What I wear to work

Paper ContentMarks(% of total)

Purpose

Reading (1 h 15’)

4 parts/34 questions

20% Shows you can deal confidently with different types of text, such as fiction, newspapers and

magazines.

Writing (1 h 30’)

2 parts20% You create two different pieces of writing, such as

articles, essays, letters, proposals, reports and reviews.

Use of English (1 hour)


20% Tests your use of English with different types of exercise that show how well you can control your

grammar and vocabulary.

Listening (about 40’)


20% Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday

conversations.

Speaking (15’ per pair

of candidates)

4 parts

20%Tests your ability to communicate effectively in

face-to-face situations. You will take the Speaking test with another candidate.

What I wear to workGayle Mellor (31), Modern Languages teacher

We don’t have a dress code as such. The male teachers wear ties, but there is a really diverse approach to smart style amongst the female staff. Respect comes from body language and behaviour rather than the clothes you wear, but of course certain things would be deemed inappropriate, and I’ve got no problem with that. It’s not my choice of outfit that puts me in the mood for work, because I wear my work clothes socially as well, but when I pick up my big satchel, I can feel myself going into ‘teacher mode’ because it’s got all my stuff in it.

What you wear as a teacher does impact on your relationship with the pupils though, especially the girls. If we wear jeans on non-teaching days,

the younger one giggle about it, which is harmless enough. Then you occasionally eavesdrop on the older girls doing a hard-hitting TV-style commentary on what the staff are wearing, which can be unnerving. But the popular stereotype of teachers wearing hard-wearing materials like corduroy only makes me laugh, because I love it! Sometimes, if older pupils like something you wear, they’ll ask where it’s from, which can contribute to breaking down barriers. If you asked my colleagues, they’d say sky blue skirts have become a bit of a signature for me. Not that I mind, because my wardrobe is built around styles and colours that I feel most comfortable in, and I wouldn’t change that.

1 What point does Gayle make about the clothes she wears for teaching?

A They should put her in the right frame of mid for work. B She needs to dress smartly if she is to keep her pupils’ respect. C Following fashion helps her to understand her pupils’ attitudes better. D There are limits to the range of clothes that she considers suitable.

2 Gayle sometimes feels slightly uncomfortable when

A people can tell she is a teacher from her clothes. B younger pupils find her clothes amusing keep her pupils’ respect. C pupils criticise their teachers’ clothes. D people associate her with one particular style of clothes.

G7

E8

13 What point is the writer making in the first paragraph?

A Bridges have a significance beyond their basic physical function. B The impact of a bridge varies from county to country. C The popular view of what bridges represent has changed. D People have different reactions when crossing a bridge.

You are going to read a newspaper article. For questions 13-19, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on a separate answer sheet.

BRIDGESThe Bosphorus Bridge in Istanbul links Europe to Asia. If you are standing in the middle of it, then what continent are you in? No, it’s not a brainteaser with a quick answer; it’s a question which hints at the fact that bridges are more complicated things than mere ways of getting from A to B. Dr lain Borden researches psychological aspects of architecture at London University. ‘Unlike going through a doorway, crossing a bridge takes time. While you are corssing the bridge, you are in neither one place nor the other but in a strange kind of limbo state,’ he explains.It may sound a little far-fetched, but Dr Borden’s view is tapping into our fundamental responses to the physical world around us. The Ancient Britons attached great spiritual significance to rivers and certainly appreciated this concept of limbo. Recently a team from the Museum of London excavated the remains of the oldest bridge found so far in Britain (about 3,500 years old), in central London. In those days the River Thames was merely a collection of shallow channels and small islands. These islands had enormous spiritual resonance as places separated from shores and connected to the river. But it is still true today that bridges are more than utilitarian structures and have a great symbolic impact.

You are going to read a magazine article about the rock band Franz Ferdinand and its website. For questions 20-34, choose from the sections (A-E). The sections may be chosen more than once.

A21

B22AIn early 2004, the rock group Franz Ferdinand got their first big break when their second single ‘Take Me Out’ reached the British Top 10. A year later, they were collecting awards for the best rock act and the best British band, having gained both critical and popular acclaim for their debut album, and set up their own website. Indeed, Franz Ferdinand and their management attributed their success to more than sharp haircuts, natty outfits and the songs themselves. They believe that while their success was in part due to the tired-and-tested marketing techniques that make a new band – touring the music venues, relying on the build-up of business by word-of-mouth and convincing radio stations to play their stuff – it was also due in no small part to the internet.

BEver since the web became a mass-market phenomenon in the late 1990s, record labels had largely been using it as just another marketing tool. For their biggest acts, they would build hugely expensive sites that acted as little more than moving billboards, leaving everything else to fan sites. Franz Ferdinand were different. They were amongst a new wave of popular bands who used the medium to bridge the gap between themselves and their fans. Groups like Radiohead started the trend, allowing internet users to watch them in the studio and share their innermost thoughts via online diaries. Franz Ferdinand took things a step further. They regularly appeared on their own message boards, chatting indiscriminately to fans and posting diary entries and photos from wherever they were in the world, using their own digital cameras, microphones and laptops. All four group members had access to the site’s content-management system, making it easy for them to update it themselves.

positive reviews of the band’s musical output

The shortcomings of some websites featuring other bands

Which section mentions the following?

Paper 2 WRITING (1 hour 20 minutes)Part 1

For questions 1-12, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).

(13) Unlike (16) To(14) Which (17) due/owing/thanks(15) From (18) unless/before/until

For questions 13-27, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning.

(28) ACCESSIBLE (29) PASSIONATELY

For questions 28-37, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).

(38) COVERED (39) FALSE

For questions 38-42, think of one word only which can be used appropriately in all three sentences. Here is an example (0).

covered

covered

covered

false

false

false

For questions 43-50, complete the second sentences so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. Here’s an example (0)

failed to realize the importance

is believed to have been

You will hear three different extracts. For questions 1 ─ 6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. You hear two people on a music programme talking about the singer Nancy Graham.

1 What is the man’s opinion of Nancy’s second album?

A He thinks it is very experimental. B He appreciates the continuity of style. C He wonders if she is lacking inspiration.

2 What do the two speakers agree about?

A the freshness of the music B the lack of real emotion in the music C the calming effect of the music on the listener

You will hear a marine wildlife photographer called Bruce Hind talking about his work. For questions 7 ─ 14, complete the sentences.

Bruce says that is the most important aspect of his work.

Before going on a trip, Bruce makes of the photographs he hopes to take.

PLANNING 7

DRAWINGS 8

MARINE WILDLIFE PHOTOGRAPHER

You will hear part of a radio interview in which the comedian and writer Jane Clarkson is talking about her work. For questions 15 ─ 20, choose the answer (A, B, C or D) which fits best according to what you hear.

15 What did Jane find difficult about writing a book?

A She couldn’t travel around the country. B She didn’t get any instant reaction to her work. C She had to spend time looking after her daughter. D She found the process itself very challenging. 16 What do the two speakers agree about?

A They didn’t think the book was funny. B They were dismissive of her initial success. C They thought her male colleagues were better writers. D They thought she should stick to being a comedian.

You will hear five short extracts in which people are talking about keeping fit.

A an artist

B a fitness instructor

C a sales manager

D a childminder

E a doctor

F an office cleaner

G a secretary

H a retired person

For questions 21 ─ 25, choose from the list (A ─ H) the person who is speaking.

TASK ONE

Speaker 1 B 21

Speaker 2 G 22

Speaker 3 C 23

Speaker 4 A 24

Speaker 5 E 25

A a pride in personal achievements B indifference to current trends C an enjoyment of a daily routine D a commitment to taking regular exercise E a desire to improve his or her diet F awareness of his or her health problems G a reluctance to admit failure H resentment of another person’s attitude

While you listen you must complete both tasks.

For questions 26 ─ 30, choose from the list (A ─ H) what each speaker is expressing.

TASK TWO

Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5

C 26

H 27

F 28

D 29

B 30

The examiner asks questions and you may have to give information about your interests, studies, careers, etc.

Examples of questions in Part 1:

• What is the one thing you own that you couldn’t live without? (Why?)• How important is it to share the same musical tastes as your friends? (Why?/ Why not?)• What do you think you’ll be doing in five years’ time?

Candidate A:

Question for Candidate B:

• What difficulties might the photographers be having?• Who might be interested in the photographs they are taking?

• Which of the photographs being taken would be the most interesting?

Candidate B

Question for Candidate A:

• How might the people be feeling?• What might have caused them to be feeling like this?

• Which picture shows the strongest emotion?

• What hopes and fears for the future might each chapter include?• Which chapter might interest readers most?

A discussion on topics related to Part 3, e.g.:

• Are television programmes more effective then books in dealing with topics like our hopes and fears for the future? (Why? Why not?)

• Is it important for parents to read to their children? (Why? Why not?)

Slide 2Useful links:http://www.cambridgeenglish.org/exams-and-qualifications/advanced/ https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/advanced/adviceforteachers http://www.flo-joe.co.uk/cae/students/index.htm

Part Content Task focus

1

Three texts on one theme from a range of sources.

Each text has two multiple-choice questions.

Candidates are expected to show understanding of attitude, detail,

implication, main idea, opinion, purpose, specific information, text organisation

features, tone and text structure.

Slide 4 - The Reading paper (worth 20% of the total marks for the exam) contains 4 parts.


2

A text from which six paragraphs have been

removed and placed in a jumbled order, together with an additional paragraph, after

the text.

Candidates are expected to show understanding of attitude, detail, implication, main idea, opinion,

purpose, specific information, text organisation features, tone and text

structure.



3A text followed by seven

multiple-choice questions.



structure.



4A text or several short texts

preceded by 15 multiple-choice questions.



structure.



1One

compulsory question.

Candidates are expected to be able to write non-specialised text types such as an article, a contribution to a longer piece, an essay, information sheets, a letter, a proposal, a report, a review, or a competition entry,

with a focus on advising, comparing, evaluating, expressing opinions, hypothesizing, justifying and

persuading.

Slide 9 - The Writing paper (worth 20% of the total marks for the exam) contains 2 parts.


2

Candidates choose one task from a

choice of five questions

(including the set question options).

Candidates are expected to be able to write non-specialised text types such as an article, a contribution to a longer piece, an essay,

information sheets, a letter, a proposal, a report, a review, or a competition entry, with a focus on

advising, comparing, evaluating, expressing opinions, hypothesizing, justifying and

persuading.

Slide 13 - The Writing paper (worth 20% of the total marks for the exam) contains 2 parts.

Slide 14 - If candidates have read one of the set books and want to write about it, they may decide to try Question 5. You have a choice of two tasks, 5(a) or 5(b), for this question.


1

A modified cloze test containing twelve gaps and followed by

twelve multiple-choice questions.

Candidates are expected to demonstrate the ability to apply their knowledge of the language

system.

Slide 16 - The Use of English paper (worth 20% of the total marks for the exam) contains 5 parts.


2A modified open cloze test

containing fifteen gaps.

Candidates are expected to demonstrate the ability to apply their knowledge of the language

system.



3

A text containing ten gaps. Each gap corresponds to a word. The stems of the missing words are given beside

the text and must be changed to form the missing word.

Candidates are expected to demonstrate the ability to

apply their knowledge of the language system.



4

Five questions, each one containing three discrete sentences. Each

sentence contains one gap, which must be completed with one word

which is appropriate in all three sentences.





5

Eight separate questions, each with a lead-in sentence and a gapped

second sentence to be completed in three to six words, one of which is a

given ‘key-word’.





1

Three short extracts, from exchanges between interacting

speakers. There are two multiple-choice questions for each extract.

Candidates are expected to be able to show understanding of agreement , attitude, course of action, detail, feeling, function, gist, interpreting context, main

points, opinion, purpose, specific information etc.

Slide 22 - The Listening paper (worth 20% of the total marks for the exam) contains 4 parts.


2

A monologue with a sentence completion task which has eight

items.

Candidates are expected to be able to show understanding of agreement , attitude,

course of action, detail, feeling, function, gist, interpreting context, main points,

opinion, purpose, specific information etc



3

A text involving interacting speakers,

with six multiple-choice questions.

Candidates are expected to be able to show understanding of agreement ,

attitude, course of action, detail, feeling, function, gist, interpreting context, main

points, opinion, purpose, specific information etc



4

Five short themed dialogues, with ten multiple-matching

questions.

Candidates are expected to be able to show understanding of agreement , attitude,

course of action, detail, feeling, function, gist, interpreting context, main points,

opinion, purpose, specific information etc


Part Content Task focus Timing

1

A conversation betweenthe interlocutor and each

candidate(spoken questions).

General interactional and social language.

3 min.

Slide 27 - The Speaking paper (worth 20% of the total marks for the exam) contains 4 parts. (Two/three candidates and two examiners)


2

An individual “long turn” or each candidate, with a brief response from the second candidate (visual stimuli, with spoken instructions)

Organising a larger piece of discourse; comparing, describing, expressing opinions, speculating.

3 min.

Slide 28 - The Speaking paper (worth 20% of the total marks for the exam) contains 4 parts.

Rubric for Part 2:

Candidate AIt’s your turn first. Here are your pictures. They show photographers working in different situations. I’d like you to compare two of the pictures, and say what difficulties the photographers might be having, and who might be interested in the photographs they are taking.

Candidate BWhich of the photographs being taken would be the most interesting? (Why?)


2

An individual “long turn” or each candidate, with a brief response from the second candidate (visual stimuli, with spoken instructions)

Organising a larger piece of discourse; comparing, describing, expressing opinions, speculating.

3 min.


Rubric for Part 2:

Candidate BNow here are your pictures. They show people expressing different emotions. I’d like you to compare two of the pictures, and say how the people might be feeling, and what might have caused them to feel like this.

Candidate AWhich picture shows the strongest emotion? (Why?


3

A two-way conversation between the candidates (visual

and written stimuli, with spoken instructions).

Sustaining an interaction; exchanging ideas, expressing and

justifying opinions, agreeing and/or disagreeing, suggesting,

speculating, evaluating, reaching a decision through negotiation etc.

4 min.


Rubric for Part 3:

Now, I’d like you to talk about something together for about three minutes. Here are some pictures illustrating the chapters of a book called ‘Hopes and Fears for the Future’. First, talk to each other about what hopes and fears for the future each chapter might include. Then decide which chapter might interest readers most. All right?


4A discussion on topics

related to Part 3 (spoken questions).

Expressing and justifying opinions, agreeing and/or disagreeing.

4 min.


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What I wear to work