Cambridge English Proficiency Faqs PDF
Cambridge English Proficiency Faqs PDF
Cambridge English Proficiency Faqs PDF
Will I get one or two scores for the Reading and Use of English paper?
Your Statement of Results will show two scores for this paper one for Reading and one for Use of English.
They are equally important when calculating your overall score.
How are the separate scores for Reading and Use of English determined?
On your Statement of Results and your certificate, you will receive a Cambridge English Scale score for
Reading and a separate Cambridge English Scale score for Use of English (as well as Writing, Listening and
Speaking). On the Reading and Use of English paper, the Reading score is derived from Parts 1, 5, 6, 7 and
8, and the Use of English score is derived from Parts 2, 3 and 4.
What kind of tasks are there in the Reading and Use of English paper?
The paper includes the following task types: multiple-choice cloze, open cloze, word formation, key word
transformation, multiple choice, gapped paragraph and matching.
What kind of texts appear in the Reading and Use of English paper?
The texts come from a range of different sources and are written for different purposes. They are mainly
contemporary and include non-specialist material from fiction and non-fiction books and journalism (a
wide range of newspapers, magazines and journals).
What aspects of reading are being tested in the Reading and Use of English paper?
The paper tests comprehension at word, phrase, sentence, paragraph and whole-text level. Each part tests
different aspects of reading, including the use of vocabulary in context, such as idioms and collocations,
understanding detail, opinion and attitude, text organisation and structure, global meaning and main idea,
and cohesion and coherence.
How can I best prepare myself for the Reading and Use of English paper?
It is essential for you to engage with a substantial and varied range of written English and to read
extensively (preferably for pleasure, not simply for the purposes of studying) as well as intensively. This
enables you to become familiar with a wide range of language and text types, and is also helpful when
you are working on the longer texts in Parts 5 and 6. You should also be familiar with the technique of
indicating your answers on the separate answer sheet so that you can do this quickly and accurately.
How do I fill in the answer sheet correctly?
You should use a pencil and not a pen. For Part 1 mark ONE letter for each question. In Parts 2, 3 and 4
write your answer clearly in capital letters and in Parts 2 and 3 write one letter in each box. If you make a
mistake you can use an eraser and rub it out.
How long is each part of the Reading and Use of English paper?
There is no fixed answer to this question. The overall time allowed for the Reading and Use of English
paper is 90 minutes. Candidates in a class preparing for the exam will almost certainly find that, as each
part is a different task and tests different skills, they do not all spend the same amount of time on each
part. This is normal and you should practise extensively before the exam to see how you need to manage
your time. The paper has a standard structure and format, so you will know what to expect in each part of
the paper. You should be aware that answers must be written on the answer sheet within the time allowed
for the paper. Some students prefer to transfer their answers at the end of each task rather than wait until
they have completed the whole paper.
What happens if I miss a negative in the transformations, thereby giving the opposite meaning to the
original?
The instructions state that the second sentence must have a similar meaning to the first. However, in the
mark scheme the answer is divided into two parts (see below). The two parts of the sentence (either side
of the dividing line) are always treated separately, so you will receive 1 mark for correctly completing one
part of the sentence, even if a negative has been omitted from the other part.
Example: Ive never thought of asking the hotel staff for advice about restaurants.
OCCURRED
It has ............. the hotel staff for advice about restaurants.
Answer: never occurred to me (1) | to ask (1)
Writing
DO
P Read each question very carefully.
P Remember that Question 1 is compulsory.
P Choose which Part 2 question to answer on the basis of what interests you the most, but also bear in
mind the task type.
P Decide exactly what information you are being asked to give.
P I
dentify the target reader, your role as writer and your purpose in writing.
P Check which task type you are being asked to write.
P Organise your ideas and make a plan before you write.
P Use a pen, not a pencil.
P Write your answers in the booklet provided.
P Write in an appropriate style.
P I
dentify the key points in each text in Part 1.
P Deal with all parts of the question in Part 2.
P Calculate how many words on average you write on a line and multiply this average by the number of
lines to estimate how much you have written dont waste time counting words individually.
P Follow your plan and keep in mind your purpose for writing.
P Use as wide a range of structure and vocabulary as you can, but think carefully about when to use
idioms.
P Use paragraphs, and indent when you start a new paragraph.
P Check for spelling errors and the use of punctuation capital letters, apostrophes, commas, etc.
P Cross out errors with a single line through the word(s).
P Check structures: subjectverb agreement, tenses, word order, singular and plural nouns.
P Make sure that your handwriting can be read by the examiner.
DONT
Dont attempt a set text question if you have not read the book.
O
Dont attempt a question if you feel unsure about the format.
O
Dont include irrelevant material.
O
Dont write out a rough version and then try to write a good copy you will not have time.
O
There are some similarities between the writing tasks in Cambridge English: Advanced (CAE) and
Cambridge English: Proficiency. What is different?
Cambridge English: Proficiency questions are designed to generate language that requires you to use more
abstract functions such as hypothesising, interpreting and evaluating, and to move away from just factually
based responses. This raises the expected language level not only in terms of structure but also range of
vocabulary and appropriateness of style and register.
Are there any differences in the way the Part 1 and Part 2 questions are assessed?
Part 1 and Part 2 questions carry equal marks, and writing examiners apply the same assessment scales
to them (Content, Communicative Achievement, Organisation and Language). There is more about this in
the question below.
How are extended responses in the Writing paper assessed?
Examiners mark tasks using assessment scales developed with explicit reference to the Common
European Framework of Reference for Languages (CEFR). The scales, which are used across the
Cambridge English General and Business English Writing tests, are made up of four subscales: Content,
Communicative Achievement, Organisation and Language:
Content focuses on how well the candidate has fulfilled the task if they have done what they were
asked to do.
Communicative Achievement focuses on how appropriate the writing is for the task and whether
the candidate has used the appropriate register.
Organisation focuses on the way the candidate puts together the piece of writing, in other words, if
it is logical and ordered.
Language focuses on vocabulary and grammar. This includes the range of language as well as how
accurate it is.
Each response is marked from 0 to 5 on each of the four subscales and these scores are combined to give
a final mark for the Writing test.
If I write in a text type, such as a letter, a report, or an essay, that is different from the one asked for in
the question, how will the writing be assessed?
The text type is a very important aspect of the Cambridge English: Proficiency Writing paper as it is a major
factor in the choice of style and register for the piece of writing. For example, if you write an essay when
the question has asked for an article, the register will not be totally appropriate for an article. This will have
a negative effect on the target reader and will be penalised.
Will I be penalised for writing an answer that is over the word limit stated in the question?
You will not be penalised just because the text is over the word limit. However, over-length writing may
lead to irrelevance, repetition and poor organisation. These factors have a negative effect on the target
reader and will be penalised.
How is the writing assessed if the candidate has obviously run out of time and the answer is incomplete?
Examiners will only assess what is on the page and will not make assumptions about what you might have
written. For example, if the conclusion is missing, this will affect the organisation and coherence and will
be penalised.
Listening
DO
P Listen to and read the instructions. Make sure that you know what kind of text you will hear, what it is
about and what you have to do in each part.
P Think about the topic, the development of ideas and the context as you read the questions. This will
help you when you listen.
P Answer all the questions. Even if you are not sure, you have probably understood enough to make a
good attempt.
P Be careful of word spotting (when answers in options appear in the recording but in a different
context).
P Pay attention to the role of stress and intonation in supporting meaning.
P Write the actual word you hear (Part 2).
P Check your spelling (Part 2).
P Look carefully at what is printed before and after the gap and think about the words which could fit,
both logically and grammatically (Part 2).
DONT
Dont spend too much time on a difficult question. Move on to the next question and come back to the
O
difficult one again later.
Dont complicate an answer by changing or adding extra information (Part 2).
O
What aspects of listening are tested in the Cambridge English: Proficiency Listening paper?
The range of texts and task types reflects the variety of listening situations which you need to be able to
cope with at this level.
Variety of accents:
Recordings will contain a variety of accents corresponding to standard variants of native-speaker accent.
Text types:
Texts vary in terms of length and interaction. Text types used include: interviews, discussions,
conversations, talks, speeches, lectures, documentaries, instructions.
Task types:
A variety of task types is used. These reflect the different reasons for, and focuses of, listening:
understanding opinion, attitude, gist, detail, main idea, speakers purpose; inferring meaning, agreement
and opinion. Three- and four-option multiple-choice exercises, sentence completion and multiple matching
are used.
Before listening:
The instructions for each task are heard in the recording and are followed by a pause for you to study
the task for that section. You can and should use this time to study the questions printed on the page for
this task to help you predict both what you will hear and what kind of information you will be required to
identify and understand in order to be able to answer.
While listening:
The questions in the Listening paper follow the order of the information in the recording, and you should
not waste time on a question you are having difficulty with as you might miss the answer to the following
question. Each recording is heard twice.
After listening:
Five minutes are provided at the end of the recording for you to transfer your answers onto the answer
sheet.
Am I supposed to write the words I hear in the recording in answers to Part 2, or do I get more marks if I
use my own words?
You should try to use the actual words you hear in the recording. You do not get more marks for using your
own words.
Speaking
DO
P Make sure that you know what you have to do in each part of the test and the timing involved.
P Raise the level of the conversation and discussion above the everyday and purely descriptive.
P Listen to the instructions carefully and focus on the task set.
P Listen actively to your partner, develop their ideas and opinions and work with them.
P Show interest in and respect for your partners ideas and views.
P Make use of the prompts in your long turn if you want to.
P Respond as fully as possible and extend your ideas and opinions, giving reasons where possible.
P Remember your partners name and use it when referring to them.
DONT
Dont let your partner always take the lead you must also initiate.
O
Dont waffle be direct, get to the point and say what you mean.
O
Dont speak during your partners long turn.
O
Dont waste your opportunities to show the examiners what you can do.
O
Dont ask the examiners how you have done.
O
Dont monopolise the discussion. You must be sensitive to turn-taking (Part 2).
O
For more information about Cambridge English: Proficiency, visit our website:
www.cambridgeenglish.org/exams/proficiency