly

13 A point

14 A separate

15 A abolished

B dominant

B noticeable

B arose

B borders

B substantial

B derive

B bringing

B invaluable

B manners

B support

B determine

B herds

B specify

B unconnected

B departed

C leading

C notifiable

C proved

C coasts

C distinguishable

C result

C appearing

C costly

C behaviour

C source

C weigh up

C masses

C express

C detached

C extinct

D principal

D notional

D occurred

D banks

D ostensible

D thank

D surfacing

D rare

D customs

D evidence

D reflect

D bunches

D Alternatively

D indicate

D distinct

D extinguished

B Characteristically C lnterestingly

01 50/3 Jun06 [Turn over

4

Parl2

For questions 16-30, complete the following article by writing each missing word in the correct box onyour answer sheet. Use only one word for each space. The exercise begins with an example (0).

Example: O lour t0Ir--rfl

The best books

Are there one thousand books that all of us should read sometime in (0) ..... lives? Throughout

this year, we will be recommending a collection of books that, when taken (16) .....a whole, will

form a library of 1,000 titles that will inspire and satisfy (17) ..... kind of reader imaginable. Book

lists appear from tíme to time, often arousíng controversy (18) ..... being too elitist or too populist.

But our list is the result of consultations with bookbuyers and booksellers, people (1g) ..... know

and love books.

Currently, there are well (20) ..... a million books in print. Add (21) ..... these yet another 100,000

books published each year and the choice for readers becomes bewildering, (22)..... certain

books, both classics and contemporary works, stand out. While our list doesn't identify classics

(23) .....the traditional sense, many of the works included (241 .....considered to be classic books.

The list aims to make the reader aware of (25)..... is available that is stimulating, rewarding

and inspiring. (26) ..... else does one learn about a good read other {271 .....by enthusiastlc

recommendation?

This month we are highlighting fifty books from the area of business and reference. These fifty

titles represent the perfect busíness and reference library for your needs, (28)..... personal or

professional. Our selection will help you to expand and enhance (29) ..... understanding of today's

fast-changing world of business.

Look out for next month's fifty choices, (30) ..... will take you a step nearer completion of your

1,000-book library.

0150/3 Jun06

5

Part 3

ln most lines of the following text, there is either a spelling or a punctuation error. For each numberedline 3f-46, write the correctly spelt word or show the correct punctuation in the box on your answersheet. Some lines are correct. lndicate these lines with a tick (/) in the box. The exercise begins withthree examples (0), (00) and (000).

Example: 0 several .1,1..;,,, {l r ,.:.r1f--l ,,f---*1

00 valcànOeS;,,wíth :t..., ,, 00 ,,,, ,

-tr f_-_l

000 ,/. ,r..,., ,009...,,,,f-_], f--l

The volcanoes of Hawaii

0 The Hawaiian island chain in the centre of the Pacific consists of severel

00 volcanoes with the active ones at the south-eastern tip of the archipelago.

000 The largest island is Hawaii itself, which is the site of two major active

31 volcanoes. The volcanoes, protected as a national state park are crucial

32 for several types of agricultur. When volcanic ash cools and is exposed

33 to weathering, it is converted into exceptionaly fertile soil. The Hawaiians

34 utilise it for one of their main agricultural exports pineapples. The island

35 of Lanai comprises a single plateau, containing the worlds largest

36 pineapple plantation. The continual volcanic activity is also a major atraction

37 for the hordes of tourists flocking to the area to see Hawaii's various

38 spectacular geological marvels. But isn't it rather dangerous for them to do this

39 Actually, a daily rumble is the least of the problems assosciated with volcanoes.

40 Far more worrying are thick clouds of volcanic ash or flows of lava, like those

41 that smothered the ancient roman city of Herculaneum, pouring down from

42 the mountainside in the night with a distructive, and totally unexpected, force.

43 Fortunately, Hawaii rarely witnesses such frightning occurrences. Jill

44 Brooke, a leading expert in volcanoes, recently said, Hawaii experiences

45 thousands'of eruptions each year, but most are so small that they can only be

46 detected by sensitive instruments. There will eventually be a huge one, but it is

almost impossible to predict when it will happenJ

O1 50/3 JunO6 [Turn over

6

Parl4

For questions 47-61, read the two texts on pages 6 and 7. Use the words in the boxes to the right ofthe texts to form one word that fits in the same numbered space in the text. Write the new word in thecorrect box on your answer sheet. The exercise begins with an example (0).

Example: 0::l iéfrCshmènt . .11' . $' "' :

r-=.f-_l

MAGAZINE ARTICLE

Tea

Tea is a favourite hot drink, especially on chilly winter

days, but you can also enjoy it in the summer served

ice-cold with lemon.

However, it is possible a daily cup of tea has more to

offer than instant (0) ..... . ln fact, scientists are only just

beginning to understand its (47) ..... . This is because

(48) .....scientific research has proved that tea contains

naturally occurring substances called flavenoids, which

help to limit the (49) .....chemicals produced in our

bodies. lt has also long been believed that tea can

(50) .....pain and improve mental (51) ..... . ln addition,

the (52) ..... of any additives makes tea 100% natural. lt

is also a great (53) .....of fluid for people of all ages.

(0) REFRESH

(47) COMPLEX

(48) EXTEND

(4e) HARM

(50) RELTEF

(51) ALERT

(52) ABSENT

(53) PROVTDE

01 50/3 Jun06

Two great drivers

Michael Schumacher's opponents are usually pounded into

(54) .....by the merciless pace which is at the heart of his talent.

lf he ever loses ground, it's invariably because he's pushed

himself too hard. Most sports (55) ..... reckon that the key to his

success is his superb level of fitness, an asset which (56) .....

him to operate at the outer extremes of physical possibility.

ln contrast, many of Juan Pablo Montoya's moves are (57) .....

daring, and only possible for someone with perfect judgement.

He has a (58) ..... feel for the car, and also a good racing

(59) ..... . He's known to be a winner and looks confident,

which gives the impression that he is totally (60) ......Yet this

characteristic has a downside. lt's an (61) .....trait which can let

him down.

7

NEWSPAPER ARTICLE

(54) SUBMTT

(55) COMMENT

(56) ABLE

(57) DRAMA

(58) PHENOMENON

(59) MENTAL

(60) BEAT

(61) TNTUTTTON

O1 5O/3 Jun06 [Turn over

IPart 5

For questions 62-74, read the leaflet about a campsite. Use the information in it to complete thenumbered gaps in the email to a friend. The words you need do not occur in the leaflet. Use no morethan two words for each gap. The exercise begins with an example (0).

Example:

LEAFLET

Wellington Campsite

The campsite, set in the grounds of a former country estate, is located on the fringes of

woodland, with a picturesque lake only a bicycle ride away. The campsite was first opened in

1950, and has expanded sínce then to double its initial size.

Outdoor activities, laid on by a team of enthusiastic young instructors, are always in high

demand. By reserving a place on two activities, you can enjoy a third at 50o/o discount.

Essential equipment may be rented but please note that campers use it at their own risk. The

open-air heated swimming pool is open daily, but children taking advantage of this facility must

be supervised at all times.

Dogs are allowed on the campsite, but they must be exercised off the campsite area. Cycling is

permitted on the pathways, but not on the lawned area or in the vicinity of the tents.

Every effort is made to meet requests for neighbouring pítches for families travelling together;

but there is no guarantee that this will be possible.

EMAIL

Hi, Janet!

I've just found a great campsite. lt used to be (0) ..... an estate on the (62) ..... of some woods and

we can easily cycle to a lake from there. Apparently, the campsite was started in 1950 and now

it's (63) ..... big as it was originally. Your children will love the outdoor activities (64) ..... staff at the

campsite. These activities are very (65) .....so we need to put our names down for them in advance.

lf we (66) ..... two activities, the third is (67) ..... . We (68) .....any equipment we need, but it's our

responsibility if we (69) ..... ourselves. There's also a swimming pool - but we mustn't let the children

out of (70) .....there. And your dog can come too - as long as you don't mind taking him (71) .....

outside the campsite.

We're taking our bikes - if we don't go on the grass and we (72) ..... from other tents, we can use

them. Another good thing is that they promise they will (73) .....get us pitches (741 ..... each other.

1:;:;'.,.'..$ .'.,:.'rì r-r0',I.,'pàit.of

0150/3 Jun06

IPart 6

For questions 75-80, read the following text and then choose from the list A-l given below the bestphrase to fill each of the spaces. lndicate your answers on the separate answer sheet. Each correctphrase may only be used once. Some of the suggested answers do not fit at all.

Counting penguins!

Scientists in the South Atlantic have developed an alternative way to track penguins:they now

count the birds by giving them supermarket-style electronic tags. The aim of their work there is

to examine the factors (75) .....and how numbers relate to environmental change.

At present, there are about 2.5 million breeding pairs of Macaroni penguins on Bird lsland

in South Georgia, but long{erm monitoring studies show the numbers may have halved

since 1978. Researchers from the British Antarctic Survey have been studying the penguins

throughout this time, (76) ..... . Weighing the birds has been an important part of the research,

giving data on how regularly and effectively they feed. However, the traditional method of

weighing penguins, by picking them up, putting them in a bag and using a hand-held balance,

is now seen as (771 .....in what is a harsh environment. lt can also be disturbing for the

penguins. So the team has worked with a consultant design engineer on (78) ..... . The birds

are given an individual supermarket-style electronic tag, attached to a plastic ankle ring. A

special weighbridge has also been constructed - painted with the intention of (79) ..... - and it

has been placed on the birds'route to and from theír colony. Every time a tagged bird crosses

the weighbridge, the tag is electronically read, (80) ..... . This weighbridge has proved to be of

great assistance to the scientists.

A leading them to the steady declineB helping it to blend in with its surroundingsC using up too much time and labourD having a certain negative influence on all thoseE allowing specified information to be recordedF analysing the results in anY waY

G affecting penguin populationsH developing a different, less intimidating techniqueI attempting to discover why their numbers are declining

0150/3 Jun06

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Candidate Name



t

CERTIFICATE IN ADVANCEDENGLISHPAPER 4 Listening

JUNE 2006

Additional materials:Answer sheet

015014, 01 5114Test A

Approx.45 minutes

TIME Approx.45 minutes


Do not open this booklet until you are told to do so.

Write your name, Centre number and candidate number in the spaces at the top of this page and onthe answer sheet unless this has already been done for you.

Answer all questions.

You should write your answers in the spaces provided on the question paper.You will have ten minutesat the end to transfer them to the separate answer sheet.


INFORMATION FOR CANDIDAÍES

This paper requires you to listen to a selection of recorded material and answer the accompanyingquestions.

There are four parts to the test. You will hear Part 2 once only. All the other parts of the test will beheard twice.

There will be a pause before each part to allow you to look through the questions, and other pauses tolet you think about your answers.


sP (cw)T02369/1@ UCLES 2006

1 00/2033/0Level 2 Certificate in English (ESOL) [Turn over

2

Part 1

You will hear part of a radio programme about the fashion designer Nik Hojin. For questions 1-g,complete the sentences.

You will hear the recording twice.

FASHION DESIGNER

On the walls of Nik's studio there are photos,

and samples of material.

Nik was first employed as a designer of and 2 clothing.

Nik now designs menswear for a company internationally known for the

clothes it produces.

Nik's first destination on his trip is

, where he will visit textile mills.

Nik's job is to check both standards of

in the mills and the quality of products.

Nik found out that his company had placed an order for

metres of cotton.

The mills use what's known as a

to check for faults in the shirt material.

Nik's company sees his visits to garment factories as a good form of

1

3

4

5

6

v,

I

0'l 5o/4 TA Juno6

3

Parl2

You will hear a guide talking to tourists about a prehistoric site called Santara. For questions g-16,complete the sentences.

Listen very carefully as you will hear the recording ONCE only.

THE PREHISTORIC SITE OF SANTARA

The settlement of Santara is situated on a , near a nver.

There is a total of types of tree in the gardens.

The wetland area supplied a herb which find useful.

An expert in usually accompanies groups of visitors

around the Exhibition Pavilion.

The guide recommends what he calls the

section to the tourists.

The site is described as being in an excellent position.

The artefacts found locally belonged to

, who inhabited the area for many years.

There are experts available to demonstrate methods of

and weaving cloth.

I

10

rl1

12

13

14

15

16

01 50/4 TA Jun06 [Turn over

4

Part 3

You will hear a radio interview in which two people, Frank Johnson and Anna Pritchard, are discussing

education in Britain. For questions 17-22, choose the correct answer A, B, C or D.

You will hear the recording twice.

i'']:TttI t? I What does Frank Johnson suggest about current teaching methods?

A They help teachers get their message across in an amusing way'

B They result in teachers losing sight of their main professional tasks.

C They allow students a necessary break from serious study.

D They encourage parental involvement in the educational process.

|-!1_l According to Frank, what is the key to a good education?

A promoting traditional skills through creativity

B developing general knowledge through linguistic ability

C ensuring the accuracy of what is taught

D enabling students to acquire reasoning powers

El Anna Pritchard thinks that, in the average school today,

A most teachers adopt satisfactory teaching methods.

B there is an insufficient variety of classroom activities.

C most teachers adapt their methods to suit different learners.

D there are too many students per class for teachers to deal with.

A by helping students to investigate the ways in which they learn

B by allowing students to choose precisely what they want to learn

C by letting students play music in the background during class

D by encouraging students to talk through their ideas in class

ttI eO I How does Anna think schools should change their approach?tl

01 50/4 TA Jun06

r- -*l

El Anna thinks that activties suctr as iugtgling can be beneficial because they

A can impro'e students'pttfsi{al balance.

B make stL#tts more receptive to what they study.

C help students rdax after concentrating hard.

D promote awareness of physical fitness.

It12 | Anna thinks that note-taking activities should be

A varied according to topic.

B replaced by other activities.

C adjusted to suit each student.

D checked carefully for inaccuracies.

01 50/4 fA JunO6 [Turn over

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CAE June 2006(0150)

CAE PAPER 4 LISTENING TEST A

Part I

Fashion Designer

When I visited the designer Nik Hojin, he was in his studio at the top of a building in central Tokyo.He was surrounded by racks of clothes, and cutting and sewing machines; but the piece ofequipment that dominated the room was a huge drawing table. The walls were covered from floorto ceiling with sketches, fabric samples and photographs of collections. There was no room to sitso we stood drinking coffee while he talked about his work.

After an early career in Europe designing sports clothing and beach clothing, Nik was recruited bya company in Tokyo that made casual clothing for young people. However, within a few months ofarriving in Japan, he left that job and joined the design team of Japan's most popular store group,who have a world reputation for outdoor clothing. But when they appointed him chief desígner oftheir formal menswear department, he wasn't sure whether he was going to like this change ofdirection; and though it has its compensations, he's still getting used to a completely different typeof working life because there's a lot of travel involved.

Nik is shortly off to do a tour of some specialist textile mills in Canada, followed by a visit to theUSA to his company's main supplier of leather for coats and jackets. His job in the mills is to ordercloth, and check its quality; but also to look at other aspects of the manufacturing process. Hiscompany is very strict about safety standards. He has to make sure no dangerous chemicals areused in the manufacture of the fabrics, and that the shirt cotton is given a flame-proof finish. Onhis first trip to the suppliers, Nik was impressed to discover that his company had ordered 7 millionmetres of cotton - an increase of 2.5 million over the previous year. An inspection team checksevery metre of cloth for faults as soon as it leaves the weaving machines, by passing it over thebrilliantly lit glass of a piece of equipment called a 'light box'.

Though it's not strictly his area of responsibility, Nik also visits the factories that manufacture thegarments. The company likes everybody who's in the region to do this as an exercise in publicrelations. lt's pleasant for both suppliers and clients to get to know each other socially. Nikdescribed his first visit to the factory, and the satisfaction it gave him to see his clothes beingmade.

I left Nik's workshop with a new picture of a fashion designer, as someone who's extremelypractical and down to earth, as well as creative. Later 1...

Part Two

Prehistoric Site

ls everybody here? Right. Good morning to you all.

Today we're going to be visiting the settlement of Santara. And here we are on the hillside, lookingdown the slope to a beautiful river which flows through the valley, past the ancient site. ln fact, itwas this river, once called Santara, that gave the site its name. On our journey, we'll be travellingback to prehistoric times in these mysterious, unspoilt surroundings. And we'll be finding out justhow significant this site was.

First of all, we'll walk through the gardens, where we'll find over 300 species of rare flower and 112species of tree from Europe and elsewhere. Seventeen of these trees are of particular interest forone reason or another, and I'll point these out as we go.

CAE June 2006(0150)

Our next stop is an outstanding area for observing wild flora and fauna. lt's an area of wetland,which was originally used as a source of a certain herb, which fishermen collected to keep theirfish fresh until they were ready to cook them. Actually, this herb is still being used for this purposetoday.

At the foot of the hill over there, we'll find the Exhibition Pavilion, which houses ten major exhibitsshowing the development of human habitation in the area. Visitors in groups are generally takenround these exhibits by a social history expert. Of course, anyone who prefers to explore thepavilion individually can do so, but they should remember to follow the chronological sequence ofthe displays: in other words, follow the thread of history down through the ages.

Now my favourite part of Santara is the reconstruction section. There, we'll find three dwellingsfrom different periods of the past. They haven't been reconstructed on the actual sites where theywere found - but they are based on the findings of excavation in the vicinity. I particularly like thissection because it brings the past to life in a very dramatic, realistic way.

Anyway, after that, we're going to go on a trail which takes us round the entire site. What madethis site so desirable to people in the past was its perfect defensive position. The trail shows quiteclearly the important defensive ditch which was dug out to protect the site further.

The artefacts discovered on the site, and nearby, prove that the area was occupied by Romansettlers over two thousand years ago, soon after their conquest of the country.

Our final visit will be to the demonstration area, where you can see expert technicians at work -people who have studied the methods that the ancient people used for building boats and weavingcloth, for example. ln the school terms, children come to the riverside workshops to learn some ofthese ancient crafts; and, as you can imagine, it's a very popular activity. Now if you have anyquestions ...

Part Three

Education lssues

lnterviewer: Today our thoughts turn to education. Schools have come a long way since ourgreat-grandparents' time, but have they come far enough? Or is the Britisheducation system still essentially rooted in the nineteenth century? To discuss this,we have Dr Anna Pritchard from the Association for Progressive Learning, andFrank Johnson from the Society for the Promotion of Authentic Education. Frank,may we start with you? What does your organisation promote?

Frank: Well, basically we press for higher standards and more parental choice in stateeducation. We're not against experimentation, but we think that if you look at theresearch, it shows that the traditional methods work best. Whilst all the approachesthat are in fashion now may seem great fun, we suspect that they're just anotherdistraction and not what teachers should be doing or what parents and employerswant them to do.

lnterviewer: And how would you define what teachers should be doing?

ln our view, traditional subjects such as Maths, Classical History and Latin andAncient Greek have always promoted thinking skills, and that's what educationshould be concerned with developing. A good teacher gives his or her pupils afoundation of knowledge, and by using that knowledge the pupil automatically learnshow to think rationally and precisely. lt's essential to have that solid foundationbefore you can indulge in higher order thinking skills.

Frank:

lnterviewer:

Anna:

Frank:

Anna:

lnterviewer:

Anna:

lnterviewer:

Anna:

Frank:

Anna:

Frank:

lnterviewer:

Anna:

CAE June 2006(0150)

So, good teachers have always inspired learning skills in their pupils and there's noneed to find new learning methods. Anna, would you like to respond to that?

Well, I believe that good teachers have always known that in a class of say 30students there will be a variety of different learning styles. We organised a surveyof young people themselves in January of this year and found that 56% said that theactivity they spend most time doing in the classroom is copying from the board or abook. So clearly not all teachers are gearing their teaching to different learningstyles...

I wouldn't agree with you on that.(interrupting)

Well, coming to our main project 'Learning to Learn', what new research from theStates tells us is that there are at least eight different types of intelligence, from the'people person' who needs to talk in order to take things in, to the 'musical person'who needs sound and rhythm as a backdrop to thinking.

So we shouldn't stop teenagers from having music on full blast while they'resupposedly doing their homework?

It's not quite as simple as that. Music will help some but not all students. Whatwe're advocating is that schools encourage students to explore for themselves theways in which their brains work most effectively, and build up a classroom culturewhere they get a chance to choose their own style of learning.

Can you give us some examples of how teachers would do that?

One interesting way which I saw demonstrated earlier this week is to hold jugglingworkshops.

Juggling! we're surely not teaching students to be circus performers, are we?

Believe me, there's a very serious side to this. when you're juggling, in order tokeep three balls in the air, you have to use both the left and right sides of the brain,the logical and artistic sides. ln the schools I visited, the juggling workshop wasintegrated into a day of revision skills of all types. For those with a physicalintelligence, juggling can prove helpful, as can physical workout sessions. You see,gymnastics can be useful for all students, as it alleviates stress and improvesconcentration. Afterwards, most students say they feel different, more awake andmore likely to take in what they learn.

lf I can come in briefly here. The idea of turning education into a set of skills is verydangerous because it undermines the knowledge and content which are inherent inthe traditional school subjects.

I take your point but I used to sit in lessons and look around and everybody's headwas down writing notes. That's not good education practice surely?

Note-taking is still important. There are lots of different ways from mind mapping todrawing cartoons. I saw a student the other day who was writing his history notesinside a large drawing of a chicken.

A chicken! He was having you on!Frank:

Anna:

GAE June 2006{0150)

I don't think so. ln fact, he'd completely replaced traditional note-taking with thisway of recording for all his subjects. He said that by giving his notes an unusualframework, it helped him to remember the content for that topic. We need to behelping students find their best way to keep records, according to theír intelligenceand learning style. This particular student obviously had a visual intelligence.

I really can't believe that. But anyway, I think we're confusing education withtraining here.

Frank:

Anna: We're building up a theoretical understanding of how people learn and it's our dutyas educationalists to try and put that theory into practice.

lnterviewer: There we'll have to leave it, I'm afraid ...

PaÉ Four

Gruise Ship Experiences

SPEAKER 1

I'd always wanted to go, and with the discount they were offering it seemed silly to miss theopportunity, although money was no object at the time. I suppose it was cheaper at that time ofyear. But we thought that was an advantage because it meant there would be fewer noisy childrenaround. Anyway, the real bonus was the numerous stopovers - a bit like having several holidaystogether. I knew I couldn't resist that! Actually, everything turned out to be comfortable enough,but I have to say that the meals got a bit repetitive and rather tasteless. That was the real letdown. I'd try a different company next tíme because of that.

SPEAKER 2

Well, it was marvellous really. Exactly what we'd been wanting. I mean, we didn't pay muchattention to the night-life, just took things easy. lt was worth every penny it cost, just to be able tosit around in our cabin, especially on the little balcony we had, very nicely arranged it was, as goodas a smart hotel room. I'd always liked the idea of a trip with everything laid on for you, so youcould enjoy doing nothing in particular. There were quite a few families there, which I hadn'texpected, but I suppose it's great fun for them.

SPEAKER 3

Mm, even better than we'd hoped! lt really is the best kind of holiday. All that fresh air! Well, it'strue there isn't a great deal going on during the day, but then I was quite content to sunbathe thehours away or just relax in my cabin. The great thing was that, whenever you thought you mightrather like a drink or whatever, there always seemed to be a waiter on hand, perfect, as if theycould read your mind! We went hoping just to have as good a time as we had when we wentbefore, but this one was even better... you almost didn't want to get to the ports and go ashore!

SPEAKER 4

Yes, I'm pleased we went. lt wasn't something that we'd ever planned to do really ... maybe justimagined we might go if we came into any money, or whatever, some day! But my colleague Nickand his wife went, and they said how sociable the atmosphere was, and that clinched it. And, itturned out to be just that. One thing we all had in common was complaíning about the way dínnerwas served at exactly the same time every evening, which seemed strange. lt was far too early for

CAE June 2006(0150)

P}'*E'iiliiiliri ffi i rÈ:$iix$ui1*'16uru$i$iiil ig:ÉÈ$$L$riifi rÉÈ411=1 l

lnterlocutor Good morning (afternoon/evening). My name is ...... and this is my colleague, ...... .

And your names are?

Can I have your mark sheets, please?

Thank you.

First of all, we'd like to know a little about you.

(select one or two questions and ask candidaîes in turn, as appropriate.)

Where do you live?

What do you do here/there?

How long have you been studying English?

What other languages have you studied?

Now I'd like you to ask each other something about

(Select one or two prompts in any order, as appropriate.)

your interests and leisure activities.

what makes this country different from other countries.

places you have visited in this country.

things you hope to achieve in the future.

(Ask candidates one or more further questions in any order, as appropriate.)

o What have you enjoyed most about studying English?

. What interesting things have you done recenfly?

. How would you feel about going to live abroad permanenily?

r What important events have happened in your life recenfly?

. What are your earliest memories of school?

Thank you.

li{tN$}s$r$Ni*s*ÀN,r.\Ns\NSrN.xùN+.R,:N$il\ìi\\ ffi3, UrilUs.Uel.megtÍH95,,,,.,te ÈàiÉ:,,ióntrast and ate) Test Material 3

lnterlocutor ln this part of the test, l'm going to give each of you the chance to talk for about aminute, and to comment briefly after your partner has spoken.

First, you will each have the same set of pictures to look at. They show meetings indifferent situations.

Hond over the some set of pictures to each candidate.

(Candidate A), rt's your turn first. I'd like you to compare and contrast these pictures,saying why the people might be in these situations, and what the results of the meetingsmight be.

Don't forget, you have about one minute for this.

All right? So, (Candidate A),would you start now, please?

Gandidate A S ApproximatelTt s11s minute.

lnterlocutor Thank you.

Now, (Candidate B), can you tell us which situation you think is the most unusuaÍ?

Candidate B S Approximately twenÍy seconds.

Retrieve pictures.


4. *trUfe,..,into,,a,,:,(có*paiej,r,.éonitai{ ano Tést,Metériel'l,Alnterlocutor Now, l'm going to give each of you another set of pictures to look at. They show natural

materials being used in artistic ways.

Hand over the same set of pictttres to each candidate.

Now, (Candídate B), it's your turn. l'd like you to compare and contrast these pictures,saying how difficult it might be to use natural materials in this way, and how effectiveyou think the results are.

Don't forget, you have about one mínute for this.

All right? So, (Candídate B),would you start now, please?

Candidate B ffi Approximately one minute.


Now, (Candidate A), can you tell us which picture you think shows the most effective useof natural materials?

Candidate A ffi Approximately tu,enty seconds.

Retrieve pictures.


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PARTS 3',ànd 4 1a,minútés i:rz't;inutes ror:6r.oups oitnree)

24. Life in the 21st centur! (Discuss, evaluate and select) TéSt Matèrial,24

lnterlocutor Now, I'd like you to discuss something between/among yourselves, but pleasespeak so that we can hear you.

Here are some pictures which have been chosen to appear in an exhibition entitled'Life in the 21st Century'.

Place picture sheet 24 infront of the candidates.

Talk to each other about what positive and negative aspects of life in the 21stcentury these pictures show, and then decide which two pictures should be used toadvertise the exhibition.

You have about four minutes for this. (Six minutes for groups of three.)

Candidates ffi Approximatelyfour minutes. (Six minutesfor groups of three.)

lnterlocutor Thankyou.

So, which two pictures have you chosen?

Retrieve picture sheet 24.

lnterlocutor Select any of the following questions as appropriate:

What do you consider to be one of the most exciting things about living in the 21stcentury? (Why?)

Do you feel that we rely too much on technology nowadays? (Why (not)?)

Some people say that we have lost a sense of what is really important in life.What's your opinion?

lf you could live in a different period of history, which would you choose? (Why?)

Some people say that we have gone too far in trying to control the world we live in.What's your view?

Thank you. That is the end of the test.

Check that oll test materials have been replaced in the file.

L--

CAE June 2006(0150)

MARK SCHEMES and ASSESSMENT CRITERIA

Paper l: Reading

Part 4: Coral Reefs

25DPaÉ l: Building a Dream

1

2

3

4

5A6C

D

ccB

cA

A

A

D

26

27

28

29

30

31

32

33

34

35

36

37

3B

39

40

41

42

43

44

45

A

E

cD

cA

D

B

cE

B

A

D

B

cE

A

B

E

c

7B8A9

10

11

12

13

Part2: Big Band

14

15

16

17

1B

19

G

cF

A

B

E

Part 3: Lights, camera, action man

20c21 A

22823D244

One mark is given for each conect answer to the multiple-matching tasks; two marks are given for eachcorrect answer to the multiple-choice and the gapped-text tasks. The total score is then weighted to 40marks for the whole of the Reading Paper.

CAE June 2006(0150)

PaÉ î: Building a Dream

1

2

3

4

5

6

7

D

ccB

A

cB

BA9C

1041',1 A

12413D

Part2: Big Band

14G15C16F17418819E

Part 3: Lights, camera, action man

2AC21 A

22823D244

MARK SCHEMES and ASSESSMENT CRITERIA

Paper 1: Reading

PaÉ 4: Coral Reefs

25D26

27

2B

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

A

E

cD

C

A

D

B

cE

B

A

D

B

cE

A

B

E

c

One mark is given for each correct answer to the multiple-matching tasks; two marks are given for eachcorrect answer to the multiple-choice and the gapped-text tasks. The total score is then weighted to 40marks for the whole of the Reading Paper.

GAE June 2006(0150)

Paper 3: English in Use

(One mark for each correct answer)Part 1

1A2C3D4C5A6A7BBC9D

10811 B12C13D14D15C

Part 447484950515253545556575B596061

Part 5

62636465666768697071727374

complexity/com plexitiesextensiveharmfulrelievealertnessabsenceprovidersubmissioncommentatorsenablesdramaticallyphenomenalmentalityunbeatableintuitive

edgetwice asrun by/organised bypopularbookhalf pricecan hirehurVharm/injure(our)sightfor walks/walking/on walkskeep away/stay awaytry to/attempt to/try andnext to/close to/near (to)

Part 2

16171B

192021222324252627282930

AS

every/anyfor/bywho/thatovertoyeVbut/although/thou ghinarewhatHow/howthanwhetheryourwhich

Part 3

3't park, are32 agriculture33 exceptionally34 exports, pineapples35 world's36 attraction37 ./38 this?39 associated40 ./41 Roman42 destructive43 frightening44 'Hawaii45 thousands46/

Part 6

75G76 I

77C78H79880E

N.B. The mark scheme for Part 5 may be expanded with other appropriate answers.

CAE June 2006(0150)

Paper 4: Listening

TEST A (One mark for each correct answer)

PaÉ 1: Fashion Designer

sketchessport(s) / beachoutdoorCanadasafety7 (seven) million / 7,000,000light (-) boxpublic relations / PR

Paft2: Santara

1

234567I

slope112 I one hundred and twelvefishermenhistoryreconstructiondefensiveRomansbuilding boats

PaÉ 3: Education lssues

91011

1213141516

171B19202122

BDBABc

23D24825F26E27428829G30c3't E32H

Paú 4: Cruise Ship Experiences

The total mark for the paper is adjustedwhole.

to 40 to give the required weighting in the examination as a

CAE June 2006(0150)

Paper 2: Writing

An impression mark out of 5 is awarded to each answer; examiners work within and across the bandsassessing language and task achievement.

The general impression mark scheme is used in conjunction with a task-specific mark scheme,which focuses on criteria specific to each particular task, including relevance, length, omissions,specific language/vocabulary, and layout (following the conventions of writing letters, reports, etc. ispart of the task achievement).

The criteria for assessment with reference to the general ímpression mark scheme are summarisedas follows:

GENERAL IMPRESSION MARK SCHEME

5Very positive effect on target reader, minimal errors: resourceful, controlled and natural use oflanguage, showing good range of vocabulary and structure. Task fully completed, with good use ofcohesive devices; consistently appropriate register. No relevant omissions. N.B. Not necessarily aflawless performancel

4Sufficiently natural, errors only when more complex language attempted. Some evidence of range ofvocabulary and structure. Good realisation of task, only minor omissions. Attention paid toorganisation and cohesion; register usually appropriate. Positive effect on target reader achieved.

3Either (a) task reasonably achieved, accuracy of language satisfactory and adequate range ofvocabulary and range of structures or (b) an ambitious attempt at the task, causing a number of non-impeding errors, but a good range of vocabulary and structure demonstrated. There may be minoromissions, but content clearly organised. Would achieve the required effect on the target reader.

2Some attempt at task but lack of expansion and/or notable omissions/irrelevancies. Noticeable lifting oflanguage from the input, often inappropriately. Errors sometimes obscure communication and/orlanguage is too elementary for this level. Content not clearly organised. Would have a negative effecton target reader.

1Serious lack of control and/or frequent basic errors. Narrow range of language. lnadequate attempt attask. Very negative effect on target reader.

0Either a) Fewer than 50 words per question

b) Totally illegible workc) Total irrelevance (often a previously prepared answer to a different question)

lrrelevanceand Omissions:

Spelling:

Handwriting:

Length:

These will vary from question to question: consult task-specific markscheme.

American spelling acceptable but there should be consistency. Poor spelling penalised by aone-band reduction if it interferes with communication.

Work which is difficult to read is penalised by a one- or possibly two-band reductiondepending on degree of illegibility.

Specific number of words used is not taken into account (except as above under Band 0).Length is an integral part of task achievement. Significantly fewer words are likely to meanthat the task has not been completed. Over-long pieces of writing may involve irrelevance orhave a negative effect on the target reader. lf this is the case, over-length will be penalised.

Following the conventions of writing letters, reports and instructions is part of taskachievement. Any acceptable modern layout for a formal letter may be used. Paragraphsshould be clearly laid out, either by indenting or by leaving a space between each paragraph.

Layout:

CAE June 2006(0150)

ln Part 2, candidates have more scope to display theír linguistic competence and there is more latitude in theinterpretation of the task. Ihe assessment focus is mainly on content, range, and style/register, withattention paid to how successfully the candidate has produced the text type required.

Question 2

Content:(pointscovered)

OrganisationandCohesion:

Range:

Register:

TargetReader:

Question 4



Decisions

For Band 3 or above, the candidate'saÉicle must:

. explain why decision was good

. outline other options

. describe what might havehappened if decision had beendifferent.

Clearly organised in paragraphs.

Language of explanation andhypothesis.

May mix registers if appropriate toapproach taken by candidate.

Would be informed.

Reality TV Shows

For Band 3 or above, the candidate'sreview must:

r give opinion of the show. suggest a reason for

participants' agreement to takepart

. say why people watch theprogramme.

Clearly organised in paragraphs.Letter format acceptable.

Environmental Reference

For Band 3 or above, the candidate'sreference must:

. describe personal skills

. summariseenvironmentalexperiences

. express opinion on suitability.

Clearly organised.

Language of description and opinion.

Unmarked to formal.

Would be informed.

New Trade Offer

For Band 3 or above, the candidate'sletter must:

. describe company's products,including their qualities and specíalfeatures

. outline the advantages to the Britishcompany of importing your products

. suggest a meeting.

NB 1"t and 2"d bullets likely to beembedded.

Letter format with appropriate openingand closing formulae" Clearorganisation with appropriateparagraphing. Early reference toreason for writing.

Language of description, explanation,comparison and persuasion.

Vocabulary related to the description ofa product.

Unmarked to formal.

Would be informed.

Question 3



Range:

Register:

TargetReader:

Question 5


Organisationand

Register:

TargetReader:

Range:

Register:

TargetReader:

Language of describing and givingopinion. Vocabulary related to TVentertainment.

Any as long as consistent.

Would be informed.

Question 1

College Film Club

IntroductionThe aim of this report is to:

1) explain how successful the club has been so far2) suggest ways in which the club could be improved3) say how new members can be encouraged to join

CAE June 2006(0r50)

Script A

The Fitm Club contains 30 members, of whom between 20 and 25 show up each week. Ithas helped those people to improve their English and give a lot of acknowledge on Britainand the USA. Also, the Club has managed to cover the costs, the first year. Despite thefact that the CIub has managed to cover all the costs, it needs more members. I a'rrsuggesting perhaps to organise the evenings less often, for example twice a monthinstead of every week, so that more people show up each time.Because the starting time is at 6:30 pm, usually dinner time, so a bad time for a lot ofstudents, the Club could provide food. This in addition with a discussion at the end of theevenings, can give the pupils the oppertunity to socialise with each other. Like this,members wilt feel more attached to the club and will consider themselves as a realmember of a club.

To encourage the students to join the club, I suggest offering a free trial period for whowants, so that peopte can try the Club out before really joining it. Some more publícity canencourage students to make this first step.

ConclusionAs the President of the Film CIub I hope these suggestions will improve our CIub nextyears.

Question t ScriPt A

CONTENTAll points covered, with some expansion.

ORGANISATION AND COHESIONContent clearly organised, with appropriate linking.

ACCURACYA number of non-impeding errors (e.g. "give a lot of acknowledge ... , "... for who wants ...").

RANGEA good range of vocabulary.

REGISTERGenerally appropriate.

TARGET READERWould achieve the required effect on target reader.

Band 3

Question 1

College Film Club

IntroductionThe aim of this report is to:

7) explain how successful the club has been so far2) suggest ways in which the club could be improved3) say how new members can be encouraged to join

CAE June 2006(0150)

Script A

The Film Club contains 30 members, of whom between 20 and 25 shaw up each week. Ithas hetped thase people to improve their English and give a lot of acknowledge on Britainand the IJSA. Also, the Club has managed to cover the costs, the first year. Despite thefact that the Club has managed to cover all the costs, it needs more members. I amsuggesting perhaps to organise the evenings less often, for example twice a monthinstead of every week, so that more people show up each time.Because the starting tíme is at 6:30 pm, usually dinner time, so a bad time for a lot ofstudents, the Club could provide food. This in addition with a discussion at the end of theevenings, can give the pupils the oppertunity to socialise with each other. Like this,members will feel more attached to the club and will consider themselves as a realmember of a club.

To encourage the students to join the club, I suggest offering a free trial ppríod for whowants, so that people can try the Club out before really joining it. Some more publicity canencourage students to make this first step.

ConclusionAs the President of the Film Club I hope ffrese suggestions will improve our CIub nextyears.

Question t Script A

CONTENTAll points covered, with some expansion.

ORGANISATION AND COHESIONContent clearly organised, with appropriate linking.

ACCURACYA number of non-impeding errors (e.g. "give a lot of acknowledge ... , "... for who wants ...").

RANGEA good range of vocabulary.

REGISTERGenerally appropriate.

TARGET READERWould achieve the required effect on target reader.

Band 3

GAE June 2006(0150)

Question 2 Script BThe power of decisions - or which path to take nextDo you often worry about what to wear? All of us have to make decisions every singte dayof our lifes. Some of them are easy to be answered such as what earrings to put on.Nevertheless, we have to make up our minds.

In contrast, a few decisions are so vital that once taken, they can turn our lifes upside-down, for example the profession you choose, I started to study law straight after school.Nevertheless, it was the best decision I have ever made to give it up.

When I started my studies, I was full of illusions which soon got destroyed. I realised yearby year that I was not made to be a judge or a lawyer. Despite that fact, it was only whenI failed to pass my finalsfafe exam that I finally found the strength to do something else.SÌnce then, I am a completely different person. I feel good again and futt of energy. Myhealth problems simply disappeared. My self-esteem is rising day by day and I realisedthat although not good at doing law, I have many other strengths.

Of course, I could have carried on by making a second try to pass the exam. The reasonwhy I did not do it was that the cost would have been too high as my heatth andhappyness were at risk. Now, I feel alive again!

Question 2 gcript B

CONTENTGood realisation of task.

ORGANISATION AND COHESIONAttention paid to organisation and cohesion.

ACCURACYGenerally accurate with a few non-impeding errors (e.9. "some of them are easy to be answered")

RANGEEvidence of a good range of language (e.9. "so vital that once taken ...").

REGISTERAppropriate.

TARGET READERPositive effect on target reader achieved.

Band 4

GAE June 2006(0150)

Question 3 Script C

Dear Sir / Madam

I am writing with reference to Mark Owen's job appliance, I have been queried to write acharacter reference for him. It has been more than 6 years since I first met him. We havebeen together at University as we had studied the same subject.

Firstly, Mark Owen has always been an exceptional student. He was between the best five.Actually, I met him when I decided to join an environmental organisation at school. Heleaded it with a lot of energy. All his success come from his extraordinary power ofpersuation. That gift had helped him along his life. Moreover, he has supported more than 2enviromental organisations which were, respectivelly, against the deforestation andpollution. His confidence in what was doing and his strength to follow no matter theconsequences, show me his value. For example, once he has been to Brasil to visit theAmazon and he spend 3 months helping people to stop the cut of the trees.

Furthermore, the fact that he really believes in what he is doing and all the enthusiasm heput on it, makes him a very suitable candidate for the job. Truthly, I must admit that hehas something that involves you in his believes which is a very good quality to advicecompanies how not to damage the environment. Also, he works really good in teams.

I hope, that will clarify any doubt about his ability and suitability for the job.

Yours faithfully,

Question 3 Script C

CONTENTAll points covered.

ORGANISATION AND COHESIONClearly organised into paragraphs with some attention paid to cohesion.

ACCURACYNumerous errors, some of which are basic (e.9. "he leaded it with a lot of energy", "appliance","the enthusiasm he put on it").

RANGESome evidence of range.

REGISTERAppropriate and consistent.

TARGET READERNegative effect on target reader.

Band 2

Question 4Big Brother

CAE June 2006(0150)

Script D

I have watched many reality W shows during fÒose last few yearst some of them moreinteresting than others, but I have to say that Big Brother struck me as being the mostridiculous.

In this show you have about ten people stuck in a flat for a couple of months without anycontact with the outside world. They have to learn to live with each other; they cook,sleep, eat, bath in the place every day. And it goes without saying that all of this is fitmedtwenty-four seven. They have no privacy at all as people can watch and hear everythingthey say.

Why would people take part in something like this? Maybe because they tike the idea ofmaking new friends, maybe it's a kind of personnal experience? They all leave the showsaying they have learned a lot and saying they don't regret anything! It could also bebecause they want to enjoy celebrity for a while. Who wouldn't want to be famous?

In my opinion, people watch this programme for several reasons. For some of them, it canbe a kind of social study. They want to see how people react in different situations, howthey confront problems and realise that humans are still animals after all. For others, it isprobably just relaxing. They like to watch it either because they |ike to critise or becausethey like one person in the programme and feel they ought to defend them againstaccusations and support them.

As far as I am concerned, this programme is just repetitive and boring but I encouragepeople to watch to judge for themselves. The important thing is to stay critical.

Question 4 Script D

CONTENTAll points covered and fully developed.

ORGANISATION AND COHESIONClearly paragraphed with natural linking.

ACCURACYControlled, natural use of language with minimal errors.

RANGEWíde range of vocabulary and structure.

REGISTERConsistently appropriate.

TARGET READERVery positive effect.

Band 5

CAE June 2006(01s0)

Question 5 Script EDear Sir or Madam,We would like ta inform you about a product, which is not yet avaílable ín England. Apraduct, which could offer you a significant increase in the number of customers.

You may think, we already supply the whole market? But there is one software salutionthat is not yet inctuded in your amazing wide range of products. We are deligttted to afferyou The Ontine Banking. This product enables you to provide a perfect software programfor banks.

Moreover, The Online Banking has already gone through intensive fesf sessions and istherefore suitable for all banks around the world.

Our product includes different outstanding advantages: namely online-balance, online-trading and online-payment, In addition to that, it is protected by the \atest securityprogramq which makes it impossible for a third part to read or change the program. Ourcompany is the market leader in Switzerland and we would like to extend our currentposition with a fruitful partnership.

We suggesf fo organise a presentation about our product, that offers you an idealopportunity to enquire further details about The Online Banking.

We look forward to hearing from you at your earliest convenience.

Yours faithfully,

Question 5 ScriPt E

CONTENTAll points covered.

ORGANISATION AND COHESIONClearly organised into paragraphs.

ACCURACYMainly accurate with a few non-impeding errors (e.9. "to enquire further details", "third part").

RANGEGood range of appropriate vocabulary.

REGISTERAppropriate.

TARGET READERWould be informed.

Band 3

GAE June 2006(0150)

Certificate in Advanced EnglishAssessment Criteria for the Speaking Test

CAE is at Council of Europe Level C1, an advanced level where candidates are expected to have a 'good operational command of the spokenlanguage'.

The GAE Speaking test has five assessment criteria, four analytical and one global, which are applied in relation to lhe level of the examinationand to the prescribed tasks:

Grammar and VocabularyDiscourse ManagementPronunciationlnteractive Gommunication

Global Achievement

Candidates are assessed on their own individual performance according lo the established criteria and are not assessed in relation to each other.

The assessor awards marks for each of the analytícal criteria. The interlocutor gives one global mark for the candidate's performance across allparts of the test.

Grammar and Vocabulary (Range, Accuracy, Appropriacy)

This refers 1o the accurale use of grammar and the appropriale use and range of vocabulary.

The CAE tasks require the candidates to know enough grammar and vocabulary to produce accurate and appropriate language, withoulcontinual pauses to search for words or structures. This criterion covers the candidate's awareness of lexical relationships, such;s óoilocation,and the ability to use a range of words rather than a reliance on a few well-rehearsed forms.

It should also be noted that different varieties of standard, educated English, e.g. British, American, Australian, etc., and registers, e.g. formal,colloquial, etc. are acceptable, provided they are appropriate for the contexl.

Discourse Management (Coherence, Extent, Relevance)

This refers to the candidate's ability to use an appropriate range of linguistic resources to organise sentences.

The CAE tasks require candidates to construct sentences and produce utterances (extended as appropriate) in order to convey informalion andto express or justify opinions. Sometimes the contribulion will be short and at other times a more lengthy utterance will bs required. ln thiscriterion, the candidale's ability to maintain a coherent flow of language over several utterances is assesse-d.

-

Pronunciation (Stress and Rhythm, lntonation, lndividual Sounds)

ln general this refers to the candidate's ability to produce comprehensible ulterances to fulfil the task requirements.

More specifically, this refers to the production of individual sounds, appropriate linking of words, word stress, stress timing, highlighting of wordsto indicate information or to enforce a message, and the use of contrasting pitch levels to convey the intended meaning.

It is recognised that, at CAE level, even in the top assessment band, candidates' pronunciation may be influenced by features of their firstlanguage. This is acceptable, provided communication is not impeded.

lnteractive Communication (lnitiating and Responding, Hesitation, Turnlaking)

Global Achievement

ln addition lo the analylical scales, there is the Global Achievement scale. This refers to the candidate's overall effectiveness in tackling thetasks in the four separate parts of the test.

CAE Typical Minimum Adequate Performance

Develops the interaction with contributions which are mostly coherent and extended when dealing with the CAE level tasks. Grammar is mosflyaccurate and vocabulary appropriate. Utterances are understood with very little strain on the listeÀer.

This refers to the candidate's ability to interact in the discourse by initiating and responding appropriately, at the required speed and rhythm. ltincludes the ability to use functional language and strategies to maintain or repair interaction.

The ability of the candidate to display sensitivity to the norms of turn-taking is also assessed here. Candidates should efend their contributionswithout dominating or excluding their partner. A willingness and an ability to develop the task and move it towards a conclusion, rather thansupplying minimal responses, is also rewarded here.

Candidates are not penalised for asking for repetition from the interlocutor or clarification from the other candidate (as long as this is notexcessive)' However, if the interaction breaks down and the candidate has to be supported by the interlocutor or the other bandidàte, this is takenas evidence of weak interactive ability and is penalised accordingly.

The certificate in Advanced English is at Level c1 of the common EuropeanFramework of Reference for Languages: Learning, teaching, assessmenf publishedby the Council of Europe. lt has also been accredited by the Oualifications andCurriculum Authority in the UK as a Level 2 ESOL certificate in the NationalOua lifications Fra mework.

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U niversity of CambridgeESOL Examinations1 Hills RoadCambridgeCB1 2EUUnited Kingdom

Tel. +44 1223 553355Fax. +44 1223 460278Email [email protected]

www.Ca m brid geESOL.org - "-n,

A4E,;@ UCLES 2006 NOT FOR RESALE

cae june 2006 past paper

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