cae_hb_samp_p1.pdf

A DETAILED GUIDE TO CAE

PAPER 1 READING

General Description

Task Types

Paper Format

Multiple matching, multiple choice, gapped text.

The paper contains four parts. Each part contains a text and

corresponding comprehension tasks. A text may consist of

several short pieces.

Task Focus

Understanding gist, main points, detail, text structure or

specific information, deducing meaning or recognising

opinion/attitude.

Number of Questions

Approximately 45.

Answering

Length of Texts

For all parts of this paper, candidates indicate their answers

by shading the correct lozenges on an answer sheet.

3,000 words approximately overall; 450 – 1,200 words

approximately per text.

Timing

Text Types

1 hour 15 minutes.

From the following: newspapers, magazines, journals, non-

literary books, leaflets, brochures, etc.

Marks

From the following: informational, descriptive, narrative,

persuasive, opinion/comment, advice/instructional,

imaginative/journalistic.

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

Task Type

and Focus

Number of

Questions

Task Format

Multiple matching

Main focus: specific

information

12–18

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 sections in

the text.

Gapped text

Main focus: text structure

6 or 7

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.

Multiple choice

Main focus: detail, gist,

opinion/attitude

5–7

A text followed by four-option multiple-choice

questions.

Multiple matching

Main focus: specific

information

12–22

As Part 1.

Page 9

PREPARING FOR PAPER 1

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 need practice in doing multiple-

matching tasks within a certain time-limit and without

recourse to a dictionary.

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.

Part 2 , 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 whole of 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.

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 options will 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 or types of occupation. 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, 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.

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 , the multiple-choice task, tests detailed understanding

of a text, including opinions and attitudes expressed in it.

Candidates need to read the text closely in order to

distinguish between, for example, 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. The questions can be answered

correctly only by close reference to the text.

In preparing for Part 1 of the CAE Reading paper, candidates

should practise reading the instructions carefully and

noticing the information provided in the instructions

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.

Page 10

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 a 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.

Part 4 of the Reading paper complements Part 1; both are

multiple-matching tasks, testing candidates’ ability to locate

specific information in a text. The task 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 preparation 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 Reading tests.

It is important to familiarise candidates with the instructions

on the front page of the question paper, and for each part of

the test; 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, in

case they do not finish the paper.

Page 11

Part 1

Travel Companions

Indicate your answers on the separate answer sheet.

I have this problem with

guide books. I read too

many hurriedly (usually on

a plane) and then forget

them and my debt to them.

When I’m travelling, I soon learn

which to reach for first (perhaps

the safest indicator of which is

best). But a few countries later I

have forgotten perhaps not which I

chose, but almost certainly why.

Good ones are the kick-start for

the experience, rather than the

experience itself.

So, drawing up a shortlist of

the best guide book series seemed

a touch high-handed – especially

when you add the vagaries of the

series to the equation, for even

the best produces its share of

hopeless volumes.

What turned it into the confident

work of minutes rather than days

of agonising was a simple and,

once I had thought of it, obvious

test. All that was necessary was

to imagine I was going some-

where I knew absolutely nothing

about and ask myself what guide

books I would look at first. The

efficacy of this ploy was such

that, when I asked a few other

people to do the same, it came as

no surprise to find that we were

in almost total agreement.

The first two were the easiest.

Without any question my first

stop would be the Lonely Planet

and the Rough Guide series. I

couldn’t, and wouldn’t, choose

between them in advance. There

is more between titles within the

series than there is between the

series themselves. If both

covered my destinations (as they

usually do), I would want them

both in my hand luggage.

Both are practical and tell you

the things you really want to

know (such as where to get a

good cheap meal, and the bus to

your next destination). Both

started with the young backpacker

in mind, and both are now

broadening their target readership

to include the more affluent 30-

plus reader.

The R ough Guides , perhaps

the more even of the two series,

tend to be stronger on Europe and

the cultural background, and the

more obsessed with what is now

termed political correctness (yet

they rarely have anything to do

with politics).

the book itself. For instance, the

Caribbean I s lands Handbook

from the dourly named Trade

and Travel Publications had also

accompanied me around the

Caribbean. This comes from the

same stable as the South

American Handbook , now in its

70th edition, and widely held to

be the greatest guide book of all

time.

For erudition and encyclopedic

scope, the South American

volume is without equal. But,

though not without a certain wry

humour (and on occasions

a barely suppressed joy at

unearthing arcane information),

one wishes it would allow itself

to be outrageously subjective

once in a while. This probably

explains why it was rarely the

first I reached for. The Caribbean

is a place for colour and gut

reactions, rather than deadpan

assessment.

The Michelin green guides are

good value and manage the

balancing act between opinion

and solid information to per-

fection. Michelin’s star system

(from three for ‘worth the

journey’ downwards) tells the

newcomer to a region exactly

what and where its priorities are,

and is the best aid to planning an

itinerary from scratch that I

know. There is nothing on

restaurants and hotels, of course,

and the red guides with which the

green mesh ingeniously, though

excellent works of reference in

their way, do not entirely fill

the gap. Michelin is no good

on atmosphere – or people.

Personally, they interest me more

than buildings and museums.

The future almost certainly

lies with more graphically

adventurous guides. Among

those warranting honourable

mention are the Access series on

American and European cities,

with its user-friendly layout, and

the stunning artwork of the new,

and few, Everyman guides,

which are literally a joy to hold.

In this video age, it will no longer

be enough to tell people how to

use the buses. You need to show

them the ticket machines, too .

Note:

Mark Ottaway looks at the best

travel guide books available

The Lonely Planets are

usually stronger east of Suez, and

capture the sheer joy of travelling

somewhat better. Neither objects

to the generalisation that the

Rough Guides are travels by

writers, whereas their Australian

rivals are written by travellers.

To complain, as critics

occasionally have, that these

guides are guilty of attracting too

many people to unspoiled spots,

is to miss the point. It proves that

both series are good guide books.

The Rough Guide empire

emerged from unpromising be-

ginnings. The very first one,

written 10 years ago, was the

book on Greece its young authors

wanted, but couldn’t find. It had

many defects not worth dwelling

on now (the current edition is

excellent), but for similar reasons

I was slow to appreciate the value

of the Cadogan series. Its Greek

volume, by its most prolific

author, is widely admired. But I

have rarely found it worth

consulting.

It was not until a recent trawl

of Caribbean islands that I found

the Cadogan volume was the one

I was reaching for first. It was the

one which really captured the

‘feel’of the islands. It also had

reliable recommendations.

Further investigation revealed

the series to be the best-written of

all, with a record of bringing on

promising young writers, as well

as capturing such established

stars as Michael Haag, whose

Egypt it has just published.

Prague , New York , Portugal and

Morocco are particularly good

titles.

The best book for a

destination depends on the

destination and you, as well as on

0150/1/S96

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Part 2

A He actually started toying with the team and

trying to gain attention. He would increase

his heart rate and show distress so a team

member had to quickly suit up to check him

over. But as the person entered the pool,

his heart rate returned to normal.

E However, by the time they arrived, the

dolphin had started to swim unsupported.

The press picked up on the story and

descended on the Sea Life Centre wanting

stories, pictures and any information they

could get hold of. And they wanted a name.

Mark and the other team members had a

hasty think and came up with 'Muddy' – after

all, it was found at Mudeford.

For questions 18–23, choose which of the paragraphs A–G on page 5 fit into the numbered gaps in the

following magazine article. There is one extra paragraph which does not fit in any of the gaps. Indicate

your answers on the separate answer sheet.

B It is large but has only a small opening so,

once in, getting out isn't easy. The boats at

the event would have panicked the creature

and it ended up beached, battered and

drained of energy.

F Now the battle to save its life could begin,

but a transportation problem arose. How do

you get a grown dolphin back to the Sea Life

Centre without a vehicle big enough?

C The story actually appeared in several

national newspapers as well as the local

press. Publicity is very important for

charities like the Marine Life Rescue,

providing precious exposure which pleases

the sponsor companies and highlights the

team's work.

G The creature was so weakened by the

ordeal that it could not even keep itself afloat

and had to be walked in the tank to stop it

from just sinking to the bottom and

drowning. Most people can only walk a

dolphin for around 20 minutes to half an

hour. Holding a 150 kg animal away from

your body and walking through water at sea

temperature saps your strength.

D Luck then seemed to be on the team's side

when a double-glazing van-driver stopped to

investigate. The driver offered his services

to transport the dolphin back to the Sea Life

Centre and a lady spectator gave the team a

brand new cooler box to store valuable

water to keep the dolphin moist.

Remember to put your answers on the separate answer sheet.

0150/1 W96

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