Teaching towards CAE

Aims of the seminar

to review the skills required in CAE exam to review the testing focuses of certain parts
of the exam

to discuss classroom activities and ideas to

help students prepare for the CAE exam

At C1, a learner can:

use structures with ease and fluency be aware of register and adapt language to a wide
variety of situations

produce a variety of text types and utterances use language in a creative and flexible way respond appropriately to unforeseen as well as
predictable situations

produce quite long and complex utterances.

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CAE Paper 1: Reading

Format of Paper 1
Part 1: three themed texts with two multiple choice questions on each
Part 2: gapped text task with paragraphs removed from a base text Part 3: one text with multiple choice questions Part 4: one text, or texts; multiple matching task
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Text types
newspapers magazines journals non-literary books leaflets brochures fiction

Testing focuses include:

Reading for understanding of:

detail opinion purpose attitude

main ideas text structure and

organisation implication

Skills for Part 3

following a line of argument reading in detail deducing meaning of unknown words from
context

inferring underlying meaning recognising and evaluating attitude and

opinion

reading at speed
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Part 4: skills
understanding precise details coping with unknown lexis matching complex paraphrase skimming and scanning

CAE Paper 2: Writing

Format of Paper 2
Part 1 (compulsory): 180220 words

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one of: an article, a letter, a proposal or a report

Part 2 (a choice of four tasks): 220260 words

an article, a competition entry, contribution to a longer piece (e.g. to a book), essay, information sheet, letter, proposal, report or a review Question 5 (choice of two tasks) is on a set text. Text types include an article, an essay, a report or a review.

Part 1: Task-specific mark scheme

Content:

Organisation & cohesion: Register: Range: Target 12 reader:

Part 1: Task-specific mark scheme

Content: For a Band 3 or above, the proposal must: describe the two venues recommend one of the venues give reasons for choice. clearly organised, possibly with headings formal to unmarked. Must be consistent language of description, recommendation and persuasion would be informed.

Organisation & cohesion: Register:

Range:
Target 13 reader:

Part 2: Task-specific mark scheme

Content:

Organisation & cohesion: Register: Range: Target 14 reader:

Part 2: Task-specific mark scheme

Content: For a Band 3 or above, the essay must: say whether there are greater advantages to being self-employed than working for a company give reasons for opinions clearly organised into paragraphs with appropriate linking devices formal to unmarked. Must be consistent language of description, opinion, explanation and justification. Vocabulary related to work and employment

Organisation & cohesion: Register:

Range:
Target 15 reader:

would be informed.

Features of essay task type

is usually written for a teacher may be follow-up to class activity should include an introduction, clear

development, appropriate conclusion develops an argument/discusses issues includes reasons for opinions.

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CAE Paper 3: Use of English

Format of Paper 3
Part 1: multiple choice cloze
Part 2: open cloze Part 3: word formation Part 4: gapped sentences Part 5: key word transformation
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imagine
imagination (n) imaginings (n) imaginary (adj) [un] imaginative [ly] (adj)(adv) [un] imaginable (adj) [un] imaginably (adv) unimagined (adj)
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This would have been .. in 1858.

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Part 3: knowledge of vocabulary

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wide range of derivatives

both positive and negative forms specific meanings

what classes of word are needed in different places in the sentence/paragraph appropriacy of different words in context other possible changes required spelling

field [noun]
corn field
sports field oil field snow field magnetic field field of battle
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field of study
field of activity/interest field of vision lead the field in the field

Question 39
My cousin isnt doing all that well academically but hes a genius on the football . This company has gained a reputation for being one of the most innovative in its . This year Im growing sunflowers in this . and next year it will be maize.

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common
common agreement common courtesy common ground common knowledge the common cold the common good common law common land

common language
common noun

common name
common room

common sense
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In some urban areas, tower blocks are being .. down to be replaced by rows of houses. The main suspect in the case told the police that his jacket had been .. when he fell off his bicycle.

At the start of his career, James was .. between taking a job in television and becoming an accountant.

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Part 4: knowledge of vocabulary needed

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multiple meanings of words in different contexts

familiarity with collocations

phrasal verbs familiarity with both literal and figurative uses of words grammar (use correct form of a word in context) spelling

CAE Paper 4: Listening

A learner at C1 level can:

follow a course of academic study in English

pick up nuances of meaning and opinion

follow discussion and argument with only occasional need for clarification

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use compensation strategies to overcome inadequacies

deal with unpredictable questions.

Main testing focus of each part

Part 1 Part 2 A B C D E listening for gist and main idea listening and recording specific information listening for whether speakers agree or not listening to identify the speaker listening for the attitude and opinion of speakers

Part 3
Part 4

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Main testing focus of each part

Part 1: a range of focus. A, C, or E Part 2: B (specific information = detail and stated opinions) Part 3: a wide range of focus, each question focusing on a different aspect of the interview or discussion. A, C or E Part 4: a wide range of focus. A, D or E
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Part 1

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dialogues range of interaction patterns and length texts last approx. one minute range of contexts, speakers and topics two questions on each text different focus questions come in order questions may focus on same piece of text but test different things

Part 1
feeling attitude opinion function speakers purpose agreement of

speakers listeners course of action general gist understanding a point of detail

1
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Part 1 Extract 2

Part 1: questions
1. When did you get the answer to each question? 2. How did you know which question to focus on while you were listening? 3. How would you use the second listening? 4. What sub-skills of listening do you feel were being tested by the questions? 5. What kind of activities would help your students to prepare for this task?
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Part 4

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all five speakers address the same topic all heard once then repeated about 30 seconds each range of speakers task focuses on different aspects of gist listening two tasks to do on the same text questions may focus on same piece of text but test different things different listeners may find answers from different parts of the text

Part 4 testing focuses

identify the speaker main point attitude

opinion interpret context

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Part 4 Speaker 1

Part 4: questions
1. When did you get the answer to each question? 2. How did you know which question to focus on while you were listening? 3. What sub-skills of listening do you feel were being tested by the questions? 4. What kind of activities would help your students to prepare for this task?

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Part 4
focus on gist listening different ways to approach the task we remember the gist of what people say,
not the actual words

task mirrors real-life skill of using context

and language clues

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CAE Paper 5: Speaking

Format of Paper 5
Part 1: conversation with interlocutor
Part 2: individual long turn

Part 3: two-way conversation between candidates

Part 4: discussion on topic related to Part 3

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Part 2
individual comment on and reaction to
two pictures (out of a set of three)

one minute related question to other candidate tests ability to produce an extended piece
of discourse

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 Why do children enjoy games like these? What might children learn from playing them?

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What type of language are candidates expected to use in Part 2?

speculating comparing expressing opinions describing

Address the task!
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Assessment criteria
Grammatical resource Vocabulary resource Discourse management Pronunciation Interactive communication
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1 Part 2: Luzius

How effective might these suggestions be in improving health care? Which two would benefit the local community most?

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What type of language are candidates expected to use in Part 3?

Candidates should: engage in discussion work towards a negotiated outcome of task set show a range of language invite opinions and ideas from their partner.

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What type of language are candidates expected to use in Part 3?

Language functions include: sustaining an interaction exchanging ideas expressing and justifying opinions agreeing and/or disagreeing suggesting speculating evaluating reaching a decision through negotiation.
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2 Part 3: Nicole & Max

General teaching tips for speaking skills

Integrate listening and speaking skills. Practise pronunciation through listening and
reading.

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Support for teachers

handbook bulletins website: http://www.cambridgeESOL.org further seminars Teaching Resources website:
www.cambridgeesol.org/teach

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Further information
University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: (0)1223 553355 Fax: (0)1223 460278 E-mail: ESOLHelpdesk@cambridgeesol.org Keep up to date with what's new via the Cambridge ESOL website www.CambridgeESOL.org
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