Page 58
General Description
Paper Format
The paper contains five parts.
Timing
1 hour 30 minutes.
Number of Questions
44.
Task Types
Open cloze, word formation cloze, gapped sentences,
sentence transformations, open-ended comprehension
questions and summary task.
Answer Format
Candidates write their answers on two answer sheets. For
Parts 1, 2 and 3 candidates must write their answers in
capital letters in the spaces provided on the first answer
sheet. For Parts 4 and 5 candidates write on the second
answer sheet and capital letters are not required. For all parts
of the paper candidates should use a soft pencil (B or HB)
and mark their answers firmly. Candidates should use an
eraser to rub out any answer they wish to change.
Marks
For Parts 1 and 2 one mark is given for each correct answer.
For Part 3 two marks are given for each correct answer.
For Part 4 up to two marks are given for each correct answer.
For Part 5, questions 40–43, two marks are given for each
correct answer.
For question 44 fourteen marks are available. Up to four
marks may be awarded for content and up to ten for
summary writing skills.
PA P E R 3 U S E O F E N G L I S H
PART
TASK TYPE AND FORMAT
TASK FOCUS
NUMBER OF
QUESTIONS
Open cloze
A text containing fifteen gaps. Each gap corresponds to a
word. Candidates must write the missing word.
Grammatical/lexico-grammatical
15
1
Word formation
A text containing ten gaps. Each gap corresponds to a word.
The stems of the missing words are given beside the text
and must be transformed to provide the missing word.
Lexical (e.g. affixation,
compounding)
10
2
Gapped sentences
Questions are made up of three discrete sentences. Each
sentence contains one gap. The gapped word is common to
the three sentences. Candidates must write one word which
is appropriate in all three sentences.
Lexical (e.g. collocation, phrasal
verbs, word combinations)
6
3
Key word transformations
Discrete items with a lead-in sentence and a gapped
response to complete using a given word.
Lexical/lexico-grammatical
8
4
Comprehension questions and summary writing task
Two texts with two questions on each text. The summary
task requires selection of relevant information from both
texts.
Question focus: awareness of
use of language (recognising and
understanding the force of
lexical items, rhetorical and
stylistic devices and referencing).
Summary tests information
selection, linking, sentence
construction.
4 questions
on the texts
and 1
summary
writing task
5
Page 59
Introduction
The Use of English paper is divided into five parts. The
amount of language candidates are required to produce
increases progressively from one-word answers to short
phrases and then on to a paragraph. There are four texts in
the paper and these are largely contemporary and taken from
journalistic, academic and literary sources.
Candidates need exposure to as wide a range as possible of
different kinds of texts which develop their ability to
understand the language system and how this system can be
manipulated. The training and preparation which go into the
Reading and Writing papers also have an essential role in the
Use of English paper. Candidates need to analyse language at
both sentence and paragraph level and be encouraged to
regard texts critically in order to develop sensitivity to, for
example, word combinations, collocations and idioms.
Candidates also need to increase their awareness of
appropriacy in the selection of language and to be able to
analyse the use of modality and tenses.
Candidates should familiarise themselves with the format of
the paper and the task types. It is valuable to work through a
sample paper before the examination takes place and to learn
how to apportion time to the different parts and to have
practice in completing the answer sheets. Answers must be
transferred to the answer sheets within the time allowed for
the Use of English paper (1
1
/
2
hours).
Part 1
Part 1 is a modified cloze text containing fifteen gaps.
Candidates are required to draw on their knowledge of the
structure of the language and understanding of the text in
order to fill the gaps. The focus of the gapped words is either
grammatical or lexico-grammatical. A single word is needed
to fill each gap. There may be more than one acceptable
word for a gap, defined by the mark scheme. Candidates
must write their answers in capital letters and correct spelling
is required.
Candidates are advised to read the whole text before
attempting to fill the gaps. Learning words and expressions in
context, especially grammatical patterns and collocations,
will help candidates in this part of the paper.
Part 2
Part 2 is a word-building task, based on a text with ten gaps.
The types of word-building involve not just the addition of
affixes (e.g. ‘honest’ to ‘dishonesty’ or ‘person’ to
‘impersonal’), but also internal changes (e.g. ‘strong’ to
‘strengthened’) and compounding (e.g. ‘rain’ to ‘raindrop’ or
‘set’ to ‘outset’). Any number of changes may be made to the
stem word and candidates may be required to demonstrate
understanding of the text beyond sentence level. Candidates
must write their answers in capital letters and correct spelling
is required. To prepare for this part of the paper, candidates
should develop flexibility in the application of affixation and
word formation.
Part 3
Part 3 consists of six questions; each question is made up of
three discrete sentences. Each sentence contains one gap and
candidates must supply the word which is common to all
three sentences. Candidates must write their answers in
capital letters and correct spelling is required.
The focus of this task is lexical and aims to test candidates’
knowledge of lexical patterns, e.g. collocations and phrasal
verbs. Exercises which increase candidates’ awareness of the
use of vocabulary in a range of contexts and with a range of
meanings would be helpful in preparation for this task.
Part 4
Part 4 consists of eight key word transformations. Each
question consists of a prompt sentence followed by a
response sentence of which the beginning and end are given.
The gap must be filled with between three and eight words,
one of which must be the key word which is given. This word
must not be changed. Candidates are required to manipulate
structures and lexical phrases in order to produce sentences
similar in meaning to the input provided. Developing an
awareness of parallel and synonymous expressions should be
included in candidates’ preparation for this part.
Part 5
Part 5 consists of two texts from different sources which
represent different treatment of the same topic. Questions
40–43 are designed to test candidates’ understanding of the
content and awareness of the use of language, such as the
force of lexical items, stylistic devices, text organisation
features and referencing. Complete sentences are not
necessarily required; some questions can be answered by a
short phrase or a single word. Candidates should practise
selecting and interpreting specific information from a text and
increase their awareness of linguistic devices which mark the
development of a text.
Question 44, the summary task, tests the ability to select
appropriate information from the two texts, and to organise it
into a well-constructed and grammatically accurate summary
of between fifty and seventy words. The paragraph must be
written in complete sentences and should be in a
formal/neutral register. Candidates should be encouraged to
use their own words rather than relying on ‘lifting’ and to
practise paraphrasing the points required. All the information
required is found in the texts and candidates are not
expected to offer their own opinion. The task focus is on
productive language, so texts will be well within the reading
competence of candidates at this level.
P R E PA R I N G F O R T H E U S E O F E N G L I S H PA P E R
Page 60
Exercises which practise selecting and interpreting key
information in texts should be part of candidates’ preparation
for this task. Candidates also need practice in presenting
relevant information in a coherent and concise manner with
appropriate use of cohesive devices.
For question 44, an impression mark for summary skills is
awarded using the mark scheme on the following page.
Content points are separately assessed; see Paper 3 answer
keys on pages 72–73.
The ten marks for summary writing skills are divided into five
bands, as described in the mark scheme, and candidates can
be awarded one of two performance levels within each band.
For example, in band 4, 4.1 represents weaker performance;
while 4.2 represents stronger performance within band 4.
Length
Fifty to seventy words are asked for. Candidates producing
very short or long summaries will be penalised, as specified
in the mark scheme.
Spelling and Punctuation
These are important aspects of accuracy and must be taken
into account. American spelling and usage is acceptable (see
page 7 Varieties of English).
Handwriting
If handwriting interferes with communication without
preventing it, the candidate will be penalised. Totally illegible
responses receive 0.
A S S E S S M E N T O F S U M M A RY W R I T I N G TA S K
Page 61
Outstanding realisation of the task set:
• Totally
relevant
• Concise and totally coherent
5
• Skilfully organised, with effective use of linking devices
• Skilfully re-worded, where appropriate
• Minimal non-impeding errors, probably due to ambition
Clearly informs and requires no effort on the part of the reader.
Good realisation of the task set:
• Mostly
relevant
• Concise and mostly coherent
4
• Well organised, with good use of linking devices
• Competently re-worded, where appropriate
• Occasional non-impeding errors
Informs and requires minimal or no effort on the part of the reader.
Satisfactory realisation of the task set:
• Generally relevant, with occasional digression
• Some attempt at concise writing and reasonably coherent
3
• Adequately organised, with some appropriate use of linking devices
• Adequately re-worded, where appropriate
• Some errors, mostly non-impeding
Adequately informs, though may require some effort on the part of the reader.
Inadequate attempt at the task set:
• Some
irrelevance
• Little attempt at concise writing, so likely to be over-length and incoherent in places OR too short
2
• Some attempt at organisation, but only limited use of appropriate linking devices and may use inappropriate
listing or note format
• Inadequately re-worded and/or inappropriate lifting
• A number of errors, which sometimes impede communication
Partially informs, though requires considerable effort on the part of the reader.
Poor attempt at the task set:
• Considerable
irrelevance
• No attempt at concise writing, so likely to be seriously over-length and seriously incoherent
1
OR far too short
• Poorly organised, with little or no use of appropriate linking devices and/or relies on listing or note format
• Poorly re-worded and/or over-reliance on lifting
• Numerous errors, which distract and impede communication
Fails to inform and requires excessive effort on the part of the reader.
Negligible or no attempt at the task set:
• Does not demonstrate summary skills
• Incomprehensible due to serious error
0
• Totally
irrelevant
• Insufficient language to assess
• Totally
illegible
Note: This mark scheme is interpreted at CPE level. A separate mark scheme is used to assess content (see pages 72–73).
M A R K S C H E M E F O R T H E S U M M A RY TA S K
Page 62
U S E O F E N G L I S H S A M P L E PA P E R ( 1 )
Candidate
Centre
Number
Candidate
UNIVERSITY OF CAMBRIDGE LOCAL EXAMINATIONS SYNDICATE
Examinations in English as a Foreign Language
CERTIFICATE OF PROFICIENCY IN ENGLISH
PAPER 3
Use of English
SAMPLE PAPER 1
1 hour 30 minutes
Additional materials:
Answer sheets
Soft clean eraser
Soft pencil (type B or HB is recommended)
TIME
1 hour 30 minutes
INSTRUCTIONS TO CANDIDATES
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 on
the answer sheets unless this has already been done for you.
There are forty-four questions in this paper.
Answer all questions.
Write your answers on the separate answer sheets. Use a soft pencil.
You may write on the question paper, but you must transfer your answers to the separate answer
sheets within the time limit.
At the end of the test, you should hand in both the question paper and the answer sheets.
INFORMATION FOR CANDIDATES
Questions 1-25 carry one mark.
Questions 26-43 carry two marks.
Question 44 carries fourteen marks.
This question paper consists of 9 printed pages and 3 blank pages.
[Turn over
Page 63
2
Part
1
For
q
ues
ti
ons
1-
1
5
,
read
th
e
t
e
x
t
below
and
th
in
k
o
f
the
w
o
rd
w
hich
best
f
it
s
each
s
pace.
Use
only
one
w
or
d
in
each
spa
c
e.
T
he
re
i
s
an
ex
am
ple
a
t
the
be
g
innin
g
(0
).
W
ri
te
y
our
answ
er
s
IN
C
AP
IT
AL
LETT
ER
S
on
th
e
sepa
rat
e
ans
w
e
r
shee
t.
Exampl
e:
0
AS
Gl
obal
Engl
is
h
G
lobal
Eng
lish
ex
ist
s
(0
)
…
……
.
a
polit
ical
and
cult
u
ra
l
realit
y
.
M
any
m
isg
u
ided
theor
ies
att
e
m
p
t
to
ex
pla
in
w
h
y
t
he
En
g
lish
lang
ua
g
e
should
hav
e
succeeded
i
nt
e
rnat
ionally
,
w
h
ilst
(1
)
………
.
hav
e
no
t.
Is
it
because
t
he
re
i
s
(2
)
…
…
…
.
inher
en
tl
y
log
ical
o
r
beau
ti
fu
l
about
the
s
tr
u
c
tur
e
o
f
E
n
g
lish?
Does
it
s
si
mpl
e
g
ra
mma
r
(3
)
……
….
it
easy
t
o
lea
rn?
Such
ideas
a
re
m
isconceiv
ed.
Lat
in
w
as
once
a
m
a
jo
r
int
e
rn
a
tional
lang
ua
g
e
,
despi
te
hav
ing
a
complicat
ed
gr
a
m
m
a
ti
cal
s
tr
uc
tu
re
,
and
E
n
g
lish
also
pr
e
sent
s
lear
ne
rs
(4
)
……
….
a
ll
m
anne
r
o
f
real
d
if
fi
cult
ies,
(5
)
……
…
.
least
it
s
s
pelling
sy
st
em.
Ease
(6
)
………
.
lear
ning,
t
her
e
for
e
,
has
litt
le
to
(7
)
……
….
w
it
h
i
t.
(8
)
……
…
.
a
ll,
childr
en
lear
n
t
o
s
pea
k
th
e
ir
mo
th
e
r
to
n
gu
e
i
n
a
ppro
x
ima
te
ly
th
e
s
a
m
e
pe
ri
o
d
o
f ti
me
,
(9
)
…
…
…
. o
f
th
e
ir l
a
n
g
u
a
ge
.
Eng
lish
has
s
pr
ead
not
s
o
(1
0
)
…
…
…
.
for
ling
u
ist
ic
r
eason
s,
but
ra
ther
because
it
h
a
s
o
ft
e
n
f
ound
(11)
………
.
i
n
the
ri
g
h
t
place,
a
t
th
e
r
ig
h
t
ti
m
e
.
(1
2
)
……
…
.
the
1960
s,
tw
o
dev
elopm
ent
s
hav
e
cont
ri
but
ed
t
o
s
tr
e
n
g
thening
th
is
g
lobal
s
ta
tu
s
.
Fir
s
tl
y
,
in
a
nu
m
ber
o
f
coun
tr
ies,
E
n
g
lish
is
now
u
sed
in
addit
ion
to
nat
ional
o
r
re
g
ional
lang
ua
g
e
s
.
As
(1
3
)
……
….
a
s
t
h
is
,
an
e
lectr
onic
re
v
o
lut
ion
has
ta
k
en
(1
4
)
.……
.
.
It
is
e
s
ti
ma
te
d
th
a
t
(1
5
)
…
…….
the
re
g
ion
o
f
8
0
%
o
f
w
o
rl
dw
ide
elect
ronic
com
m
unica
ti
on
is
now
i
n
En
g
lish.
as
3
Part
2
For
q
ues
ti
ons
16
-2
5
,
read
t
he
t
ex
t
below
.
U
se
the
w
o
rd
g
iv
en
in
capit
als
a
t
the
end
o
f
s
o
m
e
o
f
the
lines
to
f
orm
a
w
o
rd
t
ha
t
fi
ts
i
n
th
e
space
i
n
the
same
line.
T
h
e
re
is
an
ex
am
ple
a
t
the
be
g
innin
g
(0
).
W
ri
te
y
our
answ
er
s
IN
C
A
P
IT
A
L
L
E
T
T
ERS
on
th
e
separate
ans
w
e
r
sheet
.
Exampl
e:
0
IN
F
L
U
E
N
T
IA
L
A
M
u
sical Gen
ius
For
m
any
people,
Ludw
ig
v
an
Beet
hov
en (
1770-
1827
)
is t
he
m
os
t
(0
)
…
…
………
.
fi
g
u
re
in
the
his
tory
o
f
w
estern
c
lassical
m
u
s
ic.
H
is
(1
6
)
……
….
talent
w
as
alr
eady
c
lear
ly
evident
as
a
y
oung
m
an
,
(17)
…
…
…
.
s
ur
vi
vi
n
g
a
s
om
e
w
h
a
t
unconv
ent
ional
(18)
………
.
du
ri
n
g
w
hich
his
eccentr
ic
fa
th
e
r
w
ould
o
ft
e
n
f
o
rc
e
him
t
o
t
a
ke m
u
sic
lessons
i
n t
he m
iddle
of
t
he
n
ig
ht.
T
h
e
y
oung
Bee
thov
en’s
abilit
y
w
on
him
th
e
adm
ir
a
tion
o
f
the
leadin
g
cont
em
po
rar
y
m
u
sical
fi
g
u
re
s.
T
h
rou
g
hout
the
1790s
,
he
w
or
k
e
d
har
d
t
o
secu
re
the
int
e
re
st
o
f
w
ealt
h
y
pat
rons
.
Such
pa
tr
ona
g
e
(1
9
)
……
…
.
h
im
t
o
con
centr
a
te
on
becom
in
g
a
suc
cess
fu
l
co
m
poser
.
Wh
a
tev
e
r
h
is
a
w
e
-i
ns
pi
ri
n
g
m
u
si
ca
l
(20)
…
…
…
.
,
howe
ver
,
h
is
per
so
na
l
li
fe
wa
s
so
m
e
th
ing
of
a
d
isa
s
ter.
H
is
d
a
y-t
o-da
y
(21)
…
…
…
.
w
it
h
peo
p
le
in
var
ia
bly
tur
n
e
d
o
ut
to
be
rat
her
tur
bu
le
nt.
A
ltho
u
g
h
he
app
ar
ent
ly
fell
in
lo
ve
w
it
h a
nu
m
ber
o
f
so
c
iet
y
wo
me
n,
th
e
i
de
nt
it
y
of
the
g
irl w
ho
la
y
c
lo
s
e
s
t
to
his
he
art r
e
m
a
in
s
(22)
…
…
…
.
to thi
s
da
y
.
How
e
v
er
,
ju
s
t
a
t
the
point
w
hen
Beet
hov
e
n
w
a
s
beg
innin
g
t
o
r
eap
the
rew
ar
ds
o
f
his
ear
ly
endeav
our
s,
he
had
to
com
e
t
o
t
e
rm
s
w
it
h
th
e
cr
u
s
hing
(2
3
) …
…
…
.
th
a
t
his
incr
easing
dea
fness
w
a
s
(2
4
)
………
.
.
F
ro
m
th
a
t
m
o
m
ent
on,
h
is
m
usic
display
ed
a
(25)
………
.
chan
ge
in
s
ty
le,
beco
m
ing
bot
h
heav
ier
in
tone
and
lar
g
e
r
in
s
c
ale.
IN
FLUENCE
O
RDI
N
A
RY
M
E
RCY
BRI
NG
AB
L
E
AC
H
IE
V
E
REL
A
T
E
ELUDE
RE
A
L
IS
E
CURE
ST
RI
KE
[T
urn
ov
er
infl
uentia
l
Page 64
4
Part
3
For
q
ues
ti
ons
26
-3
1
,
think
o
f
one
w
o
rd
only
w
h
ich
can
be
used
a
ppr
o
p
ri
at
ely
in
a
ll
th
re
e
sent
en
ces.
Her
e
is
a
n
ex
am
ple
(0
).
Exampl
e:
0
Som
e
o
f
the
tour
is
ts
a
re
hopin
g
to
g
et
c
o
m
pensat
ion
fo
r
the
poo
r
s
tat
e
o
f
the
ho
te
l,
and
I
t
hink
they
hav
e a v
e
ry
…………
……
……
. case
.
T
h
e
re’s
no
poin
t
in t
ry
ing
t
o
w
ade
acr
oss
t
h
e
r
iv
e
r,
t
he
curr
ent
is f
a
r
to
o
……
………
………
.
.
If
y
ou’r
e
a
s
k
ing m
e
w
hich
o
f t
he candidat
es
should g
e
t
the j
ob,
I’
m
a
fr
a
id I
d
o
n
’t
hav
e
any
…………
………
….
v
ie
w
s
either w
ay
.
Exampl
e:
0
ST
R
O
N
G
Wr
it
e
onl
y
the
missin
g
w
ord
IN
CA
P
IT
A
L
L
ET
T
E
R
S
on
th
e
separa
te
answ
e
r
shee
t.
_________________________________________________________________________________
26
It
i
s
v
e
ry
d
if
fi
cult
t
o
f
ully
…………
………
….
cer
ta
in
pieces
o
f
jaz
z
music
un
til
y
ou’v
e
heard
th
e
m
a
g
o
o
d
f
e
w
ti
me
s
.
Alt
houg
h
I
’m
alw
a
y
s
r
eady
t
o
l
end
a
hand
,
M
ar
ta
nev
er
r
eally
seem
s
t
o
…
………
………
….
th
e
th
in
gs
I
d
o
f
o
r h
e
r.
Gi
v
en the
mar
k
e
t
fo
r deco
rativ
e
anti
q
ues
,
I’
d say
tha
t
the v
a
lue o
f tha
t bea
uti
ful v
ase is
set to
…………
………
….
considerably
in the
nex
t
few
y
ears.
27
Jam
es
i
s
able t
o
…
………
………
….
an
eno
rm
ous
a
m
ount
o
f
fa
ct
ual
i
n
form
a
ti
on
i
n
his
head
.
Alt
houg
h
t
h
e
old
house
has
been
c
o
m
plet
e
ly
r
enov
at
ed,
car
e
has
been t
a
k
en t
o
…………
………
….
as
many
o
f the
ori
ginal
fea
tures
as
possible.
W
h
e
n
y
ou’r
e
buy
ing
ou
tdoor
adv
ent
ur
e
clot
hin
g
,
th
e
t
h
in
g
to
l
oo
k f
o
r
is m
at
e
rial
that
does
not
…………
………
….
a lot
o
f
moisture
.
5
28
W
it
h
less
than
a
m
inute
o
f the
f
oo
tball ma
tch
to
g
o,
Phil mana
g
e
d
to
…
…………
………
.
the
ball
int
o
t
he
bac
k
o
f
the
net.
I think
th
e
bes
t
cou
rse
o
f
action
w
ould
be
to ju
m
p
into
the
ca
r
and
…
…
………
………
. for
Br
ist
o
l
as
soon
as
possible.
Louise
has
been
a
s
k
ed
t
o
…
…
………
………
.
a
n
inv
e
st
ig
a
tion
int
o
w
hat
w
ent
w
rong
o
n
t
h
e
nig
h
t o
f the
accident.
29
In
it
ially
,
few
c
o
m
panies
saw
any
pot
ent
ial
in
c
o
m
pu
ters
desi
g
ned f
o
r
th
e
……
……
…………
.
ra
th
e
r t
han t
he
o
ff
ice
env
ir
onm
ent.
Alt
houg
h
ex
tr
em
ely
independent,
and
w
ell
able
to
l
ook
a
ft
e
r
them
selv
es,
cat
s
ar
e
g
ener
ally
classif
ied
as
………
…………
….
animals
.
O
v
er
t
h
e
y
ear
s,
th
e
pr
o
po
rt
ion
o
f
fo
re
ig
n
s
tor
ies
in
t
h
is
new
spaper
has
d
e
c
lined
as
people
hav
e
becom
e m
o
re
e
n
g
ro
s
sed
in ………
………
……
.
issues
.
30
T
h
e
chess
champion
held o
ff a
se
rious …
…………
……
….
f
rom
his y
oung
e
r opp
onent
in the
la
st
m
a
tch
o
f th
e
to
u
rn
a
m
e
n
t.
T
h
e
chair
m
an
o
f t
he m
eet
in
g
seem
ed
t
o r
e
g
a
rd
q
uest
ions
f
ro
m
th
e
audience
a
s
s
o
m
e k
ind
o
f
…………
………
….
to
his aut
hority
.
You’ll
fi
nd
so
m
e
a
spect
s
o
f t
he j
ob
a
r
eal
…
…
………
………
.
,
b
u
t
w
e’r
e
conf
iden
t
that
y
ou
can
cope.
31
M
e
lanie
pr
a
ct
ised
h
e
r
lines
each
d
ay
a
ft
e
r
school,
gett
ing
incr
easin
g
ly
ner
v
ous
a
s
t
h
e
dat
e
o
f
her
audit
ion ………
………
……
.
e
v
en
closer
.
Alt
houg
h
T
im
had
been
in
th
e
lead
fo
r
m
o
s
t
o
f
th
e
ra
ce
,
a
s
they
reached
the
fi
nal
bend
,
G
raha
m
…
………
…………
.
lev
e
l
and
th
rea
tened
to
o
v
e
rt
a
k
e
hi
m.
O
n
a
n
im
pulse,
Laur
ie
…
…
………
………
.
all
the
money
out
o
f
his
ban
k
accoun
t
and
w
ent
t
o
London,
i
nt
endin
g
t
o
s
pend
ev
er
y
last
penny
o
f
it
.
[T
urn
ov
er
Page 65
6
Part
4
For
q
ues
ti
ons
32
-3
9
,
complet
e
the
second
sen
tence
so
th
a
t
it
has
a
sim
ilar
m
eanin
g
to
th
e
fi
rst
sent
ence,
usin
g
t
he
w
o
rd
g
iv
en.
Do
no
t
change
t
he
w
o
rd
g
iv
e
n
.
You
m
us
t
use
be
tw
een
three
and
ei
ght
w
o
rd
s,
i
ncluding
th
e
w
o
rd
g
iv
en.
Her
e
is
a
n
ex
am
ple
(0
).
Exampl
e:
0
Mick
w
ill g
iv
e
y
ou lots o
f
ex
cuses
f
o
r bein
g
la
te but don’t believ
e
any
of them.
many
No
………
………
…………
……
………
………
…….
M
ick
g
iv
e
s
y
ou
fo
r
bein
g
l
at
e
,
don’
t
believ
e
a
n
y
o
f th
e
m
.
0
matter how many excuse
s
Wr
it
e
onl
y
the missin
g
w
ords
on t
h
e
sepa
rat
e
ans
w
e
r
shee
t.
32
T
h
e
m
is
ta
k
e
in t
he
accounts
w
a
s
not
not
iced
unt
il
the f
ig
u
re
s
w
e
re
r
e-
che
c
k
ed.
lig
h
t
T
h
e
mis
ta
k
e
in
the
account
s
only
………
………
………
………
………
…………
……
t
h
e
f
ig
u
res
w
e
re
re
-ch
e
c
k
e
d
.
33
I
had
no
pr
oblem
s
at
a
ll
dur
in
g
m
y
t
ri
p
t
o
F
ra
n
ce.
pl
an
Ev
ery
thing
………
…………
……
………
………
………
…….
durin
g my
trip
to F
rance.
34
T
h
e
heav
y
do
w
n
pour
b
ro
u
g
ht
their
picnic t
o
a
n
abr
up
t
end.
cut
T
hey
had
to
………
………
………
………
………
………
………
.
beca
use
o
f
the
heav
y
dow
npour.
35
T
h
e
r
e
fo
rm
s
w
ill
not
succeed
unless t
hey
a
re
car
e
fully
planned.
cruci
al
Care
ful …
………
…………
……
………
………
………
…… o
f
the
re
for
ms.
7
36
T
h
ey
t
h
in
k
th
a
t
Helen’s
brot
he
r
s
tole t
he m
o
ney
.
suspect
ed
Helen’s
brot
her
…
…………
………
………
………
………
………
…
the
money
.
37
I
fe
el
co
m
plet
e
ly
e
x
h
aust
ed
w
hen
I’
v
e
list
ened
to
M
ar
ion f
o
r
hal
f-
a
n
-hour.
leav
es
Half
-an
-hour
…
………
………
………
………
…………
……
……
complet
e
ly
e
x
haust
ed.
38
Kar
en’s
schoolw
o
rk
d
e
finit
ely
seem
s
t
o
b
e
im
pr
o
v
ing
th
is
t
e
rm
.
si
gns
Kar
en’s
schoolw
o
rk
.
..
..
..
....
..
..
..
..
..
..
..
...
..
..
..
..
..
..
..
...
..
..
..
..
..
..
..
...
..
..
..
..
..
..
..
...
..
.
this
t
e
rm
.
39
T
h
e
old
ra
ilw
a
y
s
ta
ti
on
is now
a
m
us
eum.
tu
rn
e
d
T
h
e
old
railw
a
y
s
tation
…
…
…
………
………
…………
……
………
………
a
museu
m.
[T
urn
ov
er
Page 66
8
Part
5
For
q
ues
ti
ons
40
-4
4
,
read
t
he
f
ollow
ing
t
ex
ts
on
spea
k
in
g
i
n
public.
For
q
ues
ti
ons
40-
43
,
ans
we
r
wi
th
a
w
o
rd
o
r
short
ph
rase.
You
do
no
t
n
eed
to
w
ri
te
c
o
m
plet
e
sent
en
ces.
F
o
r
que
st
ion
44
,
w
ri
te
a
s
u
m
m
a
ry
a
c
c
o
rd
in
g
to
t
he
instr
u
ct
ions
g
iv
en.
W
ri
te
y
our
answ
er
s t
o
q
ues
ti
ons
40
-4
4
on
t
he
separa
te
answ
e
r
sheet
.
Does the th
oug
ht of
making
a presen
ta
tion
to a g
roup of
peers bring
y
ou out in a
cold swe
at
?
If
so,
y
ou’re not alo
ne.
The
mer
e id
ea of
hav
in
g
to ‘stand and
del
iv
er’ in f
ront of
others is
enoug
h to strike
dre
ad in
to th
e he
art of
ev
en the
most e
xper
ien
ced busin
ess person, l
et
alon
e
students. Ye
t ef
fectiv
e spoken c
o
mm
unic
at
ion
is a
n essent
ia
l skill
f
or care
er suc
cess in
today
’s
bus
ines
s
and acade
m
ic e
n
v
ironmen
ts
.
S
o w
hat ca
n peop
le do
to add
s
parkl
e to
the
ir s
peak
ing
s
kills
and ov
er
com
e this
understand
abl
e but
unf
ounded f
ear of
speaking
in publ
ic
? Th
e bad
news is th
at pr
esent
ati
o
n
nerv
es
are qui
te n
o
rm
al and
y
ou w
ill probably
alw
a
y
s
su
ff
er f
rom them. Th
e g
ood new
s
is
that
int
eres
ting
s
peakers
ar
e m
ade
and no
t born. Y
ou
can l
ear
n th
e te
chniq
ues
th
at w
ill tu
rn
y
ou into a c
alm
and
conv
incing
speak
er.
The f
irst step
is to pe
rsuade y
ourself
y
ou can do
it. Jus
t lik
e a
n ac
tor wa
iti
ng
in the wing
s, or
an ath
le
te wa
rming
up f
o
r the big
ra
ce, y
ou need to g
et y
ourself
on a conf
idence h
ig
h. Try
fo
cusing
y
our thoug
hts on moment
s of
part
icu
lar succ
ess during
y
our lif
e to date. R
em
emb
er
that
the phy
sical sy
mptoms of
nerv
es are most
obv
ious to y
ou. The audi
enc
e won’t se
e y
our
knees kno
cking
or
y
our hands tre
mbling
, so don’t worry
about it. So
me of
the worst
present
ati
ons are
those
whe
re th
e spe
aker
cl
ear
ly
hasn’t dev
oted enoug
h tim
e to
it b
ef
o
rehand.
L
et’s
f
ace it
; a pr
es
en
tat
ion th
at’s
s
lung
tog
ether
half
an hour b
ef
o
re it
’s
g
oing
to be deliv
ere
d
is
n’t g
o
ing
to impres
s
any
one.
40
In
t
he f
ir
s
t
pa
ra
g
ra
ph
,
w
hat
i
m
a
g
e
o
f
public
s
pea
k
in
g
does t
he
w
rit
er
c
re
a
te?
…………
………
………
………
………
………
…………
………
………
………
………
………
………
..
41
Ex
pla
in
in
y
our
o
w
n
w
or
ds
w
hy
t
he
w
rit
er
has chosen t
o
u
se t
he
ex
pr
ession
‘slun
g
t
o
g
et
h
e
r’
i
n
line
17.
…………
………
………
………
………
………
…………
………
………
………
………
…………
……
line
17
9
Inexperience
d
public
speaker
s
ge
nerally
rely
too
h
eavily
on
wo
rds,
so
that
the
y
overlook
other f
eature
s w
h
ich give a
succe
ssful
speaker im
pac
t.
Research
ha
s
indica
ted
tha
t
wor
ds
acc
oun
t
for
on
ly
7%
of
the
speaker’s
im
pac
t
on
t
h
e
audience.
A
mas
sive
55%
of
th
e
sp
eaker’s
im
pact
is
visual,
i.e.
how
he
or
sh
e
looks,
facial expressio
n, ge
sture
s, bod
y langua
ge, po
stur
e, etc., while 38%
of
im
pac
t
co
mes
fr
om
the
voice;
do
es
the
perso
n
so
und
tru
stw
orthy,
is
the
voice
varied
an
d
in
tere
stin
g
to
listen
to?
This
breakdow
n
of
the
im
pact
tha
t
a
spea
ker
h
as
may
so
und
u
n
likely,
but
ima
gine
a
situa
tion:
you
have
retu
rned
a
faul
ty
item
to
a
sho
p,
and
the
shop
assi
stan
t
say
s,
‘I’m
sorry,
I’ll
see
wha
t
I
ca
n
do’.
If
this
is
said
in
an
unin
tere
st
ed
voice
as
t
he
as
sistan
t
leans
on
the
coun
ter
abou
t
to
resu
me
a
conver
satio
n
with
a
colleagu
e,
you
won’
t
feel
confiden
t
th
at
very
mu
ch
will
happ
en.
B
u
t
an
as
sist
an
t
who
is
s
tandin
g
up
straigh
t
and
lo
oking
directly a
t you will crea
te an
entir
ely differen
t imp
ression wi
th
the sa
m
e
word
s.
Think
of
yo
ur
favourite
tea
cher
fr
om
scho
ol.
The
pers
on
w
ho
co
me
s
to
mind
is
probably
so
meone
who
w
as
en
th
usias
tic
and
anima
ted,
so
me
one
wi
th
b
o
th
vocal
and
visual
impact.
Try
re
calling
p
hone
call
s
with
peopl
e
you’ve
never
me
t.
Invariably,
we
make
judge
men
ts
abou
t
peo
ple
bas
ed
on
their
voic
es
an
d
ho
w
they
so
und.
They
migh
t
say,
‘he
see
m
ed
ill
at
ease’
o
r
‘she
lo
oked
very
con
fiden
t’
and
of
te
n
th
es
e
o
p
inion
s
are
formed
before
the
speaker
has
said on
e word.
42
W
h
a
t
e
x
act
ly
does
th
e
phr
ase
‘
th
is
b
re
a
k
dow
n’
(line
8)
d
e
scr
ibe?
…………
………
………
………
………
………
…………
………
..
……
……………
……
………
……
.
43
Wh
ic
h
tw
o
w
or
ds
in
par
agraph
4
echo
t
h
e
need f
o
r
‘liv
el
iness’
m
ent
ioned
in t
he f
ir
s
t
te
x
t?
…………
………
………
………
………
………
…………
………
………
………
..…
……
………
……
.
44
In
a
pa
ra
g
ra
ph
o
f
50
-7
0
w
ords,
su
mma
rise
in
y
our
o
w
n
w
ords
as f
a
r
as
poss
ib
le
th
e
re
asons g
iv
en
in
bot
h
t
e
x
ts
f
o
r
w
h
y
people
perf
o
rm
badly
w
hen
speak
in
g
in
public.
W
ri
te
y
our
summa
ry
on t
h
e
sepa
rat
e
ans
w
e
r
shee
t.
line
8
Page 67
U S E O F E N G L I S H S A M P L E PA P E R ( 2 )
Candidate
Centre
Number
Candidate
UNIVERSITY OF CAMBRIDGE LOCAL EXAMINATIONS SYNDICATE
Examinations in English as a Foreign Language
CERTIFICATE OF PROFICIENCY IN ENGLISH
PAPER 3
Use of English
SAMPLE PAPER 2
1 hour 30 minutes
Additional materials:
Answer sheets
Soft clean eraser
Soft pencil (type B or HB is recommended)
TIME
1 hour 30 minutes
INSTRUCTIONS TO CANDIDATES
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 on
the answer sheets unless this has already been done for you.
There are forty-four questions in this paper.
Answer all questions.
Write your answers on the separate answer sheets. Use a soft pencil.
You may write on the question paper, but you must transfer your answers to the separate answer
sheets within the time limit.
At the end of the test, you should hand in both the question paper and the answer sheets.
INFORMATION FOR CANDIDATES
Questions 1-25 carry one mark.
Questions 26-43 carry two marks.
Question 44 carries fourteen marks.
This question paper consists of 9 printed pages and 3 blank pages.
[Turn over
Page 68
2
[T
urn
ov
er
Part
1
For
q
ues
ti
ons
1-
1
5
,
read
th
e
t
e
x
t
below
and
th
in
k
o
f
the
w
o
rd
w
hich
best
f
it
s
each
s
pace.
Use
only
one
w
or
d
in
each
spa
c
e.
T
he
re
i
s
an
ex
am
ple
a
t
the
be
g
innin
g
(0
).
W
ri
te
y
our
answ
e
rs
I
N
C
AP
IT
AL
LETT
ER
S
on
th
e
sepa
rat
e
ans
w
e
r
shee
t.
Exampl
e:
0
SO
M
E
T
HI
N
G
_________________________________________________________________________________
The
Freedom
to
W
ande
r
T
h
e
nat
u
ral
env
ir
onm
ent
is
(0
)
s
o
m
et
h
in
g
that
is
im
por
ta
nt
fo
r
m
any
people.
T
her
e
ar
e
,
a
ft
e
r
all,
a
fa
r
(1
)
……
..
..
n
u
m
be
r
o
f
a
rg
u
m
ents
abou
t
the
ri
g
h
t
to
roa
m
th
ro
u
g
h
th
e
coun
tr
y
s
ide
than
th
ro
u
g
h
indust
ri
al
a
reas.
W
h
a
t
reason
can
be
pu
t
(2
)
….
.…..
t
o
ex
plain
th
is?
M
a
n
y
people
feel
a
need
to
(3
)
…
…
...
.
int
o
c
lose
con
tact
w
it
h
th
e
nat
u
ral
env
ir
onm
ent
but
this
feelin
g
can
tu
rn
(4
)
……..
..
one
of
unease
i
n
so
m
e
nat
u
ral
env
ir
onm
ent
s,
s
uch
a
s
deser
ts
,
per
haps
because
w
e
belie
v
e
w
e
ar
e
(5
)
…
..…
..
to
f
unc
ti
on
w
e
ll
ther
e.
T
hes
e
feeling
s
pr
obably
hav
e
bot
h
a
lear
ned
and
a g
ene
ti
c
co
m
ponent
, but,
eit
h
e
r
(6
)
……...
.,
they
r
elat
e
t
o
t
he
e
x
tent
tha
t
w
e
f
eel
the
env
ir
onm
ent
pr
o
v
ides
all
of
(7
)
…
…
..
..
w
it
h
w
hat
w
e
need
in
(8
)
……
...
.
to
s
u
rv
iv
e
.
Fav
our
ed
env
ir
onm
ent
s
o
ff
e
r
unlim
it
ed
v
ie
w
s
or
s
a
fe
places
to
hide,
an
ex
am
ple
o
f
(9
)
….
.…..
is
show
n
by
the
w
a
y
diner
s
in
re
st
au
rant
s
m
o
re
o
ft
en t
han
(10)
…
…
...
.
choose
t
ables
alon
g
s
ide
w
a
lls
o
r
w
indow
s.
Resear
ch
int
o
pr
e
fe
re
n
ces
ha
s
shed
(
1
1
)
…
…
....
o
n
th
e
im
port
ance
to
m
a
ny
people
o
f
out
doo
r
set
ti
n
g
s
w
it
h
r
u
g
g
e
d
s
c
ener
y
.
For
es
ts
a
re
popular
,
(12)
……
....
t
hat
they
a
re
no
t
too
den
se.
F
o
r
the
most
(1
3
)
…
…
..
..
,
landsca
pes
al
te
re
d
by
hum
an
i
nt
er
v
ent
ion
a
re
no
t
so
a
ppealing.
G
iv
en
these
fa
c
ts
,
it co
mes
(14)
……..
..
no
su
rpr
ise
t
h
a
t
people
w
ant
t
o
ro
am
,
a
s
(1
5
)
……
....
a
s
liv
e,
i
n
th
e
countr
y
side.
3
[T
urn
ov
er
Part
2
For
q
ues
ti
ons
16
-2
5
,
read
t
he
t
ex
t
below
.
U
se
the
w
o
rd
g
iv
en
in
capit
als
a
t
the
end
o
f
s
o
m
e
o
f
the
lines
to
f
orm
a
w
o
rd
t
ha
t
fi
ts
i
n
th
e
space
i
n
the
same
line.
T
h
e
re
is
an
ex
am
ple
a
t
the
be
g
innin
g
(0
).
W
ri
te
y
our
answ
er
s
IN
C
A
P
IT
A
L
L
E
T
T
ERS
on
th
e
separate
ans
w
e
r
sheet
.
Exampl
e:
0
MI
G
R
A
T
I
O
N
_________________________________________________________________________________
Bi
rd
Navi
gati
on
T
h
e
t
heo
ry
t
hat
each
y
ear
t
h
e
(0
)
mi
g
ra
ti
on
.
o
f b
ir
d
s
i
n
v
o
lv
e
s
th
e
ir
MI
GRA
T
E
tr
av
elling
hundr
eds
o
r
th
o
u
sands
o
f
k
ilo
m
e
tr
es f
rom t
heir
nest
in
g
sit
e
fi
nally
g
ained
a
ccept
ance
t
ow
ar
ds
th
e
end
o
f t
he
ei
g
h
teent
h
cent
u
ry
.
At
th
e
same
time
(1
6
)
……
r
ev
ealed
t
hat,
despit
e
t
h
e
dist
ance
s
inv
o
lv
ed,
som
e
FI
ND
b
ird
s
re
tu
rn
e
d
y
e
a
r a
fte
r y
e
a
r,
o
fte
n
to
th
e
s
a
me
n
e
s
t.
Th
e
qu
e
s
ti
o
n
o
f h
o
w
birds
per
for
m
such
(17)
…
…
nav
ig
at
ional f
eats
has
e
v
e
r
since
pr
o
v
ided
a
MIRA
C
L
E
m
a
jo
r
puz
z
le
to
t
e
a
s
e t
he
en
q
u
ir
ing m
inds
o
f
b
iolog
ists
and
non-
specialist
s
alik
e.
A
s
a r
e
sult,
t
he
pheno
m
enon
ha
s
p
ro
v
o
k
e
d
per
haps
t
h
e
m
o
st
(1
8
)
……
IM
A
G
IN
E
theor
isin
g
and
(1
9
)
……
r
e
s
ea
rc
h
in
th
e
w
hole
fi
eld
o
f
b
iolo
g
ical
inv
est
ig
a
ti
on
.
PA
IN
Now
t
her
e
ar
e
si
g
n
s t
h
at
a
t
last
th
e
m
y
st
er
y
has
been
solv
ed.
I
t
h
as
been
su
gg
es
ted t
hat
a
m
e
m
or
ised m
a
p
o
f
(2
0
)
……
s
m
e
lls
is
ut
ilised
in
MIS
T
A
K
E
conj
unc
ti
on
w
it
h
t
h
e
po
sit
ion
o
f
the
sun
a
nd
a
n
(
21)
……
o
f
m
a
g
n
et
ic
AW
AR
E
fi
elds
. T
his
is
(22)
…… t
o
e
x
plain
th
e
nav
ig
a
ti
onal
perf
o
rm
ances
SUFFI
CE
o
f
h
o
m
ing
pi
g
eons.
(23)
…
…
,
m
any
people
w
ill
disag
re
e
, t
hus
illust
ra
ti
n
g
w
hat
has
been
t
h
e
one
PREDI
CT
feat
u
re
o
f t
he
s
tudy
o
f
b
ir
d
nav
ig
a
tion
w
h
ich
appear
s
w
it
h
(2
4
)……
re
g
ularity
.
FA
IL
It
i
s
pr
obably
tr
ue t
o
say
t
hat
not
a
s
ing
le
m
a
jo
r
(2
5
)
……
as t
o
how
b
ir
ds
P
R
OP
OS
E
nav
ig
at
e
has
e
v
e
r
re
ceiv
ed
w
h
o
le-
hear
ted support
w
hen
init
iall
y
adv
anced.
Page 69
4
[T
urn
ov
er
Part
3
For
q
ues
ti
ons
26
-3
1
,
think
o
f
one
w
or
d
only
w
h
ich
c
an
be
used
a
ppr
o
p
ri
at
ely
in
a
ll
th
re
e
sent
en
ces.
Her
e
is
a
n
ex
am
ple
(0
).
Exampl
e:
0
Som
e
o
f
the
tour
is
ts
a
re
hopin
g
to
g
et
c
o
m
pensat
ion
fo
r
the
poo
r
s
tat
e
o
f
the
ho
te
l,
and
I
t
hink
they
hav
e a v
e
ry
…………
……
……
. case
.
T
h
e
re’s
no
poin
t
in t
ry
ing
t
o
w
ade
acr
oss
t
h
e
r
iv
e
r,
t
he
cur
rent
i
s f
a
r
to
o
……
………
………
.
.
If
y
ou’r
e
a
s
k
ing m
e
w
hich
o
f t
he candidat
es
should g
e
t
the j
ob,
I’
m
a
fr
a
id I
d
o
n
’t
hav
e
any
…………
………
….
v
ie
w
s
either w
ay
.
Exampl
e:
0
ST
R
O
N
G
Wr
it
e
onl
y
the
missin
g
w
ord
IN
CA
P
IT
A
L
L
ET
T
E
R
S
on
th
e
separa
te
answ
e
r
s
hee
t.
_________________________________________________________________________________
26
T
h
e
v
ict
or
y
o
f
the
na
ti
onal
foo
tball
te
a
m
………
t
he
people’s
a
tt
e
n
tion
fr
o
m
t
he
coun
tr
y
’s
econom
ic
pr
oblem
s
.
T
h
e
polit
ician
w
a
s
accused
o
f
hav
ing
………
public m
oney
i
nt
o
his
p
ri
v
a
te
ban
k
account.
T
h
e
air
c
ra
ft
h
ad t
o
be
…
…
…
t
o
Bost
o
n
because
of
e
n
g
ine
pr
oblem
s
w
h
ich
dev
elop
ed
af
te
r
ta
k
e
-o
ff.
27
L
isa
………
………
…….
i
t
to
th
e
s
ta
ti
o
n
ju
s
t i
n
ti
me
t
o
ca
tc
h
h
e
r
tra
in
.
Lik
e
m
os
t
a
rt
is
ts
he
………
……
………
.
v
e
ry
lit
tl
e
du
ri
n
g
h
is
lif
e
tim
e
and
liv
ed
in
v
ir
tual
pov
er
ty
.
All
the
fa
mily
g
ett
in
g
to
g
et
he
r
fo
r
th
e
par
ty
really
…………
………
….
m
y
aunt'
s
6
0
th
bir
thday
.
5
[T
urn
ov
er
28
She
had
v
e
ry
………
v
iew
s
on
how
childr
en
should
be
br
ou
g
h
t
u
p.
In
l
at
e
r
lif
e
he
didn’t
appr
eciat
e
any
chan
g
e
s
t
o
h
is
…
……
r
ou
ti
ne.
Ev
er
y
thing
w
as
pack
ed
a
nd t
hey
w
er
e
all
………
f
o
r t
he j
ou
rn
ey
.
29
I
really
don’t thin
k
there
is any
……
…
in w
a
iting mo
re
than abou
t tw
enty
mi
nutes
f
o
r Paul.
T
h
is
pic
tu
re
see
m
s
t
o
conv
ey
t
he ………
o
f
ex
cit
e
m
e
n
t
e
x
per
ienced
by
t
he
a
rt
is
t.
Sam
is
w
o
rk
ing
v
e
ry
s
low
ly
and
seem
s
t
o
hav
e
no
……
…
o
f
h
ow
u
rg
en
tl
y
t
h
e
re
por
t
is
needed.
30
It
w
a
s
a
…
…
…
…
…
…
…
…
d
a
y
i
n
mi
d
-J
u
ly
a
n
d
th
e
P
ri
c
e
fa
mi
ly
w
e
re
f
in
a
lly
o
ff o
n
h
o
lid
a
y
.
Alt
houg
h
a
m
ont
h
had
passed,
the
w
it
ness
w
a
s
able
to
g
iv
e
the
cou
rt
a
………
………
……
account
o
f
th
e
incident
.
It
w
as
…………
………
…
to
e
v
ery
one
th
a
t
the
g
irl
w
a
s
ly
ing
.
31
Colin
k
new
how
his
sist
er
w
ould
ta
k
e
t
he
new
s
and
he
didn’t
hav
e
th
e
………
……
………
t
o
te
ll
her
.
It
too
k the
journalist
w
eek
s
to
g
e
t
to
the…
…………
……
… o
f
the
ma
tte
r.
Julia’s
m
ot
her
told
her
tha
t
she
couldn’t
g
o
t
o
the
pa
rt
y
b
u
t
a
t
the
las
t
m
inut
e
she
had
a
chang
e
o
f
…
…
………
………
.
Page 70
6
[T
urn
ov
er
Part
4
For
q
ues
ti
ons
32
-3
9
,
complet
e
the
second
sen
tence
so
th
a
t
it
has
a
sim
ilar
m
eanin
g
to
th
e
fi
rst
sent
ence,
usin
g
the
w
o
rd
g
iv
en.
Do
no
t
change
the
w
o
rd
g
iv
e
n.
You
m
us
t
use
be
tw
een
three
and
ei
gh
t
w
or
ds,
including
th
e
w
o
rd
g
iv
en.
Her
e
is
a
n
ex
am
ple
(0
).
Exampl
e:
0
Do
y
ou
m
ind
if
I
w
at
ch
y
ou
w
h
ile
y
ou
paint
?
object
io
n
Do
y
ou
…………
…………
……
………
………
………
……
y
ou
w
h
ile
y
ou
paint?
0
h
ave an
y
o
b
jectio
n
to my
watchin
g
Wr
it
e
onl
y
the missin
g
w
ords
on t
h
e
sepa
rat
e
ans
w
e
r
shee
t.
________________________________________________________________________________
32
Nobody
can
pr
edict
w
hat
Anna’s
reac
ti
on t
o
t
he
new
s
w
ill
be.
seen
It
……
………
………
………
…………
………
t
o
the new
s.
33
T
oby
g
ot
ideas f
o
r
his
nov
els f
rom
local
new
spaper
s.
source
T
oby
used
local …………
……
………
………
…………
……
i
deas f
o
r
his
nov
els.
34
Chr
ist
ine f
a
iled t
o
g
e
t
pr
o
m
o
ti
on
becau
se
o
f
h
e
r
lim
it
ed
e
x
p
er
ience.
due
Christine’s
……
………
………
………
…………
………
h
e
r
limited
ex
perience.
35
Alist
a
ir
has
no
chance
o
f
being
select
e
d
f
or
th
e
t
e
a
m
b
e
cause
o
f
h
is
poor
s
pr
in
t t
im
es
.
pai
d
Alist
a
ir’s
poor
s
p
rint
t
imes
…
………
………
…………
……
………
……
o
f
being
select
ed
f
or
t
he
team
.
7
[T
urn
ov
er
36
T
h
e
re’s
not
hin
g
t
o
s
to
p
y
ou f
rom
a
pply
ing
f
o
r
th
e
j
o
b
.
wh
y
T
h
e
re’s ……
………
………
………
………
………
…
for
the
j
ob.
37
T
h
e
r
e
s
taur
an
t
m
ana
g
e
r
thou
g
h
t
th
a
t
they
w
er
e
lik
ely
to
lose
a
ll
their
cus
to
m
e
rs
if
se
rv
ice
didn’t
i
m
pr
o
v
e
.
ran
T
h
e
res
tauran
t
mana
g
e
r
thou
g
h
t
tha
t
they
…
…
………
………
………
…………
………
a
ll
thei
r
cust
o
m
e
rs
i
f
ser
v
ice
didn’t
i
m
pr
o
v
e
.
38
T
h
e
st
andin
g
ov
a
ti
on
cam
e
as
a
co
m
plet
e
sur
p
ri
se t
o
t
he
y
oung
sin
g
er.
aback
T
h
e
y
oung
s
in
g
e
r
…
………
………
………
………
………
……
t
h
e
st
andin
g
o
v
a
ti
on.
39
T
h
e
m
e
m
bers
o
f t
he
coun
cil
ex
pr
essed
th
eir
app
ro
v
a
l
o
f t
he
plans
f
o
r t
he
new
hot
el
c
o
m
plex
.
fa
v
our
T
h
e
me
mber
s
o
f
the
coun
cil
………
………
…………
……
………
………
t
he
plans
for
the
ne
w
hot
el
c
o
m
plex
.
Page 71
8
[T
urn
ov
er
Part
5
For
q
ues
ti
ons
40
-4
4
,
read
t
he
f
ollow
ing
t
ex
ts
on
spo
rt.
For
q
ues
ti
ons
40
-4
3
,
a
n
sw
er
w
it
h
a
w
o
rd
o
r
shor
t
phr
ase
.
You
do
not
need
t
o
w
rit
e
co
m
plet
e
s
en
tences
.
For
q
ues
ti
on
44
,
wr
it
e
a
s
u
m
m
a
ry
accor
din
g
t
o t
he
ins
tr
u
c
tions g
iv
en.
W
ri
te
y
our
answ
er
s t
o
q
ues
ti
ons
40
-44
on
t
he
separa
te
ans
w
e
r
sheet
.
The
g
o
al
of
the
wo
rld-class
arch
er
is
to
hit
the
centre
o
f
the
tar
g
et
w
ith
ea
ch
ar
row
shot.
H
e
trains himself to be in the middle of
the middle, to see onl
y
one c
entre.
One
world
ch
ampion
describes
this
fo
cusing
as
‘blockin
g
out
eve
ry
thing
except
m
y
wo
rld,
except
m
e
and
m
y
t
ar
g
et.
The
bo
w
becom
es
an
extension
of
me.
All
attention
is
focused
on
lining
up
the
sig
ht
with
the
c
entre
o
f
the
t
arge
t.
At
this
point
in
time
,
tha
t
is
all
I
see
,
he
ar
o
r
feel. With the bow drawn
and sig
ht on targ
et, a quick bod
y
s
can will tell me
if
an
y
thin
g
is
off.
I
then hold focus and simpl
y
let the
arro
w fl
y
.
It
will find the target.’
Once
a
p
erson
has
tr
ained
his
muscles
and
n
ervous
sy
stem
to
shoot
an
ar
row
into
the
middle
of
the tar
g
et, theor
eticall
y
he should be
able to put it into the centre ev
er
y
time.
W
hat
prevents
him
from
doing
that?
F
atig
u
e?
S
o
metimes,
but
not
on
the
first
few
rounds.
The
wind?
Someti
mes,
but
not
on
a
calm
da
y
.
W
h
at
then?
L
ike
most
o
ther
athletes,
ar
chers
are
p
revent
ed
from
achievin
g
total
ac
cura
c
y
b
y
wor
ry
,
b
y
distractin
g
thou
g
h
ts,
b
y
o
v
era
ctivation,
b
y
a
loss
of
focus.
The
y
h
ave
the
p
ro
g
ramme
in
their
b
rain
to
per
form
the
skill
flawlessl
y
.
They
c
an
do
it
without
thinking
.
Their
ch
allen
g
e
is
to
fr
ee
the
bod
y
of
irrelev
ant
movements
and
the
mind
of
ir
relev
ant
thoug
hts in order to totally
conne
ct with their
g
o
al.
40
In
y
our
ow
n
w
o
rd
s
ex
plain
th
e
re
lat
ionship
b
e
tw
een
an
ar
cher
and
his
bow
.
…………
………
………
………
………
………
…………
………
………
………
………
………
……
41
W
h
a
t
does t
he
w
rit
er
m
ea
n
by
‘
a q
u
ic
k
bo
dy
scan
w
ill
te
ll
m
e
i
f
any
th
ing
is
o
ff
’
?
(
line
6)
…………
………
………
………
………
………
…………
………
………
………
………
………
……
lin
e 6
9
[T
urn
ov
er
T
h
rough
the
tu
rquoise
wav
es,
tw
o
huge
y
a
cht
s
are
com
pet
ing
for
t
he
America’s
Cup,
one
of
the
most
valuable
prizes
in
world
s
por
t.
Hundreds
of
m
illions
o
f
poun
ds
have
been
spent
b
y
the
compet
it
ors
and
huge
prest
ige
and
profit
s
await
t
he
winner.
In
or
der
to
w
in,
a
crew’s
te
amwork
needs
to
b
e perfect
ly
s
y
nchronised.
It
is
a
c
at
ast
rophic
ti
me
to
lo
se
y
our
nerv
e
and
ev
en
th
o
ugh
so
m
uch
can
hang
o
n
th
e
ti
niest
mist
ak
e,
y
acht
ing
crews
o
f
th
is
c
alibre
are
unlikely
t
o
falt
er.
M
ent
a
lly
gr
oomed
b
y
coaches
and
sport
s
p
sycholo
g
ist
s,
th
ey
have
visualised
e
very
tact
ical
manoeuvre
in
advance
as
th
e
ent
ire
crew
close
th
eir
eyes
while
ashore
to
imagine
they
a
re
racing
,
tr
y
ing
to
a
nticipa
te
every
possible manoeuvre s
o that
nothing
w
ill come as a
surprise on
the water.
line
6
When
th
e
unex
pect
ed
d
oes
happen
a
second
set
o
f
disciplines
k
ick
s
in
t
o
c
alm
th
e
te
am
in
a
crisis.
When
the
going
get
s
tough,
they
use
pre-arranged
‘t
rigger
wor
d
s’
to
calm
one
anot
her
and
b
ecome
more
‘cent
red’.
It
is
lik
e
ta
k
ing
a
ment
al
d
eep
breat
h
as
the
words
act
almost
subconsciously
on
the
psyche.
Others
will
have
focuse
d
their
min
d
s
using
counselling-based
therapies
such
as
SWOT
analysis
–
thinking
i
ntelligentl
y
abou
t
their
S
trengths,
Weaknesses,
Opportunit
ies and
Threats out
on the wa
ter.
‘A
lot
o
f
ama
teur
yachtsmen
still
t
hink
it
’s
mu
mbo-jumb
o,’
says
one
umpire
who
a
lso
coaches
an
Olympic
team.
‘P
rofessionals
are
more
receptive
and
a
re
a
lways
on
the
loo
kout
for
something that
gives
them an edge.’
42
W
h
a
t
does t
he
w
rit
er
m
ea
n
by
t
h
e
w
o
rd
‘
gr
oom
ed’ ? (
line
6)
…………
………
………
………
………
………
…………
………
………
………
………
………
……
43
Ex
pla
in
in
y
our
o
w
n
w
or
ds
how
t
he
opinions
o
f
a
m
a
te
u
r
and
pr
o
fessional
y
acht
s
m
en
v
ar
y
as
to
the
use
fu
lness
o
f
psy
cholog
ical
techni
q
ues
.
…………
………
………
………
………
………
…………
………
………
………
………
……………
44
In
a
par
a
g
ra
ph
o
f
50
-7
0
w
ords,
su
mma
ri
se
in
y
our
o
w
n
w
ords
as
fa
r
as
poss
ib
le
t
h
e
psy
cholog
ical
techni
q
ues
des
cr
ibed
in
bot
h
tex
ts
w
hich
at
hlet
e
s
m
ay
use
to
enhance
their
perf
o
rm
ance
.
W
rit
e
y
our
s
u
m
m
a
ry
on
th
e
separat
e
ans
w
e
r
shee
t.
Page 72
U S E O F E N G L I S H PA P E R A N S W E R K E Y ( 1 )
Part 1
Part 2
Part 3
One mark for each correct answer
One mark for each correct answer
Two marks for each correct answer
1
others
16
extraordinary
26
appreciate
2
something
17
mercifully
27
retain
3
make
18
upbringing
28
head
4
with
19
enabled
29
domestic
5
not
20
achievement(s)
30
challenge
6
of
21
relationships
31
drew
7
do
22
elusive
8
After
23
realisation
9
regardless / irrespective
24
incurable
10
much
25
striking
11
itself
12
Since
13
well
14
place
15
in
Part 4
Up to two marks for each correct answer
32
came to light (1) + when / after / once (1)
33
went according (1) + to plan (1)
34
cut short (1) + their picnic (1) or cut their (1) + picnic short (1)
35
planning is crucial (1) + to / for the success (1) or plans are crucial (1) + to / for the success (1)
36
is suspected (1) + of having stolen / stealing (1)
37
(of) listening to Marion (1) + leaves me (feeling) (1)
38
shows definite signs (1) + of improvement / improving / having improved (1)
39
has (now) been (1) + turned into (1)
Note that correct spelling is required for questions 1 to 39.
Part 5
For questions 40–43 two marks for each correct answer
40
image of fear / daunting / frightening / terrifying (image)
41
to give an idea of insufficient and last minute preparation
42
how the research was divided / split into categories / the analysis of the research
43
enthusiastic, animated
44
One mark is awarded for each of the following four content points:
(i)
lack of preparation
(ii)
lack of confidence / nerves
(iii)
lack of attention to visual input
(iv)
lack of attention to tone of voice
Up to ten marks are awarded for summary skills. See mark scheme on page 61.
Parts of answers which are in brackets are not essential to the key.
Page 73
U S E O F E N G L I S H PA P E R A N S W E R K E Y ( 2 )
Part 1
Part 2
Part 3
One mark for each correct answer
One mark for each correct answer
Two marks for each correct answer
1
greater
16
findings
26
diverted
2
forward
17
miraculous
27
made
3
come / get
18
imaginative
28
set
4
into
19
painstaking
29
sense
5
unable
20
unmistak(e)able
30
clear
6
way
21
awareness
31
heart
7
us
22
sufficient
8
order
23
Predictably
9
which
24
unfailing
10
not
25
proposal
11
light
12
provided / providing /
supposing
13
part
14
as
15
well
Part 4
Up to two marks for each correct answer
32
remains to be seen (1) + how Anna will react (1)
33
newspapers as a/his/the source (1) + of ideas (1)
34
failure to get promotion / get/be promoted (1) + was due to (1)
35
(have) put paid (1) + to his chance(s) (1)
36
no reason why (1) + you can’t/shouldn’t apply (1)
37
ran the risk (1) + of losing (1)
38
was completely (1) + taken aback by (1)
39
said (that) they were (1) + in favour of (1)
Note that correct spelling is required for questions 1–39.
Part 5
For questions 40–43 two marks for each correct answer
40
it becomes / is part of him
41
he checks to see if his body’s in the right position / whether anything feels wrong
42
(mentally / psychologically) prepared / trained
43
amateurs regard them with suspicion / are cynical
AND
professionals accept them as worth trying because they may improve performance
44
One mark is awarded for each of the following four content points:
(i)
mental focusing
(ii)
visualisation
(iii)
use of trigger words
(iv)
use of counselling type therapies like SWOT
Up to ten marks are awarded for summary skills. See mark scheme on page 61.
Parts of answers which are in brackets are not essential to the key.
Page 74
U S E O F E N G L I S H A N S W E R S H E E T 1
Candidate
Answer Sheet 1 CPE Paper 3 Use of English
0
0
0
0
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9
1
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5
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4
5
6
7
8
9
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2
3
4
5
6
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8
9
Candidate Name
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Examination T
itle
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9
12
11
14
13
15
Part 1
0
Answer
Parts 4 and 5
on
Answer Sheet 2.
W
rite your answer
neatly in the spaces
provided.
Y
ou do not have to
write in capital letters for
Parts 4 and 5.
Instructions
Use a PENCIL
(B or HB).
Rub out any answer
you wish to change,
using an eraser
.
For
Parts 1, 2
and
3:
W
rite your answer
clearly in CAPIT
AL
LETTERS.
W
rite one letter in each
box.
For example:
Do not write
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Supervisor:
0
1
CPE 3-1
DP438/347
0
1
0
1
0
1
0
1
0
1
0
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3
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Continue with Parts 4 and 5 on
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16
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Page 75
U S E O F E N G L I S H A N S W E R S H E E T 2
Answer Sheet 2 CPE Paper 3 Use of English
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Candidate Signature
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itle
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2
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CPE 3-2
DP439/348
32
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1
34
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1
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2
1
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39
0
Part 5
Part 5: question 44
40
41
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40
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1
42
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42
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Examiner number:
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e
am and Position
0
Marks
1.1
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.1
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.1
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.1
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.1
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0
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Page 76
This candidate’s summary informs the reader, is fluently
written and well organised, using appropriate cohesive
devices. It is almost free of linguistic errors and generally
coherent.
While generally relevant, it is slightly over-length due mainly
to repetition in the final sentence.
Content: 3 marks
Summary skills: Band 4
People perform badly when they are speaking in public since they are usually not taught techniques about giving
talks. Although it is normal becoming nervous in such occasions you can learn to concentrate just before a talk.
Physical matters like sweating or trembling will not be recognised by the audience.
Besides spending enough time for preparation the speaker should know that only a small part of the actual contents
contributes to his success. His ability to appear confident with what he is talking about and his eye contact with the
audience are much more important.
C A N D I D AT E B
E X A M I N E R C O M M E N T S
Content points: (i), (ii)
The summary is very well expressed, adequately organised
and contains virtually no linguistic errors. The reader is
adequately informed but the summary includes some
irrelevant detail which leads to it being slightly over-length.
The candidate has paid little attention to the wording of the
task and only partially given the reasons ‘why people perform
badly when speaking in public’.
Content: 2 marks
Summary skills: Band 3
S A M P L E S C R I P T S W I T H E X A M I N E R C O M M E N T S F O R S A M P L E PA P E R ( 1 )
C A N D I D AT E A
People perform bady because they don’t adequately prepare themselves in advance, both immediately before the
presentation and by learning useful techniques. Some speakers believe that to give a successful presentation words are the
most important ingredient and they tend to rely too much on them – Instead research has shown that voice and body
language give a stronger impact than words. Therefore some inexperienced speakers perform badly because they don’t pay
enough attention to aspects such as liveliness and to sound trustworthy.
E X A M I N E R C O M M E N T S
Content points: (i), (ii), (iv)
Page 77
Speaking in public is not an easy thing to do, and there are several reasons for people not doing it properly. First of
all, there are the ‘presentation nerves’ which are unavoidable and sometimes spoil a beautiful speech. Speakers can
get very nervous at the thought that the audience might notice how scared they are, which is not often the case.
Sometimes, speakers don’t do enough thinking and preparation about what they are going to say, and the result is
usually an awful speech which nobody seems to be interested in. Finally, some people don’t realise how important
the way they look and their attitude is to the audience, which are basically the most important thing as far as the
audience is concerned, and rely too much on words.
A successful presentation has to be prepared careful and needs to have a clear concept. Features like how the
speaker performs in front of the audience are often underestimated. Research done on presentations found out that
only a small part of a successful and interesting presentation is the information by itself. The major role of how a
presentation performs is how it is presented. The speaker playes the key figure.
C A N D I D AT E C
E X A M I N E R C O M M E N T S
Content points: (i)
The summary is reasonably fluently written and is within the
word limit set for the task. It contains few grammatical
mistakes, but is marred by inappropriate vocabulary and
awkwardness of expression, and therefore requires
considerable effort on the part of the reader.
It suffers seriously from a lack of relevance and a tendency to
outline vaguely what constitutes a successful presentation
instead of adhering to the wording of the task.
Content: 1 mark
Summary skills: Band 2
C A N D I D AT E D
C A N D I D AT E D
E X A M I N E R C O M M E N T S
Content points: (i), (ii)
The summary informs the reader and is expressed in
generally correct English. However, by using 129 words and
including a great deal of irrelevance and repetition, the
candidate fails to demonstrate an adequate command of
summary skills.
Content: 2 marks
Summary skills: Band 1
Page 78
The techniques used by professional athletes to enhance their performances are very sophisticated. These vary from the
blocking of every unnecessary thought other than that of the performance itself to the visualisation of any possible
movement in advance. They also use ‘key words’ to trigger the mind to calm down and other kinds of therapies which
condition the mind towards strength, and provide them with courage to overcome any possible mishap.
C A N D I D AT E A
E X A M I N E R C O M M E N T S
Content points: (i), (ii), (iii), (iv)
A clear, concise summary which requires virtually no effort
on the part of the reader. There are very few non-impeding
errors, and it is well organised, conforms to the word limit
and is totally relevant.
Content: 4 marks
Summary skills: Band 5
Athletes must be extremely concentrated = many of them focus on the target as the only existing and remaining thing
around them.
Others try to anticipate by visualising the path they have to follow and its difficulties. As for some yachtmen, they are
trained to give words of encouragement to their partners in case of crisis or follow therapies helping them to react
actively in such a case.
C A N D I D AT E B
E X A M I N E R C O M M E N T S
Content points: (i), (ii), (iii), (iv)
A concise summary, fluently written with no impeding errors,
which requires minimal effort on the part of the reader. It is
competently linked and reworded and marred only by the
use of = in the first sentence and two paragraphs instead of
one, placing it in Band 4.
Content: 4 marks
Summary skills: Band 4
S A M P L E S C R I P T S W I T H E X A M I N E R C O M M E N T S F O R S A M P L E PA P E R ( 2 )
Page 79
During the competition, athletes have to keep their concentration in every situations. To do that, atlethes can follow a mind
training trying to imagine they are racing. In this way they can try to think of all possible manoeuvres they will have to do. It
can be happen that athlets have to face unexpected events; they can use different methods to react in this kind of situation:
they can repeat specific words to get calm and mantain concentration or decide to follow other terapies such as ‘swots
analysis’.
C A N D I D AT E C
E X A M I N E R C O M M E N T S
Content points: (i), (ii), (iii), (iv)
This is a satisfactory realisation of the task, which is generally
relevant and notes all four content points in a reasonably
coherent manner. Though adequately organised and linked, it
suffers from a lack of conciseness and a number of errors in
grammar and spelling.
Content: 4 marks
Summary skills: Band 3
Before the race professional yachting crews experience visually their tactical manoeuvres by closing their eyes, so as to
imagine every possible action that can be necessary during the race, to keep everything under control on the water.
If anything goes wrong the crew will use a pre-arranged ‘trigger word’, which is aimed to focus the crew’s attention and to
make them feel more relaxed. Another way of obtaining this is the SWOT analysis, a counselling-based therapy which
makes one think in a constructive way about strengths, weaknesses, opportunities and threats.
C A N D I D AT E D
E X A M I N E R C O M M E N T S
Content points: (ii), (iii), (iv)
This is an inadequate attempt at the task set despite the
inclusion of most of the content points. It is slightly over-
length, written as two paragraphs and poorly reworded with
unnecessary lifting. It is this that gives the impression of
fluency but it is clear that the task has not been fully
understood.
Content: 3 marks
Summary skills: Band 2
Page 80
1)
You think about a special situation in your competition and you go through every movement you have to do to solve
the problem. The aim is that you have already dealed with any possible situation. In a result their is no surprising
situation with the effect that your fear of failing in the competition is reducing.
2)
If there is a surprising situation you have to react coolly. One mental technique is to use a phrase, maybe ‘stay cool’,
to persuade you and your team that you are not nervous and that it is important to concentrate on the task.
Another technique is to strengthen your self-confidence by repetiting phrases like ‘I am strong, I can solve any
problem’ an so on.
C A N D I D AT E E
E X A M I N E R C O M M E N T S
Content points: (ii), (iii)
This is a poor attempt at the task set, which shows little
command of summary skills and is not clear in its reference
to the content points. It is some 50 words over-length, has
three paragraphs, contains a good deal of irrelevance and a
number of errors which impede communication.
Content: 2 marks
Summary skills: Band 1
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