Caehandbook

C A M B R I D G EE X A M I N AT I O N S , C E R T I F I C AT E S & D I P L O M A S
English as a
Foreign Language
CAECERTIFICATE IN ADVANCED ENGLISH
HANDBOOK

PREFACE
This Handbook is intended principally for teachers and
course designers who are, or intend to become, involved in
preparing candidates for the Certificate in Advanced English
(CAE). There are separate Handbooks for other Cambridge
EFL examinations.
The introductory part of the handbook provides a general
background to the Cambridge EFL examinations and an
overview of the work of UCLES-EFL, including a description
of current procedures for test design, production and
marking.
For further information on any of the Cambridge EFL
examinations, please contact:
EFL Information
University of Cambridge Local Examinations Syndicate
Syndicate Buildings
1 Hills Road
Cambridge
CB1 2EU
Tel: +44 1223 553355
Fax: +44 1223 460278
email: efl@ucles.org.uk
www.cambridge-efl.org.uk

CHANGES TO C AE
The following changes to CAE are being introduced from the
December 1999/June 2000 examining sessions:
Paper 3 (see page 32)
The following changes to CAE Paper 3 are being introduced
for the first time in the December 1999 examining session:
A new task appears on the paper. This is a word formation
task consisting of two short texts containing in total 15 gaps.
Candidates are required to form a new word to complete the
gap using a prompt word provided.
The current Question 6 (expansion of notes into sentences)
will no longer appear on the paper.
Paper 3 thus consists of:
Part 1 (formerly Section A, question 1)
Multiple choice cloze
Part 2 (formerly Section A, question 2) Open cloze
Part 3 (formerly Section B, question 3)
Error correction text
Part 4 Word formation (a new task)
Part 5 (formerly Section B, question 4)
Register change gap-fill task
Part 6 (formerly Section C, question 5)
The time allowed for the paper (1 hour and 30 minutes)
remains unchanged.
The following change to CAE Paper 4 is being introduced for
the first time in the June 2000 examining session:
Part 4 (formerly Section D): the taped material remains
unchanged (i.e. five short listening texts with common
theme), but an alternative task will be introduced in some
versions of the test consisting of ten 3-option multiple
choice questions, with two questions relating to each short
text.
The following changes to CAE Paper 5 are being introduced
for the first time in the December 1999 examining session:
In Part 2 ‘describe and draw’ tasks no longer appear in the
specifications for the test.
In Part 4 the Assessor no longer takes part in the discussion.

INTRODUCTION
Introduction to UCLES
The University of Cambridge Local Examinations Syndicate
(UCLES) was established as a department of the University of
Cambridge in 1858 in order to set a standard of efficiency
for schools in England. The Cambridge examinations cover a
wide range of academic and vocational subjects and include
examinations specially designed for the international market.
Examinations in English as a Foreign Language (EFL) were
started at UCLES in 1913, with the Certificate of Proficiency
in English (CPE). The First Certificate in English (FCE) was
introduced in 1939. Other EFL examinations and schemes
for Teachers of English as a Foreign Language (TEFL) have
been added periodically since then, so that UCLES now
offers the most comprehensive range of EFL examinations
and TEFL schemes with a total annual candidature of over
500,000.
The English as a Foreign Language (EFL)
UCLES-EFL has specific responsibility for all the professional
and specialist aspects of the EFL examinations and the TEFL
schemes. The EFL team is made up of staff with
qualifications mainly in the area of applied linguistics and
TEFL, and with considerable experience in overseas teaching
situations.
The work of UCLES-EFL covers four main areas:
• question paper production;
• support for the administration of the examinations
(particularly the Speaking Tests);
• processing of examinations (marking, etc.);
• user service.
In all these areas there is a programme of ongoing
validation, and specialist staff work on analysis and
evaluation. The aim is to ensure that standards are being met
and that the examinations develop in order to meet the
changing needs of candidates and other test users.
The core of the EFL system is the question paper production
process. This is described in detail on pages 6 and 7.
UCLES-EFL is responsible for ensuring that various
professional requirements are met. This includes, for
example, the development and implementation of training
and monitoring procedures which are required for carrying
out the assessment of spoken and written language by
examiners. UCLES-EFL is also responsible for the
administration and processing of examinations.
For UCLES-EFL, user service concerns professional matters
such as the production of information for test users, e.g.
specifications, handbooks, sample materials, examination
reports, etc. It is also the responsibility of EFL e.g.
specifications, handbooks, sample materials, examination
reports, etc. It is also the responsibility of EFL staff to ensure
that obligations to test users are met, and that in this context
UCLES EFL examinations fulfil the Code of Practice
established by the Association of Language Testers in Europe
(see below). This Code of Practice focuses on the
responsibilities of both examination providers and
examination users and covers four main areas:
• developing examinations;
• interpreting examination results;
• striving for fairness;
• informing examination takers.
The Association of Language Testers in Europe (ALTE)
UCLES is a member of the Association of Language Testers in
Europe (ALTE) which was formed in 1990. The members are
all providers of language examinations and certificates from
countries within the European Union.
The principal objectives of ALTE are as follows:
• to establish a framework of levels of proficiency in
order to promote the transnational recognition of
certification, especially in Europe;
• to establish common standards for all stages of the
language testing process: i.e., for test development,
question and item writing, test administration,
marking and grading, reporting of test results, test
analysis and reporting of findings;
• to collaborate on joint projects and in the exchange
of ideas and know-how.
At the present stage of development of the framework,
considerable agreement has been reached on the content
definition of all five levels of proficiency. Further empirical
research is taking place.
More information about ALTE and copies of ALTE documents
can be obtained from the ALTE Secretariat at UCLES.

Cambridge Level Five
Certificate of Proficiency in English (CPE)
Cambridge Level One
Key English Test (KET)
Cambridge Level Two
Preliminary English Test (PET)
Cambridge Level Three
First Certificate in English (FCE)
Cambridge Level Four
Certificate in Advanced English (CAE)
Trial
construction
Trialling
review
Trialling
The Production Cycle for Pretested Question Papers
UCLES employs a team of Item Writers to produce
examination material, and throughout the writing and editing
process strict guidelines are followed in order to ensure that
the materials conform to the test specifications. Topics or
contexts of language use which might introduce a bias
against any group of candidates of a particular background
(i.e., on the basis of sex, ethnic origin, etc.) are avoided.
After selection and editing, the items are compiled into
pretest papers. Pretesting plays a central role as it allows for
questions and materials with known measurement
characteristics to be banked so that new versions of question
papers can be produced as and when required. The
pretesting process helps to ensure that all versions conform
to the test requirements in terms of content and level of
difficulty.
Each pretest paper contains anchor items or is supplied to
candidates with an additional anchor test. The anchor items
are carefully chosen on the basis of their known
measurement characteristics and their inclusion means that
all new items can be linked to a common scale of difficulty.
Pretest papers are despatched to a wide variety of EFL
schools and colleges, which have offered to administer the
pretests to candidates of a suitable level. After the completed
pretests are returned to the Pretesting Section of the EFL
Division, a score for each student is provided to the centre
within two weeks of receiving the completed scripts. The
items are marked and analysed, and those which are found
to be suitable are banked.
Material for the productive components of the examinations
is trialled with candidates to assess its suitability for
inclusion in the Materials Bank.
The UCLES Main Suite: A Five-Level System
UCLES has developed a series of examinations with similar
characteristics, spanning five levels. Within the series of five
levels, the Certificate in Advanced English is at Cambridge
Level Four.
In 1998 there were over 50,000 candidates for the CAE
examination throughout the world.
A B
Pre-editing and editing
of material
Pretest
construction
Revision
Rejection
Pretesting
Item
Analysis
MATERIALS BANK*
Question paper
construction
*electronic bank for pretested materials
Commissioning of material
for question papers
The Production of EFL Question Papers
The production process for question papers for EFL
examinations and TEFL schemes begins with the
commissioning of material and ends with the printing of
question papers.
For the majority of EFL question papers there are five main
stages in the production process:
• commissioning;
• editing;
• pretesting/trialling;
• analysis and banking of material;
• question paper construction.
This process can be represented in the diagram below.

B ACKGROUND TO C AE
CAE was introduced in December 1991. It is designed to
offer a high-level qualification in the language to those
wishing to use English for professional or study purposes.
It is also designed to encourage the development of the skills
required by students progressing towards CPE, with emphasis
very much on real-world tasks.
The Level of CAE
As well as being at Cambridge Level Four, CAE also falls
within Level Four of the ALTE framework, and a brief
description of this level is given below. This description is
not a specification for the examination content but refers to
language activities in real-world, non-examination contexts.
ALTE Level Four - Competent User
At this level, learners are expected to be able to use the
structures of a language with ease and fluency. They are
aware of the relationship between the language and the
culture it exists in, and of the significance of register. This
means that to some extent they are able to adapt their
language use to a variety of social situations, and express
opinions and take part in discussions and arguments in a
culturally acceptable way. Learners at this level can develop
their own interests in reading both factual and fictional texts.
They can also produce a variety of types of texts and
utterances, such as letters of varying degrees of formality.
They can use language in a creative and flexible way, with
the ability to respond appropriately to unforeseen as well as
predictable situations, producing quite long and complex
utterances.
The written and spoken texts encountered in most common
everyday situations can be dealt with at a level below that
reached by the Level Four Learner, but certain more difficult
situations, e.g., connected with renting accommodation,
demand this level of language. Users at this level can enjoy
a wide range of social contacts.
Examinations at Level Four may be used as proof of the level
of language necessary to work at a managerial or
professional level or follow a course of academic study at
university level.
Recognition
CAE is recognised by the majority of British universities for
English language entrance requirements. These are listed in a
leaflet ‘Recognition in Britain’ available from UCLES. More
information about recognition is also available from British
Council Offices.
CAE Candidature
Information is collected about the CAE candidates at each
session, when candidates fill in a Candidate Information
Sheet. The candidates for CAE come from a wide range of
backgrounds and take the examination for a number of
different reasons. The following points summarise the
characteristics of the current CAE candidature.
Nationality - CAE is taken by candidates throughout the
world in about 67 countries, although the total number of
nationalities represented in the candidature is over 175. The
majority of these candidates enter for CAE in European and
South American countries. Many candidates also take the
examination in the UK.
Age - Nearly 80% of candidates are under 25, with the
average age being about 23. In some countries the average
age is lower (e.g., in Greece it is about 17).
Gender - About 70% of candidates are female.
Employment - Most candidates are students, although there
are considerable differences in the proportion of students in
different countries.
Exam Preparation - A large proportion of candidates (about
80%) undertake a preparatory course before taking the
examination.
Reasons for taking CAE - Candidates’ reasons for wanting an
English language qualification are roughly distributed as
follows:
• for study (44%)
• for work (41%)
• other (15%)
C AE CONTENT: AN OVERVIEW
Reading 1 hour 15 minutes
Writing 2 hours
English in Use 1 hour 30 minutes
Listening 45 minutes (approximately)
Speaking 15 minutes (approximately)
The examination consists of five papers:
Reading
Candidates are expected to be able to read and understand
texts taken from magazines, newspapers, leaflets, etc. They
should demonstrate a variety of reading skills including
skimming, scanning, deduction of meaning from context and
selection of relevant information to complete the given task.

There are four compulsory texts, giving a total of about
3,000 words. There are forty to fifty questions. The three
main task types are: multiple matching, multiple choice and
gapped text.
Writing
Candidates are expected to complete non-specialist writing
tasks in response to the stimuli provided (input text and task
descriptions). The input texts are taken from articles, leaflets,
notices, formal and informal letters, etc. Both audience and
purpose are made clear in the task descriptions.
The first part is compulsory and candidates must complete
one or more tasks in response to a reading input which is
usually made up of several short texts. The second part
involves choosing one of four tasks from a range of writing
activities (letters, articles, instructions, messages, etc.).
Responses should be about 250 words in length.
English in Use
Candidates are expected to demonstrate the ability to apply
their knowledge of the language system by completing tasks
based on authentic passages. They must complete six tasks
with a total of eighty items. The tasks include the following
types: cloze exercises, gap filling, proof-reading exercises,
word formation exercises and text completion.
Listening
Candidates are expected to understand each text as a whole,
gain detailed understanding and appreciate gist and the
attitude of the speaker. They must also be able to identify
and interpret the context. Texts take the form of
announcements, speeches, radio broadcasts, etc.
There are four parts lasting approximately forty-five minutes
in all, with a total of thirty to forty questions. The first two
parts consist of two short monologues, the third of a longer
dialogue/interview and the fourth of conversational extracts.
The tasks candidates are asked to perform include the
following: information transfer, multiple choice, various
types of matching and note completion.
Speaking
The Speaking paper is conducted by two examiners with a
pair of candidates. They must be able to demonstrate a range
of oral skills: interactional, social, transactional, negotiation
and collaboration. The test lasts for about fifteen minutes.
The candidates first respond to one another’s and the
Interlocutor’s questions about their interests, careers, etc.
Each candidate is then given a set of visual stimuli which
serves to encourage a ‘long turn’ from each candidate.
The final two parts are linked. The candidates first complete
a collaborative task. This is followed by further discussion
between candidates and the Interlocutor on points which
have arisen from the collaborative task.
GRADING AND RESULTS
The five CAE papers total 200 marks, after weighting. Each
paper is weighted to 40 marks.
A candidate’s overall CAE grade is based on the total score
gained by the candidate in all five papers. It is not necessary
to achieve a satisfactory level in all five papers in order to
pass the examination.
The overall grade boundaries (A, B, C, D and E) are set
according to the following information:
• statistics on the candidature;
• statistics on overall candidate performance;
• statistics on individual items, for those parts of the
examination for which this is appropriate (Papers 1,
3 and 4);
• advice, based on the performance of candidates,
and recommendations of examiners where this is
relevant (Papers 2 and 5);
• comparison with statistics from previous years’
examination performance and candidature.
Results are reported as three passing grades (A, B and C) and
two failing grades (D and E). The minimum successful
performance which a candidate typically requires in order to
achieve a Grade C corresponds to about 60% of the total
marks. Statements of results for those candidates who
achieve a pass grade provide an indication of those papers
in which an outstanding performance has been achieved.
Statements of results for those candidates who fail with grade
D and E provide an indication of those papers in which
performance is particularly weak.
Awards
The Awarding Committee meets after the grade boundaries
have been confirmed. It deals with all cases presented for
special consideration, e.g. temporary disability,
unsatisfactory examination conditions, suspected collusion,
etc. The committee can decide to ask for scripts to be re-
marked, to check results, to change grades, to withhold
results, etc. Results may be withheld because of infringement
of regulations or because further investigation is needed.
Centres are notified if a candidate’s results have been
scrutinised by the Awarding Committee.
Notification of Results
Statements of results are issued through centres
approximately two months after the examination has been

C AE SUPPORT
Course Materials
A number of course books and practice materials are
available from publishers. A comprehensive list of those
published by members of the Publishers’ Association is
available from UCLES. CAE requires an all-round language
ability and this should be borne in mind when selecting
course materials. Most course books will need to be
supplemented; care should be taken to ensure that course
books and practice materials selected accurately reflect the
content and format of the examination.
N.B. UCLES does not undertake to advise on text books or
courses of study.
Past Papers & Examination Reports
Past examination papers, which can be used for practice, are
available from Local Secretaries and from the Publications
Department at UCLES. The sample question papers included
in this Handbook (in reduced format) are taken from
previous CAE examinations and trialled materials.
Examination Reports are also available from Local
Secretaries or from UCLES. However, candidates are strongly
advised not to concentrate unduly on working through
practice tests and examinations as this will not by itself make
them more proficient in the different skills.
Seminars for Teachers
UCLES offers a wide range of seminars designed for teachers
concerned with the EFL examinations; some are also suitable
as introductions for administrators, school directors, etc.
Some seminars are intended to provide information and
support for teachers who are familiar with the examinations,
and others can be used to introduce teachers to established
examinations and also to new UCLES examinations. Contact
EFL Information for further details.
Certificates are issued about six weeks after the issue of
statements of results. Enquiries about results may be made
through Local Secretaries, within a month of the issue of
statements of results.
C AE ADMINISTRATION
CAE is held each year in June and December in about 1,000
centres worldwide. Candidates must enter through a
recognised centre.
Special Arrangements
Special arrangements are available for disabled candidates.
These may include extra time, separate accommodation or
equipment, Braille transcription, etc. Consult the UCLES
Local Secretary in your area for more details.
Further Information
Copies of the Regulations and details of entry procedure,
current fees and further information about this and other
Cambridge examinations can be obtained from the Local
Secretary for UCLES examinations in your area, or from:
EFL
UCLES
1 Hills Road
Cambridge
CB1 2EU
Telephone: +44 1223 553355
Fax: +44 1223 460278
In some areas this information can also be obtained from the
British Council.

A DETAILED GUIDE TO CAE
PAPER 1 READING
General Description
Paper Format
The paper contains four parts. Each part contains a text and
corresponding comprehension tasks. A text may consist of
several short pieces.
Number of Questions
Approximately 50.
Length of Texts
3,000 words approximately overall; 450 - 1,200 words
approximately per text.
Text Types
From the following: newspapers, magazines, journals, non-
literary books, leaflets, brochures, etc.
From the following: informational, descriptive, narrative,
persuasive, opinion/comment, advice/instructional,
imaginative/journalistic.
Task Types
Multiple matching, multiple choice, gapped text.
Task Focus
Understanding gist, main points, detail, text structure or
specific information, deducing meaning or recognising
opinion/attitude.
Answering
For all parts of this paper, candidates indicate their answers
by shading the correct lozenges on an answer sheet.
Timing
1 hour 15 minutes.
Marks
One mark is given for each correct answer to the multiple-
matching tasks; two marks are given for each correct answer
to the multiple-choice and gapped-text tasks.
Part
1
2
3
4
Task Type
and Focus
Multiple matching
Main focus: specific
information
Gapped text
Main focus: text structure
Multiple choice
Main focus: detail,
opinion/attitude
Multiple matching
Main focus: specific
information
12-18
6 or 7
5-7
12-22
A text preceded by multiple-matching questions.
Candidates must match a prompt from one list to
a prompt in another list, or match prompts to
elements in the text.
A text followed by four-option multiple-choice
questions.
A text from which paragraphs have been removed
and placed in jumbled order after the text.
Candidates must decide from where in the text the
paragraphs have been removed.
As 1st Text.
Number of
Questions
Task Format

Students should practise skimming and scanning texts,
looking for sections of the text which are close in meaning to
the wording of the questions. They should be discouraged
from selecting an answer solely on the basis of lexical
proximity, however, since careful reading of a particular part
of the text is required to ensure an accurate match in terms
of meaning. Candidates for the Reading paper need practice
in doing multiple-matching tasks within a certain time-limit
and without recourse to a dictionary.
Part 2 of the Reading paper, the gapped-text task, tests
understanding of how texts are structured and the ability to
predict text development. The task requires candidates to
select from a number of choices the paragraphs which fit the
gaps in a text; only one answer is correct in each case. The
task consists of a single-page gapped text followed by the
extracts from the text and one extra paragraph which does
not fit in any of the gaps. Candidates should be trained to
read the gapped text first in order to gain an overall idea of
the structure and the meaning of the text, and to notice
carefully the information and ideas before and after each gap
as well as throughout the gapped text. The way in which a
text has been gapped may require the reader to consider
large sections of the text, including more than one gap, in
order to reconstitute a particular part of the text; candidates
should be trained to consider the development of the text as
a whole, and not to focus on each gap separately.
Sometimes candidates will need to choose carefully between
two extracts as possible answers and will need practice in
making decisions about which is the most logical extract to
fill the particular gap. Practice is needed in a wide range of
linguistic devices which mark the logical and cohesive
development of a text, e.g. words and phrases indicating
time, cause and effect, contrasting arguments; pronouns,
repetition; use of verb tenses.
Candidates should beware of approaching the gapped-text
task as an exercise requiring them merely to identify extracts
from the text and sections in the text containing the same
words, including names and dates; the task is designed to
test understanding of the development of ideas, opinions,
events rather than the superficial recognition of individual
words.
Part 3 of the Reading paper, the multiple-choice task, tests
detailed understanding of the text, including opinions and
attitudes; candidates need to read the text closely in order to
distinguish between apparently similar viewpoints,
outcomes, reasons. The task consists of a single-page text
followed by a number of questions; the questions are
presented in the same order as the information in the text so
that candidates can follow the development of the text. The
final question may depend on interpretation of the text as a
whole, e.g. the writer’s purpose, attitude or opinion.
Candidates should read each question very carefully, as well
as the four possible answers, all of which may at first appear
to be likely answers. The questions can be answered
correctly only by close reference to the text.
PREPARING FOR PAPER 1
Introduction
The Reading paper consists of four parts, tested by means of
different types of task. The range of texts and task types
which appear on the Reading paper is intended to encourage
familiarity with texts from a range of sources, written for
different purposes and presented in different formats. The
Reading paper aims to test skills which reflect the real-world
needs of learners/users of English at an advanced level, i.e.
the ability to process large quantities of text in real time.
The variety of sources used for texts on the Reading paper is
reflected in the contents of coursebooks and skills books
available for CAE students. Students should also be
encouraged to read widely outside the classroom, for their
own needs and interests.
Task Focus and Format
The task formats included on the Reading paper indicate the
main purposes for reading.
Part 1 of the paper, the first multiple-matching task, tests the
ability to locate particular information, including opinion or
attitude, by skimming and scanning a text. The task consists
of one or two sets of questions followed by a single page of
text; the text may be continuous, or consist of a group of
short texts or of a text divided into sections.
Candidates are required to match the questions with the
relevant information from the text. Some of the answers may
be correct for more than one question, and there may be
more than one correct answer to some questions; if so, the
instructions to candidates will indicate this. The range of
possible answers may be presented in the form of a list of,
for example, names of people or places, titles of books or
films, types of occupation, sections of a text. The questions
for the multiple-matching task are printed before the text so
that the candidate knows what to look for in the text; where
the text is made up of several sections or shorter texts, with a
number of options to choose from in order to answer each
question, it can be helpful to skim the whole text before
scanning it for the specific information required. Candidates
should notice the particular wording of questions since these
are intended to lead the reader to specific information and to
disregard irrelevant information. Candidates should practise
scanning texts for particular information required and not
feel that they must read every word in the text.
In preparing for Part 1 of the CAE Reading paper, candidates
should practise reading the instructions carefully and
noticing the information they provide regarding the type of
text, its content and the precise nature of the
multiple-matching task. It can be helpful for students to
underline key words in the questions as this helps when
trying to find the information in the text which provides the
answers.

Candidates should be encouraged to read the text before
reading the multiple-choice questions. Preparation for the
multiple-choice task should include practice in reading the
text quickly for a first overall impression, followed by close
reading of the text in order to prevent any misunderstandings
which may lead candidates to choose an answer
subsequently proved wrong by the text.
Part 4 of the CAE Reading paper complements Part 1; both
are multiple-matching tasks, testing candidates’ ability to
locate specific information in a text. Part 4 usually requires
candidates to scan a two-page text; this may be continuous
or made up of a group of shorter texts or sections of text. The
advice on examination practice for Part 1 also applies to
Part 4; in addition, candidates should be reminded to fold
out the second page of the text so that all the information is
available to them simultaneously.
When preparing for the examination, it is helpful for
candidates to spend time going through past papers. The
Reading paper has a standard structure and format so that
candidates will know, in general terms, what to expect in
each part of the paper. The number of questions within a
task may vary for different CAE Reading tests, though the
total number of questions remains fairly constant.
It is important to familiarise candidates with the instructions
on the front page of the test, and for each part of the text;
candidates should also be familiar with the technique of
indicating their answers on the separate answer sheet so that
they can do this quickly and accurately. Some candidates
prefer to transfer their answers at the end of each task rather
than wait until the end of the examination, to ensure
accuracy of transfer and in case they do not finish the paper.

PAPER 2 WRITING
General Description
Paper Format
The paper contains two parts.
Number of Tasks
Candidates are required to complete two tasks: a compulsory
one in Part 1 and one from a choice of four in Part 2.
Task Types
From the following: newspaper and magazine articles,
contributions to leaflets and brochures, notices,
announcements, personal notes and messages, formal and
informal letters, reports, reviews, instructions, directions,
competition entries, information sheets, memos, written for a
given purpose and target reader.
Answering
Candidates write their answers on separate answer paper.
Timing
2 hours.
Marks
Each question in this paper carries equal marks.
1
2
Task Type and Focus
Applying information
contained in the input,
selecting & summarising
input, comparing items of
information; writing text
types from the following:
newspaper and magazine
articles, contributions to
leaflets and brochures,
notices, announcements,
personal notes and
messages, formal and
informal letters, reports,
reviews, instructions,
directions, competition
entries, information
sheets, memos.
Writing text types as
for Part 2.
One or more
compulsory tasks.
Approx. 250 words
in total.
One task from a
choice of four.
Approx. 250 words.
Candidates are required to deal with
substantial reading input well below the
expected reading comprehension level of
CAE. Input may consist of several
individual texts and visuals.
Task descriptions specified in
approximately five lines each.
Number of Tasks
and Length
Task FormatPart

Part 1
Part 1 is compulsory and requires candidates to process
about 400 words of input material, using the information
appropriately to perform the task required. Candidates must
carefully read all the input material, selecting that which is
important and ignoring the irrelevant. Input material may
consist of varied combinations of text and notes, sometimes
supported by illustrations or diagrams. The task is often
divided into more than one section. Task types will vary in
Part 1, and may include formal letters, informal letters,
reports, articles, notes or any combination of these.
Part 2
In Part 2, candidates have to choose one of four tasks. This
part covers a range of task types, such as articles, reports and
leaflets, and includes a work-orientated task as one of the
four questions.
Students must become aware of the need to adopt an
appropriate style, layout and register for the format (or text
type) of each writing task: the overall aim of the task being
to have a positive effect on the target reader. Teachers need
to spend time focusing on the key elements of text genre and
draw attention to the differences and constraints involved.
Notes, for example, need to be concise, while a report
should not look like an ‘opinion’ composition. Candidates
should be told to avoid selecting a task in Part 2 if they are
unfamiliar with the appropriate features of the particular
format. Equally, candidates with no relevant business
experience would be best advised not to choose the business
question. During the preparation stage, students can learn to
write in a variety of styles and registers and identify which
tasks are best suited to their interests and experience.
Examiners are looking for an appropriate selection and
expansion of the key points. Paragraphs should be well
organised and points need to be appropriately linked.
Therefore, answers need to be planned carefully and
students may need help in this respect. They also need to
practise checking their work for errors and inaccuracies. To
get them into the habit, teachers can encourage students to
give homework a final check, in class, before handing it in.
Answers which suffer from irrelevance, repetition, deviation,
needless repetition of rubric, illegibility, misinterpretation, or
omission are likely to be penalised. In assessing written
work, teachers should become familiar with the assessment
criteria and try to apply them. Examiners will consider a
number of factors, such as: content, organisation, cohesion,
range of structure and vocabulary, register and effect on
target reader. Feedback on students’ written work which
relates to the assessment criteria will help them to learn what
is being assessed and where their strengths and weaknesses
lie.
Some students fail to do as well as they might otherwise, due
to their poor grammar. To help rectify this, teachers should
encourage students to spend time looking carefully at their
corrected written work. Serious, numerous and/or repetitive
errors may need to be dealt with systematically. There are
various ways in which this might be done. Some students
may benefit from re-writing their work, in whole or in part,
leaving gaps where grammatical errors occur. They can then
go back to the gapped version later and try to fill the gaps.
Further remedial action may be taken where errors persist.
Model answers which incorporate typical student errors,
such as spelling, unecessary and omitted words can also
help students to identify and correct common grammatical
errors.
Well-written model answers can also provide students with
good examples of natural language appropriate to the task.
However, care should be taken. Students do not need to
write ‘perfect’ answers and model answers which are beyond
the level to which students might reasonably aspire might be
demotivating and therefore should be avoided.
To become more effective at written communication,
students often need to improve the range and extent of their
productive vocabulary. Wordlists, recycling activities,
vocabulary games and exercises, as well as extensive and
intensive reading practice will serve to achieve this aim.

ASSESSMENT
An impression mark is awarded to each piece of writing; all
tasks carry the same maximum mark.
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, range of
structure, vocabulary and presentation and register.
The criteria for assessment with reference to the general
impression mark scheme are summarised as follows.
Band 5 Minimal errors: resourceful, controlled and natural use of language, showing good
range of vocabulary and structure. Task fully completed, with good use of cohesive
devices, consistently appropriate register. No relevant omissions.
N.B. Not necessarily a flawless performance.
Very positive effect on target reader.
Sufficiently natural, errors only when more complex language attempted. Some
evidence of range of vocabulary and structure. Good realisation of task, only minor
omissions. Attention paid to organisation and cohesion; register usually appropriate.
Positive effect on target reader achieved.
(a) Fewer than 50 words per question.
or (b) Totally illegible work.
or (c) Total irrelevance (often a previously prepared answer to a different question).
Band 4
Band 3
Band 2
Band 1
Band 0
Either (a) task reasonably achieved, accuracy of language satisfactory and adequate
range of vocabulary 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 minor omissions, but content clearly organised.
Would achieve the required effect on target reader.
Some attempt at task but lack of expansion and/or notable omissions/irrelevancies.
Noticeable lifting of language from the input, often inappropriately. Errors sometimes
obscure communication and/or language is too elementary for this level. Content not
clearly organised.
Would have a negative effect on target reader.
Serious lack of control and/or frequent basic errors. Narrow range of language.
Inadequate attempt at task.
Very negative effect on target reader.

Examiners discuss these individual mark schemes and refer
to them regularly while they are working.
During marking, each examiner is apportioned scripts
chosen on a random basis from the whole entry in order to
ensure there is no concentration of good or weak scripts or
of one large centre of one country in the allocation of any
one examiner. A rigorous process of co-ordination and
checking is carried out before and throughout the marking
process.
Length
The specific number of words used is not taken into account
(except in Band 0), as length is an integral part of task
achievement. Significantly fewer words are likely to mean
that the task has not been completed, whereas over-long
pieces of writing may involve irrelevance or have a negative
effect on the target reader. If this is the case, over-length will
be penalised.
Handwriting
Work which is difficult to read is penalised by a one or
possibly two-band reduction depending on the degree of
illegibility.
Spelling
American spelling is acceptable, but there should be
consistency. Poor spelling is penalised by a one-band
reduction if it interferes with communication.
Irrelevance
The examiners’ first priority is to give credit for the
candidates’ efforts at communication, but candidates who
introduce blatantly irrelevant material learned by heart or
who deliberately misinterpret the question are penalised.
Layout
Following the conventions of writing letters, reports and
instructions is part of task achievement. Any acceptable
modern layout for a formal letter may be used.
Paragraphs should be clearly laid out either by indenting or
by leaving a space between each paragraph.
MARKING
The panel of examiners is divided into small teams, each
with a very experienced examiner as Team Leader. The
Principal Examiner guides and monitors the marking process,
beginning with a meeting of the Principal Examiner and the
Team Leaders. This is held immediately after the examination
and begins the process of establishing a common standard of
assessment by the selection of sample scripts for all the
questions in Paper 2. These are chosen to demonstrate the
range of responses and different levels of competence, and a
task-specific mark scheme is finalised for each individual
task on the paper. This summarises the content, organisation
and cohesion, range of structures and vocabulary, register
and format, and target reader indicated in the task, in the
form of satisfactory band descriptors. The accuracy of
language, including spelling and punctuation, is assessed on
the general impression scale for all tasks.

PAPER 3 ENGLISH IN USE
General Description
Paper Format
The paper contains six parts.
Number of Questions
80.
Task Types
Multiple choice cloze, open cloze, error correction, word
formation, register transfer, gapped text.
Task Focus
Understanding and control of the formal elements of
language in context.
Answering
For all parts of this paper candidates write their answers on
an answer sheet.
Timing
1 hour 30 minutes.
Marks
One mark is given for each correct answer.
Part
1
2
3
4
5
6
Task Type and Focus
Multiple choice cloze
An emphasis on lexis
Open cloze
An emphasis on structure
Error correction
An emphasis on proof-
reading
Word formation
An emphasis on word
formation
Register transfer
An emphasis on register
Gapped text
An emphasis on
cohesion and coherence
15
15
16
13
6
15
A modified cloze text of approximately 200
words containing 15 gaps and followed by 15
four-option multiple choice questions.
A modified cloze text of approximately 200
words containing 15 gaps.
A text of about 200 words containing errors as
specified in the rubric, e.g., extra words, mis-
spellings, punctuation errors, etc., which must be
identified.
Two short texts of up to 130 words each.
Candidates must form an appropriate word to
complete each gap using the given prompt
words.
Two texts, each about 150 words in length. The
first may include information in tabular or
diagrammatic form, and is followed by an
incomplete (gapped) text providing the same
information in a different register.
A text of about 300 words with gaps at phrase
and/or sentence level followed by a list of 10
options. Candidates must select the correct
options from the list to complete the text.
Number of
Questions
Task Format

words and candidates should be encouraged to learn whole
phrases rather than words in isolation.
With gapped texts (as in tasks 1, 2 and 6), it is a good idea
for candidates to start by thinking briefly about the title as
this might provide clues as to style and/or subject matter. By
reading the text through quickly, ignoring the gaps as much
as possible, candidates will become aware of the general
subject of the text and its style. Consideration of such
features may help when deciding which words are right.
When deciding which word or phrase should go in each
gap, candidates must give careful consideration to the local
context and other parts of the text as well. Clues may lie in a
number of features, such as the grammatical context and/or
the punctuation. While the absence or misuse of capital
letters in answers is ignored, incorrect spelling is penalised.
The exact nature of the correction task varies from paper to
paper, so candidates must learn to look carefully at the task
rubric and the example answers, and follow the guidance
they offer. The skill of proof-reading can have obvious
benefits for candidates’ own writing. Teachers may choose to
indicate to students in which lines of their written work
errors have occurred to provide further proof-reading
practice. Teachers may also choose to encourage students to
proof-read and help correct each other’s written work.
In the word formation task candidates should look at the
surrounding context to determine the word class of the
missing word. Concentrating on the use of prefixes and
suffixes to build words and focusing on how words change
word class will help candidates, not only in this task, but
also to further extend their own lexicons.
To prepare for the fifth task, the transfer of information from
one text type to another, candidates will benefit from
extensive work on text comparison. They need to become
acquainted with the relevant grammatical and lexical
features of different styles of writing. This will also have
obvious benefits for candidates’ writing for Paper Two.
The English in Use paper is divided into six parts, each part
being defined in terms of its task type and language focus.
In Part 1, candidates must choose one word from a set of
four (A, B, C, D) to fill a gap in a text. This involves
choosing the answer which has the right meaning and fits
both in the local grammatical context and within the text as
a whole. This part of the paper tests phrases and
collocations, as well as idioms and phrasal verbs, and
linkers.
Part 2 is an open modified cloze containing fifteen gaps,
testing awareness and control of structural items. Answers
must be correct both syntactically and semantically. A single
word is needed to fill each gap but there may be more than
one word acceptable for each gap.
Part 3 consists of a correction exercise of which there are
two types. In the first, candidates have to identify additional
words which are incorporated into the text. In the second
type, errors of spelling and punctuation have to be
identified. There are 16 lines to be corrected and candidates
should not expect more than five lines to be correct.
Part 4 is designed to test awareness of word formation. The
task requires candidates to form an appropriate word, using
the given prompt words, to fill each of the gaps in the two
short texts. The use of a prefix will be necessary in at least
one of the words in the task.
Part 5 is designed to test awareness and control of features
of style and appropriateness. The task requires candidates to
transfer information given in one text into another. The two
texts are different from each other in terms of register,
writer’s purpose and/or style. The grammar and items of
vocabulary given in one text need to be transformed into
suitable expressions in order to complete the second text.
The answers must be grammatically accurate as well as
stylistically appropriate in terms of both the text’s audience
and the writer’s purpose. Words contained in the first text
may not be used in the second.
Part 6 consists of a text from which a selection of
phrases/short sentences have been removed and placed
below the text along with several additional phrases.
Candidates need to select the appropriate phrase/short
sentence for each gap in the text. This task is devised to test
an awareness of discourse features which operate within and
across a text, particularly features of cohesion and
coherence.
To develop their grammatical awareness, candidates will
need plenty of controlled practice. They should also become
familiar with grammatical terminology, such as adjective,
conjunction, preposition, etc. Knowing grammatical patterns
and collocations is as important as knowing the meaning of

PAPER 4 LISTENING
General Description
Paper Format
The paper contains four parts. Each part contains a recorded
text or texts and corresponding comprehension tasks.
Number of Questions
30 - 40.
Text Types
From the following:
Monologues: announcements, radio broadcasts, telephone
messages, speeches, talks, lectures.
Interacting speakers: announcements, radio broadcasts,
telephone messages, interviews, meetings.
Recording Information
The texts in Parts 1, 3 & 4 are heard twice; the text in Part 2
is heard once only.
Recordings will contain a variety of accents corresponding to
standard variants of English native speaker accent, and to
English non-native speaker accents that approximate to the
norms of native speaker accents.
Background sounds may be included before speaking begins,
to provide contextual information. Subdued reaction from an
audience to talks, speeches, etc., may also be included.
Task Types
From the following: note taking, sentence completion,
multiple choice, multiple matching.
Task Focus
Understanding specific information, gist, attitude, main
points and detail.
Answering
For all parts of this paper candidates write their answers on
an answer sheet.
Timing
Approximately 45 minutes.
Marks
Each question in this paper carries one mark.
1
2
3
4
Task Type and Focus
Sentence completion,
note taking
Understanding specific
information
note taking
information
multiple choice
information, gist and
attitude
Multiple matching,
multiple choice
Identifying speakers,
topics, interpreting
context, recognising
function, attitude
8-10
8-10
6-12
10
A monologue of approximately 2 minutes, heard
twice, from the following range of text types:
announcements, radio broadcasts, telephone
messages, speeches, talks, lectures, etc.
A monologue of approximately 2 minutes, heard
once only, from the range of text types above.
There may be prompts from a second speaker.
A conversation between 2 or 3 speakers, of
approximately 4 minutes, heard twice, from the
range of text types above, with the addition of
interviews and meetings.
A series of five short extracts, of approximately 30
seconds each; the whole sequence is heard twice.
In the multiple matching format there are two
tasks; the questions require selection of the correct
option from a list of eight. In the multiple choice
format there are ten questions with two questions
for each speaker. The questions require selection of
the correct option from a choice of three.
Number of
Questions
Task FormatPart

In the Listening paper, time is allowed for candidates to
prepare for what they are about to hear and it is important
for students to learn to use this preparation time to read
through the task. From the task and from the introductory
rubric which contextualises the text, students can try to
predict something of the content of the text which they will
hear.
While listening, students should learn to focus on the key
word(s) of an answer and to use that information in
completing their answers to gap-fill questions. This will also
help them to make more effective use of the time available.
After doing a task, it can be useful to go through the
tapescript to identify the relationship between the language
of the listening text, the question and the expected answer.
Students will benefit from both extensive and intensive
listening practice: jigsaw listening tasks can provide
interesting communicative purpose for listening, and
dictation can provide useful practice in listening for detail.
Extensive listening practice should also help students to be
confident that, while not understanding every word of
something they hear, they can nevertheless identify more
important aspects, e.g., specific information, gist and attitude
of speakers, etc.
In practising productive tasks for the examination, teachers
should encourage their students to limit the length of their
answers. It is often the case that the more candidates write,
the more likely they are to make errors. The length of the
box is designed to cater for a maximum of three words.
Moreover, the candidate who writes an unnecessarily long
answer is more likely to make a slip when transferring that
answer.
It is also important in completing a gap-fill question that
candidates look carefully at the stem or the wording of the
question so that their answer fits the stem in every sense and
provides an acceptable completion. Answers which require
candidates to write down the words exactly in the order that
they have heard them are unlikely to occur at this level.
Although candidates are never asked to spell words which
fall outside the CAE level, it is important to train students to
be as accurate as possible and to check spelling carefully.
N.B. In the sample paper there is an example of the
alternative task for Part 4. Please note that the CAE listening
test consists of four parts, not five. The inclusion of both
tasks is for information only.

PAPER 5 SPEAKING
General Description
Paper Format
The paper contains four parts.
The standard format is two candidates and two examiners.
One examiner acts as both Interlocutor and Assessor and
manages the interaction either by asking questions or
providing cues for candidates. The other acts as Assessor and
does not join in the conversation.
Task Types
Social interaction with the Interlocutor and the other
candidate; transactional long and short turns.
Task Focus
Using transactional, interactional and social language.
Timing
Approximately 15 minutes.
Marks
Candidates are assessed on their performance throughout the
test.
1
2
3
4
Task Type and Focus
Three-way conversation
between the candidates and
the Interlocutor
Using general interactional
and social language
Two-way interaction between
the candidates
Using transactional language
Two-way interaction between
the candidates
Negotiating and
collaborating; reaching
agreement or ‘agreeing to
disagree’
Three-way conversation
between the candidates and
the Interlocutor
Explaining, summarising,
developing the discussion
3 minutes
3-4 minutes
3-4 minutes
3-4 minutes
The candidates are asked to respond to one another’s
questions about themselves, and respond to the
Interlocutor’s questions.
Each candidate in turn is given visual prompts. They
make comments on the prompts for about one minute;
the second candidate responds as specified.
The candidates are given visual and/or written
prompts to set up a problem-solving task, involving
sequencing, ranking, comparing & contrasting,
selecting, etc. Based on this output candidates are
asked about their decisions.
The topic area from Part 3 is opened up by discussing
wider issues.
Length of
Parts
Task FormatPart

The CAE Speaking Test is designed to offer candidates the
opportunity to demonstrate their ability to use their spoken
language skills effectively in a range of contexts. The test
takes about 15 minutes for a pair of candidates. One
examiner, the Interlocutor, conducts the test and gives a
global assessment of each candidate’s performance. The
other, the Assessor, does not take any part in the interaction
but focuses solely on listening to, and making an assessment
of, the candidate’s oral proficiency. The test is divided into
four parts and each part sets candidates a different task.
Part 1
This part of the test gives candidates the opportunity to show
their ability to use general interactional and social language.
The Interlocutor introduces both examiners to the
candidates, then candidates ask one another questions about
themselves using prompts given by the Interlocutor. The
Interlocutor may ask the candidates further questions about
themselves as appropriate. Candidates are expected to
respond to their partner’s and to the Interlocutor’s questions,
and to listen to what their partner has to say.
Part 2
In this part of the test, each candidate is given the
opportunity to speak for a longer period of time (one minute)
without interruption. Each candidate is asked to comment on
and/or react to a different set of pictures or photographs.
Candidates may be asked to describe, compare, contrast,
comment, identify, rank, eliminate and hypothesise or
speculate. Tasks may be completely different for each
candidate or they may be ‘shared’, e.g., when there is a
group of three candidates. Shared tasks set candidates the
same task but each candidate, in turn, receives different
visual stimuli.
Candidates are expected to listen carefully to the verbal
instructions they are given, show their ability to organise
their thoughts and ideas, and express themselves coherently
in appropriate language. Candidates should pay attention
while their partner is speaking, as they are asked to
comment briefly (for about 20 seconds) after their partner
has spoken.
Part 3
In Part 3, candidates are expected to negotiate and
collaborate with each other, discussing a problem-solving
task fully, openly and clearly. Candidates may be asked to
discuss, evaluate, speculate and/or select. They are given a
set of visual prompts on which the task is based. The task
gives candidates the opportunity to show their own range of
language and their ability to invite the opinions and ideas of
their partner. There is no right or wrong answer to this task
but candidates are asked to reach a conclusion. They can,
however, agree to differ. At the end of this part they are
asked to report on the outcome of their discussion.
Part 4
In Part 4, candidates participate in a wider discussion of the
issues raised in Part 3. The questions become broader and
often more abstract as the discussion develops. Candidates
may be asked to respond to the same or different questions.
At the end of the Speaking Test, candidates are thanked for
attending, but are given no indication of the level of their
achievement.
Preparation
It is essential that students are able to participate in pair and
group activities effectively, showing sensitivity to turn-taking
and responding appropriately to their partners. Pair and
group activities should be a regular feature of classroom
learning.
Students should be given extensive practice in listening
carefully to instructions and remembering what they are
asked to do. They should be encouraged to react to pictures
and diagrams, etc., rather than merely describe them, using
speculative or hypothetical language whenever possible.
Students need to be equipped with the right kind of
language for, e.g., exchanging information/opinions, giving
reasons, speculating, hypothesising, agreeing, disagreeing
politely justifying and negotiating.
During classroom activities, students should be instructed to
speak clearly so that they can be heard and paraphrase
effectively when they do not know or cannot remember a
word. Students should be familiar with the timing and the
focus of each part of the test. They should be able to handle
the whole test confidently, yet ask for clarification/repetition
if needed.
Part 1
Students should be made aware that they are expected to
react naturally to their partners and not rehearse speeches
for this part of the test. They should show sensitivity to each
other’s contributions, invite their partners to participate, and
not dominate the interaction.
Part 2
Give students practice in talking for one minute on a set
subject, or ‘holding the floor’ in a classroom situation so that
they can organise their thoughts and ideas during this long
turn. Make students aware that, in this part of the test, it is
essential not to interrupt while their partners are speaking.
Students need to be clear about what is considered an
inadequate response, e.g., ‘In the first picture the scene looks

Grammar and Vocabulary (Accuracy and Appropriacy)
On this scale, candidates are awarded marks for the accurate
and appropriate use of syntactic forms and vocabulary in
order to meet the task requirements. At CAE level,
candidates are expected to know enough grammar and
vocabulary to produce accurate and appropriate language
without continual pauses to search for words or structures.
The range and appropriate use of vocabulary are assessed
here. However, it should be noted that only the accuracy of
the grammar is assessed here as the range of grammatical
structures is assessed under Discourse Management.
Discourse Management
On this scale, examiners are looking for evidence of the
candidate’s ability to express ideas and opinions in coherent,
connected speech.
The CAE tasks require candidates to construct sentences and
produce utterances (extended as appropriate) in order to
convey information and to express or justify opinions. The
candidate’s ability to maintain a coherent flow of language
with an appropriate range of linguistic resources over several
utterances is assessed here.
Pronunciation (Individual Sounds and Prosodic Features)
This refers to the candidate’s ability to produce
comprehensible utterances to fulfil the CAE task
requirements, i.e., it refers to the production of individual
sounds, the appropriate linking of words, and the use of
stress and intonation to convey the intended meaning.
First language accents are acceptable, provided
communication is not impeded. It is recognised that at CAE
level, even in the top assessment band, candidates’
pronunciation will be influenced by features of their first
language.
Interactive Communication (Turn-taking, Initiating and
Responding)
This refers to the candidate’s ability to interact with the
Interlocutor and the other candidate by initiating and
responding appropriately and at the required speed and
rhythm to fulfil the task requirements. It includes the ability
to use functional language and strategies to maintain or
repair interaction, e.g., in conversational turn-taking, and a
willingness to develop the conversation and move the task
towards a conclusion.
Candidates should be able to maintain the coherence of the
discussion and may, if necessary, ask the Interlocutor or the
other candidate for clarification.
modern, in the other it looks old-fashioned’, instead of, e.g.,
‘Both pictures of the building portray a calm and peaceful
setting, but the older scene suggests that there was more
traffic on the river at the time, whereas ...’ Students should
realise that their responses need to go beyond the level of
pure description and contain a speculative element.
Students who listen carefully to their instructions and follow
them will do well.
Part 3
For this part of the test, candidates need to be able to
interact and carry out the task while keeping the
conversation going. Encourage students to make use of
conversation ‘fillers’, e.g., ‘Well, now, let me see ...’, which
they can call upon (sparingly) to give themselves time to
think. Expose students to as great a variety of visual stimuli
as possible and invite their reactions to it. Students should
attempt to demonstrate their command of a wide range of
linguistic resources and communication strategies. Simply
agreeing or disagreeing with or echoing what their partner
has said will not enable them to do this. Each student should
make a positive contribution to the task in question.
Although the completion of the task is not essential, it is
advisable for students to attempt to reach the specified
outcome within the time allotted.
Part 4
Students should be encouraged to talk about current events
and express an opinion about them so that they can
participate fully in the last part of the test. They are asked
questions by the Interlocutor and they are expected to
develop the discussion, rather than simply give one-word
answers. Students should be aware that they are not being
assessed on their ideas, but examiners can only assess
candidates on the language they produce and those
candidates who fail to make a contribution will not do well.
At this stage of the test, both candidates and the Interlocutor
can interact more freely. This gives candidates a final
opportunity to show examiners what they are capable of.
ASSESSMENT AND MARKING
Throughout the test, candidates are assessed not in relation
to each other but according to the following criteria:
Grammar and Vocabulary, Discourse Management,
Pronounciation, and Interactive Communication. These
criteria should be interpreted within the overall context of
the Cambridge Common Scale for Speaking (page 53), where
CAE is at Level 4.
Both examiners assess the candidates. The Assessor applies
detailed, Analytical Scales, the Interlocutor applies a Global
Scale, which is a less detailed scale based on the Analytical
Scales.

Typical Minimum Adequate Performance
A typical minimum adequate performance at CAE level can
be summarised as follows:
Develops the interaction with contributions which are
mostly coherent and extended when dealing with the CAE
level tasks. Grammar is mostly accurate and vocabulary
appropriate. Utterances are understood with very little
strain on the listener.
Candidates are assessed on their own individual
performance according to the established criteria and are not
assessed in relation to each other.
Assessment is based on performance in the whole test, and is
not related to performance in particular parts of the test. The
Assessor awards marks for each of the four criteria listed
above. The Interlocutor awards each candidate one global
mark.
After initial training of examiners, standardisation of marking
is maintained by both bi-annual examiner co-ordination
sessions and by monitoring visits to centres by Team Leaders.
During the co-ordination sessions, examiners watch and
discuss sample Paper 5 Speaking Tests recorded on video,
and then conduct practice tests with volunteer ‘candidates’
in order to establish a common standard of assessment.
The sample tests on video are selected to demonstrate a
range of task types and different levels of competence, and
are pre-marked by a team of experienced examiners.
In many countries, Oral Examiners are assigned to teams,
each of which is led by a Team Leader who may be
responsible for approximately fifteen Oral Examiners. Team
Leaders give advice and support to Oral Examiners, as
required.
The Team Leaders are responsible to a Senior Team Leader
who is the professional representative of UCLES for the oral
examinations. Senior Team Leaders are appointed by UCLES
and attend an annual co-ordination and development session
in the U.K. Team Leaders are appointed by the Senior Team
Leader in consultation with the local administration.

Cambridge
Main Suite
CPE
CAE
FCE
PET
KET
Cambridge Common Scale for Speaking
CAMBRIDGE LEVEL 5
Fully operational command of the spoken language.
Able to handle communication in most situations, including unfamiliar or unexpected ones.
Able to use accurate and appropriate linguistic resources to express complex ideas and concepts and
produce extended discourse that is coherent and always easy to follow.
Rarely produces inaccuracies and inappropriacies.
Pronunciation is easily understood and prosodic features are used effectively; many features, including
pausing and hesitation, are ‘native-like’.
CAMBRIDGE LEVEL 4
Good operational command of the spoken language.
Able to handle communication in most situations.
Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is
generally coherent.
Occasionally produces inaccuracies and inappropriacies.
Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy
or expression.
L1 accent may be evident but does not affect the clarity of the message.
CAMBRIDGE LEVEL 2 (Threshold)
Limited but effective command of the spoken language.
Able to handle communication in most familiar situations.
Able to construct longer utterances but is not able to use complex language except in well-rehearsed
utterances.
Has problems searching for language resources to express ideas and concepts resulting in pauses and
hesitation.
Pronunciation is generally intelligle, but L1 features may put a strain on the listener.
Has some ability to compensate for communication difficulties using repair strategies but may require
prompting and assistance by an interlocutor.
CAMBRIDGE LEVEL 1 (Waystage)
Basic command of the spoken language.
Able to convey basic meaning in very familiar or highly predictable situations.
Produces utterances which tend to be very short - words or phrases - with frequent hesitations and pauses.
Dependent on rehearsed or formulaic phrases with limited generative capacity.
Only able to produce limited extended discourse.
Pronunciation is heavily influenced by L1 features and may at times be difficult to understand.
Requires prompting and assistance by an interlocutor to prevent communication from breaking down.
Pre-Waystage Level
Zero
CAMBRIDGE LEVEL 3
Generally effective command of the spoken language.
Able to handle communication in familiar situations.
Able to organise extended discourse but occasionally produces utterances that lack coherence and
some inaccuracies and inappropriate usage occur.
Maintains a flow of language, although hesitation may occur whilst searching for language resources.
Although pronunciation is easily understood, L1 features may be intrusive.
Does not require major assistance or prompting by an interlocutor.

COMMON QUESTIONS AND ANSWERS
GENERAL
What is the mark allocation for each paper?
Each paper is equally weighted at 40 marks.
An overview of the marks allocation:
Paper 1
Parts 1&4 - 1 mark for each correct answer
Parts 2&3 -2 marks each for each correct answer
Paper 2
Each of the 2 questions is marked out of 5
Paper 3
1 mark for each correct answer
Paper 4
1 mark for each correct answer
Paper 5
Each candidate is assessed out of 30
The total for each paper is weighted to 40, bringing the
maximum total to 200. A candidate achieving 60% is likely
to pass the paper.
What is the pass mark?
To pass the examination with Grade C it is necessary to
achieve approximately 60% of the total marks available
(200).
Must candidates achieve a pass on each paper to pass
the examination?
No. Candidates cannot pass or fail any individual paper. The
candidate’s grade is based on their total score from all five
papers. There are no ‘hurdles’ or minimum levels of
achievement required.
Can candidates make notes on the question paper?
Yes, but their notes won’t be marked.
Is the use of dictionaries allowed?
No.
How can I get hold of CAE past papers?
CAE past papers, and those for other EFL main suite
examinations, are published by UCLES after each
administration of the examination. These can be ordered
through the UCLES publications department.
Do I need to take a course if I want to take the CAE
examination?
No, it is not necessary, although most candidates take a
preparatory course before they take the examination.
PAPER 1 READING
What is the mark allocation?
One mark is given for each correct answer to the multiple
matching tasks; two marks are given for each correct answer
to the multiple choice and gapped text tasks. The total score
is then weighted out of a maximum 40 marks for the whole
paper.
As the Paper is 1 hour 15 minutes long, what would be
the recommended timing for each Part?
This very much depends on candidates’ own strengths and
preferred way of working, but it is worth bearing in mind
how the tasks are weighted (see above). Normally 50% of
the marks are allocated to the two multiple matching tasks
(First and Fourth texts) while the other two tasks (multiple
choice and gapped text) account for the remaining 50%.
If candidates make a mistake in filling in their answer
sheets, is this picked up by the computer?
If they omit a question, the computer accepts the answer
sheet. If they fill in more than one lozenge for a question,
the computer rejects it.
Do questions in the multiple choice task follow the
order of the text?
Yes, with global questions at the end.
What about the danger in Part 2, for example, that if a
candidate makes one mistake, this may have a knock-on
effect on at least one other question?
The statistical analysis produced when material is pretested
shows whether candidates are choosing wrong answers, so
this potential problem can be spotted in advance.
PAPER 2 WRITING
Is each Part worth equal marks?
Yes.
If candidates do include the address when writing a
letter, will they be penalised?
Candidates do not need to include addresses, but they will
not be penalised if they do. Occasionally the instructions
may ask for addresses.

How do you guarantee that the different versions are all
equal in difficulty?
For security purposes, there are several versions of the
Listening Test in use at each session. As for the other papers,
the material for the Listening Tests is pretested in advance, in
order to check that it is suitable in terms of content as well
as levels of difficulty. After the examination has been taken,
before grading takes place, the Listening Test results are
analysed and the average marks gained by candidates in
each test are compared.
PAPER 5 SPEAKING
Is Part 1 assessed?
The examiners assess performance throughout the whole
test.
Is 2:2 the only possible format?
The standard format is 2:2 and, wherever possible, this will
be the form which the Speaking Test will take. At centres
where there is an uneven number of candidates, the last
candidate will form a group of three with the previous pair
of candidates. In exceptional circumstances and emergencies
only a 1:1 format will be allowed.
Are candidates from the same school paired together?
In some centres candidates from the same school are paired
together. However, where candidates from a number of
different schools are entered at the same centre, some
candidates may find that they are paired with a candidate
from another school. Candidates should check with the
centre through which they are entering for the local
procedure.
Does knowing your partner make it easier or harder to
do well?
There is no evidence to suggest that candidates perform
better when examined with someone they know or vice
versa. Some candidates feel relaxed and confident when
paired with someone they know, others may feel inhibited.
In both cases, the examiners are trained to provide equal
opportunities for all candidates to perform to the best of their
ability.
Does it matter if a candidate uses slang or speaks with a
regional accent?
The use of slang is acceptable provided that it is appropriate.
Regional accents are also acceptable so long as they are
used consistently.
Should candidates write their answers in pen or pencil?
Pen should always be used, as answers in pencil may not
always be legible.
PAPER 3 ENGLISH IN USE
What is the mark allocation overall?
There is one mark for each question.
If candidates write two possible answers to a question,
how are they marked?
If both are correct, the candidate is awarded the mark(s); if
one is incorrect, no marks are awarded. (This is also the
same for Paper 4.)
What if the answer is right, but a candidate has mis-
spelt it?
All spellings must be correct in Paper 3.
How should answers for the ‘punctuation/spelling’ type
task in Part 3 be recorded?
The correct spelling of the incorrect word, or the
punctuation mark together with the word which precedes or
follows it, should be written on the answer sheet.
In Part 5, can a cognate of one of the words used in the
first text be used in the answer?
No. This task requires candidates to find a new way of
expressing the information from the first text.
What happens if a candidate writes more than two
words as an answer in Part 5?
No marks will be awarded for an answer of more than two
words.
PAPER 4 LISTENING
Is there any background noise on the tape?
Sound effects may be used to ‘set the scene’, but are not
used while there is speech. Very subdued audience reaction
may be heard when a speaker is giving a talk, but this is
never intrusive.
Does spelling have to be correct?
Common words and those which are easy to spell are
expected to be correct.

May candidates interrupt or ask questions during their
partner’s ‘long turn’ in Part 2?
No. Listening candidates should allow their partner to speak
without interruption in this part of the test.
What about the mis-matching of candidates, e.g., a shy
person with an extrovert?
Examiners are trained to deal with this kind of situation and
ensure no-one is disadvantaged. Everyone has the chance to
show what they can do. However, candidates must
remember that while it is important not to dominate a
weaker candidate, it is vital that they make the best use of
the time available to show off their language skills.
ENTRIES & RESULTS
What is the date of the CAE examination?
The CAE examination can be taken twice a year, in June and
in December. The dates are published in the Examination
Regulations. Check with your UCLES Local Secretary or
British Council Office.
Where can candidates enrol?
The UCLES Local Secretary or British Council Office can
give you information about centres where the examination is
taken. You do not need to apply to UCLES directly. Fees are
payable to the local centre, and will vary slightly from place
to place.
How do I get my results?
Results are issued to Local Secretaries approximately six
weeks after the examination has been taken. Certificates are
issued about a month after that.

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